Study Abroad Scholarships Provide International Education Opportunities for Two Deserving Morgan Scholars – Morgan State University

Morgan State University Advances Global Learning and Sustainable Development Goals Through International Scholarships

A report on Morgan State University (MSU) students receiving international scholarships for the 2025-26 academic year highlights the university’s commitment to fostering global citizenship and contributing to the United Nations Sustainable Development Goals (SDGs). Through partnerships with the Benjamin A. Gilman International Scholarship Program and the Council on International Educational Exchange (CIEE), students are gaining international experience that directly aligns with key global development targets.

Student Engagement with Sustainable Development Goals Abroad

Kelci Cunningham: Addressing Inequality and Justice in Brazil

Kelci Cunningham, a sophomore Political Science major, was awarded the Benjamin A. Gilman International Scholarship for a study abroad program in Brazil during the spring 2026 semester. Her academic focus on inequality, Afro-Brazilian history, and systemic oppression will provide critical insights for her future career in international human rights advocacy. Her work directly supports several SDGs:

• SDG 10 (Reduced Inequalities): Her research will focus on the history and contemporary realities of systemic oppression and resistance among marginalized Afro-Brazilian communities.
• SDG 16 (Peace, Justice and Strong Institutions): The experience serves as foundational training for a career dedicated to international human rights, aiming to build more just and inclusive societies.
• SDG 4 (Quality Education): This international learning opportunity provides Ms. Cunningham with a global perspective on social justice, enhancing her education and preparing her for effective global leadership.

Cynthia Winn: Promoting Quality Education and Well-being in Portugal

Cynthia Winn, a sophomore Social Work major, received a scholarship from the Council on International Educational Exchange (CIEE) for an internship in Portugal. She will serve as a Montessori preschool teacher and a social worker, gaining practical experience in international approaches to child development and social support systems. Her internship contributes to the following SDGs:

• SDG 4 (Quality Education): By working in a Montessori preschool, Ms. Winn will directly engage with and contribute to Target 4.2, which aims to ensure all children have access to quality early childhood development, care, and pre-primary education.
• SDG 3 (Good Health and Well-being): Her role as a social worker will involve supporting the well-being of children, a critical component of public health and sustainable community development.
• SDG 10 (Reduced Inequalities): The internship will provide her with an understanding of international social work practices designed to support and protect vulnerable child populations, thereby addressing sources of inequality.

Scholarship Programs as a Vehicle for SDG 17: Partnerships for the Goals

The success of these students underscores the importance of cross-sector collaboration in achieving global objectives. The scholarship programs represent effective partnerships between government, non-profit organizations, and higher education institutions.

The Benjamin A. Gilman International Scholarship Program

Funded by the U.S. Department of State, the Gilman Program enables American undergraduate students to pursue academic studies or internships abroad. This marks the second consecutive year that MSU students have been selected as Gilman Scholars, demonstrating a strong institutional partnership that facilitates access to global education. Since 2001, the program has awarded over 44,000 scholarships, advancing international understanding and workforce development.

The Council on International Educational Exchange (CIEE)

CIEE is a non-profit organization whose mission is to advance world peace by building bridges between cultures through international exchange programs. By awarding over $8 million in scholarships and grants annually, CIEE partners with universities like MSU to make international education accessible, thereby developing students’ skills for living and working in a globally interdependent world. This collaboration is a direct enactment of SDG 17, leveraging partnerships to achieve educational and cultural understanding goals.

SDGs Addressed in the Article

Explanation

The article discusses issues and initiatives that are directly connected to several Sustainable Development Goals. The core theme of providing scholarships for international study aligns with goals focused on education, equality, and global partnership. The specific fields of study and career aspirations of the students mentioned—human rights, inequality, social work, and early childhood education—further connect the article’s content to specific development objectives.

• SDG 4: Quality Education – The entire article is centered on providing students with international learning opportunities through scholarships, which is a key aspect of ensuring inclusive and equitable quality education.
• SDG 10: Reduced Inequalities – The article highlights a student focusing her studies on “inequality,” “systemic oppression,” and “Afro-Brazilian history and resistance.” It also mentions that she is the first in her family to travel internationally, suggesting the scholarships help reduce inequalities in access to such opportunities.
• SDG 16: Peace, Justice and Strong Institutions – One student’s plan to pursue a career in “international human rights advocacy” and the stated mission of the CIEE to “advance world peace” and build understanding between cultures directly relate to this goal.

Specific SDG Targets Identified

Explanation

Based on the specific activities and goals described in the article, several SDG targets can be identified. These targets move from the general goal to more concrete objectives that are reflected in the students’ study plans and the missions of the scholarship organizations.

1. Target 4.2: “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education…” This is relevant through Cynthia Winn’s internship as a “Montessori preschool teacher” where she will gain “firsthand experience in international education, child development, and social impact.”
2. Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including… human rights… a culture of peace… global citizenship and appreciation of cultural diversity…” This target is strongly supported by Kelci Cunningham’s plan to study “global justice issues” and human rights, and by the CIEE’s mission to help students “develop skills for living in a globally interdependent and culturally diverse world.”
3. Target 4.b: “By 2020, substantially expand globally the number of scholarships available…” The article is fundamentally about scholarships. It explicitly mentions the “Benjamin A. Gilman International Scholarship” and the “Council on International Educational Exchange (CIEE)” scholarship, which are mechanisms for achieving this target.
4. Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all…” Kelci Cunningham’s academic focus on “inequality,” “systemic oppression,” and the “well-being of marginalized communities worldwide” directly aligns with the objective of understanding and promoting inclusion.
5. Target 16.1: “Significantly reduce all forms of violence and related death rates everywhere.” This is connected through the CIEE’s foundational mission to “advance world peace” through international exchange and Kelci’s future career in “international human rights advocacy.”

Indicators for Measuring Progress

Explanation

The article provides both quantitative and qualitative information that can serve as indicators to measure progress toward the identified targets. Some indicators are explicitly mentioned with numbers, while others are implied through the description of educational programs and missions.

1. Indicator related to Target 4.b (Volume of scholarships): The article provides specific data that can be used to measure the expansion of scholarships.
   • The Gilman Program has awarded “more than 44,000 scholarships” since 2001.
   • For the 2025-26 academic year, “approximately 3,000 scholarships, each valued up to $5,000, will be awarded” by the Gilman Program.
   • CIEE “awards more than $8 million in scholarships and grants annually.”
2. Indicator related to Target 4.7 (Education for global citizenship and sustainable development): The article implies progress through the content of the students’ educational experiences.
   • Curriculum content: Kelci Cunningham will “study inequality with a focus on Afro-Brazilian history and resistance” and “global justice issues.”
   • Experiential learning: Cynthia Winn will intern as a “Montessori preschool teacher and a social worker” to understand how these fields are “approached internationally.”
   • Organizational Mission: CIEE’s mission is to help people “gain understanding, acquire knowledge, and develop skills for living in a globally interdependent and culturally diverse world.”
3. Indicator related to Target 10.2 (Promotion of inclusion): Progress is implied through the focus of study and career goals.
   • Kelci Cunningham’s academic pursuit is to deepen her “understanding of systemic oppression” and prepare for a career protecting the “well-being of marginalized communities worldwide.”

SDGs, Targets, and Indicators Summary

Source: morgan.edu