The Atlanta Global Research and Education Collaborative (AGREC) seeks to build and strengthen collaborative networks of multi-institutional scholars and practitioners to support global research and education initiatives in the Greater Atlanta region.
- connect the Greater Atlanta region's international assets through an emphasis on supporting "global at home" projects that serve students, faculty, and community partners
- enhance and broaden institutional partnerships amongst universities in Greater Atlanta
- create and strengthen global networks of scholars and practitioners in Greater Atlanta
- raise the profile of Atlanta region as a whole, making Greater Atlanta a hub for global education and research through innovative collaborative educational and research projects from various disciplines
Current Call for Proposals
AY 2024-25 "Global at Home" Call for Proposals
Project Period: August, 2024, to August, 2025
Deadline for applications: April 19, 2024
- Wednesday, February 7, 10-11am on Zoom, https://gatech.zoom.us/j/99287823498?pwd=ZUVWUlpGdGR6ZlIvcE5aMkdXOEZJZz09
- Thursday, March 7, 10am-11am on Zoom, https://gatech.zoom.us/j/91776417597?pwd=Wk5wSldqZXdQUDZDdDhvY2tHOGRGQT09
AGREC Passport Initiative
Delta Air Lines has selected the AGREC partnership for a $51,000 sponsorship award to fund a free passport program which will help increase access to global education experiences and foster international perspectives among students.
The development of the Delta Passport Initiative was led by Emory University’s Atlanta Global Partnerships on behalf of AGREC. Delta’s sponsorship will fund 50 passports at each partner institution, totaling 300 passports during the 2023-2024 academic year. Each university will oversee its own outreach program or dedicated passport day to tailor impact for its unique academic environment and student body.
Georgia Tech Application Information
Open to Georgia Tech students with demonstrated financial need who are receiving financial aid, this initiative aims to eliminate the financial barriers that might hinder their ability to obtain a U.S. passport. By covering the U.S. passport application and photo fees, the program provides a gateway for eligible students to embark on journeys of international exploration and learning.
How to Apply
Application acceptance is first-come, first-served. Accepted applicants will be scheduled for a formal appointment at Georgia Tech's Passport Fair on November 14, and provided with detailed instructions of what to bring to their appointment. More information about Georgia Tech's Passport Fair is forthcoming.
APPLICATION DEADLINE: OCTOBER 15
FALL 2023 PASSPORT FAIR INTERVIEW: NOVEMBER 14
- Enrolled, degree-seeking Georgia Tech students with demonstrated financial need, receiving financial aid
- Students must be applying to participate in a Georgia Tech Education Abroad Program (Faculty-Led Study Abroad, GT Exchange Program, Global Research, & Internship Program (GRIP), GT-Europe, GT-Shenzhen) - https://ea.oie.gatech.edu/
- First-time and renewal US passport applicants (with priority given to first-time applicants)
Inquiries and questions regarding the initiative can be directed to firstname.lastname@example.org.
Current Projects 2023-24
New projects supported in Academic Year 2023-24:
Building a user-driven information database to address the service needs of South Asian survivors of intimate partner violence in Metropolitan Atlanta
Georgia State University, Emory University, Rashka Inc.
This project will build a user-driven information database to address the information and service needs of survivors of intimate partner violence (IPV) within Southeast Asian communities in metropolitan Atlanta. A mobile application will be adapted for use among IPV survivors in collaboration with Raksha, Inc, a Georgia-based non-profit organization serving the South Asian community, utilizing AI and large language models to facilitate broader adoption, streamline the process of connecting users with service providers, and aid in identifying service gaps.
Supporting and Bridging Native Science between Mexico and Atlanta’s K-12 Dual Language Immersion: Digital curriculum development and adaptation
Georgia State University, Kennesaw University, Atlanta Public Schools, Universidad Veracruz Mexico
This study will integrate an Indigenous or Native science curriculum, aligned with academic and intercultural goals, into Atlanta’s K-12 dual language immersion (DLI) programs, to address the lack of science curriculum in partner languages in elementary and middle DLI schools. A recurring APS science summer course will create exemplar instructional materials. Pilot data from summer program classrooms will inform a future proposal to develop a nationally available high school environmental science course.
