CILMAR Faculty Grant Programs

Now accepting applications for the Growing Intercultural Leaders program

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The Growing Intercultural Leaders (GIL) program offers both personal and professional development in intercultural competency for the faculty and staff of Purdue University.  With the goal of raising the bar on value-added transformative learning for the graduates of Purdue University, GIL provides three levels of incentivized support.  For more information, please go here.  The application process for 2019 opens February 6 and closes March 26. The application is available here.

Now accepting applications for the CILMAR Mini-Grant Program

Each spring CILMAR invites faculty, staff, and graduate students across the West Lafayette campus to compete for grants of $500-$2000 to be used for research pertaining to intercultural learning. This program supports faculty, staff and doctoral students who wish to engage in the assessment of intercultural learning outcomes and/or to conduct studies of intercultural competency development, but lack the resources to do so.  Applicants may request mini-grants up to $2,000 and are encouraged to seek commitments for matching funds from their unit leadership.  Please note that CILMAR mini-grants are not meant to cover or reduce the cost of study abroad travel, although travel for other purposes (e.g., data collection, conference presentations) may be allowable.

The application process for 2019 opens February 6 and closes March 26. The application is available here. CILMAR is offering an information session on best practices for creating a winning application for the mini-grant on February 28, 2019, 10am-11am, in HAAS 111.  Mini-grants will be formally awarded at the International Programs celebration event on April 16, 6:00pm, in WALC 1055.

Study Abroad Intercultural Learning (SAIL) Grants

The SAIL grant program is offered to faculty for the development and/or support of departmental study abroad programs. Grant amounts vary by year and program type, and some SAIL grants require matching funds from the college or department. Funds will provide awards to faculty members through their academic units. Contact your college or school's International Programs Officer (IPO) for information about proposal procedures and deadlines. You may also click here for additional details about the current round of grants.

Intercultural Pedagogy Grants (IPG)

The Dean of International Programs rolled out a new faculty grant for 2016-17 related to Intercultural Pedagogy. In the IPG program, faculty study abroad directors participate in a series of workshops on intercultural mentorship and assessment and receive discretionary funds for professional development. The application process for this grant goes through college International Program Officers, just as SAIL does, and may be combined with SAIL proposals. See the additional information on SAIL grants for more information on the IPG program.

An endorsement from a 2016-2017 Intercultural Pedagogy Grant recipient:

When I enrolled in the Intercultural Pedagogy Grant program, I did so with the assumption that I was an “advanced” entrant. I spent 2 of my formative years living in Spain, and have spent nearly as much time abroad as in the US over the past 3 years. I also teach intercultural communication for the Brian Lamb School of Communication in Barcelona, Spain each year. However, over the course of the 4-session program, I quickly realized that I had a lot to learn about helping students navigate cultural immersion. The training was exceptional, and Kris, Annette, and Katherine led each session with high levels of interactivity and engagement, moving beyond a simple lecture approach. For how helpful the training was, however, it wasn’t until I put the principles into practice that I realized just how much it had changed my approach to teaching in an intercultural setting. It helped me shift from teaching students how to see and understand the unfamiliar cultures around them, to teaching students how to see and place themselves within unfamiliar cultures around them. It also helped me move beyond my US-centered orientation to teaching—an aspect of my teaching I had not realized was so prevalent. In short, I believe that anyone teaching in an intercultural setting needs this training.  --Brian Smith, PhD


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