U.S. Fulbright Program
Adviser Newsletter

Focus on: European Region

Western Europe remains the most popular region for applicants for the U.S. Student Fulbright Program. During the 2006/07 competition 2300 applications (out of 5641 worldwide) were received for Western Europe. All participating countries in Western Europe, except Switzerland, have binational Fulbright Commissions and are the longest established programs worldwide. Consequently, many of the countries within Western Europe are among the most competitive, but there are still a few hidden gems offering opportunities for candidates with no foreign language skills who seek rewarding, challenging intercultural opportunities.

The Queen's English...

It goes without saying that the most competitive country to apply to in Western Europe (and in the world for that matter) is the United Kingdom. However, with no more than 20 grants to offer, the United Kingdom is often not the best choice for some of the almost 500 applicants who apply each year for one of these coveted awards. The primary attractions of the United Kingdom are the lack of a need to speak a foreign language, and the outstanding quality of the British education system. Alternatively, there are several opportunities throughout Europe where language is not a barrier, and where the quality of postgraduate education is on par with the resources available in the United Kingdom.

Scandinavia offers excellent opportunities for candidates who only speak English, and has a great variety of academic/professional/arts programs providing alternative options for many projects to the United Kingdom. None of the five countries within the Nordic region (Denmark, Finland, Iceland, Norway and Sweden) requires a candidate to speak the local language fluently unless it is required for the project (or for projects in the Humanities to Iceland and Sweden). In addition, the Netherlands only requires a basic knowledge of the Dutch language by the beginning date of the grant. In all of these examples, applicants could obtain the recommended hospitality level of the host language in the year between applying and starting the grant.

What are the odds?

Belgium/Luxembourg, the European Union, France, Ireland, Italy and Spain are also very competitive programs receiving many more outstanding applications than can be funded. The majority of the Fulbrighters sent to these countries are not only proficient in the host language, but show a real need for study in the specific country. For these countries, the competitive candidate’s project is so specific to the country’s resources/academic programs, that there is no other choice as to where to base the project. Candidates whose project goals can be achieved elsewhere are encouraged to consider opportunities in alternate countries/regions if they hope to improve their chances of receiving an award.

Germany, by far, offers the most awards annually with nearly 90 Fulbright Full grants and 140 Fulbright English Teaching Assistantships (ETAs). It provides the largest and most diverse number of placement opportunities with extremely high quality resources, including a post-grant internship program to enhance the academic component of the award. With so many grants on offer, the statistical chance of receiving a grant to Germany is actually higher than to most of its Western European neighbors. Attracted by the many opportunities in Germany, Austria and Switzerland are often overlooked by German speakers; both countries consequently receive fewer applications than one would expect for the grants they have available.

Greece, Portugal, Italy and Cyprus offer very diverse and intriguing environments for a Fulbright project. The majority of applications put forward for these countries are either in the classics or involve some kind of historical research. However, all of these countries have shown an interest in more contemporary projects. Candidates in professional fields of study and the social and hard sciences are encouraged to look to these countries for unexpected Fulbright prospects.

Still only a few years old, the ETA grants to Andorra and Spain are some of the most highly sought ETA grants in Western Europe. Competitive candidates for these teaching assistantships will have compelling, but flexible, side research/study/community outreach projects that will help them to stand out in the applicant pool. They will also have strong language skills in Spanish or Catalan.

Focus on Turkey

Turkey is fast becoming one of the hottest and most exciting venues for a Fulbright project. With 10 Fulbright Full grants and 10 ETA placements, the country where East meets West has everything needed to offer an outstanding Fulbright experience. Even foreign language facility is not necessarily an obstacle for applications to Turkey. Many of Turkey’s best universities teach entirely in English, thus providing the opportunity for candidates to design feasible projects with only limited Turkish language skills upon arrival. Furthermore, the Critical Language Enhancement Awards, part of the National Security Language Initiative (NSLI), include langugage training in Turkish. This pre-grant enhancement can enable candidates to achieve both their project goals, and gain knowledge of an important critical language. In addition, the number of awards offered to Turkey are often supplemented through the Islamic Civilization Program. In 2006/07, four additional awards were made available to Turkey with Islamic Civilization funding. Given the language enhancement awards, the multiple opportunities for study in English, and the ideal location to base an Islamic studies project the program to Turkey will only continue to grow in popularity.

