Conflict Transformation Global Courses Funding Guidelines

In an increasingly interconnected world, students must build literacy in international systems and cross-cultural understanding to develop necessary skills for transforming conflict across intellectual, cultural, and geographical borders.

Information Session

An information session for interested faculty will be offered in mid-February. Stay tuned for more details.

The Kathryn Wasserman Davis Collaborative in Conflict Transformation (the CT Collaborative) supports the development of international internships and experiences in conflict transformation. The CT Collaborative draws upon the work of John Paul Lederach and others in defining conflict transformation, which recognizes that conflict is pervasive in society and presents opportunities to create productive change processes. 

We are piloting an initiative to support up to three Global Courses offered by College and Institute faculty and staff during the January, Spring, or Summer terms each academic year through 2027 (2028 is contingent upon available funding). The goal is to connect global immersion with conflict analysis and transformation skills in our curriculum.

Eligibility

Regular full time faculty can propose a global course as part of their teaching load for the upcoming academic year. Proposals can be submitted by 1-2 faculty (team teaching is encouraged). Exceptions with justification can be proposed. Please note these requirements:

  • Funding requests per course should be $75,000 or less.
  • The project lead must be a current faculty or staff member at Middlebury College or the Middlebury Institute of International Studies.
  • The project should benefit the broader Middlebury community and host community, rather than an individual.
  • The project should not be intended as a commercial venture.
  • The project should be connected to a credit-bearing course and explicitly address cross-cultural issues and research ethics.
  • Course travel should be planned for Winter Term, Spring Break, or Summer Term (no programs will be funded during the fall semester).
  • Courses should include a minimum of 6 days and a maximum of 4 weeks in country .
  • Courses should include a minimum of 7 students and a maximum of 17 students. We recommend a maximum 1:10 student-faculty ratio unless there is significant local partner support.
  • Middlebury follows the Forum on Education Abroad standards for international faculty-led courses. Faculty should be prepared to adhere to these standards when offering a global course. 

Please note: Middlebury College faculty will not receive compensation for running a global course. 

Types of Global Courses

In addition to the content and CT-focus of the course, faculty should consider the experiential learning modality that will best serve the students and course content. Prior global course modalities include, but are not limited to the following:

  1. Understanding a Critical Global Issue: Course includes site visits with stakeholders and professionals working on a specific issue (e.g. Peacebuilding in the Balkans). Students meet with local stakeholders and gain a better understanding of the culture and context surrounding the course content/theme.
  2. Field Research: Students/faculty complete a research project requested by a local partner or developed by a student based on course content (e.g. field research for the Andean Alliance in Peru).
  3. Client Project: In addition to covering point 1 above, students may complete a project for a host organization (e.g., CRS in Cambodia, Partners in Health in Rwanda)

Timeline

Phase One

First Friday in April (e.g., April 3, 2026): Faculty interested in building and leading a global course submit the following:

  1. Proposal form with initial course idea, including an overall budget (template here).
  2. Curriculum Committee New Course Form (only if the course will include Middlebury undergrads)

Early June: After review by the curriculum committee and Conflict Transformation Global Courses committee, faculty are notified regarding proposal status. Accepted proposals move to Phase Two planning. Proposals moving on to Phase Two are conditionally accepted subject to planning work with global courses staff (Catherine Pierattini and Carolyn Meyer) and submission of a full proposal by July 1. 

Phase Two

July 1: Final approval of course proposals will be contingent on submission and approval of the following items to Global Course Staff (Catherine Pierattini and Carolyn Meyer):

Funding for courses will be available after after August 1, 2026. 

Components of the Application

Proposals for funding are submitted using this application link. If prompted to create an account, use your Middlebury credentials to access the form.

In addition to completing the form, you will be asked to attach a PDF that includes the following:

Project Proposal: Your project proposal should contain a rationale for the project, plans for development and execution, the desired impact for students and the host community, and the benchmarks for success.

Conflict Transformation: we anticipate two main avenues through which global courses will engage with the scholarship and practice of conflict transformation.  First, the effectiveness of any action depends on good analysis. Students may use time in field sites to develop an understanding of the drivers of conflict and the actors, interests, resources, and power dynamics involved. Second, global courses may involve work building conflict transformation skills.  This could range from ethnographies for historical narratives to structuring community dialogues to supporting restorative practices or mediation efforts. The CT Collaborative website contains a curated set of resources on conflict transformation.

Detailed Budget: Total amount requested must be no more than $75,000.  The budget should include revenue estimates if applicable, as well as costs, estimated or otherwise, for materials, travel, release time, personnel, and any other anticipated expenditure. Your budget line items should be as specific as possible. 

  • Develop a plan for student expenses considering financial access. CT will support needs-based assessment. Cost-sharing with other programs is possible.
  • Middlebury College undergraduates should not be expected to pay any of the program costs. The full cost of their participation should be covered by CT funding.

Successful Proposals

Should your proposal receive funding, the following reports will be required:  

  • An Assessment Plan will be due before funds are released.
  • A final summary report based on the evaluation criteria selected in the project proposal will be due one month after the conclusion of the project.
  • Plans for sharing student reflections and photos/videos through and at the end of the course.