Improving Diabetes Management Among Refugees in Clarkston, Atlanta
Emory School of Medicine, Georgia State University Prevention Research Center, Ethne Health Clinic
This project will develop, implement, and test the efficacy of an adapted diabetes self-management community outreach worker program for refugees in Clarkston, GA, where members of the Burmese community suffer diabetes at a drastically disproportionate rate. Once trained, community health workers will continue to assist patients at the Ethne and Grace Village health clinics, providing a sustainable program long-term. The research component of the program will provide critical preliminary information to inform scale-up of the program to other refugee groups and a larger subsequent study will aim to demonstrate the long-term cost-effectiveness of the program for refugee populations across the United States.
Facilitating Mental Health Awareness in Ethiopian and Eritrean Communities through Culturally Tailored Training
Emory University, Georgia State University, Ethiopian Community Association in Atlanta (ECAA), Eritrean American Community Association of GA (EACAG)
This project aims to increase mental health awareness among Ethiopian and Eritrean communities in Atlanta by providing culturally tailored educational resources and community trainings. Culturally relevant themes identified through previously conducted focus groups and interviews with adolescents, young adults, parents and community leaders will be incorporated into educational materials and trainings to improve health communication in these communities by targeting the stigmatizing norms that inhibit mental health.
New funding for continuing projects:
Simuvaction on AI
Emory University, Georgia Institute of Technology, The American Red Cross in Atlanta
The program gathers students from U.S., Canadian, and European Universities and invites them to think globally about local issues by participating in a simulation. In 2023-2024, students will focus on “AI, Climate Resilience and Health Disparities on a Global Stage” and replicate an international meeting of the Global Partnership on AI, occupying all the participants' roles. At a time when the (real) GPAI is promoted by the Hiroshima G7 as one of the two international organizations missioned to help the globe with AI governance, this exercise can both engage students in a real-time activity at the center of AI governance and increase AI education and engagement in Atlanta communities.
RCE Greater Atlanta SDG Futures Fellowship
Georgia Institute of Technology, Kennesaw State University, Wundergrubs, Karmalize
This project serves as the primary youth (ages 17-29) engagement program for RCE Greater Atlanta, providing seven-month leadership and professional development experiences to 15-20 students enrolled in higher education institutions, using the UN SDGs as a framework for project-based learning focused on local sustainability challenges both on campus in local Atlanta communities.
Cultural and Linguistic Adaptations of Stop the Bleed in Multi-Ethnic Refugee Communities
Abdullahi D, Zeidan A, Koganti D, et al. Cultural and Linguistic Adaptations of Stop the Bleed in Multi-Ethnic Refugee Communities. The American Surgeon. 2023; 0(0). doi:10.1177/00031348231162708
Read about the collaborative work of the AGREC “Stop the Bleed” project team, whose members are conducting life-saving research and trainings with refugee and immigrant communities in Clarkston, GA.
Stop the Bleed (STB), and other trainings that promote health education in basic trauma management techniques, is offered mostly in English and Spanish in the United States. Limited access to injury prevention training may contribute to inequities in health outcomes for individuals with limited English proficiency (LEP). This study aims to determine the feasibility and effectiveness of STB training in 4 languages spoken in a super diverse refugee settlement community, Clarkston, GA.
Welcoming immigrant integration beyond the local level: Atlanta’s One Region Initiative
Hyde A, Liu C, et al. Welcoming immigrant integration beyond the local level: Atlanta’s One Region Initiative. Journal of Race, Ethnicity and the City. 2023. DOI: 10.1080/26884674.2023.2168219
Welcoming America, a nonprofit organization based in metropolitan Atlanta, has grown a membership network throughout the U.S. of nonprofit organizations and municipalities that present their communities as “welcoming cities” for immigrants. In 2018, Welcoming America launched the “One Region Initiative” to cultivate a concept of a “welcoming region” to transcend municipal boundaries. The purpose of the paper is to examine One Region member municipalities’ implementation of the plans and recommendations set forth in 2018. They specifically examined Phase I of the pilot program, which took place between 2019 and 2021 amid the broader multiscalar context of changing geographies of immigrant settlement and immigration policy. They do so through participant observation as One Region steering committee members, and applied researchers who have been engaged in immigrant integration work in the Atlanta metro area and throughout the country for over a decade. Overall, they find unevenly completed recommendations across locales (often more tied to resources than actual immigrant population share) and core areas (often tied to business friendliness and government).
