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FLAS Scholarships Support Language Study

University of Utah students can apply by January 28, 2022, for awards up to $18,000 in tuition funding, plus stipends, for studying an underrepresented language.

The Foreign Language and Area Studies (FLAS) scholarship, a program of the U.S. Department of Education, provides financial support toward tuition and fees to eligible undergraduate students interested in studying Arabic, Cambodian, Chinese, Ecuadorian Quechua, Hindu-Urdu, Japanese, Korean, Nahuatl, Persian, Portuguese, Russian, Samoan, or Vietnamese.

  • Undergraduate awards provide up to $10,000 in tuition and a $5,000 stipend for the academic year.
  • Graduate awards provide up to $18,000 in tuition and a $15,000 stipend for the academic year.
  • Summer awards provide up to $5,000 in tuition and a $2,500 stipend.

Applicants must be U.S. citizens or permanent residents of the United States. Undergraduate applicants must demonstrate at least second-year proficiency of their selected language at the beginning of the award period. Both undergraduate and graduate students in any major are encouraged to apply.

While a student’s reasons for studying a foreign language may vary– preparing for research and graduate study, connecting to their heritage, sheer curiosity, and love of learning–the benefits are the same and far-ranging. Students who take time to study another language reap cognitive benefits, deepen their connection to world cultures and obtain a competitive advantage in the job market.

“As a Brazilian-American, FLAS has helped me improve my Portuguese as a heritage speaker. It has helped me better communicate with my family members and understand more about my own culture. FLAS has changed my life and opened a new part of me that has always been there, but I didn’t know how to connect with. Because of FLAS, I feel more like myself and have become more in tune with my culture, something I will cherish forever,” said Giselle Fagundes-Draper, who is majoring in Accounting and Latin American Studies with a Minor in Portuguese and Brazilian Studies.

“I hope to use Portuguese in my future career and to one day work in Brazil. I encourage anyone who is considering applying to just do it. Start the application process early, and get to know the faculty and staff in your department, it will go a long way.”

FLAS Scholarships are part of a four-year U.S. Department of Education program that in 2018 awarded the University of Utah and Brigham Young University $6.8 million in support of language study and international education. 60 University of Utah students received FLAS fellowships during Summer 2020 and Academic Year 2020-21. The Asia Center and the Center for Latin American Studies administer the scholarships and have awarded up to $648,000 in combined scholarship support to undergraduate and graduate students each year the program has been available at the U.

Learn more by visiting the department of International & Area Studies.

Applications are due January 28, 2022.

Successful Fall Learning Abroad Fair Hints at Strong Enrollment Numbers for the Academic Year

On October 4-8, with students back on campus for the fall 2021 semester, Learning Abroad held its first large-scale, in-person outreach event. The Fall Learning Abroad Fair featured information sessions by University of Utah Faculty Directors, meetings with Affiliate provider reps, scholarship workshop sessions, and an in-person event on Wednesday, October 6 highlighting Learning Abroad opportunities for students across campus.

Even with COVID-19 restrictions, the Wednesday in-person Fair went off without a hitch. The event saw around 250 students in attendance. The majority of those students were Freshmen and Sophomores who are in the early stages of planning to go on a learning abroad program.

The top three schools on campus with the most students in attendance at the Fair were the College of Social & Behavioral Science, the College of Humanities, and David Eccles School of Business, respectively. “The high rate of attendance and student engagement are very positive signs as we head towards our biggest application deadline of the year – February, 15 for Summer Faculty-led Programs,” said Daniel Watson, Learning Abroad Marketing & Technology Coordinator.

“At the start of this academic year, it was anyone’s guess what the enrollment picture would look like for Learning Abroad programs. After student travel being largely on hiatus since the beginning of the pandemic, we suspected that there would be a backlog of students wanting to go abroad. Now that programs are running, we are anticipating high enrollment numbers. The Fall Fair was a strong first indicator that students are still very interested in international education opportunities and are on the lookout for programs that fit their needs and budget. We are looking forward to a busy Spring and Summer for our U students abroad!” said Watson.

