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Fulbright Program for U.S. Students

U.S. Archives

Issue 15 | August 2005

Tools to Promote Fulbright
table of contents

 Program Updates

Fulbright Partners with the Posse Foundation

by IIE Staff

In light of Fulbright's diversity outreach initiative, IIE has been redefining traditional recruitment strategies for potential Fulbright applicants. Along the way, we have established strong relationships with smaller schools that have no experience with Fulbright, as well as Historically Black Colleges and Universities, other minority-serving institutions and non-profit organizations, including the Posse Foundation.

The Posse Foundation "identifies, recruits, and trains incredible youth leaders from urban public high schools and sends these groups as 'Posses' to top colleges and universities in this country." It is our belief that reaching out to such strong and dynamic organizations can assist in diversifying the Fulbright applicant and grantee pools, allowing the Program to represent the best and brightest from among all segments of U.S. society.

In the past two months we have organized two events where Fulbrighters have shared their experiences with the Posse Scholars - one in Chicago and one in New York, both of which have yielded strong applications that are already in progress. We look forward to continuing to work with Posse, other under-represented schools and groups, and Fulbright Program Advisers to further stimulate this effort..

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Ten Myths About the Fulbright U.S. Student Program

by IIE Staff

Myth 1 Only applicants with a 4.0 GPA or in Honors Programs will be considered.  

This is one of the big myths about the Fulbright program.  There is no minimum GPA requirement for the Fulbright U.S. Student program. Academic achievement is only one of the factors that contribute to the selection of Fulbright Fellows. The National Screening Committee also looks for project feasibility, the strength of the project statement, affiliation, and community involvement, among other things. Considering Fulbright offers a wide variety of programs from English Teaching to Full Grants, FPAs should recruit students from across various departments and GPAs.

Recommendations for recruiting on campus:
(1) Work with your study abroad office to identify some candidates who have spent a period abroad.

(2) Work with your university"s strengths.  If you have a strong English or Film department, get the department involved in recruiting candidates.

(3) Contact various student clubs on campus and invite them to attend an information session on campus (e.g,  student government, international relations, and multicultural clubs.)

(4) Working with graduate students or alumni is another avenue to explore.  Many graduate students and alumni have received Fulbright student grants.  Please note that you are free to work with your Alumni who wish to apply for grants.  These students can apply through your School or"At-large." However, if you wish to learn of the outcome of their applications from IIE, they must apply through your campus process.
 
Myth 2 Fulbright grants are only for graduate students.
 
We welcome applications from graduating seniors, graduate students, doctoral students, and even applicants who have been out of school for several years.  In order to have a better understanding of the Fulbright program, we recommend you look at U.S. Fellows Directory.  You can search by U.S. institution, Home State, Field of Study, Country Visited, and Year.  This directory contains data from 1993 to 2004.
 
Myth 3 Fulbright grants are only for academic research.

One of the fastest growing programs within Fulbright are the opportunities for English Teaching Assistants, which are now available in 21 countries, and which have a primary focus on teaching and cultural interchange. Complete details are contained at English Teaching Assistant .
 
Fulbright grants are also available for course work at foreign universities, for independent research and for practical training in the creative and performing arts, creative writing and journalism.  In certain instances, the awards may support internships, as well.
 
Myth 4 Only enrolled students may apply.
 
Applicants for Fulbright grants do not need to be enrolled in a university to be eligible.  Each year approximately 20% of the Fulbright grants are awarded to "At-Large" candidates.  Click here to read about the difference between At-Large and enrolled applicants.  We recommend that applicants contact their alma mater to determine if the Fulbright Program Adviser (FPA) is willing to work with them.  If not, the applicant can apply "At-Large."   
Myth 5 Only students from large, prestigious universities are awarded Fulbright grants.
 