The countries of Eastern Europe offer some of the most exciting opportunities for Fulbright applicants. Not surprising is the fact that most of the applicants to this region have prior living experience in country often through study abroad programs, or have an interest in the region due to personal family heritage. However, every country in Eastern Europe would like to attract Americans who have little prior experience or no family ties to their program country.

Designing projects that can be completed in English is much more of a challenge in this region due to fewer in-country residents who speak English. But this does not mean that determined applicants should look elsewhere. Instead, applicants must commit more energy to achieving a higher level of language proficiency before the start of a possible grant to remain competitive. There are also a growing number of Fulbright programs to the region for those who do not speak one of the local languages. For example, the English Teaching Assistantships in Bosnia-Herzegovina, Bulgaria, the Czech Republic, Hungary, Poland, Romania and the Slovak Republic offer good alternatives for those with weaker language skills. Also, several countries (for example: Estonia, Latvia, Lithuania and Slovenia) require only a working knowledge of the host country language by the beginning date of the grant for those not needing to take university courses.

Hungary, the Czech Republic and Poland tend to be the most competitive countries in Eastern Europe. Romania, Bulgaria and the Slovak Republic statistically are not as competitive and offer a good number of opportunities. Croatia is the most competitive program in Southeastern Europe while Slovenia, Albania and Macedonia attract a small number of applications each year.

Focus on Poland

The Fulbright Program to Poland has more than doubled the number of award opportunities for 2007/08. Poland will now offer 15 Full Fulbright grants and 10 new ETA grants. In 2006/07, Poland had no more than 20 applications for the 12 awards that were available, and so Poland is keen to attract candidates whose first instinct might be to apply elsewhere to consider the many educational opportunities that Poland has to offer. The 10 brand new ETA placements will all be based at universities throughout Poland allowing candidates to easily develop side research/study project to complement their teaching duties. Knowledge of the Polish language is an advantage, but any motivated candidate can obtain solid basic language skills in the year between applying and the grant start date.

Eurasia

The countries within the Eurasian region continue to attract outstanding candidates with intriguing project ideas. All of the countries within this region are experiencing exciting changes and developments that attract U.S. students who want to witness first-hand a society in transition.

Russia is the most competitive country within Eurasia, and has the most stringent foreign language proficiency requirements. Russia also requires all candidates to affiliate with academic institutions, and to begin their projects in September 2007. However, with 30 Full Fulbright grants and 10 ETA grants, it is easy to understand why over 100 candidates try their luck each year for an award to this challenging country. And for those who might need some language training, the Critical Language Enhancement Award is available.

Candidates looking for more flexibility in terms of language requirements, and grant start dates should consider the programs in Ukraine, Belarus and Moldova as possible alternatives to Russia. Ukraine has 10 Full Fulbright grants to offer, but receives only about 30 candidates each year. Given that Ukraine’s language guidelines state that the skill level need only be commensurate with the project’s needs, Ukraine should not be overlooked in favor of its larger neighbor.

Off the Beaten Track

Georgia, Armenia and Azerbaijan receive relatively few applications, but those they do receive include project ideas that are well grounded in the issues specific to these countries. Georgia, Armenia and Azerbaijan are also the only countries within the entire European/Eurasian region that will accept candidates who design projects that are primarily focused on language acquisition. Therefore, candidates interested in obtaining a unique language skill and who hope to develop academic or professional goals in the region should be encouraged to apply to any of these three countries.

Mailing Applications to IIE - 10 Steps

Mailing Applications to IIE – 10 Steps

October 20, 2006 (Midnight, Pacific) is the deadline for the submission of electronic applications
October 23, 2006 (Close of Business) is the deadline for the receipt of hard copy applications
MAIL THE HARD COPY APPLICATIONS TO IIE
Applications and all communications should be directed to:

U.S. Student Programs
Institute of International Education
809 United Nations Plaza
New York NY 10017-3580

All hard copy applications from your school should be sent in one package by registered or express mail so that they can be traced, if necessary. Please note that registered mail takes longer than regular mail, and sufficient lead time should be allowed between the mailing date and the deadline date. Applications must be received at IIE in New York by 5:00 pm EST October 23. Each application must have all the necessary companion documents (i.e., letters of reference, Foreign Language Report, etc.).

1) Submit only one original, complete hard copy application for each student, collated by the form number.

2) Make sure applications are complete, containing all required support documents. Double check the #5 Student Record Card in the application to make sure the form is complete and correct.

3) Open all support documents, e.g., recommendations, transcripts, etc. It is not necessary to keep attached envelopes or transcript label for applications that you send to IIE.

