The CEHD Global Signature Grant is awarded to a faculty, P&A staff, department, or center that proposes program initiatives that demonstrate the college’s commitment to global engagement. Individual or group projects are considered, with priority given to projects that are interdisciplinary and sustainable. 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.

The purpose of this grant program is to support the creation of an institutional culture of global engagement in CEHD. By supporting projects in this process, we seek to institutionalize our global focus, creating opportunities to integrate chosen activities into their core functions and support projects that need extra funding to begin, continue, or complete their activities. Projects that are interdisciplinary and integrate individuals from multiple centers or departments may have higher potential for sustainability than those that depend on individuals, therefore these would be given priority. We consider interdisciplinary to be both within the college or with partners outside the college. For the purpose of this grant attending an international conference is not considered an eligible project.

Global Signature Grant Programs include, but are not limited to:

• Research abroad opportunities and collaboration
• International engagement activities (e.g., delivery of workshops, training, or seminars), particularly to low income 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

Grants Program Timeline: Up to 4 grants will be supported for implementation of activities from June 2023 through August 2024. 

Support includes:

• Meetings with CEHD International Initiatives staff with the intent of connecting relevant program needs to college and university-wide or external resources.
• Up to $10,000 support for travel, external consultant fees, research related expenses, or other relevant program needs. Funding cannot be used to support graduate assistant time.
• Other supports on an as-needed basis

Application Procedure:

• Interested individuals, departments, or centers should submit a 1000-word proposal by February 22, 2023 including:
  • Overview of the program
  • Implementation timeline with aims to launch in the year awarded
  • Contribution of program to broader global efforts in CEHD
  • Budget
  • 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.
  • CVs from key implementers

Applications are due at 5PM on February 22, 2023 to CEHD International Initiatives, cehdintl@umn.edu.

Additional Information:

• Individuals, departments, or centers can appear in more than one application for different programs.
• Projects funded in 2022-2023 may not be re-funded, however projects funded in previous years are eligible for continued support.
• Please direct all questions to CEHD International Initiatives, cehdintl@umn.edu.

Elizabeth Sumida Huaman, an associate professor in the Department of Organizational Leadership, Policy, and Development, has been awarded Grant-in-Aid funding from the University’s Office of the Vice President for Research (OVPR). Grant-in-Aid funds are designed to promote independent research and support the University’s strategic plan MPact 2025.

Sumida Huaman’s project received a Multicultural Research Award. These funds support interdisciplinary research engaged with underrepresented communities and focuses on issues related to diversity, equity, and advocacy.

The project is titled “Labor, violence, and life aspirations across three generations of Quechua women.” In 17th century Peru, Indigenous lands held by Spanish settlers largely transitioned to haciendas designed for settler economic gain through agricultural and livestock production, further securing European descendant economic dominance through labor exploitation of landless Indians. This system continued until the late 1960s, wherein young Quechua women historically cycled through these and other systems of labor, specifically domestic labor, across the nation.

This participatory research project highlights Quechua women’s narratives across three generations—grandmothers, daughters, and granddaughters—whose experiences of labor, violence, and life aspirations are interwoven with haciendas, cities, and their own rural communities as interconnected spaces of difficult memory. It will address the confluence of Quechua women’s life aspirations and gendered violence, systematic maintenance of Indigenous women as bodies of labor and colonial and state repression of their intellectual/educational pursuits, and the role of Quechua women in Indigenous self-determination efforts. 

Quechua women are research advisors, co-researchers, and participants in this project. Through narrative and generational life story methods, visual methods, and archival research, they will document how Quechua women resist, envision, and enact possibilities for collective Quechua and Indigenous women’s futures.

Vichet Chhuon, associate professor in the Department of Curriculum and Instruction, has been appointed chair designate of the AERA Books Editorial Board. The board has responsibility for implementing AERA’s Handbook Series, as well as for reviewing and making decisions about book products emanating from AERA activities, journals, projects, or programs.

The board also presides over the books publishing program of the association and enables the association to serve as a publisher of books of excellence and importance to the research community and to practitioners and policymakers interested in education research. Two new members are appointed each year by the AERA president to serve a term of four years. Every two years, one of the two incoming members is appointed as chair-designate for two years, to assume the chair position the following two years, at the end of the incumbent chair’s term of service.

The CEHD International Student Community, or CISC, is a new student group that represents international students attending CEHD. The group hopes to enhance mutual learning, increase their presence, and advocate for the needs of international students. CISC was formed by members committed to creating a caring community of international students.

On November 5, CISC hosted a Fall International Student Luncheon, a networking and welcoming event for CEHD international students. Over a casual lunch, international students interacted and made meaningful connections. The event was an opportunity to build a sense of community and learn more about the college’s efforts to support international students. The event, sponsored by CEHD International Initiatives, was attended by over 40 students from 25 countries representing the diversity of CEHD’s global community. 

More pictures of the event can be found here.

For more information, please contact CISC at cisc@umn.edu or follow and stay up to date on Facebook, Instagram, and WeChat. 

CISC looking forward to serving CEHD’s global community. 

Bhaskar Upadhyay, a professor in the Departments of Curriculum and Instruction and Organizational, Leadership, Policy, and Development, recently led a team of graduate students, Cuc Vue and Stephanie Erickson, to Nepal through the JRM Fellowship in Community Development Program. The students just completed their five-week-long internship at the Shree Mahendragram Secondary School, Sudal, Bhaktapur, supporting teachers to build pedagogical and STEM inquiry skills for a more engaged STEM and English language classrooms.

With Upadhyay’s guidance, the students led two workshops for 40 teachers in the school that touched on English language use in STEM areas, STEAM activities based on the local Newari cultural festival called Gaijatra, and several other pedagogical skills to make learning fun, inquiry-based, and culturally sustaining.  The JRM Fellowship is supported by the JRM Foundation For Humanity and CEHD’s International Initiatives. The 2022 Fellows and Upadhyay thank the JRM Foundation, CEHD, and International Initiatives for their kind support.