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Fulbright Program for U.S. Students

U.S. Archives

Issue 8 | July 2004

Europe
table of contents

Program Updates

The US Student Fulbright Program in Europe & Eurasia

by Valerie Hymas, Program Manager, Europe, Eurasia, Central Asia

The US Student Fulbright Program in Western Europe  
Nearly half of all applicants for the US Student Fulbright program choose countries within Western Europe in which to base their Fulbright project proposals (2544 applications out of 5732).  All participating countries in Western Europe, except Switzerland, have a Bi-national Fulbright Commission, so they incorporate some of the most long established and structured programs worldwide.  Subsequently, most of the countries within Western Europe are among the most competitive worldwide, but there are still a few hidden gems offering unique opportunities for candidates with no foreign language skills who seek a rewarding and challenging intercultural opportunity.
 
The Queenís EnglishÖ  
It goes without saying that the most popular country in Western Europe (and worldwide for that matter) is the United Kingdom.  However, with no more than 17 grants to offer, the UK is often not the best choice for the over 600 applicants who try each year for one of these coveted grants.  The main attractions for the UK are the lack of a need for a foreign language, and the outstanding quality of the British education system.  However, there are numerous opportunities throughout Western Europe where language is not a barrier, and where the quality of postgraduate education is on par with the resources available in the UK. 
 
The countries of Scandinavia all offer excellent opportunities in English, and have a great variety of academic/professional/arts programs that could offer alternatives for many projects to the UK. 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 (and for projects in the Humanities to Iceland & Sweden).  In addition, the Netherlands only requires a working knowledge of the Dutch language by the beginning date of the grant.  In all of these cases, applicants could obtain the necessary survival/hospitality level of the host language in the year between applying and starting the grant.
 
What are the odds?  
France, Ireland, Italy and Spain are also very competitive countries, receiving many more outstanding applications than could 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.  Their projects are so specific to the countryís resources/academic programs that there is no other choice but to base the project in one of these countries.  Candidates whose project goals could be achieved elsewhere are encouraged to consider other opportunities in other countries/regions if they want to improve their chances for an award. 
 
Germany, by far, offers the most awards annually worldwide with nearly 100 Fulbright Full grants and 100 Fulbright English Teaching Assistantships.  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 higher than in some of its Western Europe neighbors.  Attracted by the many opportunities in Germany, Austria is often overlooked by German speakers.  The result, surprisingly, is that Austria receives fewer applications than one would expect for its 20 plus grants.
 
Greece, Portugal and Turkey offer very exotic and intriguing locations in which to conduct a Fulbright project.  The majority of applications put forward for these awards are in the classics or involve some kind of historical research.  However, all of these countries have shown an interest in more modern contemporary themed projects (this is also true for Italy).  Candidates in professional fields of study, the social sciences and the hard sciences should be encouraged to look to these countries for unexpected Fulbright prospects.
 
The US Student Program in Eastern Europe & Eurasia  
The countries of East Europe and Eurasia offer some of the most out of the ordinary and exciting opportunities for Fulbright applicants. Not surprising is the fact that most of the applicants to this region have lived there before on study abroad programs, or have an interest in the region due to personal family heritage.  However, every country in Eastern Europe/Eurasia has shown an interest in attracting Americans who have no prior experience, or family ties to the region.
 
Designing projects which could be completed in English is much more of a challenge in this region due to the 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 the Czech Republic, Hungary, Romania, Russia 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 in Eastern Europe, while Russia is the most competitive in Eurasia.  Romania, Bulgaria and Ukraine statistically are not as competitive and offer a good number of opportunities.  Croatia is the most competitive country in the Balkans while Albania and Macedonia attract only a small number of applications each year.  The Eurasia regional program continues to grow with more applications being received each year, but within the region Belarus and Moldova are often overlooked by applicants. 
 