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For more information on the Fall Fair and upcoming Learning Abroad events, please contact Learning Abroad’s Marketing & Technology Coordinator, Daniel Watson at daniel.watson@utah.edu.

Building Post-Pandemic Resilience in International Higher Education

Dr. Sabine C. Klahr, Associate Chief Global Officer, recently had the article below published in the fall 2021 issue of IIENetworker–a professional magazine published by the Institute of International Education.⁠

The pandemic has presented many challenges and shifts in priorities for leaders in international education (IE). Even as COVID-19 regulations have eased, countries are opening to visitors, and limited international travel is resuming, the uncertainties for IE continue. In addition to responding to a constantly changing global environment during the pandemic, senior international officers (SIOs) have had to ensure the resilience of their teams, including their ability to pivot with each new challenge and uncertainty. This focus on resilience continues. Despite a sense that the end of the pandemic is near in many locations, infections are at record levels in some countries while the delta variant and the unvaccinated pose new threats in locations where new infections had significantly decreased. Navigating these conflicting realities and other developments that emerged during the pandemic will lead to long-term priority changes for SIOs.

In the future, how will IE leaders proceed to build resilience? It seems reasonable to predict that they will be more deeply engaged in the well-being of their team members with regards to flexible work environments. Supporting team members with their preferences for remote work, flexible schedules, and mental/emotional health will be more important than ever. Due to the pandemic, employees in all industries have experienced shifts in priorities and preferences in their work environments and feel empowered to demand changes or change jobs. This is also the case in higher education. IE leaders will be more deeply engaged in hiring, redefining positions and their organizational structures, and strategic planning focused on creating work environments that enhance job satisfaction.

The pandemic took everyone by surprise, but moving forward leaders will better anticipate crises that can significantly impact their work and operations. They will be better prepared by integrating approaches and processes that allow for more flexibility and adaptability to quickly pivot and implement changes, secure the resources to do so, and cross-train team members to put more staff effort toward critical tasks during times of crisis. The global risk management capabilities of universities were thoroughly tested during the pandemic and, consequently, SIOs will be shoring up the infrastructure and staffing in this regard.

The integration of virtual technology will continue as the world resumes in-person interactions, allowing for greater access and flexibility. This hybrid approach will change the daily operations of an international office, global learning, and collaborations with partners around the world. Virtual exchange was already gaining momentum prior to the pandemic to provide broader access to global learning. SIOs will increase their focus on expanding virtual exchange on their campuses as a means to integrate global education in the curriculum, increase access for students, engage more faculty in global education, and empower more students to study or intern abroad. Wide acceptance of virtual meeting technology will also help leaders lessen the impact of their work on climate change as fewer meetings will necessitate air travel.

The global reaction to the murder of George Floyd as well as inequities exposed during the pandemic resulted in a heightened commitment to diversity, equity, and inclusion (DEI). Although IE and DEI have always been closely connected, there is a renewed effort by IE leaders to collaborate with chief diversity officers and align with DEI initiatives on their campuses. Looking to the future, SIOs will more heavily focus on ensuring that DEI support structures include international students and scholars, invest in efforts to increase access to education abroad, develop international partnerships aligned with DEI principles, and focus on DEI issues within their offices.

Now is the time, more than ever, for SIOs to urge institutional leaders to prioritize internationalization and support a robust hub for the institution’s global operations. The pandemic has demonstrated the absolute need for multidisciplinary international collaboration to address global crises, whether it is focused on local or global impacts. Consequently, the support an international office can provide in this regard is essential for institutions to fully engage in research, training, and with global agencies and bodies to advance multidisciplinary scholarly activities in collaboration with researchers around the world. Now is the ideal time for a fresh approach to making the case to university leaders that a strong global infrastructure and organization directly supports the institutional mission and, thereby, the success and resilience of the institution.