Fulbright Fellows come from large and small universities, liberal arts institutions, state colleges and universities, school of music and art, and professional schools.  Take a look at U.S. Fellows Directory.  With almost 1,200 Fulbright grants available, the National Screening Committee strives to achieve the broadest representation of the U.S. academic community, including diverse institutions on all levels, and including broad geographic, ethnic, and field of study diversity.
Myth 6  You have to speak a foreign language fluently in order to apply.
 
Only some Fulbright grants require fluency in a foreign language.  In many countries, English is sufficient.  In some countries, applicants can propose to make language study part of their grant experience and for others, the Fulbright Commission will provide language training before the grant begins.  Under a new program, to be introduced this year, extensive in-country, pre-grant language training will be offered in certain world areas and for certain languages.  Please refer to fulbrightonline.org frequently for updates.
 
Under the English Teaching Assistant program, many countries do not require knowledge of the language.
 
If you are not sure about a particular country, please contact the Program Managers.  They would be happy to clarify the language requirement.
Myth 7 Fulbright grants require a host country affiliation / placement.
 
While an affiliation will considerably strengthen your application, it is not necessary in all instances that affiliation be established at the time of application.  Refer to the brochure or website for guidance on requirements.   
 
Types of affiliations vary, and may include universities, laboratories, libraries, non-governmental organizations, and others. 
 
Myth 8 You can only apply once for a Fulbright, even if you are not selected.
 
If a student applies and is not selected, they are free to reapply the following year.  Each competition is separate and distinct.  We see many applicants that reapply.  They strengthen their application, and they are then successful. 
Myth 9 Applying for a Fulbright grant is a time-consuming, grueling exercise.
 
We won"t lie.  Students will have to devote some quality time and energy to preparing a successful application.   There are many helpful hints on the website and in the brochure as well as in the application instructions and we urge students to consult these.    It is also  recommended that they view some of the videos on the website to hear about the Fulbright experience from program alumni.
 
Myth 10 There"s nowhere to go for help with the application.
 
As mentioned above there are many sources of information within the brochure, website and application.  However, the  Program managers in the U.S. Student Programs Division welcome your questions and will provide as much assistance as possible. While they cannot critique projects, they are available to give insight into what may make an application more competitive.  Note also, that many Fulbright Commissions have placed their contact information within their Individual Country Summaries.  If this is the case, feel free to make use of their information and guidance, as well.
 
Since we also have open information sessions to provide guidance and to answer student questions, every month from May through October, we urge you to bring these to your student's attention.  We also invite you to participate in one of the Workshops for Fulbright Program Advisers where, not only do you receive instruction from us in the Fulbright process, but where you can also network with your fellow FPAs regarding campus procedures and advising, as well as recruitment techniques. 


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Basic Facts about the English Teaching Programs

by IIE Staff

We have seen rapid growth in the Fulbright ETA program in the last two years.  See the table below for participating countries.  We recommend you consult fulbrightonline.org frequently for further updates.


World Region/CountryNo. of Grants *Placement PossibilitiesHost Country Language RecommendationAdditional Information
WESTERN EUROPE    

Andorra

3SecondaryProficiencyPreference will also be given to candidates who plan careers in teaching either English, Catalan, Spanish or French. 

Belgium

2UniversityProficiency

Preference is given to candidates who plan careers in teaching French, German or Dutch language.

France

55Secondary and post-secondary schoolsConversation

  50 French Government ETA grants and 5 Fulbright - French Government grants.  See country description.

Germany

80Middle and secondary schoolPreferredThere is a strong preference for students of German preparing for careers in teaching German, with a B.A. at the beginning of the grant. Students in other fields will be considered if they have adequate German ability.
 

Spain

9Elementary, secondary & language schoolsProficiencyApplications are welcome from graduating seniors and graduate students with the initiative needed to assist in teaching English language and American studies to Spanish students in elementary schools. Preference will be given to candidates who plan careers in teaching either English or Spanish. 