There is an interesting phenomenon in Eastern Europe that results in notable increases or decreases in the number of applications received to some countries from one year to the next.  The pattern suggests that candidates deterred by the previous year'­s statistics for a particular country, especially in the Baltics and Balkans, choose instead to apply to a neighboring country that received relatively fewer applications in the same competition, thus hoping to improve their chances of being offered an award the following year.  For example, applications to Slovenia decreased from 12 in 2003/04 to 5 in 2004/05, and applications to Croatia increased from 16 in 2003/04 to 25 in 2004/05.   Also, Latvia went from 12 applications in 2003/04 to 6 applications in 2004/05 while Lithuania went from 14 in 2003/04 to 9 in 2004/05.


 

Ways to Improve Campus Fulbright Recruits

by Rodney Swenson

Dear Colleagues,

My purpose in writing you today is to share a few experiences and ideas that I have had in publicizing the Fulbright opportunities, guiding students through the entire process, and getting and keeping faculty involved.
 
My comments are based on personal experiences that have evolved in some 35+ years as the campus Fulbright representative.  I cannot claim originality to the points that follow, but I do know that the techniques I have suggested do work, at least in my milieu.
 
In May when the new competition opens and I have received the books and application forms for the following year, I send a notice to all faculties, outlining the qualifications, requirements, opportunities and limitations of the Fulbright program.  It is relatively easy, since PLU (Pacific Lutheran University) is not a mega university, and with a student enrollment of some 3500 students, I do have a personal acquaintance of many of the faculty.  I encourage my colleagues to assist me in identifying their promising students who might be interested in applying.  I also stress the absolute value in starting before the fall semester begins.  Typically ten to twelve students will make the first step at that time.
 
I repeat the notice in early September, once again urging them to assist me; this memo will generally yield an additional twenty potential candidates.
 
I have submitted articles to the campus newspaper, that may or may not be printed, I have made posters for the dormitories and classroom buildings, and I have used the announcements provided by IIE, and I have found over time that they all have a very limited value.  That would suggest that our best resource is the personal contact provided by the individual faculty member.  I also know from experience which professors and which departments will recommend the highest number.
 
In addition to the aforementioned possibilities, when the students are ready for the campus interview, I ask them for their recommendations for the campus review committee.  Usually they will be the professors who have written references for the candidates, and naturally they are extremely interested in their students' progress.  Also when the campus interview takes place, students must come dressed in their Sunday best.  I make this requirement, because one's appearance has a direct correlation on one's language and therefore on one's performance in the interview. 
 
A final thought on the process has to do with the representative on each campus.  His/Her personal interest in the program and in students in general is often decisive.  If there is a constant turnover of campus representatives, there will not be the same degree of continuity, and the association of one person with the Fulbright program will be diminished.  It is difficult, if not impossible, to guarantee that kind of long-term association, but it is significant.  
 
Dr. Rodney Swenson
Professor Emeritus
Department of Languages and Literatures
Pacific Lutheran University
Tacoma, WA 98447

 

2004 FPA Workshops & Student Information Sessions Information

by Walter Jackson, Program Manager, Fulbright U.S. Student Program

July 2004
 
TO: Fulbright Program Advisers
 
FM: Theresa Granza - Director, U.S. Student Programs
 
RE: Fulbright Program Adviser (FPA) Workshops & Student Information Sessions
       National Security Education Undergraduate Program (NSEP) Adviser & Student Information Sessions             
 
 
For the 2005-2006-competition cycle, FPA & NSEP Adviser workshops and student information sessions will be held in Los Angeles at UCLA on Monday, August 30; in Atlanta at Georgia State Univ. on Wednesday, September 1; in St. Louis at Washington Univ. on Friday, September 3 and at IIE/New York on Friday, September 10.  The following schedule provides exact locations.
 
The Fulbright workshops are especially important for Advisers new to their Fulbright U.S. Student Program responsibilities.  The workshops will deal with all practical aspects of the program from publicizing the program on your campus, to submitting applications to IIE, to selection and notification procedures. 
 