4) Do not staple any pieces to the application. Paper clips/paper clamps only.

5) Include the campus rating on the upper right corner of page 1.

6) Make sure all applications are signed by the applicant on the bottom of page 1.

7) Enclose supplementary material for applicants in the creative and performing arts. (The Supplementary Materials Record form #11 should accompany this material.)

8) Submit a letter of transmittal (i.e., a cover letter), listing the names of students whose applications are enclosed, the country for which each is applying, and the rating assigned to each applicant by the Campus Committee.

9) Please include a description of your campus committee, i.e., number of faculty participants, in your cover letter.

10) Confirm receipt of the hard copies at IIE with your sender.

Expanding Boundaries, Expanding Opportunities: by Nelleke Bak and Josh Carter, FPAs at the University of Alabama at Birmingham (UAB)

Seeking potential applicants for the Fulbright Program at a southern state university, with mainly a commuting student body, presents challenges. Add to the list a great number of graduating seniors who are seeking entry into medical school, and the task of the FPA calls for creative promotion of Fulbright opportunities.

The University of Alabama at Birmingham (UAB) had had five Fulbright grantees prior to 2004, but, after an inspirational presentation on campus by Tony Claudino from IIE in April 2005, an active recruitment drive was launched to identify and encourage suitable applicants. Information sessions for Honors Program students and for Honors Society members, emailing targeted students, providing brochures about the U.S. Fulbright Program at various study abroad and international fairs throughout the year, publicizing the opportunities Fulbright has to offer on various UAB websites, and requesting faculty to refer interested candidates, brought in many enthusiastic queries. Additionally, having two FPAs has worked rather well for UAB because it provides increased opportunities to spread the word about the U.S. Fulbright program to a larger number of venues across campus. Because of the increased publicity about Fulbright opportunities, four students eventually pursued the process to the final submission stage. Proposed projects covered a range of disciplines: Forensic Science at the University of Strathclyde, European Cultural History at the Freie Universitat in Berlin, Global Health Sciences at Oxford University, and a Teaching Assistantship in Andorra combined with an oral history project on Andorran youths’ perception of how the principality’s social and cultural history has shaped their modern identities in a globalized world.

John Pocus, University of Alabama at Birmingham. 2006-2007 English Teaching Assistant to Andorra.

As we know too well as FPAs, encouraging students to “postpone” their plans after graduating for a year is difficult; but this is only half the battle. Finding suitable hosts for applicants’ projects can be equally daunting. Two of our applicants had outstanding project ideas and clear leaning outcomes that would result from said projects but needed assistance in locating an institution abroad with which to affiliate. The UAB Study Abroad Program office was a useful resource for these students and guided them toward programs that would best serve them as both a “home base” from which to complete their Fulbright activities as well as a “home away from home.”

The need to encourage more students to apply for the chance to deepen their research, expand their horizons, grow as individuals and establish lifelong networks with close colleagues in different countries remains an on-going challenge for us FPAs. Students with 5 years of medical school ahead are loathe to “take a year off." And so, instead of our merely stating, however persuasively, that the benefits of a Fulbright year far outweigh the costs of deferment, we are planning on drawing on our Fulbright alumni -- faculty, past and current Fulbright students -- more extensively to deliver the message with greater conviction. John’s anticipated weekly web update from across the globe is a promising addition to the promotional initiatives that are currently under way.

Other ideas we’d like to try:

• A presentation to academic advisors and faculty to identify potential future graduate school applicants.
• A presentation through UAB Graduate School to encourage more current graduate students to apply.
• Show “The Cheese Nun” film about the nun who studies advanced microbiology and its relation to cheesemaking in France.

Swiss Government/Fulbright Grants

There has been a change in the eligibility requirements for the Fulbright Program to Switzerland. BA holders and graduating seniors are now eligible for consideration under the Swiss Government/Fulbright Grants. Candidates for these grants do not need to do anything different or additional to be considered for these awards at the time of application. All candidates to Switzerland will automatically be considered for all awards for which they are eligible. IIE will instruct recommended candidates to complete the Swiss Government's Scholarship application at a later date.

My Slovenian Fulbright Experience, by Amiel Melnick, 2005-2006, Slovenia

How people in other countries choose to imagine the United States varies hugely in my experience. The fantasy (positive, or negative, or both) of the United States grows out of so many factors, that I find it difficult to generalize about the impact that a program like Fulbright can have,

Amiel Melnick, 2005-2006, Columbia University, Drama.