As the uncertainties of the pandemic continue, the priorities of IE leaders will focus on building long-term resilience that will include a deeper emphasis on employee well-being and job satisfaction as well as resources and training to quickly respond to changes. There will be a greater focus on using virtual technology across all IE functions, which will provide broader access to global education. Integrating DEI best practices will be critical for advancing internationalization. While the impact of the pandemic is still fresh in institutional leaders’ minds, the current time is ideal for SIOs to secure more resources for chronically underfunded IE offices by making the case to upper administration that a robust global operation supports institutional resilience.

REFERENCE:

  1. Cox, J. (2021, July 25). Why Worker Loyalty is at a Breaking Point.BBC News Worklife. https://www.bbc.com/worklife/article/20210721-why-worker-loyalty-is-at-a-breaking-point

New Chief Global Officer Named

Brian Gibson

University of Utah Senior Vice President for Academic Affairs Dan Reed announced Brian Gibson has been named the university’s new chief global officer. 

Gibson, a noted leader of internationalization and global engagement efforts, joins the U after most recently serving as executive director of George Mason University’s Global Education Office. He will assume his new role July 1 and will be working both on campus and remotely until students return for the Fall semester. 

“Brian Gibson joins the University of Utah at a moment of incredible global transition and change,” Reed said. “His expertise in building international education networks will be essential as the university strengthens its support for international students, learning abroad initiatives, and campuses and learning programs around the world.”  

In five years at George Mason University in Fairfax, Virginia, Gibson founded the university’s Global Education Office and oversaw global learning programs, which doubled in size during his tenure, growing from 900 to 1,700 students. He managed more than 200 global programs, launching the university’s first experiential learning program and developing its first travel safety and security system.  

Before his time at George Mason, Gibson led Northeastern University’s Global Experience Office for two years. From 2012 to 2014, he was a visiting professor at City University of Hong Kong; and from 2006 to 2012, Gibson was Columbia University’s assistant dean for Comparative and International Programs. He served as acting branch chief for the U.S. Department of State’s Fulbright Office from 2004 to 2006.  

At the U, Gibson will be responsible for leading the Office of Global Engagement, leading the planning and execution of strategic internationalization initiatives, including the Utah Asia Campus, where student enrollment has grown to more than 400 students studying in six undergraduate and two master’s degree programs. He will be a member of the Academic Affairs leadership team. 

Gibson said his passion for global engagement started with a transformative experience in high school, when he was a foreign exchange student to Sweden. 

“Our conversations must always start and end with students,” Gibson said. “I see global engagement at the center of this swirling mass of creativity, research, discovery and enrichment, where we broaden our diversity and align strengths between our international partners and our faculty and broader university community. Indeed, robust global engagement is a fundamental objective of the university and it is everyone’s job, not just the Office of Global Engagement.” 

Gibson’s research focuses on African customary law. He earned a bachelor’s degree in International Economics and a J.D. in Comparative and International Law from Georgetown University, and a master’s degree from Columbia University. He received a Ph.D. from the University of Amsterdam. 

Gibson succeeds Chris Ireland, who is retiring after serving as the university’s chief global officer since 2018. 

KAREN MARSH SCHAEFFER SELECTED BY U.S. DEPARTMENT OF STATE FOR ENGLISH LANGUAGE SPECIALIST PROJECT

The U.S. Department of State announced the selection of Karen Marsh Schaeffer of the U’s Department of Linguistics for a 6-week virtual English Language Specialist project focusing on engaging K-12 language learners with online learning in Istanbul, Turkey. Marsh Schaeffer is part of a select group, as her project is one of 150 that the English Language Specialist Program supports each year.

Marsh Schaeffer maintains roles as Director of English for Academic Success in the department of Linguistics, and as Interim Director of Utah Global Faculty in Undergraduate Studies.

Marsh Schaeffer’s dedication to global learning has been ongoing. She has worked with refugees, local organizations, and teachers to build language abilities for many students over the years. In 2018, Marsh Shaeffer received the Office for Global Engagement’s Excellence in Global Engagement Award. She was a member of a Linguistics team who were awarded a Global Learning Across Disciplines grant in 2019. She’s been deeply involved in the Faculty Learning Community on Global Learning and attended the Global Learning Retreat.

