'For the Greater Good' Faculty Development Grant

Diverse group of young people hold hands and look down at the camera. Text: For the Greater Good

If students first address grand global challenges in the United States, where they live with them daily, then they are better prepared to examine them abroad. The current global pandemic, the growing number of natural disasters, weather events and ecological disruptions caused by climate change and the tensions surrounding the US Presidential Election highlight the existential threats that Miami students of this generation will need to confront, mitigate, and hopefully, to resolve.

To do so, our students need to develop as global learners who are informed, open-minded, and responsible people who are attentive to diversity across the spectrum of differences; seek to understand how their actions affect both local and global communities; and address the world’s most pressing and enduring issues collaboratively and equitably. That is the purpose of "For the Greater Good."

"For the Greater Good" Faculty Development Program

Global Initiatives has established a faculty development program to develop a set of “For the Greater Good” (FGG) study away programs that will strengthen students’ understanding of diversity and enhance their ability to address the world’s grand challenges. FGG workshops will be accessible and inclusive while offering powerful intercultural bridge crossings and a global problem-solving approach.

Global Initiatives will offer up to twenty $3000 grants to support the development of FGG domestic travel workshops that enable students to navigate intercultural border crossings and to address global grand challenges.

Intercultural Border Crossings

Intercultural border crossings include but are not limited to those between (Richard Slimbach, The Art of World Learning [Sterling, Virginia: Stylus Publishing, 2020], Ch. 3):

  • People of the Machine and People of the Land
  • Native-born and Foreign-born
  • Racial Majority and Racial Minority
  • Privileged and Poor
  • Compatriot and Enemy
  • Catholic/Protestant and Religious “other” or “none”
  • Heterosexual and Gender-queer

These border crossings run both ways, as groups learn from each other, and can be made within the United States at a fraction of the cost of an international program.

Global Challenges

Our students also need to tackle seven global challenges that are changing the way we think, work, and live (“Seven Revolutions,” Center for Strategic and International Studies, last modified 2017, https://www.csis.org/programs/seven-revolutions):

  • Population Growth - by 2050, nearly 70% of the world’s population will live in cities;
  • Resource Management - major demands on food consumption, water availability, and energy usage are intensified by population growth and global climate change;
  • Technological Development - advances in computation, robotics, biotechnology and artificial intelligence impact employment, the economy and daily life;
  • Information Access - people, companies and governments can access more information--including false or malicious news--with increasing speeds;
  • Economic Integration - economic prosperity has not reached billions of people;
  • Security Threats - terrorist organizations, criminal syndicates, rogue states, and pandemics threaten the global order; 
  • Governance Threats - identity politics and populist movements are on the rise

We are looking to support domestic study away programs that are designed to help students:

  • Navigate intercultural border crossings; -and/or-
  • Wrestle with grand global challenges.

Preference also will be given to programs that:

  • Partner with an HSI or HBCU at the study location;
  • Partner with the Myaamia Center;
  • Enable students to take both an intercultural border crossing and address grand global challenges;
  • Charge a program fee of less than $2000.
  • Offer academic credit.
  • Are not a "one-off" program offering; the intention is to develop a sustainable, recurring program for your department.

Application Requirements

  1. An essay (3 pages maximum) that explains your FGG program vision. Why do you want to offer a FGG program? What makes your program an attractive option for students? How does it navigate intercultural border crossings or wrestle with grand global challenges? What qualifications and connections do you have that enable you to offer this program? What is your timetable for program implementation?
  2. A grant budget
  3. A CV

Grant Requirements

If you receive the grant, you are required to:

  1. Submit a Statement of Intent to propose a travel credit workshop by December 1, 2022.
  2. Agree to participate in a Community of Practice ($1000 of additional professional development funds to be offered) during AY 2021-22 or AY 2022-23.

Grant Application Process and Deadline

Contact Ryan Dye at dyer@miamioh.edu for more details.

Please email your grant proposal to Dr. Ryan Dye, Director of Education Abroad, at dyer@miamioh.edu. Proposals are due by Monday, August 16, 2021.