Fulbright Program Adviser
Newsletter

Applying to Europe and Eurasia

Western Europe remains the most popular region and most competitive for applicants in the Fulbright U.S. Student Program.  All participating countries in Western Europe, except Switzerland, have binational Fulbright Commissions and are some of the oldest Fulbright programs worldwide.  However, there are still a few hidden gems offering opportunities for applicants with little to no foreign language skills who seek rewarding and challenging intercultural opportunities.

European and Eurasian ETA Expansion

For 2009-2010, we’ve seen an exciting expansion of Fulbright ETA grants, both within existing programs as well as in new ones throughout the region.  Up to two ETAs each are available in Azerbaijan, Moldova, Armenia and Georgia.  Macedonia has also created a new program, welcoming two ETAs, as well as Greece which is hosting its first one.  In these new programs, ETAs will be placed largely in universities, working alongside English professors and assisting in advising students; placements vary and could be in either urban or rural areas.

For the 2010-2011 competition, we anticipate offering a similar number of grants for each of these locations, in addition to potentially opening ETA programs in Albania and Sweden, while continuing to expand programs in the rest of Europe and Eurasia.  As always, please refer to our website for the most up to date information.

The U.K. and Nordic Countries

The most competitive country to apply to in Western Europe (and in the world for that matter) is the United Kingdom.  Although the U.K. increased its grant numbers to 20 this year, it is often not the best choice for some of the almost 500 students who submit applications every year.  The primary attractions of the U.K. are no foreign language requirements and the outstanding quality of the British education system.  However, there are actually several opportunities throughout Europe where language is not a barrier and where the quality of postgraduate education is on par with or superior to the resources available in the U.K.

The Nordic countries offer excellent opportunities for candidates who only speak English and have a great variety of academic, professional and arts programs that provide alternative options for many projects in the United Kingdom.  None of the five countries within the Nordic region (Denmark, Finland, Iceland, Norway and Sweden) require a candidate to speak the local language fluently unless it is required for the Fulbright project (or for projects in the Humanities to Iceland and Sweden).  Nevertheless, applicants should obtain the recommended hospitality level of the host language in the year between applying and starting the grant and should indicate their intention to do so in their applications.

What Are the Odds?

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 Fulbrighters sent to these countries are not only proficient in the host language but also show a real need for study in that specific country.  For these countries, the competitive candidate’s project is so specific to the country’s resources and academic programs that it would not be viable elsewhere.  Candidates whose project goals can be achieved elsewhere are encouraged to consider opportunities in alternate countries or regions if they hope to improve their chances of receiving an award.

Germany offers the most awards annually with 80 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, 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; these countries consequently receive fewer applications than one would expect for the grants they have available.

Greece, Portugal, Italy, Macedonia and Cyprus offer very diverse and intriguing environments for a Fulbright project.  The majority of applications submitted for these countries are either in the classics or involve historical research.  All of these countries are interested in receiving 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 opportunities.

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 strong language skills in Spanish or Catalan and compelling but flexible side research, study or community outreach projects that will help them stand out. 

Focus on Turkey

Turkey is fast becoming one of the hottest and most exciting countries for a Fulbright project.  With eight Fulbright Research or Study and ETA grants in 2009-10, as well as an expected ten for each category in 2010-11, this quickly modernizing country in both Europe and Asia can provide for an outstanding Fulbright experience.  Even lacking Turkish language skills is not necessarily an obstacle for applications to Turkey.  Many of Turkey’s best universities teach entirely in English, providing candidates the opportunity to design feasible projects with only limited Turkish language skills before arrival.  Given the multiple opportunities for study in English, Turkey will only continue to grow in popularity.

Eastern Europe

The countries of Eastern Europe offer some of the most exciting opportunities for Fulbright applicants.  Many applicants have an interest in the region due to their family heritage.  However, every country in Eastern Europe would like to attract Americans who have little prior experience or no family ties to these countries.