Resources to write these reports are available.  If circumstances warrant a change in the scope of work during the project, a formal request should be submitted via email.

Frequently Asked Questions

We are interested in a wide range of research on conflict and change, from diverse disciplinary and interdisciplinary perspectives. 

  • We will give preference to projects that: Show familiarity with key theories and practices. Reference foundational thinkers and concepts such as conflict analysis, peacebuilding, restorative practices, mediation, and nonviolent communication.

  • Include a short reading list. Provide sample pre-departure and in-country readings that ground students in Conflict Transformation. Consider both classic texts and region-specific scholarship to contextualize the experience.
  • Explain how students will apply CT concepts. Describe specific activities, case studies, or partner engagements that allow students to analyze conflicts, identify stakeholders, and practice reflective or dialogic methods.
  • Show detailed logistical planning. It is not necessary to describe all aspects of your housing, transportation, meal plans, etc. but we will be looking for evidence that you have considered those logistical questions.
  • Include co-teaching faculty where appropriate. Proposals with multiple faculty leaders are especially strong.
  • Identify a reliable in-country partner. This may be a university partner, NGO, community leader, or practitioner with experience working with educational groups. Providers already equipped to support faculty-led courses can significantly reduce your logistical workload and help manage any emergency situations that may arise.
  • Academic Leadership
    • Design and deliver the course syllabus, learning objectives, and assessments.
    • Prepare students through pre-departure orientations, readings, and assignments.
    • Facilitate instruction, discussions, reflection sessions, and experiential activities abroad.
  • Student Support & Well-Being
    • Serve as the primary point of contact for student concerns during travel.
    • Address minor conflicts, interpersonal issues, or behavioral concerns within the group.
    • Monitor student engagement, participation, and well-being throughout the course.
  • Risk Management & Safety
    • Prepare an evacuation plan.
    • Review and follow all institutional policies, emergency protocols, and risk-management guidelines.
    • Conduct on-site orientation for students.
    • Respond to emergencies or unexpected situations, coordinating with the Middlebury Global Operations team and local partners as needed.
    • Maintain up-to-date knowledge of local conditions, health advisories, and safety resources.
  • Logistical Coordination
    • Finalize the course itinerary, daily schedule, and activity logistics.
    • Oversee flight bookings, accommodations, transportation, and meals (usually in partnership with an on-the-ground provider).
    • Track and manage program expenses to stay within the approved budget. This includes maintaining the budget and reconciling p-card expenses.
  • Partnership & Collaboration
    • Coordinate with co-teaching faculty and in-country partners on academic and logistical matters.
    • Maintain regular communication with institutional offices (e.g., study abroad, risk management, dean’s office).
    • Uphold relationships with local organizations, guides, communities, and guest lecturers.
  • Cultural Learning
    • Model cross-cultural sensitivity, ethical engagement, and responsible travel practices.
    • Prepare students for cultural adjustment and help them navigate interactions in the host community.
    • Ensure that program activities respect local norms, communities, and resources.
  • Post-Program Responsibilities
    • Support student reflection and integration of learning after return.
    • Participate in debriefings and contribute to the assessment of program outcomes.

If your proposal is accepted, you will work with Catherine Pierattini (Middlebury College faculty) or Carolyn Meyer (MIIS faculty) to continue developing your course plans. 

  • Program Development Guidance
    • Assistance refining the syllabus, itinerary, learning outcomes, and experiential components.
    • Consultation on embedding ethical engagement, risk management, and intercultural learning.
  • Logistical and Operational Support
    • Support with vendor contracts, payments, and budget management.
  • Risk Management & Compliance
    • Guidance on completing required institutional forms, approvals, and safety documentation.
    • Training on emergency protocols, incident reporting, and crisis response.
  • Student Recruitment & Pre-Departure Preparation
    • Marketing and promotion assistance to recruit students for the course.
    • Templates for info sessions, application materials, and communications.
    • Support in running pre-departure orientation.
    • Assistance with visa application for students (and faculty, if relevant).
  • During-Program Support
    • 24/7 emergency assistance from the Global Operations committee at Middlebury
    • Emergency assistance and advisory services from Global Rescue.

To identify a provider to support your faculty-led course abroad, start by clarifying the type of assistance you need, such as housing, classroom space, local transportation, excursions, or health and safety support, and look for organizations with a strong track record in your destination region. Established study-abroad providers, local universities, NGOs, or specialized educational travel operators can be good options, especially if they understand academic expectations and can help facilitate meaningful, culturally appropriate learning experiences.

As you evaluate potential partners, review their safety protocols, emergency response capacity, communication style, flexibility, and pricing transparency. Seek references from colleagues and reach out to providers for quotes to have an estimate to include in your budget.

Additional Questions?

Staff is available to meet with those proposing initiatives, when requested, to help develop their ideas and determine other individuals to consult with before submitting a formal proposal. Please reach out to Catherine Pierattini (cpierattini@middlebury.edu) or Carolyn Meyer (cmtaylor@middlebury.edu).

Additional Resources