The FPA workshops will be held from 9:30 a.m. until noon and will be followed by student information sessions from 1:30 until 3:30 pm., except in New York.    
 
 The National Security Education Program (NSEP) will also be conducting adviser workshops and student information sessions at the three sites.  The Adviser and students sessions will alternate with the Fulbright sessions, so Advisers who work on both programs will be able to attend a workshop on both Fulbright and NSEP.  If you are interested in attending or would like further information on the NSEP sessions, please contact Jaínet Carter (202) 326-7780 or jcarter@iie.org  
 
Students unable to attend one of the in-person afternoon sessions following the FPA workshops, should be reminded that USP also conducts monthly information sessions at IIE/New York which are video conferenced to our regional offices in Chicago, Denver, Houston, San Francisco and Washington DC.  FPAs may wish to advise their students of the video conference alternative.  Complete information is contained on the inside front cover of the Fulbright brochure and on our website at www.iie.org/fulbright/us.
 
Unfortunately, we cannot provide funds to offset the costs of attending one of the workshops.  Attendees are responsible for their own travel and hotel arrangements.  However, for your convenience, some suggestions for lodging at each of the sites have been included on the schedule.
 
If you plan on attending one of the workshops, please reply to Walter Jackson in US Student Programs by E-mail (wjackson@iie.org) or by telephone (212) 984-5327.
 
We thank you for your continued support of the Fulbright Program. 

------------------------------------------------------
Fulbright Program Adviser Workshops - 2004  

UCLA, Los Angeles CA, Monday, August 30, 2004
, 9:30 a.m. until noon 2408 Ackerman Union
Local contact:  Neal Profitt; Telephone (310) 206-8743, Email nprofitt@gdnet.ucla.edu
 
Hotel suggestions
Holiday Inn ñ Brentwood                                               Doubletree Hotel
170 N. Church                                                          10740 Wilshire Blvd.
(310) 476-6411                                                        (310) 475-8711
 
Ground Transportation
Airport taxis and shuttles are readily available.  
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Georgia State University, Atlanta GA, Wednesday, September 1, 2004, 9:30 a.m. until noon Lanier Suite, 2nd floor, Student Center
Local contact: Leigh Essex Walker; Telephone  (404) 463-9073, Email: leighwalker@gsu.edu
 
Hotel suggestions
Quality Inn                                                               Residence Inn by Marriott
89 Luckie Street                                                       134 Peachtree St.
(404) 524-7991                                                        (404) 522-0950
www.qualityinnatlanta.com                                     www.marriott.com
 
 Ground Transportation
Airport taxis and shuttles are readily available.  
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Washington University, St. Louis, MO, Friday, September 3, 2004, 9:30 a.m. until noon
Local contact: Toni Loomis; Telephone (314) 935-5073, Email: aloomis@artsci.wustl.edu
Lambert Lounge
Mallinckrodt Student Center
 
Hotel suggestions
Radisson Hotel Clayton                                    Cheshire Inn and Lodge
(314) 726-5400                                                        (314) 647-7300
(800) 333-3333                                                        (800) 325-7378
 
 
Ground Transportation
Airport taxis and shuttle service are readily available.    
 ----------------------------------------------------------
 
IIE, New York, Friday, September 10, 2004, 9:30 am till 4:00 pm Kaufmann Conference Center
809 United Nations Plaza (First Ave., between East 45 & 46 Sts.)
Local Contact: Walter Jackson; Telephone: (212) 984-5327, Email: wjackson@iie.org
 
Hotel Suggestions
Roosevelt Hotel                                                       Crowne Plaza Hotel
45 East 45 St.                                                          304 East 42 St.
(212) 661-9600                                                        (212) 986-8800
 
Ground Transportation
Airport taxis and shuttles are readily available
 
 
 Please feel free to use the local contacts for information and additional assistance.