Designing projects that can be completed in English is challenging in this region due to a smaller number of host country residents who speak English.  Despite this, determined applicants can succeed here, particularly if they commit more energy to achieving a higher level of language proficiency before the start of a possible grant.  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 host country language skills.  Also, several countries (such as Estonia, Latvia, Lithuania and Slovenia) require only a working knowledge of the host country language by the beginning of the grant period 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 number of opportunities.  Slovenia is also very competitive, while Latvia, Albania and Lithuania attract a small number of applications each year.

Focus on the Slovak Republic

The Fulbright U.S. Student Program to the Slovak Republic more than tripled the number of ETA award opportunities for 2009-2010, offering a total of eight ETA placements.  For 2010-2011, five ETA grants and two Research or Study Fulbright grants are on offer.  For both 2008-09 and 2009-10, the Slovak Republic received 12 applications for ETA grants, only a slight increase over the past few years.  Consequently, the Slovak Republic is keen to attract candidates whose first instinct might be to apply elsewhere and consider the many educational opportunities it offers.  The ETA placements will be at primary and secondary schools as well as universities throughout the country, allowing candidates to easily develop complementary side projects to their teaching duties.  Knowledge of the Slovak language is an advantage.  Any motivated candidates, however, can obtain basic language skills in the year between applying and the grant start date or can pursue language study once abroad.

Eurasia

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

Candidates searching for more flexibility in terms of language requirements and grant start dates should consider the programs in Ukraine, Georgia, Armenia, Azerbaijan, and Moldova as possible alternatives to Russia.  Ukraine has ten Fulbright Research or Study grants available, but receives only about 20 applicants 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.

Georgia, Armenia, and especially Moldova and Azerbaijan, receive relatively few applications, but those they do receive include project ideas that are well-grounded in issues specific to these countries.  All four countries offer fascinating opportunities for U.S. students to pursue independent study and travel in an increasingly important region.

The Fulbright U.S. Student Program in Central Asia

Competitive applicants put forward project ideas based on region-specific issues including urban development and planning, economic development, and public health.  Contrary to the general guideline favoring candidates without prior overseas experience, prior regional experience within Central Asia is seen as an advantage.  Candidates should select a country within Central Asia different from the one in which they previously studied or lived, but some prior experience in one of the four Central Asian countries can certainly enhance an application.

The number of applications received for the Central Asia regional programs continues to increase every year; applications to the region during the 2009-2010 competition cycle increased by more than a quarter compared to the 2008-2009 cycle.  Tajikistan saw the most increases in applications received - almost double the number received during 2008-2009.  Of the 29 applications received for the Central Asia region, 13 were selected for a Fulbright Research or Study Grants. The number of grants offered to countries such as Kazakhstan, the Kyrgyz Republic, Tajikistan, and Uzbekistan, could potentially fluctuate depending upon the year but have remained steady over the last two years.  Given the Critical Language Enhancement Awards and the number of available grants, the Central Asia region will likely continue to grow in popularity.

A specific note of caution for applications to Uzbekistan: over the last couple years, the country has not selected any students for grants due to the nature of the proposed projects.  Any projects involving extensive in-country travel and/or interviews as a research component will not be given serious consideration.  As with all Fulbright awards, grants are contingent upon approval from the host government, along with available funding and other appropriate clearances.

Reflections from a Fellow FPA

Twice a year, I host information sessions focusing on fellowships.  I utilize the PowerPoint presentation available within the password protected FPA section of the Fulbright U.S. Student Program website, tweaking it to fit my institution’s needs.  In the happy event that there are Fulbright recipients on campus, they come to talk about the application process.  Peer inspiration goes a long way.

Lisa Kooperman, FPA, Vassar College

During my first year working with the Fulbright program, I wanted to learn everything I could so I attended a guidance session for applicants.  I took notes and compiled them into a document that I still use today.  This document has evolved over time with the program, and I find it useful in providing information on what to expect throughout the cycle.  It is my starting point.  I have other resources to provide later, but I am careful to not overwhelm students in the initial meeting.  I make every attempt to attend FPA workshops and sit in on national screening committees.  Every year, I learn something new and am impressed with the commitment of the program staff.

