Growing Intercultural Leaders (GIL)

GIL is a professional development opportunity for faculty and staff designed to cultivate the intercultural leadership skills that will move Purdue -- West Lafayette* toward more inclusion, equity and belonging.

GIL provides three levels of support for faculty and staff who work as teachers, mentors and advisors with students and/or with other faculty and staff on campus. Each level calls for a commitment of a minimum of one academic year.

At each level, GIL fellows set goals in two tracks – personal and professional development – and pursue a project related to their position and their professional goal. Specific learning outcomes for the program are listed on the Intercultural Leadership Matrix.

Participants are supported by meetings with a mentor, other activities and opportunities, and a financial incentive. Their end-of-year reflections, reports and research submissions demonstrate progress toward their goals and serve as a resource to others interested in developing intercultural leadership.

In summary,

  • Level 1 targets people who are relatively new to thinking about frameworks for intercultural learning, who seek to grow personally in this area, and who wish to explore how to cultivate intercultural growth in their students and/or in faculty/staff they mentor. CILMAR supports this level with mentoring and $500.
  • Level 2 targets people who have some familiarity with frameworks for intercultural learning and who are ready to commit time and intellectual and emotional energy to both personal growth and to the growth of students and/or faculty/staff they mentor. CILMAR supports this level with mentoring through an external program and $1000.
  • Level 3 targets people who have experience working with frameworks for intercultural learning and who are ready to make personal growth, mentoring colleagues, and contributing to knowledge production related to intercultural learning a central part of their professional efforts. CILMAR supports this level with research collaboration, the CILMAR writing group, and $4000.

More details about the GIL program can be found here.

The application deadline for 2021-22 academic year is closed. The next application cycle will be in Spring 2022. 

The number of applicants accepted into the program varies according to the number of requests for support and available funding. Applications are reviewed by a committee and evaluated based on qualifications, motivation, and impact as outlined on the GIL Application Rubric. Please contact Senior Intercultural Learning Specialist Dr. Aletha Stahl at with any questions.

*The GIL program is reserved for intercultural leadership development for on-campus, Purdue-only courses and programs. For support of intercultural leadership development related to study abroad/away or virtual exchanges, see CILMAR programs here and here.

GIL Award Recipients and Participants

2018-2019 GIL Awards

Level 1: Kristen Kirby, Susan Modlin

Level 2: Tatjana Babic Williams, Lata Krishnan, Annalisa Mosca, Vicki Simpson

Level 3: Patrick Brunese

2019-2020 GIL Awards

Level 1: Dawn Stinchcomb, Jacquelyn Thomas-Miller

Level 2: Elena Benedicto, Daniel Guberman, Kristen Kirby, Jonathan Ying

Level 3: Tatjana Babic Williams, Elizabeth Karcher, Annalisa Mosca

2020-2021 GIL Awards

Level 1: Emily Bear, Amina Gabrielov, Steven Shelby

Level 2: Margaret Hass, Huai-Rhin Kim

Level 3: Kristen Kirby

2021-2022 GIL Awards

Level 1: Constance Kaspar Wise, Michael Mutti, Margaret Sorg, Rachel Swank

Level 2: Sharon Borkowski, Jazmine Clifton, Dawn Stinchcomb

Level 3: Lata Krishnan

Goals: Learning Outcomes and Evidence

Per the recommendations of the National Institute for Learning Outcomes Assessment (NILOA) Transparency Framework and the NILOA Excellence in Assessment Standards, we provide the goals for each program offered through CILMAR.

75% of GIL Fellows will achieve the stated learning for their level in 4 of the 6 target domains on the Intercultural Leadership Matrix: wellbeing, self-awareness, theoretical foundations, assessment and integration of learning, reflection, ownership/self-directed learning. This achievement will be determined by CILMAR staff as evidenced by a final reflection and, according to level, artifacts such as a syllabus, presentation, white paper, published article, student work, etc.

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