But stereotypes, I have learned, can’t simply be denied. Having lived in many places, I've spent a lot of time trying to question people's assumptions about what being an American is like, or argue against their blanket criticisms, while trying to accommodate their point of view. In Slovenia, I gained what you could call a three-sided view on this form of imagining the United States, partly because it was in Slovenia that for the first time I fully realized how long the long arm of American television and movies really is. And tenacious. While the notion that these media are pervasive, contribute to forms of globalization, send American culture around the world, and so on, was certainly nothing new to me, there was something about going to a movie theater in Ljubljana (a city in which the art, at least, is very international), watching 5 previews, and realizing that all the previews were for American movies (knowing how many movies are produced in Europe!), that really made it sink in just how much intimacy someone might feel that they have with a country that produces most of the movies he or she watches. I began to have more sympathy for people's sense of certainty about knowing what the United States is like, because I realized that that feeling is precisely what so many American exports are trying to create and to sell.

Slovenia's relationship with the United States has many layers. Nostalgia for socialism coexists with new patterns of consumption of goods and cultures, and people in Slovenia understandably express a combined fascination with and revulsion for America. The kind of music people listen to is an interesting representation of these layers (as it is in many places): Slovenia has very little "traditional" or "ethnic" music, and, being so small, doesn't have many popular recording artists of its own (i.e., those musicians who are considered "Slovenian" and were once "ours," are now in fact "theirs" due to the break up of the former Yugoslavia). I've noticed an affection towards this music -- called "ex-Yug" in the record store -- which is at once nostalgic and patronizing (I am often asked: "so what do you think of our 'southern' music?"), but have not heard, as I have elsewhere, a sense that "ours is better" -- nationalism in Slovenia takes a different form.

Many Slovenians, then, are definitely looking "outside" for their music, maybe to distance themselves from the Balkans and maybe because eclecticism has become a source of pride, especially among the class of people who go to see concerts, theater, exhibitions. And yet, despite the fact that channels to American music seem increasingly open, the imports are highly filtered. The bulk of commercial American music, which seems omnipresent in other parts of Europe, is not particularly popular in Slovenia. R&B and hip hop are not yet as widespread as elsewhere -- neither the American recording artists nor the form itself (though, among the high school crowd, hip hop is becoming more common). On the other hand, what I do find both younger and middle-aged people listening to are Hardcore and Heavy Metal, and more recently, Emo. Did British Punk, which was so popular in the 80s, lay some sort of groundwork? Looking at it now, I wonder, what role did American culture play 20 years ago? Why some things and not others? It seems to me that this process of piecing together the clues is necessary to begin to understand what American culture's current presence means for people, older and younger. (Less commercial American music is very present. Also, there's a large jazz festival every year, and the student radio station has a definite affinity for indie-rock bands from New York. In fact, university radio tastes are remarkably similar in the United States and Slovenia.)

In terms of fostering communication, which is very often begun on the basis of shared cultural reference, I find myself asking the question, how much are these references really shared? To what end? On the one hand, being an American in a place where American culture is widespread and often imitated, I have certain references in common with many people, and an exchange is often initiated on the basis of knowing a band, or having seen a movie. On the other hand, it often seems to me that what on the surface seems similar is actually so different that it's hard to say whether references mean that something is shared at all. Such connections make it at once easier to adapt and harder -- because even if the reference is the same, the history behind it and the way it is used and interpreted is so different. How deep-seated is this difference? Some examples: for many of my friends, Popeye was one of the cartoons they watched as children. In the United States, Popeye was already an icon by the time I might have watched it -- an already-nostalgic icon of a much earlier America than the one I knew, something from way back at the very beginning of television. In Slovenia, the country was still socialist when my friends were of cartoon-watching age, and Popeye was one of the only cartoons on television at a time when state-controlled media meant that watching television didn't mean choosing what to watch (unless you lived close to the Italian border!). So while the same childhood nostalgia might be present, the layers beneath it are quite different. Even now, when cable TV is completely unremarkable, the availability of choice (not just in TV) is a highly charged topic of discussion in Slovenia -- even as it becomes normalized in everyday life, it's still a subject for examination as part of academics' and artists' preoccupation with examining themselves and the country's political and societal transformations. It seems to me that the idea of choice is complicated in a different way in the U.S., where academics more often compare "our" ability to choose with "their" inability (if we were overtly using "our" and "their" -- not a common way to speak for Americans, who tend to use the third person when talking about ourselves, but one which I'm inadvertently beginning to adopt while living here).

