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Faculty and Staff

As part of its mission to "convene a community of practice around engaged academic learning," CEAL promotes scholarly collaborations across disciplines, departments, and units. In addition, it supports initiatives dedicated to community-centered research and the recognition of diverse approaches to knowledge creation and dissemination. 

To strengthen these relationships, CEAL works with staff, faculty, undergraduate and graduate students, and other community partners in a variety of ways, including:

  • Facilitating interdisciplinary and discipline-specific workshops
  • Organizing thematic small learning communities
  • Collecting relevant EAL data for existing and developing programs
  • Providing timely academic conference and publication opportunities


Grants and Funding Resources

CEAL Funding Resources

CBL Consultants

CEAL’s Community-Based Learning (CBL) Consultants Program supports LSA faculty members in developing a new or existing CBL course. Consultants are undergraduate and graduate student applicants hired and trained to assist faculty in all aspects of curricular design, related research and community-liaison work. Consultants work for up to 27 hours a term at no cost to the faculty's department. CEAL also coordinates transportation related to the CBL courses. NOTE: Consultants cannot be used as instructors, traditional research assistants or graders.

CEAL Course Development Grants

CEAL's Community-Based Learning (CBL) Course Development Grants are open to all tenured and tenure-track faculty; clinical instructional faculty; and lecturers who have continuing appointments and course development responsibilities. This grant is for faculty who teach on the Ann Arbor campus.

The Engaged Pedagogy Initiative Fellowship
The Engaged Pedagogy Initiative (EPI) Fellowship is a training program that promotes excellence in undergraduate teaching and professional development by providing graduate students with a series of skill-building workshops on the foundations of engaged pedagogy, course design, critical reflection, and program assessment.

Other Funding Resources

Arts at Michigan Funding
Awarding over $20,000 every year to students and faculty, the Arts at Michigan funding program makes so many of the interesting arts-related events on campus possible. Apply today for funding for your next arts-related event.

COS Pivot
Pivot answers the growing demands on research developers to quickly discover the right funding opportunities and effectively collaborate with their colleagues. Designed for faculty, staff researchers, and graduate students, it's intuitive and easily implemented

CRLT Grants
CRLT sponsors competitions for grants to enhance teaching and learning at the University of Michigan. To obtain information about these grants, review the short descriptions provided on this page and click on the individual grant name for more details about each one, including application guidelines. The grants competitions are open to eligible members of the Ann Arbor campus of the University only.

The International Institute: Fellowships & Grants
The International Institute and its centers provide over $4 million each year to support international research and study. This funding includes fellowships and grants for faculty and student research abroad, international internships, and the study of less commonly taught languages.

LSA Instructional Technology Committee: Grant Opportunities
The LSA Instructional Technology Committee (ITC) encourages innovation in teaching with technology to improve learning in undergraduate classes through a variety of grants for LSA instructional faculty.  The ITC also explores new initiatives and provides guidance to the College of LSA on instructional technology policies, procedures, facilities, and services within the College and provided to the College by University technology units.

MLibrary Grants and Funding Guide
MLibrary provides resources, strategies, and information on conducting research on grant-seeking. This includes finding funders, proposal writing, university processes, and related topics. Online and print resources on grant-getting are included.

Rackham Graduate School: Dean’s Strategic Initiatives
The Strategic Initiatives Fund supports faculty- or student-led activities that engage Rackham graduate students in intellectual exchanges that support their academic or professional development. We especially welcome proposals that engage graduate and professional students across disciplines, at different stages of their studies, and that engage large numbers of students. The proposed activity must have a primary focus on graduate and/or postdoctoral research, scholarship, creative studies or professional development

Third Century Initiative: Transforming Learning for a Third Century (TLTC)
The purpose of the TLTC grant program is to fund the most exciting and innovative ideas from across the University of Michigan campus to enhance action-based, experiential learning for U-M students.

U-M Office of Research: Funds for Research and Scholarship
The Office of Research (UMOR) offers support for research, scholarship, and creative activities in all fields. Eligible to apply: Instructional Faculty, Research Faculty, Research Scientists, Librarians, Curators, and Archivists.

Intercultural Competency Assessment Tools

The following resources offer assessment guides and instruments to measure students' attitudes, perceptions, knowledge, and skills relevant to intercultural and global engaged learning:   

The American Council on the Teaching of Foreign Languages (ACTFL) Test of Oral Proficiency
ACTFL publishes guidelines for proficiency in speaking, writing and listening. It offers oral proficiency testing in more than 100 languages and written proficiency tests in 18 languages. ACTFL also uses assessment to inform instruction, backward-design units, and guide program development. Services include on-site workshops and facilitation, as well as online webinars and learning modules. The Oral Proficiency Interview (OPI) assessment can be administered via telephone or computer. 

Assessing Global Learning: Matching Good Intentions with Good Practice                   
Authored by Caryn McTighe Musil of the Association of American Colleges and Universities (AAC&U), this monograph offers insights on student learning in international contexts, particularly as it pertains to identifying goals for global learning and “capturing the cumulative impact students’ growing global capacities” within liberal education. The appendices include a sample quantitative survey and assessment planning matrix for global learning outcomes.

The Intercultural Development Inventory (IDI)
Developed by Mitchell Hammer, owner and operator of IDI, LLC, the instrument is a 50-item questionnaire that assesses cultural competence. The IDI can be taken online or in pencil and paper form; the instrument can be completed in 15-20 minutes. Contexting questions allow respondents to explore their cross-cultural experiences, how they navigate various intercultural encounters, and the ways they apply these experiences to their personal growth and understanding of differences.  

The Global Perspective Inventory
Established in 2008, the Global Perspective Inventory (GPI) is an online survey that reflects a global and holistic view of student learning in a variety of contexts. While the GPI can be administered to students at any stage of their college experiences, it is widely used to assess students’ pre- and post-international engaged learning involvement. The GPI measures student global attitudes and perceptions by emphasizing six dimensions: cognitive, intrapersonal, interpersonal, curriculum, co-curriculum, and community.  

The Beliefs, Events, and Values Inventory (BEVI)
The BEVI consists of four interrelated components, including a life history questionnaire and three "experiential reflection" items. Administered electronically, the inventory typically requires between 35 and 45 minutes to complete. According to the website, "From an applied standpoint, the BEVI helps individuals 1) understand better what they believe and value about themselves, others, and the world at large and 2) reflect upon how such beliefs and values may—or may not—be conducive to learning, personal growth, relationships, and the pursuit of life goals."

Suggested Readings


Anderson, C. & Blair, D. (2013). Developing a global learning rubric: Strengthening teaching and improving learning. Diversity & Democracy, 16(3).

Crabtree, R. D. (2013). The intended and unintended consequences of international service learning. Journal of Higher Education Outreach and Engagement, 17(2), 43-66.

Green, M. F. (2012). Measuring and assessing internationalization. Washington, DC: NAFSA: Association of International Educators.

Green, M. F. (2013). Improving and assessing global learning. Washington, DC: NAFSA: Association of International Educators.

McTighe Musil, C. (2006)Assessing global learning: Matching good intentions with good practice. Washington, DC: Association of American Colleges and Universities.

Morgaine, W. (2010). Developing rubrics: Lessons learned. In T. L. Rhodes (Ed.),
Assessing Outcomes and Improving Achievement: Tips and Tools for Using
 11–13. Washington, DC: Association of American Colleges and Universities.

Rubin, D. & Matthew, P. (2013). Learning outcomes assessment: extrapolating from study abroad to international service-learning. Journal of Higher Education Outreach and Engagement, 17(2), 67-86.