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Global Health Matters

Global Health Matters

Tool Objectives:

  1. To increase awareness of global health issues.
  2. To develop a greater understanding of how health policy and policy advocacy impact health outcomes.
  3. To practice writing compelling and persuasive issue briefs and policy briefs.

Tool Description:

When students in the U.S. hear the term “global health,” most think of health problems specific to developing countries. But global health matters to everyone, not just to those living in developing countries. This assignment has been designed to expand student awareness of global health issues and how health policy and policy advocacy impact health outcomes. (With some editing, the structure of this assignment could be adapted for issues other than global health.)

Tool Procedures:

  1. Why does global health matter? Facilitate a discussion on why global health matters. Ask students to consider what role the U.S. has in ensuring a healthier, more productive and stable world. For example, what role should the U.S. have in fighting HIV/AIDS in developing countries? It may be useful to have students review the Global Health Council website prior to this class meeting. Discuss one or two examples of specific health issues which are affecting the country or region where the class will be traveling.
  2. Assignment. Discuss how health policy and advocacy impact global health outcomes. Explain the three-part assignment. (Optional: Consider having students work in pairs or small groups.)
    • Issue Brief. Have students research a specific health issue or problem that is directly affecting the country or region where the class will be traveling. Students should write a 3-4 page issue brief to convince a policy-maker, agency or institution of the seriousness of the issue. If appropriate, limit the range of issues to course-related content.
    • Field Journal. While abroad, have students gather primary data on the specific health issue or problem each has identified. Offer suggestions on what type of primary data would be acceptable. Require that students have at least three entries in their field journals. Have students submit their field journals shortly after returning from abroad.
    • Policy Brief. Upon return, each student should write a 3-4 page policy brief on the urgency of the problem that was presented in his/her issue brief. The policy brief should extend a rationale for adopting a recommended course of action.
  3. Class Presentations. If class time allows, assign students a 10-minute time slot to present their issue and policy recommendations to the class. Students should prepare as if they are truly delivering the policy brief to the policy-maker, agency or institution.
  4. Why does global health matter? Return to the initial class discussion of why global health matters. Ask students how they can make an impact on global health issues. Introduce GlobeMed (www.globemed.org/) as an example of one way to get immediately involved.

Tool Evaluation:

This assignment can be worth up to 40% of the course grade: 15% for the issue brief, 10% for the field journal, and 15% for the policy brief/presentation. The assignment should be assessed on a student’s insight of the global health issue as it relates to the host country/region and the ability to offer/defend realistic policy recommendations that are grounded in the local context.

Tool Time Requirement:

Two class sessions (pre-departure & post-study abroad)

Tool Author(s):

A. Ogden & S. Knell, 2009.

Tool Handouts [.doc or .docx]:
Global Health Matters Handout

Episode 29: Cultural Lens on U.S. Higher Education: Analyzing International Perceptions of 'Anti-Woke’ Discourse

Dive into a nuanced exploration of the global discourse surrounding higher education in the United States. Join us for a panel discussion with esteemed international educators as we embark on a journey through the lenses of culture and international perspective, examining how global audiences interpret and engage with the ‘anti-woke’ discourse within the context of U.S. higher education. This engaging panel discussion will delve into the intersections of culture, ideology, and education, and the complex landscape of how international audiences perceive the ‘anti-woke’ narrative that has emerged within U.S. academia.

Whether you’re a senior international officer, or simply curious about the diverse viewpoints shaping U.S. higher education, this podcast episode will provide an invaluable space for critical analysis and insightful conversations.

Speaker Biography:

Fanta Aw is a distinguished leader in international education, renowned for her extensive contributions to global learning, cross-cultural understanding, and educational equity. With a deep commitment to fostering connections between diverse cultures and promoting educational excellence, she has significantly impacted the international education community.

Fanta Aw’s career has been characterized by her dedication to advancing global education initiatives, promoting diversity and inclusion, and nurturing partnerships that transcend borders. She has held influential roles in various organizations, advocating for the importance of international collaboration and learning experiences that empower individuals to navigate an increasingly interconnected world.

As a thought leader and visionary, Fanta Aw’s insights and expertise have shaped discussions on the future of international education, emphasizing the significance of equitable access, cultural exchange, and lifelong learning. Her work has not only elevated institutions but has also inspired countless individuals to embrace the transformative power of global education.

Date: September 14th, 2023
Time: 12 noon ET

Sponsored by:

Mark Beirn


An experienced global researcher and administrator, Mark Beirn brings a critical approach to risk management, factoring structural racism and identity-based violence into his rubric for supporting equitable global mobility.

Specialization Areas:

– Global Risk Management
– Education Abroad
– Diversity, Equity, Inclusion in International Education
– Health and Safety
– Curriculum Development


Stephen Appiah-Padi​


Stephen Appiah-Padi is an international educator with several years of teaching and administrative experience in both 4 and 2-year HEIs. An experienced global education practitioner-scholar, with a demonstrated history of success in the field.

Dr. Appiah-Padi has a Ph.D. from the University of Alberta, Edmonton, Canada in Educational Policy & Administration with a specialization in International/Intercultural Education.

At Northwestern College, he provided oversight in the administration of education abroad and international student services. In Lansing, Michigan, he first oversaw diversity and intercultural education at Lansing Community College, and later created the Center for International and Intercultural Education (CIIE) which merged intercultural engagement and international education programs of the institution, and he became its first director. Additionally, Dr. Appiah-Padi taught a course, “Diversity in the American Workplace”, to undergraduate management students of the College. In his current position, he provides leadership and vision in advancing strategic internationalization initiatives, including international partnerships and study abroad programs at Bucknell University.

Dr Appiah-Padi has created and facilitated several workshops for faculty and staff development in higher education and in business organizations. He has presented at several national and international conferences. In NAFSA, among several volunteer leadership positions, he has served as Dean of the Fundamentals of Intercultural Communication Workshop, the Leadership Development Committee member, Chair of the Africa Special Interest Group, and a Fellow of the Global Fellowship Program for mentoring emerging leaders of internationalization in African HEIs. He currently serves as a member of the NAFSA Board of Directors.

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Rosa Almoguera


Dr. Rosa Almoguera has worked as an international educator for over twenty years. She was trained as a Hispanic Philologist at the Universidad Complutense, in Madrid, and did her M.A. at the University of Pennsylvania. Her Ph.D., from Universidad Complutense included a field study and edition of written balladry “Romancero”. During many years Rosa combined teaching and her role as a senior administrator at the Fundación Ortega-Marañón in Toledo, Spain. At the Foundation, Rosa directed and, in many cases created, programs for the University of Minnesota, Notre Dame, Princeton, Ohio State, Arcadia, and the University of Chicago. She has also been a visiting professor at the University of Minnesota, University of Portland, and Interamericana de Puerto Rico.

Beginning in 2016, Rosa works as an international education consultant for both public and private European and US higher education institutions. Rosa has been successful in developing new partnerships and programs, as well as helping improve already existing ones.

Rosa is a member of Forum and NAFSA and has presented with higher education professionals on innovative academic and research programming, STEM in study abroad and Nationalism in Europe. Rosa is currently completing the final Professional Certification from the Forum on Education Abroad.