Marsh Schaeffer has previously worked in Narva, Estonia and Indonesia as a specialist and has helped with orientation for Fulbright English Language Teaching Assistants, as well. Her favorite thing about working with students is learning about their backgrounds, cultures and native languages.

The English Language Specialist Program is the premier opportunity for leaders in the field of teaching English to speakers of other languages (TESOL) to enact meaningful and sustainable changes in the way that English is taught abroad. Through projects developed by U.S. Embassies in more than 80 countries, English Language Specialists work directly with local teacher trainers, educational leaders, and ministry of education officials to exchange knowledge, build capacity, and establish partnerships benefiting participants, institutions, and communities in the United States and overseas.

Since 1991, the English Language Specialist Program has supported in-country, virtual, and mixed projects in which hundreds of TESOL scholars and educators promote English language learning, enhance English teaching capacity, and foster mutual understanding between the U.S. and other countries through cultural exchange. During their projects, English Language Specialists may conduct intensive teacher training, advise ministries of education or participate in high-level educational consultations, and offer plenary presentations at regional, national or international TESOL conferences. These projects are challenging and those selected represent the best of the U.S. TESOL community. In return, the program provides professional development opportunities to help participants experience different cultures and build skills that can greatly enhance their TESOL careers at home.

English Language Specialists are counted among the more than 50,000 individuals participating in U.S. Department of State exchange programs each year. The Specialist Program is administered by the Center for Intercultural Education and Development at Georgetown University.

Learn more at elprograms.org/specialist.

U signs agreements with the University of Aberdeen

The University of Utah and University of Aberdeen in Scotland recently signed a memorandum of understanding for universitywide collaboration and a joint exchange agreement opening learning abroad opportunities to students from both campuses.

“This agreement creates an opportunity for our students to study at one of the top universities in the U.K. and experience an institution with over 500 years of history,” said the U’s Sabine Klahr, associate chief global officer and executive director for Learning Abroad.

Richard P.K. Wells, vice principal international partnerships at the University of Aberdeen added, “Education changes lives, and in particular the opportunity to experience different countries and cultures can deliver lifelong opportunities to students. This new agreement between the Universities of Aberdeen and Utah gives a whole new range of opportunities to students from both countries.”

The academic disciplines offered at Aberdeen complement those offered at the U, and students across most fields of study may choose to spend a semester or academic year at Aberdeen once university travel is permitted again. “We also look forward to hosting students from Aberdeen on our campus and their cultural perspectives and contributions to classes and student life,” said Klahr. The partnership is expected to expand to include faculty and staff collaborations in research and scholarship, teaching and other joint initiatives.

The partnership grew out of a chance meeting that Joni Smith, Scottish affairs counselor to North America, and Ian Houston, now the U.S. ambassador for the Scottish Business Network,  had while on an official visit to Utah for the 2019 celebration of the Golden Spike monument. Scotsman John Sharp played a key role in the historic driving of the “last spike” in the Transcontinental Railroad in Promontory Utah in 1869. Smith and Houston met Al Landon, David Eccles School of Business assistant dean, and found a shared desire to connect Utah and Scotland through student and scholar experiences.

The state of Utah has deep historic connections to Scotland due to early immigration by individuals who became leaders in the Mountain West, including David Eccles, for whom the U’s school of business is named. This is the first partnership of its kind between the U and an institution in Scotland.

“In the U.S. we tend to have a romantic view of Scotland—castles and kilts. While that is certainly there and that history and culture needs to be revered and preserved, it’s also so important for students and industry to see the modern progressive Scotland. The converse is true as well—Utah is sometimes misunderstood and people don’t know all that it offers,” said Houston, noting the innovation and spirit of entrepreneurship endemic to both regions.

The University of Aberdeen is ranked in the top 20 universities in the U.K. and in the top 200 in the world (QS World Rankings 2019). Celebrating its 525th anniversary this year, Aberdeen was founded in 1495 and has grown to encompass a broad range of disciplines organized in 12 schools, as well as multidisciplinary research centers and institutes bringing together experts in their fields engaging in cutting-edge research with colleagues around the world.

