Global signature grant

The CEHD Global Signature Grant supports program initiatives or projects that demonstrate the college’s commitment to global engagement, meaningful relationships, and Sustainable Development Goals (SDGs). Individual or group projects are considered, with priority given to projects that are interdisciplinary. CEHD Global Signature Grant projects are exemplars of institutionalized internationalization and global commitments in CEHD. They demonstrate our college’s strength through globally-focused, mission-driven activities.

CEHD International Initiatives is focused on deepening relationships locally and globally. This means listening and responding to the needs of our global partners. We are committed to fostering meaningful relationships that intentionally work to decolonize international engagement, and foster sustainability and reciprocity. We invite faculty to submit proposals that align with our approach to international engagement.

The purpose of this grant program is to support and grow global engagement in CEHD. Projects that demonstrate and advance a commitment to reciprocity, collaborative knowledge making, and reimaging researcher-participant relations are of particular interest.

Examples of activities from past Global Signature Grants

Research abroad opportunities and collaboration
International engagement activities (e.g., delivery of workshops, training, or seminars) in collaboration with global partners, particularly in low resourced countries (as classified by the World Bank)
Global social justice-orientated programs
Glocal programs (those that are locally based with global components)
Developing academic curricula with global content
Visiting scholar activities or programs
Hosting international scholars for special activities or events on campus

Grant resources

Overview

Grant Period: June 2024 through August 2025.

Up to $10,000 support for travel, research or project-related expenses, or other relevant needs.

Funding cannot be used to support graduate assistant time; but can be used to support graduate student participation in activities.
Funding for external consultants are eligible on a minimal basis, with global partner consultants receiving priority for funding.
Funding can not be used for salaries or services provided by a CEHD unit, center, or faculty. The GSG encourages interdisciplinary collaboration within and outside the college, with funding focused on project activities and global partner needs.

Recipients: Up to 4 grants

Application materials

2000-word proposal
- Overview of the project
- Alignment with Sustainable Development Goals (SDGs)
- Contribution of project to broader global efforts in CEHD
- How project works to decolonize international engagement
- How project includes or considers community-based practices of participants
- Sustainability plan
Implementation timeline with aims to launch in the year awarded
Budget plan
CVs from key implementers
Letter of support from Department Chair or Center Director. For group applications one department chair letter is sufficient, with evidence of other department chair approval.

Application due date and form

Application due date: Monday, March 11, 2024
Application form
Letter of support from Department Chair or Center Director

Review process

CEHD Global Signature Grants are reviewed by a selected committee of 5-7 individuals, including past award recipients. Announcements of awards will be made by the end of April 2024.

Recipients of the 2024-2025 Global Signature Grant

Mitchell McSweeney, Assistant Professor at the School of Kinesiology

Decolonizing Sport-for-Development and Peace Pedagogy

The project seeks to respond to the primary question of: how can sport for development and peace pedagogy be decolonized? In partnership with Instituto Fazer Acontecer (IFA), an sport-for-development and peace (SDP) organization operating in the state of Bahia in Brazil, this question will be explored by investigating the Sport 3 Methodology used within their sport and physical activity programs.

Ronald Asiimwe, Assistant Professor at the Department of Family Social Science

Voices from the Field: a Positive Deviance Approach to Understanding Stakeholders Perspectives on Addressing Intimate Partner Violence in Uganda

The project aims to gather insights on addressing intimate partner violence (IPV), which persists as a substantial public health crisis in Uganda, from Ugandan professionals who work with both victims and perpetrators. Qualitative data will be collected from mental health professionals and professionals from the family unit of the Uganda police. This study will lay the groundwork for developing stakeholder informed interventions to address IPV, contributing to reducing IPV prevalence and improving mental health, child/youth health outcomes, and family functioning.

Traci LaLiberte, Executive Director School of Social Work

Child Wellbeing Research Initiative & Training (CRIT) in Namibia

The project is a crucial step in Namibia's development of research infrastructure and training for the child welfare workforce. It involves a collaborative effort between the University of Namibia and the University of Minnesota, along with local and national government officials in Namibia. CEHD researchers from the University of Minnesota will provide technical assistance and consultation to support the establishment of the Child Wellbeing Research Initiative & Training (CRIT) in Namibia.

Kristin Liu, Director of TIES Center and Assistant Director of NCEO at Institute on Community Integration

TIES project for the inclusion of students with Special Education Needs (SEN) in Malaysia

The collaborative project between TIES Center at the University of Minnesota and the Centre for Inclusive Research on Community and Disability at Universiti Pendidikan Sultan Idris in Malaysia aims to address critical challenges and opportunities related to the inclusion of students with Special Education Needs within the Malaysian education context. The project will address and expand on goals of UN Convention on the Rights of Persons with Disabilities in 2010 by developing an inclusive education action plan for Malaysian students with learning disabilities using the existing TIES Inclusive Education Roadmap systems change tool.