“Tesla in Grünheide”: Growing Intercultural Competence Through Role-Play Simulation
Joo, H.-A. and Tuschling, L. (2022), “Tesla in Grünheide”: Growing Intercultural Competence Through Role-Play Simulation. Die Unterrichtspraxis/Teaching German, 55: 222-236. https://doi.org/10.1111/tger.12211
The development of intercultural communicative competence (ICC) becomes increasingly important in the world language curriculum and a crucial goal to prepare students for real-life communicative situations outside of the classroom. This article discusses how a simulation exercise based on the contentious construction of the Tesla Gigafactory in Grünheide, Germany, facilitated the growth of students' ability to take perspectives other than their own – a crucial step toward ICC. Using the controversies about the Tesla Gigafactory as a real-world case study, students participated in a role-play simulation, set up as a town hall meeting, where they had to develop arguments whether Tesla should be given the official construction permit or not. This project-based and student-led exercise was designed to develop critical awareness of the cultural intricacy of the Tesla case by considering authentic dilemmas and conflicting perspectives. The activity was implemented in a virtual study abroad, advanced-level German course. Comparing responses from a student feedback survey with Byram's ICC model (2021) suggests that the exercise helped students increase their factual knowledge, skills of interpreting, relating, discovering, and interacting, and develop differentiated understanding of other perspectives – important 21st-century ICC skills for a global life and work environment.
Environmental injustice and E.coli in urban streams: Potential for community-led response
Davis, L. J., Milligan, R., Stauber, C. E., Jelks, N. T. O., Casanova, L., & Ledford, S. H. (2022). Environmental injustice and Escherichia coli in urban streams: Potential for community‐led response. Wiley Interdisciplinary Reviews: Water, 9(3), e1583. https://doi.org/10.1002/wat2.1583
Escherichia coli are fecal indicator bacteria that reach waterbodies through aging and failing infrastructure in cities. Exposure to pathogens in untreated sewage can result in gastrointestinal disease, which frequently goes unreported. In the United States, the Clean Water Act regulates point source discharges of sewage and treated wastewater, but fecal indicator bacteria remain the second leading cause of river impairment. The burden of this contamination is not equitably distributed, with Black, Indigenous, and communities of color suffering from a disproportionate burden of untreated and overflowing waste and subsequent health impacts. Regulatory failures, and even abandonment, along with the exclusion of people of color from the mainstream environmental movement, mean that new approaches are needed to help communities empower themselves to address contamination. Community-led groups that engage residents in addressing issues within and beyond regulatory frameworks have used approaches including trash traps, riparian planting and restoration, and community-led monitoring. Mycofiltration, or the use of fungi to filter pollutants from water, is an emerging and understudied method of remediating E. coli. The low cost of mycofilter installation and maintenance may give agency to communities that have been unduly burdened with sewage contamination to diminish harmful exposures in the near term, even as they continue working toward longer-term regulatory fixes. Continued research is needed to fully understand how different species of mycelium work under varying hydrologic conditions, including in-field installations, along with long-term monitoring and community acceptance to understand the efficacy and the potential impact of this strategy.
Historically Underrepresented Faculty and Students in Education Abroad: Wandering Where We Belong
Walker, D. L., Lyons, L. M., & Vaught, S. (2022). Historically underrepresented faculty and students in education abroad: Wandering where we belong. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-13056-4
This book examines how the unique perspectives of BIPOC faculty and students must be integrated into the undergraduate curriculum to expose students of color to education abroad experiences, enhance cultural awareness and sensitivity, and lend to a broader diversity and inclusion perspective. This edited volume, written by authors of color, argues that education abroad programs not only provide essential academic and cultural enrichment but can also be an important nexus of innovation. When approached within a creative, interdisciplinary, and holistic framework, these programs are ripe with opportunities to engage various constituencies and a potent source of strategies for bolstering diversity, recruitment, retention, and graduation. Despite a tendency to view study abroad as a luxurious option for persons with wealth and means, the editors and their authors argue that global education should be thought of as a fundamental and integral part of higher education, for all students, in a global era.
