For those outside the US, interested in a stay in the US, the Visiting Scholar Program is the obvious beginning point. In addition, the Scholar-in-Residence Program accepts applications from U.S. institution of higher education to host a scholar from outside of the United States for a semester or full academic year to teach courses, assist in curriculum development, guest lecture, develop study abroad/exchange partnerships and engage with the campus and the local community.
The Fulbright Schuman Program awards scholarships to European citizens for research in the United States, with a focus on EU affairs/policy or the US-EU transatlantic agenda. Deadline: 1 December 2021.
The Fulbright Schuman Program is administered by the Fulbright Commission in Belgium and is jointly financed by the U.S. Department of State and the Directorate-General for Education and Culture of the European Commission. Grants can be awarded to candidates from any of the 27 EU member states for a period up to one academic year (9 months) and are open to all academic fields, however, the topic of research must have a strong EU component. Awards are available to conduct research, or lecture on a topic that is relevant to US-EU relations, EU affairs/policy, or EU institutions and shows relevancy to at least two EU member states. Projects that do not meet this requirement should be submitted through the local Fulbright Program in the applicant’s country of citizenship. Candidates must arrange their own placement at an accredited university or a non-profit research institution.
There are grants for predoctoral research, postdoctoral research, international educators, and innovation.
The Fulbright Scholar-in-Residence Program is accepting applications from U.S. institution of higher education to host a scholar from outside of the United States for a semester or full academic year to teach courses, assist in curriculum development, guest lecture, develop study abroad/exchange partnerships and engage with the campus and the local community. Interested campuses should complete the S-I-R Host Interest Survey by May 15, 2021. The program application deadline is October 15, 2021. Contact SIR@iie.org for more information.
For those who have been affiliated with the Fulbright Program, there is an opportunity to promote international understanding by sharing your Fulbright experiences with K-through-College students through Fulbright in the Classroom. All Fulbrighters are welcome to participate, especially recently returning students and ETAs, and visiting grantees. By participating in Fulbright in the Classroom, you can bring a personal perspective on the country you visited or share information about your home country. Please note that you must be a member of the Fulbright Association to participate in FIC or to apply for the grant.
You may participate as (1) a volunteer in your own area, and/or (2) apply for a $750 Fulbright Classroom Grant to reach out digitally to under-represented communities nationwide. Fulbright in the Classroom is primarily an education outreach program, but it will also raise the profile of the Fulbright Program. The goal is to benefit especially communities who are not fully represented in the Program by inspiring future applicants. There is a webinar on March 18 to learn more about the grant and its application.
The Fulbright Teachers for Global Classrooms Program is a yearlong professional learning opportunity and short-term exchange for elementary, middle, and high school educators from the United States to develop skills to prepare students for a competitive global economy. Fulbright Teachers for Global Classrooms equips educators to bring an international perspective to their schools through targeted training, experience abroad, and global collaboration.
Fulbright Teachers for Global Classrooms participate in a rigorous, semester-long online course focused on best practices in global education; gather for an in-person professional development workshop in Washington, D.C.; and travel abroad for two to three weeks to immerse themselves in another country’s culture and education system. Participants create a global education guide that serves as a resource in their local community to share the skills, experiences, and resources they have developed throughout the program.
The Fulbright-Hays Seminars Abroad program supports short-term study opportunities for U.S. educators for the purpose of improving their understanding and knowledge of the peoples and cultures of other countries. The program provides opportunities for qualified U.S. educators to participate in short-term seminars abroad mainly on topics in the humanities, social sciences, and arts. For the Fiscal Year (FY) 2021 competition, the plan is to offer seminars to Iceland (elementary/secondary teachers, Grades K-8), Morocco (secondary teachers, Grades 9-12), and Mexico (postsecondary educators and administrators).
Educators with limited or no study abroad experience are encouraged to apply. Upon their return, participants are expected to develop and disseminate a curriculum project and to share their broadened knowledge and understanding of the host country(ies) with students, colleagues, civic and professional organizations, and the public in their respective home communities. All seminars are composed of a pre-arranged, structured academic phase and a group travel phase.
Note that it is possible that seminar dates may be delayed due to any restrictions that could be enacted in response to the current Covid-19 pandemic.
The Fulbright U.S. Scholar Program offers opportunities for scholars, professionals, and postdocs to advance their research and teaching interests, promote mutual understanding, and collaborate with scholars abroad. The program is accepting applications for the 2021-2022 academic year through September 15, 2020.
There are over 450 awards available in more than 125 countries and many are open to all disciplines. The complete list of opportunities is located in the Fulbright U.S. Scholar Catalog of Awards. Opportunities range from 2 to 12 months in length and include flexible options for multiple shorter visits to many host countries. There are also programs for non-US residents to visit the US.
