International initiatives

CEHD Global Signature Grant

Call for Proposals

The CEHD Global Signature Grant is awarded to a faculty, P&A staff, department, or center that proposes program initiatives that demonstrate the college’s commitment to global engagement. Individual or group projects are considered, with priority given to projects that are interdisciplinary. CEHD Global Signature Grant projects are exemplars of institutionalized internationalization and global commitments in CEHD. They demonstrate our college’s strength through globally-focused, mission-driven activities.

The purpose of this grant program is to support the creation of an institutional culture of global engagement in CEHD. By supporting projects in this process, we seek to institutionalize our global focus, creating opportunities to integrate chosen activities into their core functions and support projects that need extra funding to begin, continue, or complete their activities. Projects that are interdisciplinary and integrate individuals from multiple centers or departments may have higher potential for sustainability than those that depend on individuals, therefore these would be given priority. We consider interdisciplinary to be both within the college or with partners outside the college. For the purpose of this grant attending an international conference is not considered an eligible project. View examples of past recipients and their projects. Please contact Marina Aleixo,, for additional information on how to apply.

CEHD International Speaker Series: 2020-21

September 24, 2020 - Did George Floyd have to be murdered?
Presenters: Awad Ibrahim, Professor, University of Ottawa; Eskender Yousuf, Doctoral student, Department of Organizational, Leadership, Policy, and Development

October 29, 2020 - Navigating International Initiatives During COVID
Presenters: Kevin Dostal Dauer, Director, Health, Safety, and Compliance, Global Programs and Strategy Alliance; Martha Johnson, Assistant Dean of the Learning Abroad Center; Barbara Kappler, Assistant Dean of International Student & Scholar Services

January 28, 2021 - A Republic for whom? The Need for Schooling Beyond 'Integration' in France
Presenters: Marco Brighenti, Departmental Administrator in the Academic Center for Education for New Arrivals and Travelers’ Children (CASNAV); Yacine Djebelnouar, Secondary French Language Teacher, President of the Shams LGBTQI Association, France; Roozbeh Shirazi, PhD, Associate Professor of Comparative International Development Education, Department of Organizational Leadership, Policy, and Development

March 18, 2021 - A Conversation on Race, Nationalism, and Sports
Presenters: Daniel Burdsey, PhD, Associate Dean (Research and Enterprise), School of Sport and Service Management, University of Brighton, UK; Christos Kassimeris, PhD, Coordinator of the MPA Public Administration at European University, Cyprus; Stanley Thangaraj, PhD, Associate Professor of Anthropology, Gender Studies, and International Studies, City College of New York (CUNY); Ezra Hyland, moderator, Teaching Specialist, Youth Studies program

Mary Tjosvold Fellowship 2020: Thailand

The Mary Tjovold ("Mary T.") Scholars program is one of the few study abroad programs at the University of Minnesota that provides graduate students an opportunity to engage in graduate-level professional development through community-based work in a foreign country. With airfare and most living expenses included in the program, this is not only a unique opportunity to build cultural awareness, but one of the most affordable opportunities for graduate student participation.

All CEHD graduate students are eligible to apply for this program. Learn more about the program, and the 2020 work in Chiang Khong, Thailand.

CEHD students in Thailand
Crystal Lee, PhD student in OLPD in the Higher Education program. Lisa Thao, Master of Social Work


We partner with institutions from across the globe in exchanges, teaching, and research. See some of our program partnerships.

If you're interested in a partnership between your institution and CEHD, contact Marina Alexio at

Global Teacher Education Program

Our Global Teacher Education Program (GTEP) is a professional development program for educators. This intensive program provides participants the opportunity to learn about innovative teaching strategies and assessments used in U.S. schools, develop further their English language proficiency, and engage in experiential learning through classroom observations and school internships.

Learn more about GTEP

Visiting scholars

Scholars from around the world join our college community each year to further our research and teaching. Read profiles of our 2019-2020 scholars.

Each of our departments has its own policies and procedures for working with international scholars. If you're interested in being a visiting scholar, please contact the department directly.

Global fellowships

CEHD's global fellowships include support for faculty applying to the Fulbright Scholar Program, the JRM Graduate Fellowship in Community Development, and the Mary Tjosvold Fellowship.

About us

Marina Aleixo headshot

Marina Aleixo


Marina B. Aleixo is Program Director of International Initiatives and Relations at the College of Education and Human Development (CEHD) at the University of Minnesota. Her work involves developing and negotiating global partnerships on behalf of CEHD with institutions from around the world. As program director, her focus is on developing new opportunities for international collaboration, research, and worldwide partnerships, particularly in the area of teacher and faculty education and training. Dr. Aleixo also leads the Global Teacher Education Program (GTEP) initiative, a short-term professional development program designed for international educators.

Dr. Aleixo’s research and scholarship explores the experiences of immigrant students and families. Currently she is involved in two international research projects. Multi-national Exploration of the School Experience of Somali Immigrant and Refugee Students examines the experience of Somali youth in Sweden, Netherlands, and England. The study explores how immigration policies in each country impact these school experiences. Supporting Refugees through Family Separation: Ambiguous Loss for Cambodian American Minnesotans documents the experience of recently deported Cambodian refugees in Cambodia, and their families left behind in Minnesota. Domestically, Dr. Aleixo has been involved in a collaborative multi-institutional research study that documents the college experiences of immigrant students.

Dr. Aleixo teaches courses that explore immigration policy and its impact on student school and community experiences. Her course, Borderland, Education Policy, and the Immigrant Student Experience examines the historical marginalization of immigrant and underrepresented students and families in the US educational system. This spring semester course also includes a one-week experience over spring break to Tucson, Arizona where students work with organizations that support migrants during the border crossing process. Dr. Aleixo also teaches Taste of South Korea: Culture, Language, and Education, a comparative international education course that evaluates and compares current US and Korean educational systems. The course also explores the historical background of Korean education, and its impact on current social, political and educational policies.

  • CI 5150 Borderland, Education Policy, and the Immigrant Student Experience
  • EDHD 3100/5100 Taste of South Korea: Culture, Language, and Education

Selected Publications

Stebleton, M. & Aleixo, M. (2016). Black African Immigrant College Students' Perceptions of Belonging at a Predominately White Institution (PWI). Journal of The First-Year Experience & Students in Transition.

Stebleton, M. & Aleixo, M. (2015). Examining undocumented Latino/a student interactions with faculty and institutional agents. Journal of Hispanic Higher Education, 1-18.

Aleixo, M., Hansen, S., Horii, S. & Un, S. (2014). Theory ain’t practice: Four novice researchers navigate dilemmas of representation within immigrant populations. Diaspora, Indigenous and Minority Education, 8, 32-43.