Fulbright Foreign Student
Newsletter

Reflections on Fulbright

My experience as a Fulbright grantee is about to end and I would like to share some of my experiences with you. First, my name is Evani Tavares Lima and I am a Ph.D. student from Campinas University, São Paulo, Brazil. My Fulbright grant was 13 months long; three months of Intensive English study (in Indiana), and another ten months (in Michigan), where I spent time between my English studies, academic research and activities (seminars, conferences, etc.). All of my experiences have been very rich and some interesting points are worth highlighting; my pre-academic program (as an arriving foreign student) and my academic journey (specifically, the libraries and my presentation of a conference paper).

Evani Lima, 2007-2008, Brazil

After Bloomington, I went to Ann Arbor, a city near Detroit. The University of Michigan is a huge and international university. I also met many international students, which was great. My time at the University of Michigan was spent collecting information for my Ph.D. research, “The Craft of the Actor in Black Theater." As African-American Theater is one of the references in my research, my main task was to study and acquire some background about African-American Theater.

In Michigan, I had a particular connection with libraries. Beyond being a quiet place to study, many other reasons made libraries special for me: the structure, convenience and resources. The University of Michigan's libraries have a large number of resources, which offered many possibilities for me to find references for my paper, read specialized journals and magazines, and of course, borrow books and others materials.

The libraries are also located in many places across campus so it was possible to find the same structure and resources in each of them. Students therefore do not have to spend time traveling to different libraries. Also, they are open seven days a week for at least 15 hours. Another feature is that they usually provided a variety of places to study that meet different needs: individual study, small groups, conferences, and even relaxation. This diversity in study environments inspires and encourages learning.

Another exciting academic experience was presenting a paper, in English, on the “Bodies in Motion Conference” of the Black Humanities Department at the University of Michigan. It was a challenge that enhanced my academic performance, and it was great to have the paper accepted by the conference selection committee. However, the entire process of preparing for the conference took a great deal of time and energy. I can tell, for example, that my writing skills have improved enormously with this task: I acquired greater focus, objectivity and accuracy in my writing. It was also an opportunity for me to discuss my subject in English, which I was just starting to understand. Finally, the best opportunity I had was being able to talk about my research and receive feedback from a high caliber audience; professors, researchers and students in the Performance field.

At the end of my program, I can tell that I've acquired a rich level of knowledge that I hope to be able to use in my future academic studies. In Bloomington, I perfected my English and was introduced to local culture and the American way of life in general; at the University of Michigan, I met peers to share and exchange experiences with, and found appropriate environments at libraries and in communities to enrich my challenging experiences. In fact, this experience was beyond just theoretical subjects. This was an opportunity to meet clever people and be in contact with current ideas in my field within an international context. For all these experiences, it was necessary to be more than just a researcher; it was necessary to be an observer. I hope I've been a good one.

Experiencing a Whole New Fulbright World

I am Pema Wangdi, a 2007-8 Fulbright grantee from Bhutan. Currently, I am studying at the Florida Institute of Technology in Melbourne, Florida.

To be frank, I didn't know that programs such as the Fulbright Program were offered by the U.S. Government, and I had never heard the word 'Fulbright' while I was in school. It was only after I took and received my Bhutan Higher Secondary Certificate Examinations (BHSCE) results and had my interview that I came to know about this program. Of course, our Bhutan Scholarship Division and Royal Civil Service Commission (RCSC) had explained several times what the program is, but I still couldn't entirely figure it out.

Pema Wangdi, 2007-2008, Bhutan

Since I have never ever traveled abroad before in my life, I was very worried about traveling and whom to interact with in such a developed part of the world! Several times I thought of cancelling my grant because of my fear of being in foreign countries. But to my surprise, everything was arranged to the fullest, and the only thing I had to do was to read the directions and follow accordingly.

The first thing I received was a welcome package. It had every valuable document inside and was of great importance. While reading the information, I noticed the Fulbright Terms and Conditions, the individual responsibilities, availability of enrichment seminar programs. We are given lots of opportunities to engage with fellow Fulbrighters from all different countries.

I have been here for a short time and my experiences are limited, but I would say that we are able to learn a lot and can return back to our countries full of new experiences, ideas, knowledge and views.

My Fulbright Year at the Strassler Family Center for Holocaust and Genocide Studies at Clark University

I was attracted to the Strassler Family Center even before I began the Fulbright application process. But I began to comprehend fully the many reasons for that attraction only when I arrived. This institute creates and nourishes a true community of scholars in addition to providing its students with a superior education. It is the sole academic institution in North America with a doctoral program in Holocaust and Genocide Studies and the Center therefore assumes a leadership role. It promotes interdisciplinary work, offering courses in history, Jewish studies, Armenian history, African studies, government and international studies, and psychology. Special emphasis is given to comparative aspects between different cases of genocide and mass murder. The Center also hosts public lectures on a variety of topics – from legal aspects of post World War II trials to the memory of the Armenian genocide to Hurricane Katrina – which follow the Center's policy of research that actively impacts the world beyond academia.

The Center resides in Cohen-Lasry House, a late 19th century villa extensively renovated by an award-winning architect (he won six prizes for this building). The offices of the doctoral students occupy the third floor, the professors’ offices are situated in the second floor, and the seminar room takes most of the first floor. Wooden stairs lead down to the Rose Library in a light and airy basement with two glass walls. The shared space thus stimulates an environment of cooperation, essential to the research of professors and students alike.

My teachers and colleagues have been central to the sense of belonging I acquired this past year. True to its vision of diversity, the Center has brought people from all over the world to study, teach, and lecture. Multiple points of view ensure lively discussions and debates in the seminar room and throughout the house. But not only academic debates flourish in the Center: in a short period of time, fellow graduate students have become my good friends, and teachers and administrators have extended their support well beyond the confines of their offices.

Raz Segal, 2007-2008, Israel (second from right)