In collaboration with the Undocumented Migration Project, the UCLA Cotsen Institute of Archaeology (CIoA), its Waystation Initiative, the Interdepartmental Program in Conservation of Cultural Heritage, and the Department of Anthropology, propose the launch of the Program in Archaeology and Global Heritage (PAGH)—an innovative undergraduate program that expands global perspectives and foregrounds historically marginalized voices in archaeology and heritage studies. Built on the CIoA and Anthropology's long-standing focus on international collaboration, PAGH will enhance students' global understanding and offer critical engagement with the complex cultural, political, and ethical dimensions of heritage work across borders. PAGH seeks to move beyond western-centered narratives by immersing students in transnational discussions and practices of cultural heritage. The program will encourage students to explore cultural identity, historical memory, and heritage through a global lens, with particular emphasis on justice and community agency. Participants will gain hands-on experience in laboratories, work directly with cultural materials, join archaeological excavations, and take part in international community-based projects. The curriculum embeds global perspectives throughout, from scholarly research and classroom assignments to lab analysis and field-based learning, ensuring students engage with international heritage in both theory and practice.

I will revise Sociology 211 to include a broad international element that focuses on the Global South. Although this region was, for many years, mostly excluded from study in Comparative Historical Sociology more generally, and in Comparative Historical Methods more specifically, the recent focus on this region means that I can incorporate studies of it into my syllabus and help the students find research projects that include areas from it. This international element can be sustained throughout the whole course, expanding the international vision of the class and the students.

My Global Education grant is to further internationalize my graduate seminar, Qualitative and Mixed Methods in Psychology, Education, and the Social Sciences. Because the seminar takes place on Zoom, students will have a chance to discuss research articles with international content with authors from countries and communities that have been historically underrepresented in academia: Jamaica, China, Korea, and a Bedouin community in Israel. These researchers will respond, live on Zoom, to student questions about their research - research where they have collected data in their own country or community. Going beyond these locations, students will also read and discuss empirical data from a range of countries and communities historically underrepresented in academia: 1) a Maya community in Chiapas, Mexico; 2) North Korean refugees in South Korea; 3) Thailand; 4) China; 5) Bedouin, Ethiopian, and Orthodox Jewish communities in Israel; 6) Jamaica; and 7) Kenya. Project-based work will potentially include opportunities to provide feedback on work-in-progress to authors from communities in the Middle East and Africa. The class is offered by the Psychology Department and satisfies a methodology requirement for Psych graduate students. However, it is expected that students from many different departments and schools will enroll.

The course begins by exploring the universal themes of the human experience of dress and identity, examining the transformational aspects of clothing through a cultural lens. It then transitions into case studies focused on specific geographic regions, analyzing traditional dress and contemporary couture as dynamic forms of communication, self-representation, and inclusion. These regions—South Korea, India, Nigeria, and the African diaspora, along with Muslim and modest dress—are not intended to represent the entirety of global dress; instead, they offer a curated selection of examples that help students develop critical X frameworks for understanding dress as a wholly human and deeply cultural phenomenon. These topics will be explored through guest lectures, scholarly readings, rich imagery, and critical discussions. Designed for an asynchronous online format, the course enables students across time zones and geographies, especially during summer, when enrollment is open to international and non- degree learners, to engage in this richly interdisciplinary, global exploration.

Global TV: Streaming Across Borders, an online undergraduate lecture course in the UCLA Department of Film, TV, Digital Media, examines the major US global subscription video-on-demand (SVOD) services—Netflix, Amazon Prime Video, Disney+, Max, Paramount+, and Apple TV+—as an institutional framework from which to examine shifting attitudes towards globalization in the first two decades of the 21st century. The course will place special focus on the period 2020 to 2025 to unpack how these internet TV services have adapted to a series of global catastrophes—Covid-19, economic inflation, Brexit, plummeting subscriptions, two major wars, and Trump 2.0. In 2020, the global pandemic's stay- at-home orders strengthened transnational audience interest in binge-watching TV series from disparate parts of the world; however, subsequent geopolitical shifts undermined faith not only in streaming, but in globalization more broadly. These US-based digital distribution companies are responding to an era of post-globalization as illiberal authoritarian regimes close borders, institute anti-immigration policies, and promise a nostalgic return to populist nationhood. (Terry Flew, 2020).

“Trauma and Memory in the Indigenous Archive” incorporates two Māori and two First National Aboriginal intellectual leaders into my UCLA Senior Seminar course for Spring 2026. UCLA students will engage in transcultural reflections between Indigenous archival history in the U.S. and Indigenous perspectives abroad to consider the impacts of colonial histories globally.

This course explores compositional practices that synthesize Western classical music with Asian musical traditions focusing on the traditional Korean music. Through cultural study of Asian music and philosophy, hands-on learning of Korean instruments, listening exercises, score study, collaboration with musicians trained in Korea, and original composition projects, students will engage in cross-cultural experimentation and have the option of composing new works. The course will also address issues of cultural context, respectful collaboration, and musical translation.