5 Ways to Integrate Global Learning in the Classroom

As the world becomes increasingly complex, universities are seeking to help students better understand the interconnection of global political, economic, social, and health systems. While not every student may have the chance to experience these complexities first-hand, as educators we can craft our curriculum and classroom experiences in ways that encourage an appreciation of cultural nuance and global perspective. Here are five ways you can help facilitate global and intercultural learning for your students:

Start where you are

Establish your classroom as an inclusive space.

Make it clear that your classroom is a safe space for diverse perspectives and earnest, respectful discourse. Be on the lookout for ways that you can encourage peer-to-peer interaction. Seek opportunities to broaden the content of your lectures to include examples and citations from around the world. Pose questions that invite students to investigate their assumptions and develop answers from multiple perspectives.

Find community

Join the Faculty Learning Community on Global Learning.

This supportive community is open to faculty and staff interested in presentations, discussions, and information sharing regarding global and intercultural learning. The group meets once a month during the academic year and lunch is provided by the Center for Teaching and Learning Excellence. All meetings are held in the Marriott Library, Faculty Center Meeting Space. Check out the calendar here and come join us!

Get funding

Apply for a Global Learning Across the Disciplines (GLAD) Grant.

The Office for Global Engagement awards grants of up to $10,000 for faculty teams to engage in curriculum revision, define global learning outcomes, and tweak your syllabi to design activities and assignments that meet these outcomes. Learn more.

Broaden your network

Join other state educators at the Forum on Global Learning in Utah Higher Education.

This one-day Forum is open to faculty, staff, and administrators at all Utah higher education institutions who are interested in curriculum and program revision to integrate learning outcomes and assessment focused on global and intercultural competency.  You may participate in the entire day or select activities as your schedule allows. Learn more here. (Edited: The Spring 2020 event was postponed due to COVID-19 travel restrictions and will be rescheduled when safe to do so.)

Go deeper

Participate in the annual University of Utah Global Learning Retreat.

The Office for Global Engagement coordinates an annual faculty/staff retreat in early fall for U faculty and staff at the U’s beautiful Taft Nicholson Center in Centennial Valley, Montana. Conversation focuses on building global learning into curricular, academic, and student life programs. Participants can meet others at the U who are interested in global learning while enjoying the Red Rocks Wildlife Refuge, outdoor activities, and the peaceful setting of the Centennial Valley. Two sessions will be offered in 2020 and will include faculty and administrators from all Utah higher education institutions:

  • Session 1: September 3 – 6
  • Session 2: September 10 – 13

Watch our website, or email oge@utah.edu for more information.

OGE Announces the 2020 Excellence in Global Engagement Awards

The Office for Global Engagement is pleased to announce the winners of the 2020 Excellence in Global Engagement Awards—an annual recognition of faculty and staff who have made exceptional contributions to developing the global dimension of the University of Utah.

Dr. Debra Penney

debra penneyAssociate Clinical Professor and Certified Nurse-Midwife Dr. Debra Penney has dedicated her career to global healthcare of women. Specializing in International Health, Public Health and Refugee Health Service, she has been a valued member of our U community for nearly 20 years. Her reputation shows she has been “going global” long before it became a campus priority. Dr. Penney’s ongoing work with University Neighborhood Partners has fostered priceless learning opportunities for undergraduate and graduates alike. She stands out as a dedicated, compassionate mentor to students looking to expand their global perspective, whether through fostering supportive overseas experiences or initiating local projects with diverse groups. Her passion and dedication to our global community is evident in the way she serves her patients, our local refugee community, the U Nursing and School of Medicine community, and the field of global health care.