 

Advising your students

by Angie Markley

Two years ago, I moved from doing Fulbright U.S. Student outreach and moderating screening panels for Institute of International Education to a position at the University of Illinois at Chicago. I am the Fellowship Coordinator for the Graduate College, advising all graduate students seeking degrees within the college. At UIC, Fulbright program advising duties are divided between myself and Beth Powers, who advises undergraduates and professional program students. UICís Fall 2003 enrollment included 16,012 undergraduates and 6,825 graduate students. In the most recent Fulbright U.S. Student competition, six UIC students received grants.
 
Having been on both sides of the table, I have a good perspective on the Fulbright competition. I know how panelists respond to different parts of the application. I know the turn-ons and turn-offs. Each year, I supplement this knowledge by attending FPA advisor sessions and sitting in a Fulbright screening panel in December. I also attend National Association of Fellowship Advisors conferences. If you would like to attend a Fulbright screening panel, call your nearest IIE Regional Center for information.
 
Being an FPA at a large public university ñ especially one in an urban setting ñis challenging but rewarding. I often encounter students who may be academically accomplished, but have never considered applying for a nationally competitive scholarship. I increased the number of applicants from Graduate College students last year by putting out the word about the grant. Beth and I actively seek applicants for the Fulbright, holding information sessions, sending out informational e-mails, posting flyers, and asking departments for recommendations.
 
When I get a student in my office who wants to talk about Fulbright, the first thing I want to know is where the student wants to go and why. If their interest is purely cultural, I encourage them to investigate research in their field that is being done in the country in which they are interested. I encourage them to take a look at scholarly journals: who is publishing from that country? If they want to pursue a degree, what university offers programs in their field? How are these offerings different from what they can get here?
 
If their interest is purely scholarly, I encourage them to learn about the country and culture. I suggest reading newspapers, watching films, surfing the Internet, and perhaps joining a language exchange circle. They wonít be fulfilling the Fulbright goal of increasing ìmutual understanding between the peoples of the United States and other countries,î as it says on the IIE website, if they are shut up in a laboratory by themselves for nine months.
 
Sometimes a student asks me for advice on which country to choose for their proposal. If the student has suggested the UK, which is often the case, I tell them about the other countries where they can propose a project in English. I have even created a list of these countries to hand out to students. We also look at the competition statistics at the back of the Fulbright brochure if the students are unsure where to go. As recommended by IIE, the Korean teaching assistantship is a grant that I always bring up in these cases. However, I do tell them that while the competition statistics can be helpful, if they really dream of going to one country, they should apply there even if that country receives many applications. I tell them that their strong desire to study there will come through in their statement of proposed study.
 
When students ask, ìWhat wins the Fulbright,î I answer while academic achievement is important, it is not essential. The one component of the application that can win or lose the grant for a student is the essays. I tell them to be personal and honest on their personal statement, and clear and concise on their statement of proposed study. I urge them to explain why they are interested in the country to which they are applying on both a personal and professional level.
 
I also tell them that the second most important factor is the letters of recommendation. While they cannot control the content of these letters, they can control who they ask to write them. They should solicit letters from professors who are familiar with their work and can give an idea of how they will succeed overseas.
 
Most importantly, I am honest with the students when they ask about their chances. I know that if they have done similar work in the country to which they are applying for more than a few months, it will be a negative. I also discourage them from applying to countries that have language requirements that the student canít meet. I feel that it is better to help them select a country where I know they are fully eligible.
 
Once the applications are completed and we convene the campus committees, Beth and I work hard to ensure that the panels are made up of professors from the studentsí majors and/or who speak the languages the students propose. The feedback provided to the students by these panels can help them take their application from average to superior. Additionally, I attempt to include things about the candidate in the campus committee evaluations that the panel cannot see: how they react to questions, the passion with which they discuss their research, how personable they are. These kinds of qualities can determine how successful the student will be when interacting with researchers and peers overseas.
 