To give a nostalgia-free example: I have a friend who loves to repeat jokes from the show Friends, expecting me to think they're funny just because I'm American. The show is very popular in Slovenia, and the fact that people are able to get the jokes never ceases to astonish me. But what many people I've talked to don't fully get (and this also astonishes me) is the level of fictionality that is assumed by Americans with regard to American television shows -- the form of the sitcom, for instance, is so familiar as a genre that the question of whether it's realistic or not is largely irrelevant. But I've found here that "Friends" is treated as some document of what life in America is really like, rather than a document that -- with great accuracy -- documents and builds on what television life in America is really like. The sense of reality attached to it is completely different. (Other genres, like the talk show, get a slightly more mixed response...)

Slovenians' frequent use of colloquial American expressions also implies a familiarity with the culture which is not entirely straightforward. Hearing certain phrases coming out of a Slovenian person's mouth startled me at first (when I said, "Can I ask you a question?" someone once responded "Shoot"), because often the phrase was said by a person whose English was not necessarily as good as the use of such a phrase would indicate. I came to realize that using these expressions was specific to particular demographics, that the use of American English was to say more than the phrase itself -- the fact that the expression was a colloquial one was most important as an indicator of American-ness, maybe.

I didn't really mean to write about television... I think I'm trying to make a twofold point. On the one hand, Slovenia doesn't feel drastically different from the United States -- it is of course very different, but I still have the impression that communication is possible without too much of a stretch, and though I've expressed this in terms of pop culture, it has to do with other kinds of cultural similarities as well. For example, the relatively equal position of women in the society, the general standard of living, a work ethic that resembles the U.S., and similar ideas about what kind of work is considered "good," similar ways of expressing "alternative" attitudes to mass culture, etc. On the other hand, the similarity itself can make things difficult, because it masks differences which can be harder to unearth, and harder to accept: the size of the country creates an entirely different sense of scale which is pervasive; trust and mistrust of social systems function differently; citizenship and nationality has a whole different meaning and set of expectations.

So adaptation was a complicated process largely because, having done it all my life, I had no initial doubt that I would be able to adapt. But assimilating wasn't really possible in Slovenia, for reasons I didn't initially understand. The culture is often described as "closed" and thought I don't really know what it means to say it's closed, or whose responsibility "openness" is, it's certainly true that I felt like an outsider. And though this was as much a result of my own personality and patterns as the personalities and patterns of the people I was meeting, there was something particularly potent and confusing in the loneliness that I experienced for the first several months of my stay.

It seems that for many of the Fulbright students I've known, the experience of feeling alone is a major part of what they learn. And, strangely, I think feeling alone is an important part of "mutual understanding" -- because assimilation or adaptation is not necessarily mutual understanding. Loneliness allowed me to take stock of what it is that was me before I came; and while I am here, which of those things of the previous me I wanted to hold on to, which were the parts of another culture I admired and wanted to adopt, which I admired and didn't want to adopt, which I didn't admire at all -- for the first time I allowed myself (sometimes) to prefer my own way just because it was mine. An American anthropologist writes that Americans in Slovenia are considered barbarians just as much as the Balkan "southern cousins," and that she learned to embrace her barbarianism while in living here. I completely sympathize, though I also think that it's not that hard to embrace it; somehow, people are attracted to this very barbarianism. Attraction and repulsion -- like and dislike -- are part of relationships of any kind, especially ones that last and grow. And negotiating simultaneous intimacy and distance is necessary when working towards some kind of understanding of a place. And this negotiation isn't only about the place you go, but also the place you come from. It's nothing new to say that you need to leave your country in order to really know it, but something I realized this time around is that you have to keep leaving your country, keep finding yourself confused and alone, to keep learning what it means to be an American in this world.

Bulgaria -- 2 Fulbright English Teaching Assistantships

Grant period: 10 months, September – June. The grant period starts with the beginning of the academic year at the host institution. As part of their orientation program grantees are encouraged to participate in an international two-week summer institute (the Fulbright International Summer Institute), organized annually by the Fulbright Commission in August. Bulgarian language training on an individual or group basis is supported by the Bulgarian-American Fulbright Commission.

Conditions of award: Applications are welcome from graduate students enrolled in a degree program, irrespective of field of study, who are interested in international education and teaching. Preference is given to applicants in the social sciences, humanities/English language and American studies. Some teaching experience is required.