The Fulbright U.S. Student Program website is immensely powerful; I refer people to it regularly and provide specific links to resources. I am sure to make people aware of the applicant newsletters, podcasts, YouTube videos, and the newly established applicant blog.  I review these resources myself and have accumulated handouts from them that I provide as they relate to the applicant’s interests.

Regular publicity of the success of Vassar students and alumni, on bulletin boards and my department website, gives me great joy as I get to recognize their accomplishments.  Of course, there are probably more disappointments each year than there are successes; this comes with the territory.  However, I use this opportunity to discuss the “process” and the benefits of the introspection and reflection that each applicant undergoes when applying.  I have found that most people find the application process rewarding in some way. Unsuccessful applicants find ways to carry out their plans or they try again, some of them successfully.  It is through this process that I also take the opportunity to discuss other possibilities that one might pursue.

I remain in touch with Fulbright alumni and am inspired by their stories. Hearing from returning fellows gives me a renewed sense of energy (much needed come May!).  I know that I am playing a small part in helping people achieve their personal goals and on a broader scale helping to foster mutual understanding in a time when it is so desperately needed.  The Fulbright Program never fails to live up to its mission and fellows are always grateful for the experience and willing to give back.  While I know they are giving back through the work they do, I am eager to host them on campus to talk about their experience.  I am in awe of these folks, and it is because of this that I find this work so exciting.  It’s hard work - just ask anyone who is fully immersed in it.  But I can’t think of any better way to influence the lives of the people who will ultimately be a force of change in all of our futures.  Is this hokey?  Maybe.  Is it true?  Definitely.

Reaching the Overlooked Minority on Your Campus

On today’s campuses, students with disabilities make up approximately 9% of the student body.  Yet until you consider your message and how it reaches these students most directly, doubts may keep the next future best-selling author or cutting edge scientist with a disability from applying to the Fulbright Program.  

Three ways to reach out to people with disabilities:

1. Mention to everyone you speak with that diversity of applicants is important to the Fulbright Program and specifically add that this includes applicants with disabilities. Share that the Fulbright Program has provided necessary disability-related accommodations and services to past participants.  The majority of students with disabilities on campus do not have readily apparent disabilities, so mentioning this to general audiences can make a difference to those with undisclosed disabilities.

2. Provide materials in different formats.  A campus radio message, podcast or email in a text format will reach blind students on campus more than a flyer on a bulletin board or a PDF form.  Also, check if your website meets federal accessibility standards (see: http://www.miusa.org/ncde/tipsheets/webaccessibility/).  For example, add captions or transcripts to video interviews.  When planning an information session, include in the announcement that the location is wheelchair accessible and add information about how to request disability-related accommodations, such as a sign language interpreter.  This is legally required to provide equal access, and the disability service provider on every campus can work with you to make arrangements with advance notice.

3. Reach out to disability groups.  This can include disability services offices, TRIO programs, disability student unions, adaptive recreation and sports programs, tutoring and learning centers, counseling and health centers, and disability studies, rehabilitation, deaf studies or special education departments.  Also, post Fulbright opportunities and deadlines to disability lists of student service providers and academic advisers (see: http://www.studentaffairs.com/lists/disabi.html).

Now is the time to actively diversify your efforts to include applicants with disabilities that may have been overlooked previously so that they can have the same lifetime opportunity as those who have gone before them.

Since 1998, Michele Scheib has worked with the National Clearinghouse on Disability and Exchange (NCDE), a project to increase the participation and inclusion of people with disabilities in international exchange programs. The NCDE is sponsored by the U.S. Department of State and administered by Mobility International USA; the Institute of International Education is on the NCDE Roundtable Consortium. Learn more on the website at: http://www.miusa.org/ncde.