While the Fulbright competition is a lot of work for the FPA, the experience it provides for the students is invaluable. Even if the studentsí proposals are not funded, they now have a clear, well-written statement of what they are interested in doing with their educations that can serve as the basis for future projects. The experience of being interviewed by panel of specialists in their field, while daunting, is good preparation for the rigors of academia. 
 
Angie Markley loves to talk Fulbright. You can reach her at (312) 355-3456 or angelam@uic.edu.

 

Ireland: My Year in Review

by Catherine Sherer

I was delighted when I was asked to write an article about my time in Ireland.  I feel so blessed to have had the opportunity to have my own one and half year adventure in Ireland, and to have these wonderful experiences that I can now write about.  This article will probably be therapeutic for me.
 
The impetus of my trip was the fact that I received a Fulbright grant to follow a Master's programme at the University of Limerick (UL).  And I did just that:  I earned a M.A. in Ethnochoreology (which is, basically, the anthropology of dance), with an emphasis in traditional Irish dance.  In many ways, the programme was a means to an end for me.  Since I already had a M.F.A. in dance, the degree from UL was an additional masterís that I didn't necessarily need.  What it did, however, was afford me the opportunity to have an extended stay in Ireland, where I could focus extensively on both the performance and historical aspects of Irish dance.  I swore I was going to make the most of my time in Ireland, especially in relation to improving my dancing and knowledge of the dance itself.  
 
For starters, being at ULís Irish World Music Center (IWMC) every day means youíre ëright in the middle of thingsí when it comes to Irish music and dance artists.† There are well-known artists in and out of there every week, giving master classes, workshops, lectures, seminars, and tutorials.† These artists would also give lunchtime concerts that were free to attend.† In addition, the IWMC sponsored several festivals that brought artists in as well.† And then the UL Concert Hall hosted lots of great concerts, to which students got reduced admission.† Some well-known artists I saw during my tenure in Limerick include Kevin Crawford, Karen Casey, Eamonn & Geraldine Cotter, Cran, Flook, Matt Crannitch, Sliabh Notes, Johnny OíLeary, Frank Harte, Sharon Shannon, Colin Dunne, and Rag˙s.
 
In the realm of step dancing, I had a lot of interesting experiences.† I was the only person in my programme to include performance as a part of my thesis, which was a comparison of the style of dance between the first and second largest competitive Irish dancing organizations: An Coimisi˙n and An Comhdhail.† To do the comparison, I took classes from a school in each organization: I traveled weekly to Cork to take lessons from the Keniry School (Comhdhail), and for the Coimisi˙n School, it was Scoil Rince UÌ Rourke in Limerick.† The OíRourke School is the oldest school of Irish dance still in existence in Ireland, so they are steeped in the tradition.† They also helped me to prepare for my TCRG (Irish dance teacher certification), which I passed. (I sat the exam on Thanksgiving Thursday and Friday of 2003 in Dublin, so while yíall were enjoying your turkey, I was sweatiní it out!)† They taught me so much while I was in Ireland; I tried to return the favor, at least in part, by teaching for them every chance I could.† We remain good colleagues and friends, with a working relationship that will be long and fruitful for both of us.
 
I attended feiseanna, organized dancing competitions, for both organizations, which included class feiseanna, local feiseanna, The Munster Championships, the All-Ireland Championships, and the World Championships.† I also attended a sean-nÛs (old-style) competition in Ros Muc, Co. Galway, which is in the heart of the Connemara Gaeltacht.† As I had attended the workshop earlier in the day, I got pressurized into entering the competition, because they needed more competitors.† And Iím proud to say I was the only contestant who was brave enough (or stupid enough) to dance on the barrel beside the stage!† Ironically, as a result of my attendance and participation in that festival in Connemara, I developed a working relationship with the festivalís organizer, and was invited to be a teacher at this yearís event (Jan 2004).
 