Dr. Steve Burian

steve burianProfessor of Civil Engineering Dr. Steve Burian came to the University of Utah in 2003. In the 17 years since, he has made an indelible mark in many areas across campus. This year, Burian completed the five-year USAID project that created the U.S.-Pakistan Center for Advanced Studies in Water—a joint-initiative between the U and Mehran University for Engineering & Technology in Jamshoro, Pakistan aimed at addressing water security in the region. The project launched 7 new degrees and 32 new courses at MUET, boasts 75 graduates and 220 active students (36% of which are female), and has raised an additional 2.5 million dollars in funding. Over 160 students and faculty from MUET have called the U home for a semester during technical and cultural exchanges over the duration of the project. Burian logged countless hours of travel between Utah and Pakistan and remained readily available to colleagues in Mountain Standard Time as well as colleagues 11 hours ahead in Jamshoro. Throughout, he never stopped innovating, constantly seeking new ways to enhance the capacity of program participants. His efforts were recognized in 2019 by the President of Pakistan when he was awarded the Sitara-i-Imtiaz—one of the nation’s highest civil decorations noting significant contribution to the country.

Mr. Onsoo Kim

Onsoo KimFrom his first days on the job as Assistant Director of Marketing & PR at the University of Utah Asia Campus, Mr. Onsoo Kim demonstrated a championing attitude, genuine concern for students, and desire to shout University of Utah spirit to the rooftops. He is a regular feature at all UAC events and is prompt to promote campus activities. It is notable that two of the nominations for Kim came from students. His engagement with our student community at UAC has been truly outstanding–above and beyond the scope of his job title. Kim has taken it upon himself to create new opportunities for students to intern with Korean media, marketing and PR companies. He has spearheaded workshops and job fairs that have helped UAC students advance their careers and has even facilitated remote internships for UAC students struggling to find internships in the U.S. “Mr. Kim has not only enriched UAC students’ academic experiences by offering numerous volunteer and work opportunities, but has also significantly
raised the reputation of the university through his participation in myriad outside programs,” notes one student nominator.

Excellence in Global Engagement Awards are peer-nominated and awarded by OGE in late Spring. If you would like to nominate a colleague for this distinction, visit https://global.utah.edu/excellence-award/ to learn more.

OGE Celebrates the 2019-2020 Global Learning Across the Disciplines Grant Recipients

In lieu of the Office for Global Engagement’s annual in-person awards ceremony, we’d love your help in giving a big round of virtual applause to the three teams who received this academic year’s Global Learning Across the Disciplines (GLAD) grants. These awards help faculty implement curriculum enhancements so that U students can gain greater global and intercultural competencies.

Improving Health Providers’ Cultural and Linguistic Proficiency

Dr. Deanna Kepka, Dr. Debra Penney, Dr. Sara Hart, Dr. Jennifer Macali, Romany Redman

Approximately 8.5% percent of the U.S. population are classified as Limited English Proficiency (LEP). This team aims to lessen the educational gap that exists between health professionals’ communication skills and populations with LEP by developing interactive mandatory student/trainee learning modules to improve communication and cultural understanding in partnership with faculty and staff in the College of Nursing, Pediatrics, and Internal Medicine.

Integrating Global Learning to Enhance Global Health Curricula in Graduate Medical Education

Pamela Carpenter, M.Ed, C-TAGME, Elizabeth Keating, MD, Anik Patel, MD, Jeff Robison, MD, Bruce Herman, MD, Angelo Giradino, MD, Sonja Raaum, MD, Caroline Milne, MD

This team plans to introduce Global Learning into the UU Pediatric Residency Program Global Health curriculum. They will develop a strategic framework with new co-curricular activities that can transfer and produce new knowledge, allow growth through transpection, and collaboratively address solutions to complex global child health issues.

Pasifika Indigeneity and Diaspora: The Global at Home and Abroad

Dr. Hokulani K. Aikau, Dr. Adrian Viliami Bell, Dr. Maile Arvin, Dr. Angela L. Robinson, Dr. Matt Basso

This GLAD award will support the expansion of course offerings for the Pacific Island Studies certificate. PI Studies at the University of Utah is an emerging field with significant potential for providing students with opportunities for global learning. SaltLake City’s Pacific Islander population, which is one of the oldest on the continental US and one of the largest per capita, offers a unique opportunity to explore the intersections of the global and the local.