Turkey

2UniversityNone requiredCandidates should have a B.A. in English or American language or literature or a relevant teaching certificate.  
EASTERN EUROPE    

Bosnia and Herzegovina

1UniversityNone requiredApplications are welcome from graduate students enrolled in a degree program, who are interested in international education and educational advising. Preference will be given to applicants in the fields of education and the English language as well as the humanities and social sciences, with a particular focus in American studies. Previous teaching experience is recommended. 

Czech Republic

2Secondary and post secondary schoolsPreferredApplications are welcome from graduating seniors interested in any of the following fields: TEFL/applied linguistics; Czech Studies; American literature; American studies; Arts;  political science; international relations and/or graduate students interested in international education. Previous teaching experience is recommended.  

Hungary

2UniversityNone requiredApplications are welcome from graduate students enrolled in a degree program in any of the following fields: TEFL/applied linguistics; American literature; American studies; folklore; political science; and/or graduate students interested in international education and educational advising. Previous teaching experience is recommended. 

Romania

2UniversityNone requiredApplications 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. Previous teaching experience is helpful.  

Russia

5Middle and secondary schools

Basic Skills

Well-rounded articulate graduating seniors or recent graduates with the initiative to teach conversational English to middle and high school students are eligible. Undergraduate degrees in education, humanities and social sciences are preferred, with a particular focus on the interest and ability to talk about American history, government and civics. Successful candidates will not just be teaching English, but explaining their country to Russians with little contextual understanding of America. No previous teaching experience is required. Preference will be given to candidates with a working level of Russian.  

Slovak Republic

1Secondary and post-secondary schoolsNone requiredApplications are welcome from graduating seniors and graduate students with the initiative needed to assist in teaching English language and American studies at Slovak secondary or post-secondary schools. Especially desirable are candidates with degrees in English, American Literature, or TEFL/applied linguistics and/or experience teaching and/or coursework in American Studies. Other fields will be seriously considered if combined with teaching experience or an education program. 
ASIA    

Indonesia

10Secondary and post-secondary schoolsNone requiredApplicants should be graduating seniors or graduate students, be mature and articulate, resourceful, flexible and committed to working in an instructional setting with high school students.  No previous teaching experience is required. 

Korea

80Elementary and secondary schools

None required

Elementary:
Education majors are especially encouraged to apply, but applicants from all majors are welcome.  Applicants should be unmarried, without dependents, and under 30 years of age, with the initiative to teach conversational English to elementary school students. Background in Early Childhood Education is beneficial, but not required.

Secondary:
Well-rounded, articulate graduating seniors or recent graduates, unmarried, without dependents and under 30 years of age, with the initiative to teach conversational English to middle and secondary school students are eligible. Also important is a willingness to accept the challenge of the intensive cultural experience of a Korean homestay and an educational environment characterized by classes of up to 40 students with a tradition of rote learning. Undergraduate degrees in humanities and social sciences are preferred. No previous teaching experience is required. Flexible and non-dogmatic people will readily adapt.

Malaysia

5Secondary school and universityNone required Applicants should be mature and articulate graduating seniors, recent graduates, or Master's students. No previous teaching experience is required.  

Taiwan

12Elementary and middle schoolsNone requiredAvailable to graduating seniors and recent graduates who are interested in teaching English at the elementary and middle school levels in Taiwan.  Graduate students are also encouraged to apply.  No previous Chinese language experience is required.  Teaching experience is preferred but not required. 

Thailand

3Middle and secondary schoolsNone requiredWell-rounded, mature and articulate graduating seniors, recent graduates, unmarried, without dependents, and under 30 years of age, with the initiative to teach conversational English to middle and high school students are eligible.  Also important is a willingness to experience the challenge of an intensive cultural encounter and to work in an educational environment characterized by classes of up to 35-45 students with a tradition of rote learning.  Undergraduate degrees in humanities and social sciences are preferred.  No previous teaching experience is required. 
SOUTH AMERICA    

Argentina

15University and teacher training instituteProficiencyApplications are welcome from graduating seniors and graduate students with an interest in working in an educational environment. Candidates with degrees in English, Spanish, Education, or TEFL/applied linguistics with experience teaching or tutoring are preferred.  Other fields will be seriously considered if combined with teaching experience and/or coursework in pedagogy.      