This proposal presents a strategic initiative to establish an international academic and clinical exchange platform for medical students interested in integrative medicine and global health. Leveraging UCLA's global reach—anchored by the Center for East-West Medicine and the Global Health Program at the David Geffen School of Medicine—the program aims to cultivate culturally competent, globally engaged healthcare leaders equipped to deliver equitable, integrative care. The one-year pilot will engage eleven partner institutions across East Asia to promote cross-cultural dialogue, experiential learning, and collaborative research. Core program components include: • Formation of an international Faculty Advisory Committee to guide curriculum integration, mentorship, and alignment with global health priorities; • A series of nine monthly webinars led by global experts to expand students' understanding of diverse integrative medicine practices; • A student-led society and dual mentorship model to support peer learning, leadership development, and sustained collaboration; • A digital platform to connect international partners, facilitate resource sharing, and ensure long-term access to educational materials. Sustainability will be pursued by embedding the program within existing academic tracks at UCLA and partner institutions, and by seeking external support from the NIH, the Fogarty International Center, and international education foundations.

This project will establish an international, interdisciplinary working group focused on the arts' role in shaping the ethics, politics, and cultural imaginaries of outer space. Our goal is to produce an arts-centred and science-informed space humanities scholarship that directly contributes to the formation of extraterrestrial epistemologies—modes of knowing that confront the consequences of space exploration. Through public programming, artistic partnerships, and cross-disciplinary scholarship, the project will benefit global audiences, especially those currently marginalized in space discourse, by advancing critical and culturally grounded approaches to shaping our planetary futures.

Children have the right to use their own language (UN Convention on the Rights of the Child). Yet, most of what we know about language development is based on monolingual English- learning children (Kidd & Garcia, 2022). We will expand UCLA's global research impact by building a partnership with UNAM, Latin America's largest university, to investigate Spanish language acquisition. Despite being the second most spoken language worldwide (and in the U.S.), we know little about how children learn Spanish. Likewise, although there are more bilinguals in the world than monolinguals, bilingual development remains poorly understood (Paradis, 2010). Through this collaboration, we will address critical gaps in how monolingual and bilingual children learn Spanish.

Resonate is a global, open access musical score project initiated by UCLA librarian Matthew Vest. In two previous cycles, Resonate invited composers to submit scores for inclusion in an open access eScholarship collection, the Contemporary Music Score Collection, with an opportunity to be performed by a premier new music ensemble in Los Angeles. Resonate 2026 aims to globalize the impact of this work, expanding it to facilitate an international performance collaboration, open access collection metadata enhancement, and a formalized phenomenological study undertaken with co-pi Kathleen DeLaurenti from Johns Hopkins University. The goal of Resonate is to make scores from living composers more accessible for global research and performance and to remove barriers like submission fees that often limit the diversity of voices represented in calls for new musical works. Research will enable formalized study of composers' motivation for participating, challenges they face in publishing their music, and their perceptions about how libraries can support programming of their work.

The Northern Mariana Islands Archival Permissions and Consent Research Project engages Chamorro and Carolinian cultural knowledge bearers, seafarers, performers, weavers, carvers, archivists, librarians, artisans, healers, and community members across the Commonwealth of the Northern Mariana Islands (CNMI) in consensual ethnographic research designed to increase understanding and awareness of the unique archival cultural protocols, restrictions, and access considerations among a diversity of ethnic groups and communities in the region. The research findings will be translated into a creative, community-informed resource that will provide practical archival protocols, how-to guides, and space for reflection designed to bolster consent-based archival creation, preservation, and access initiatives in the region and among Micronesian diasporic communities in Southern California.

Background: Violence against children (VAC) and broader adverse childhood experiences (ACEs) affect more than one billion youth globally and contribute to long-term risks including depression, anxiety, HIV, and tuberculosis (TB). While global research on ACEs has grown, most evidence comes from high-income countries, leaving gaps in low-resource contexts like Uganda, where over half the population is under 18 and youth face rising mental health challenges alongside dual HIV/TB epidemics. Methods: This mixed-methods study will assess how household-based VAC and adversity influence mental health and infectious disease outcomes among Ugandan youth. Phase 1 will use four rounds of Africa Medical and Behavioral Sciences Organization (AMBSO) Population Health Surveillance (APHS) cohort data (2018– 2023; >26,000 participants) to examine prevalence, co-occurrence, and associations of VAC, intimate partner violence (IPV), and household adversity with depressive symptoms, anxiety, HIV, and TB outcomes. Phase 2 will include ~30 key informant interviews with youth-serving professionals and 6–8 focus group discussions with children (13–14 years), adolescents (15–19 years), young adults (20–24 years), and caregivers in Hoima and Wakiso districts.Expected Outcomes: Findings will inform integrated child protection and health services in Uganda, build research capacity, and contribute urgently needed context-specific evidence to the global discourse on VAC and ACEs.