Education Abroad as Affirmative Action [by Seneca Vaught]
This chapter explores a variety of seemingly unrelated issues around equity, access, and inclusion in the U.S. affirmative action debate to better understand the education abroad experience. This policy overview analyzes how contemporary takes on the affirmative action debate focused solely on the framework of Regents of the University of California v. Bakke, and subsequent decisions fail to incorporate immigration trends, gendered and racial characteristics of study abroad participation rates, and the globalization of higher education. He shows how these trends present important questions about equity in education abroad and outlines conclusions that institutional stakeholders must consider to think more diplomatically about the role of the global educational experiences and the geopolitics of access.
Wandering Where Staff Belong: A Reflection [by Jacob English]
I never wanted to travel abroad, let alone study abroad. In my family, traveling anywhere where our car could not take us was a luxury. I was socialized to believe that international travel was expensive and unnecessary. I was content with our summer trips to Savannah, Orlando, Myrtle Beach, and Cocoa Beach. Please do not mistake my articulation of my early domestic travel as ungrateful or unawareness of my privilege. However, please take it as context for my early development and limited understanding of global education, multiculturalism, and international relations. During my early years, people in my immediate circle did not discuss traveling outside of the United States; therefore, I did not consider traveling outside of the United States. It was not a topic of conversation at the dinner table with me, my mom, younger sister, and older brother. We discussed goals and dreams but traveling abroad was never a part of our lively debates.
ATTACKING ANTISEMITISM: Investigating How Museum-Led Professional Development Affects Preservice Teachers' Preparedness to Teach the Holocaust
Conner, C., & Miskewicz, A. (2023). ATTACKING ANTISEMITISM: Investigating How Museum-Led Professional Development Affects Preservice Teachers’ Preparedness to Teach the Holocaust. Curriculum and Teaching Dialogue, 25(1–2), 115–342.
This study examines how a museum-led professional development workshop impacts preservice teachers' perceived preparedness to teach the Holocaust. Utilizing an instructional model of historical empathy, researchers designed a virtual Holocaust education workshop for preservice teachers. Teacher candidates at three large universities were invited to attend. Survey findings demonstrate that participants' preparedness to teach difficult history improved. Results highlight the power of partnerships between teacher educators and museum educators and the power of eyewitness testimony to evoke empathy.
AGREC Collaborative Projects AY 2022-23
Clarkston Small Business Support: Community Ambassadors Program
Emory University, Georgia Institute of Technology, Amani Women Center
This project meets the unique needs of refugee and immigrant women in navigating the fragmented ecosystem required for entrepreneurs to start and formalize small businesses in and around the Clarkston, Georgia community.
Coalition Building towards Undocumented Student Support in GA
Emory University, Georgia State University, Oglethorpe University, Latino Community Fund, Center for Pan Asian Community Services, Inc. (CPACS)
Project partners share resources and expertise related to undocumented student access, inclusion, and equitable support in Georgia from high school to graduate school.
Enhancing Global and STEM Knowledge through Virtual Exchanges: Partnership between a Korean Dual Language Program in Georgia and an Elementary School in South Korea
Kennesaw State University, Georgia State University, Parsons Elementary School (Gwinnett County), and YoungHwa Elementary School, South Korea
This project supports the development and use of learning and teaching materials in science and math to be used during virtual exchange to enhance students’ global citizenship.
Global Learning for a Lifetime: Supporting Black Students at Home and Abroad Phase II
Agnes Scott College, Kennesaw State University, Morehouse College, Atlanta Metropolitan State College, Delta Airline’s Global Office of Diversity, Equity, & Inclusion
This project assesses study abroad practices to engage Black students' identities holistically, to remove barriers for Black students, and to enable global education professionals to make study abroad more accessible.
Launching the Vision: Building the Greater Atlanta Community Science Collaboratory for the U.N. Sustainable Development Goals
Georgia Institute of Technology, Kennesaw State University, Emory University, WAWA (West Atlanta Watershed Alliance), Truly Living Well Center for Natural Urban Agriculture, and Eco-Action
This project supports the region’s first Community Science Collaboratory, comprised of 6 Community-Based Organizations (CBOs) and 6 Higher Education Institutions (HEIs), fostering meaningful partnerships that address local-to-global challenges through knowledge-sharing, problem identification, scientific collaboration, and public engagement.
PROJECT SIMU-VACTION on "Artificial Intelligence (AI) and Health Disparities on a Global Stage"
Emory University, Georgia Institute of Technology, The American Red Cross in Atlanta, The American Cancer Society
The simulation replicates an international meeting of the Global Partnership on AI, an international forum created by the French and the Canadian Governments. Playing the roles of national delegates, journalists, and lobbyists, students write, debate, and vote on one of the most challenging AI quandaries: How can we ensure that AI designed to help address health inequities does not, in fact, increase such disparities?