Brazil

3BNC (language, cultural, advising centers)Proficient Portuguese or SpanishApplications are welcome from graduating seniors and graduate students with an interest in working in an educational environment. Candidates with degrees in English, Spanish, Education, Portuguese or TEFL/applied linguistics with experience teaching or tutoring are preferred. Other fields will be seriously considered if combined with teaching experience and/or coursework in pedagogy.

Chile

8UniversityProficiencyApplications are welcome from graduating seniors and graduate students with an interest in working in an educational environment. Candidates with degrees in English, Spanish, Education, or TEFL/applied linguistics with experience teaching or tutoring are preferred. Other fields will be seriously considered if combined with teaching experience and/or coursework in pedagogy.  

Uruguay

5University and teacher training instituteProficiency

Applications are welcome from graduating seniors and graduate students. Candidates with degrees in English, Spanish, Education or TEFL/applied linguistics with experience teaching or tutoring  and who have an interest in working in an international educational environment are preferred. Other fields will be seriously considered if combined with teaching experience and/or coursework in pedagogy.



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Website updates: 2005 Fulbrighters

by IIE Staff

Videos - 2005 Fulbrighter to Africa
We hope you enjoy the Alumni videos and that they are useful to you.  We have added the 2005 Fulbrighters who are about to leave on their grant to the website.  They can be found on the website and by clicking on the link. They are available for viewing in two formats: Windows Media and Quicktime.

    

Chris Martin, 2005 Fulbrighter to Malawi


Abimbola Cole, 2005 Fulbrighter to Botswana


Julien Simcock, 2005 Fulbrighter to South Africa



Meghan Ference, 2005 Fulbrighter to Kenya



Naborko Sackey, 2005 Fulbrighter to Ghana



Stephen Elloit, 2005 Fulbrighter to Mauritius




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Diversity: Numbers and Goals

by IIE Staff

The U.S. Fulbright Program strives to ensure that Fulbright Fellows from all levels of society, from all ethnic groups and from all types of academic institution are fairly represented in each group of grantees.  Although there is a fairly good distribution of institutions among those receiving grants, one of our goals for the next program year aims to include greater diversity among participating colleges and universities in the Fulbright process.  Likewise, it is our aim to promote more representative ethnic diversity in the program through recruitment, nomination and selection of a more diverse cohort of applicants.  We would ask your assistance in this endeavor and provide the following data as an aid to your promotional efforts.


Ethnic Statistics for the 2004 / 2005 cycle

No. of ApplicationsNo. of Grants
American Indian343
Asian524121
Black 24224
Did Not Respond69997
Hispanic28134
White3,892691
 

Geographic Statistics for 2004/2005 cycle


All 50 states submitted applications for the 2004 /2005 cycle.  Unfortunately, we do not have representation from Puerto Rico, which we would strongly encourage.  For more information on exact numbers of grants per state, we refer you to the U.S. Fellows Directory.



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Question from FPAs

by IIE Staff

Q: At our large university, the ratio of undergrad to graduate applicants is the reverse of the national average.  I'd appreciate some ideas on reaching the undergraduates.  I've worked with our undergraduate scholarship office to reach undergraduates.
 
A. We would suggest letters to undergraduates who have participated in study abroad programs alerting them to the Fulbright opportunities available to them. (Your Registrar"s Office should be able to help generate mailing lists).   We would also recommend contacting student clubs and organizations on campus with an international focus.  For additional suggestions, please refer to the Publicity Section in the "Manual for Fulbright Program Advisers" which is online in the FPA Resources Area on our website. 
 