I suppose most of the performing I did, besides casual situations, was with Planxty OíRourke, a group of dancers and musicians affiliated with the OíRourke School.† The most notable experience was dancing on tour with the Irish Harp Orchestra for two weeks in Germany, just before I returned to the States.† I was lead dancer and dance captain, and I did some of the choreography for the show.
 
In regard to cÈilÌ dancing, well, there isnít a whole lot of that in Ireland.† Mostly when you attend a cÈilÌ, itís set dancing, although cÈilÌ dancing seems to be more prevalent in the North.† There is a group, however, thatís trying to change those stats:† Cairde Rince CÈilÌ na h…ireann.†† This group is based in the North and is certifying teachers to teach cÈilÌ dancing to, mostly, schoolchildren.† Not having a presence in Limerick at all, they were glad to have me on board.† Since I already had a TMRF (cÈilÌ dance teacher certification), I didnít have to go through their certifying process, although I chose to for the experience and to ëkeep up my chops.í† It was during this process that I began to learn a little Irish, primarily dancing terminology.
 
The other opportunity I had to learn Irish was teaching at the Gael Scoil (Irish speaking school) in Limerick with Maureen NÌ Rourke Tuathaigh (again, of the OíRourke School).† Normally, the school only allows teaching in Irish, but they made an exception for me, as I was trying to prepare for the TCRG exam.† As a result, I began to learn quite a bit of Irish and was inspired to sit the oral Irish portion of the TCRG (which you arenít required to do, unless you will be teaching in Ireland).† Although Iím not fluent by any stretch, I learned enough Irish to pass that portion of the exam, which makes me certified to teach Irish dancing in Ireland.
 
I also did some teaching and lecturing at UL.† I taught for Blas, the IWMCís summer school of traditional Irish music and dance and lectured to undergraduate and post-graduate students.† Subjects included Labanotation, History of Irish Dance, bodhr·n practicals, and Irish dance practicals.† I also served as the Local Arrangements Coordinator for the Society of Dance History Scholarsí 26th annual conference, which was held, for the first time outside of North America, at UL in June í03.† Finally, I helped my course director to develop and organize an Irish Dance Research Forum, as a project to coincide with the Fulbright extension that was granted to me.
 
I have yet to speak of set dancing, which I did every chance I got!† Attending cÈilithe was loads of fun, and the music produced by an energetic cÈilÌ band is unbeatable.† There are set dancing workshops, classes, cÈilithe, and festival weekends happening all the time, all over the country.† Probably my favourite set dancing experience in Ireland was at Vaughanís in Kilfenora, Co. Clare.† (Although the cÈilÌ I attended in Co. Dublin on my return trip in January, called by Donncha OíMuineachain with music by the Swallowís Tail CÈilÌ Band, was pretty darn good too.† To my surprise and delight, he called both set and cÈilÌ dancing!).† Vaughanís has set dancing every Thursday and Sunday nights, in a converted barn that sits at the back of the pub.† Music is usually by the Four Courts CÈilÌ Band.† I highly recommend going, if ever you have the opportunity.† And the Willie Clancy Festival in Miltown Malbay, Co. Clare is always a good option, with cÈilithe held twice a day in three different locations for an entire week in July.
 
†I also traveled to another festival, Le Grand Bal de líEurope, with a group of Irish dancers and musicians last summer.† The festival is held in south central France, near Moulin, and is a celebration of dances from all over Europe.† We taught workshops, called cÈilithe, and performed at the Spectacle - all over the course of about ten days.
 
I also attended the All Ireland Fleadh in Clonmel, Co. Tipperay, the Ennis Trad Festival, the Pan Celtic Festival in Kilkenny, and the list goes on and on.† I could go on forever, I imagine, but I only have so much space to write.† I guess the most important thing is that Iíve finally returned.† And Iím delighted to be able to share with my community, who supported my journey so many ways, all that I learned and experienced while I was in Ireland.† My sincere thanks to all who helped to make this journey possible for me ñ and especially to the Fulbright U.S. Student Program, without whom the opportunity wouldíve never existed in the first place.