RCE Greater Atlanta SDG Futures Fellowship
Georgia Institute of Technology, Kennesaw State University, Sustainable Georgia Futures, Historic District Development Corporation
This project serves as the primary youth (ages 17-29) engagement program for RCE Greater Atlanta, providing eight-month leadership experiences to 15-20 students enrolled in higher education institutions to promote the UN SDGs in their local and campus communities.
Saving Lives: Expanding Cultural and Linguistic Access to Stop the Bleed
Georgia State University, Emory University, Afghan Alliance of Georgia, Indian Creek Elementary School
This project increases both knowledge and efficacy of bleeding emergency self-care for multi-ethnic community residents in Clarkston by developing culturally and linguistically appropriate materials and training, which will be delivered by community residents through partnerships with community-based organizations and local schools.
Supporting Clarkston Youth in College Readiness
Georgia Institute of Technology, Kennesaw State University, Re'Generation Movement, Step Ahead Scholars
This project prepares refugee and New American high-school-aged students in Clarkston for Georgia Tech's 2023 First Generation College Institute and supports them in using what they learn to advance their college preparedness and matriculation at any college or university.
The Praise House Project
Spelman College, Emory University, Culture Centers International
This project expands education about Praise Houses for students and the public through temporary public art installations in communities where African-American history and presence is being or has been erased. Praise Houses recall encoded messages of freedom and resistance within our cultural identity and trace these messages within trade-skills and customs found in both the American South and the diaspora, back to their origins in Africa.
Traveling Exhibit: Enhancing the GA Standards of Excellence Social Studies Curriculum
Kennesaw State University, Georgia State University, Alif Institute
This project creates an exhibit to provide more accurate and comprehensive information about Arabs and the Middle East to augment social studies curriculum in Georgia's public schools.
Global Learning for a Lifetime: Supporting Black Students at Home and Abroad
Kennesaw State University, Agnes Scott College, Emory University, Delta Airline’s Global Office of Diversity, Equity, & Inclusion
Connecting global and local: Curricular development and global partnership in a Korean specials class at a public elementary school
Georgia State University, Kennesaw State University, Parsons Elementary School, YoungHwa Elementary School
Bringing Native Science into Atlanta’s K-12 dual language immersion: Digital curriculum development and adaptation in an APS classroom
Kennesaw State University, Georgia State University, Intercultural Veracruz University, Garden Hills Elementary/Atlanta Public School
Realizing the Vision: Designing a Community Science Collaboratory for the U.N. Sustainable Development Goals
Georgia Institute of Technology, Emory University, Georgia State University, Kennesaw State University, Truly Living Well Center for Natural Urban Agriculture, West Atlanta Watershed Alliance, Eco-Action
Supporting Holocaust Education for Atlanta Area Preservice Teachers through Collaborative Research, Resources, and Partnerships [KSU, GSU + UNG]
Kennesaw State University, Georgia State University, University of North Georgia, Georgia Commission on the Holocaust, Museum of History and Holocaust Education
The Global Communities Internship Program
Emory University, Agnes Scott College, Georgia Institute of Technology, Georgia State University, Atlanta Metropolitan State College, Morehouse College, Clarkston Community Center, Re'Generation Movement, Georgia Piedmont Technical College’s Adult ESL program
[continuation of award from AY20-21]
Cultural Sensitivity Workshop: Building Bridges
Kennesaw State University, Georgia State University, World Affairs Council of Atlanta
Writers Without Borders: A Human Rights Writing Project for Atlanta’s Migrant Youth
Emory University, Spelman College, Agnes Scott College, Freedom University
AGREC Projects AY 2020-21 Presentations
Water quality monitoring network for highly impacted urban headwaters in metro Atlanta (GA)
Fri, October 22 | 12 - 1 pm EST
- Richard Milligan, Assistant Professor of Geosciences, Georgia State University
- Na'Taki Osborne Jelks, Assistant Professor of Environmental and Health Sciences, Spelman College
This research project successfully leveraged its AGREC funding to obtain a $7.2m NSF grant.