Q: Can a student apply for an IIE Fulbright grant to pursue an internship with an organization overseas, either as part of a research project or the internship on its own as the only focus of the grant? 
 
A. Internships, with the exception of the Fulbright Internships to Taiwan, cannot be the sole purpose of applying for a Fulbright grant.  However, an internship can be part of a broader study or research plan. 
 
Q: What is the situation with health insurance for recipients of Fulbright grants?  I have a recipient who has received information saying he receives only supplementary health insurance and needs to purchase regular insurance in the US.
 
A. The Fulbright Health and Accident insurance is not a substitute for private insurance coverage.  The program does not cover preventive health care, nor is it intended to cover long-term health care and has limitations of coverage.  Coverage for Fulbright Fellows is provided from the date of departure from home, during direct travel to the host country, during the tenure of the Fulbright grant and while returning home on a direct route.  Stopovers during travel, diversionary travel outside the country of assignment, or stays in the country after completion of the grant are not covered.  Complete information on the health and accident insurance program is provided to all Fulbright grantees so they can make an informed decision on the necessity for maintaining or securing private insurance coverage. 
Click here to read more information.
 
Q: Is there a video or DVD that promotes the Fulbright Program for students, perhaps something that follows several students in various countries on their various academic and research pursuits?  I would love to have this as a recruiting tool!
 
A. We have added video components to the website.  We will be adding more in the coming weeks.  Currently we have a PowerPoint presentation in the FPA Resources Area on our website for Advisers to use during their campus information sessions, as well as several other information and promotion pieces which will help increase student interest.   
 
Q: If a student receives a Fulbright award, is payment of student loans deferred?
 
A. IIE will work with students to receive graduate fellowship deferments of their student loans during Fulbright status.  Students are responsible for securing the forms (EDU) from their lenders, completing their sections and forwarding the forms to IIE for certification.   Information on deferring student loans during Fulbright status is provided to grantees upon their official acceptance of an award.  Click here for more information.

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Fulbright Profile: Carol Mack, Fulbrighter to South Korea in 2003

by IIE Staff

Since beginning her work in 1998 with St. Louis"s urban area refugees, Carol Mack has been deeply concerned about displaced and marginalized populations. From the bateys of the Dominican Republic to villages in Gujarat, India and Liberia, West Africa, she has worked to bring relief and hope to indigenous community servants through her singing of inspirational songs and stories and by providing food and clothing.

 

In 2003, Ms. Mack received the Fulbright grant to study the life of undocumented migrant workers in South Korea.  During this time she met people from over 20 ethnic groups who made the difficult decision to leave their homeland to earn a living elsewhere for their families. After collecting qualitative and quantitative data through practical observation, expert informants, archival and document research, Ms. Mack is more convinced than ever that marginalized people can emerge from their despair to make meaningful contributions within the communities in which they live.

 

Since her return to the United States in August 2004, Ms. Mack has continued to work with internationals.  She is also completing her master"s degree in Theology and intercultural studies, and is analyzing data collected in Korea for publication. By year-end of 2005, Ms. Mack plans to conduct comparative studies of other diaspora populations.

 

When asked about her Fulbright experience, she says that the year in South Korea was a pivotal point in her education and career, which not only confirmed the direction for her "life"s work," but also provided opportunities for further research and discovery of "one of the world"s richest treasures…human diversity."

 

She reports to potential "Fulbrighters," particularly people of color, that the Fulbright experience is life-changing and provides a priceless opportunity for intellectual, personal, and professional growth. "I take my hat off to the program administrators of the Korean-American Education Commission, and Fulbright hosts worldwide." "Thank you!"

 

Ms. Mack is an honors graduate of Washington University in St. Louis, Missouri, and is a candidate for a Master's in Divinity at Midwest Theological Seminary in Wentzville, MO.



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