Applicants should submit descriptions of their study and/or career interests. Details of assignments will be subject to direct communication between selected candidates and designated host institutions.

Affiliations: The grantees will be placed as teaching assistants at Bulgarian secondary or postsecondary schools and the Fulbright Language Training Center. Their assignments will depend on the respective schools’ needs and will not exceed 15 hours per week of teaching English combined with educational advising.

Note: The same conditions apply as for the full grant regarding special considerations, stipend, extension/renewal.

Dependents: The standard amount of the Fulbright teaching assistantships cannot be increased to support accompanying dependents.

Tips to Offer Fulbright Candidates, by Radha Blackman, 2004-2005, Bulgaria

After carefully researching and planning a relevant, feasible and rewarding project, the next important step is producing persuasive and high quality documents for your application. The process of writing and revision is key to not only submitting a great application, but in refining and clarifying your goals and objectives along the way.

Radha Blackman at the National Theater Ivan Vasov in Bulgaria.

It is advisable to include as many diverse people in this process as possible: the most critical person you know (academics and parents are often good for this); the most creative person you know (someone who thinks outside of the box); the most competent and accomplished people you know (both in your field and outside); and the best writer that you know (an English teacher can also be helpful as long as you don’t mind having grammatical minutiae critiqued).

It is also advisable to have at least three sets of eyes look at everything you submit, but not necessarily the same eyes for all documents. All of them can use the following Checklists as a guide:

Statement of Proposed Research or Study Checklist

The Statement should demonstrate that you are able to plan and implement a successful research project or course of study, and it will be your guide to completing it and meeting your objectives. It should be as specific as possible, while also being flexible enough to make the best of the reality you will find on the ground, which will inevitably be a little different than planned.

• Overall, is the Statement persuasive, direct, concise and easy to read? Short (three or four-line) paragraphs are very effective!
• Does it emphasize the relevance and significance of the project from start to finish?
• Does the first paragraph answer who, what, when, where, why and how?
• Do the next paragraphs detail what you propose to do and how you will do it?
• Is the timeline realistic and specific, including any pre- and post-grant plans?
• Are there clearly define achievable goals, objectives (the activities/steps to reach your goals), concrete outcomes, and measurable results?
• Is the proposal in the context of your experience and skills? Save the details for your CV.
• Are the methodology and activities comprehensive, relevant, appropriate, feasible, and approved/approvable if necessary?
• Does the Statement describe with whom you will work, why, and the support that they have offered to give you in their letter of support/affiliation/invitation.
• Does it demonstrate why the project or study needs to be in the country selected, the resources the country provides, and how it will benefit from your work there?
• Does it highlight what contribution the project will make to promoting cross-cultural interaction and mutual understanding, including what it will contribute to the U.S.
• Does it demonstrate a commitment to engage with the host country community through volunteer and extra-curricular activities.
• Does it clearly explain your future plans and how your work will help further your academic or professional development?
• Does the closing paragraph re-emphasize what you will achieve, and what makes your project exciting, necessary and unique?

Curriculum Vitae

Your Curriculum Vitae should narrate your personal and intellectual development. It should show how your proposal is the next logical and necessary step in your life, and how you are qualified to carry it out. It is your opportunity to illustrate what a unique and exceptional individual you are!

• Overall, is your CV interesting and easy to read? Does it show, rather than tell, who you are?
• Does your CV demonstrate your motivation and ability to work independently.
• Does it show who you are, and make the reader want to know you better?
• Do you demonstrate your experience and interest in intercultural learning and sharing?
• Do you repeat information included in other parts of your application? Omit them unless they are necessary for further explanation or emphasis?

Reference Letters

Yes, we know that you won’t write your own reference letter. But we also know that references will often request that you at least indicate what you want the letter to say, if not to draft a letter that they can edit, print on their letterhead and sign. At the very least, you should provide a summary of your proposal, qualifications, goals and your relevant experience, especially in terms of work you have done with them.

• Do the details in the letter match facts repeated elsewhere on the application? Dates, titles…
• Does the letter indicate how you are prepared and able to carry out your proposed project?
• Does the letter highlight your best qualities and accomplishments? Don’t be modest!
• Does the letter give examples of how you have taken initiative, managed your time, and worked well cooperatively and/or independently?
• Does the letter speak to your emotional and intellectual maturity and ability to adapt, live and even thrive in a foreign culture?