Growing Intercultural Competence for Peace and Mediation: The Case Study Method in the Foreign Language Classroom
Wed, October 27 | 12 - 1 pm EST
- Hyoun-A Joo, Assistant Professor of German, Georgia Tech
- Barbara Drescher, Acting Director of German Studies, Agnes Scott College
- Lina Tuschling, TRENDS Global
Advancing a Community-Based Participatory Research Model for Metropolitan Regional Immigrant Integration and Receptivity through the One Region Initiative
Wed, November 3 | 11 am - 12pm EST
- Allen Hyde, Assistant Professor, Georgia Tech
- Cathy Liu, Professor and Department Chair, Georgia State University
- Paul N. McDaniel, Associate Professor, Kennesaw State University
- Darlene Xiomara Rodriguez, Associate Professor, Kennesaw State University
- Britton Holmes, MA/PhD Student, Georgia State University
The Global Communities Internship Program
Fri, November 5 | 11 am - 12 pm EST
- Philip Ojo, Professor of French, Agnes Scott College
- Amber McCorkle, Education and Programs Director, Clarkston Community Center
- Jongdae Kim, Co-Founder and ED, Re'Generation Movement
- Monty Whitney, Director, Bonner Office of Community Service, Morehouse College
- Johannes Kleiner, Associate Director, Civic Engagement, Emory University
- Ruthie Yow, Service Learning & Partnerships Specialist, Serve-Learn-Sustain, Georgia Tech
Atlanta-area migrant communities and climate change: characterizing drivers of migration, exposure risks, and health vulnerabilities
Wed, November 10 | 12 - 1 pm EST
- Cassandra White, Associate Professor of Anthropology, Georgia State University
- Rebecca P. Philipsborn, Assistant Professor of Pediatrics, Emory University
- Alexis Nkusi, MD, MPH, CPACS/Cosmo Health Center
Savings Lives in the Refugee Community: A Cultural and Linguistic Adaptation of Stop the Bleed
Thu, December 2 | 10 - 11 am EST
- Mary Helen O'Connor, Courtesy Faculty, School of Public Health, Georgia State University; Director, Center for Community Engagement, Perimeter College
- Randi Nicole Smith, Assistant Professor of Surgery, Assistant Professor of Public Health, Emory University; Trauma Surgeon at Grady Memorial Hospital
- Deepika Koganti, MD, Assistant Professor of Surgery, Emory School of Medicine
- Amy Zeidan, MD, Assistant Professor of Emergency Medicine, Emory School of Medicine
- Iris Feinberg, PhD, Georgia State University
Past News Releases
Past Funding Opportunities
AY 2022-23 Call for Proposals: Connecting globally while grounded at home (2021-2022) | CLOSED
Deadline: June 28, 2022
The Atlanta Global Research and Education Collaborative (AGREC) invites scholars to submit collaborative projects across disciplines, institutions, and universities that address a need in our global and local communities. This call aims to address topics with a global connection while being grounded locally. Scholars and practitioners may examine a local and global problem in the form of research, workshop, forum, training program or suggest another approach by collaborating with an organization in Atlanta or a population group that has a global dimension. AGREC seeks to build and strengthen collaborative networks of multi-institutional scholars and practitioners to support global research and education initiatives in the Greater Atlanta region.
Questions? Contact Diana Wrenn Rapp, AGSC Associate Director
AY 2021-22 Call for proposals: Connecting globally while grounded at home | CLOSED
AGREC invites scholars to submit collaborative projects across disciplines, institutions, and universities that address a need in our global and local communities. This call aims to address topics with a global connection while being grounded locally. Scholars and practitioners may examine a local and global problem in the form of research, workshop, forum, or suggest another approach by collaborating with an organization in Atlanta or a population group that has a global dimension.
Preference will be given to innovative, transformative collaborative research and education projects in global engagement with significant emphasis on their potential to develop new and strategic sustainable relationships among partners (e.g. universities, companies, NGOs, community organizations) and their impact on Atlanta communities.
Please also consider adding your name to the interest & partnership list at the link below to find and connect to potential collaborators for your projects.
View Georgia Tech press release about funded projects during AY 2020-21 here.
Diana Wrenn Rapp, AGSC Associate Director: email@example.com
AGREC received generous support from Georgia Tech Office of the Provost for International Initiatives through the Steven A. Denning Faculty Award for Global Engagement.