Learn more about Global Learning Across Disciplines grants at https://global.utah.edu/glad/

Awards Honor Faculty/Staff Excellence in Global Education

The winners of the 2017 Excellence in Global Education Awards were recognized in April during the Office for Global Engagement’s (OGE) annual awards reception. OGE established the award to recognize extraordinary and long-term staff and faculty contributions to the university’s global dimension and those who have demonstrated excellence in facilitating global learning and intercultural understanding. This may include international partnership development that engages students, curriculum revision to include global learning outcomes, advancement of the learning of languages, and other initiatives that provide significant opportunities for global learning either on campus or abroad. It may also include providing support or mentoring to international students or students participating in learning abroad programs.

In order to be considered, faculty and staff members must first be nominated. Nominations must be submitted along with two letters of recommendation. Nominations can come from faculty, staff, or students. A committee composed of U staff and faculty select the recipients from the nominations and announce them in spring semester. Awardees are awarded $1,000 and recognition at a reception and University of Utah publications and websites. This was the first year that several staff members were nominated and OGE was able to award the first staff recipient, Marilyn Hoffman.

Marilyn recently retired from her position of Assistant Director for the Academic Advising Center. In this role, she had a significant impact on the experience and success of international students at the U, both directly through her academic advising, and indirectly by helping academic advisors across campus increase their skills and confidence in addressing the needs and concerns of international students. She was considered the expert on international student advising in the Academic Advising Center and demonstrated cultural sensitivity as well as vast knowledge of the University which made international students feel comfortable reaching out to Marilyn. She was also considered an expert among the advising staff members and was committed to sharing her knowledge and understanding of international student issues with the rest of the staff. Additionally, Marilyn provided advising staff with helpful resources she compiled to use when meeting with new international students.

Marilyn served as a liaison between the Academic Advising Center and International Student & Scholar Services (ISSS)/OGE as well as the University Academic Advising Committee to coordinate resources and support structures for international students and to build relationships between students and advisors. She was a long-term partner to ISSS/OGE in coordinating the International Advising Workshop Series once a semester which focused on addressing the unique needs of international students in academic advising contexts.

Marilyn’s nominator stated: “Having traveled extensively herself, Marilyn genuinely appreciates the value of cross-cultural awareness. All students benefit when they have the opportunity to learn side-by-side with students from vastly different backgrounds and cultures.”

Kathy Pedersen, an Associate Professor in the Department of Family and Preventive Medicine, received the faculty award. She has demonstrated an exceptional commitment to global engagement and provides students with opportunities to gain global competence. Kathy volunteers with the international community in Salt Lake City and connects students to these glocal opportunities as well. Additionally, Kathy has been very active in meeting health needs for underserved populations on a global basis for over three decades by conducting humanitarian outreach trips and hosting delegations from around the world to address problems with access to health care for those living in rural and other underserved areas in particular countries.

She has also led three faculty-led learning abroad programs to Nepal for PA and medical students which constitutes part of an elective rotation.
Kathy co-founded the “Global Partners Program” at the U under which she hosted visiting scholar physicians from Indonesia who come to the U for 9-month training programs in best practices in primary care, public health, and occupational medicine. This has resulted in rich cross-cultural experiences for Physician Assistant (PA) and Global Health students, residents in Family Medicine & Occupational Health, and faculty/physicians. Under this program, she has also coordinated a series of Emergency Medicine training workshops in Morocco and is hosting a visiting scholar from Angola at the U.
Her nominator spoke about Kathy’s compassion when describing her work. They stated: “Kathy cares passionately about the underserved in our community and around the world and works tirelessly on behalf of those less fortunate. She feels a sense of injustice and futility when trying to help diverse, often poor patients obtain sometimes critical medical care, preventative care, adopt healthier behaviors, and develop good lives for their children.”

For more information on the Faculty & Staff Excellence in Global Education Award and to see past recipients, visit http://global.utah.edu/global-resources/global-awards/excellence-global-education-award.php or contact Sabine Klahr, Associate Chief Global Officer, at  s.klahr@utah.edu