The School of Communication and Media Studies (Escola Superior de Comunicação Social, Instituto Politécnico de Lisboa, ESCS-IPL), known as the premier college in Communications in Portugal, seeks to cover the main strands of Communication taught in Bachelor and Master’s degrees. To this end, ESCS counts with the involvement of its nuclear Departments in Audiovisual & Multimedia; Journalism; Advertising & Marketing; Public Relations & Organizational Communication.
The Fulbright Scholar for 2020-2021 will be hosted by the Department of Audiovisual & Multimedia. The Scholar will research and debate subjects such as Digital Film Production, Business Model Journalism and Digital Strategic Communications.
Sheila McNamee is Professor of Communication at the University of New Hampshire. She submitted the following discussion of her Fulbright award.
In 2012 I was a Fulbright Specialist at the University of Caldas in Manizales, Colombia. The invitation arose because, during this period, I was supervising an Assistant Professor at the University of Caldas in her PhD work. Her PhD research was on the re-integration of former child soldiers into civilian life. The opportunity to work with her research group, CEDAT, provided a living laboratory where the constructionist ideas I write about could be put into practice.
The project consisted of training in a social constructionist stance aimed at undergraduate and graduate faculty of the University of Caldas. Focus was on exploring how a social constructionist approach could be applied to specific areas such as social work, family development, social sciences, social research, conflict resolution and mediation. I was engaged in offering seminars, workshops and consultation with research groups. While most of my work was with faculty, some activities were extended to students and professionals from the academic community. The faculty with whom I worked were expected to begin a reflective process on teaching, research and professional practices, from a social constructionist approach and apply the knowledge acquired during the training, within the undergraduate curriculum, graduate curriculum, and social extramural programs such as “Tutor Home” and the “Center for family Intervention.” I worked with several research groups to offer advice on the specific projects being carried out at the moment as well as guidance on new projects. I worked a good deal with one research group, CEDAT. They develop processes in the area of conflict, violence and coexistence within the context of the Colombian conflict. This is one of the strategic areas of research at the University of Caldas.
My work with CEDAT focused on conflict resolution and mediation, from a constructionist perspective. These topics are central to CEDAT’s focus on reintegration into civilian life of children and young people detached from the Colombian armed conflict. I engaged dialogical workshops with specific groups of professors with a particular focus according to the programs and needs: (1) a seminar on social construction and social work aimed to professors of the department of human development; (2) a training Workshop on constructionist research addressed to professors assigned with various research groups. These activities included Master students; (3) a training workshop on dialogue, conflict resolution and mediation; (4) a training workshop on family intervention for professors assigned to the department of family studies and the Center for family intervention staff; and (5) a seminar open to the academic community on social constructionist theory.
While these are all the “formal” activities in which I engaged, my own learning was expanded tenfold thanks to this Fulbright. It was exciting working with research groups who were focusing on the long-standing and crippling conflict in Colombia. This was an opportunity to take my work beyond local community and organizational conflicts and see how it could be put to use in an enduring cultural struggle. The experience transformed my work and provided countless connections to both scholars and practitioners interested in working with dialogic ways of generating new forms of understanding.
Paul Voakes is Professor of Journalism at the University of Colorado Boulder. He submitted the following comments about his Fulbright award.
The primary purpose of my specialist assignment at Makerere University in Kampala, Uganda, in April-May of 2012, was to work with the chair and faculty of the Mass Communication Department to evaluate the current strength of the Department’s graduate program and think strategically about its sustainability. I think it worked out pretty well. I was one of the leaders of the two-day faculty retreat (May 9-10) in which we achieved consensus on the structure and content of the new MA curriculum. I constructed the 10,000-word document (in the format required by the university) that would enable approval of the new curriculum. I was told several times that this effort had been stalled for three years, until my contribution to the effort. I also researched Ph.D. programs in Mass Communication in Africa and then assessed the graduate-teaching resources in the department. The result was a 5,000-word report and recommendation, which I submitted to the chair on May 23.
The secondary purposes of the assignment were to (a) develop possible partnerships (for training, exchanges or research collaborations for faculty or students) between the University of Colorado and Makerere University, and (b) lead class sessions at both the undergraduate and master’s levels, as requested. I drafted a Memorandum of Understanding between the University of Colorado and Makerere University, which would accommodate development of collaborations and exchanges of faculty and students. The document has the approval of the legal offices at both universities, but budget constraints at Makerere have hindered the implementation of physical exchanges. In terms of my teaching, I delivered 12 guest lectures over my six-week stay, on topics ranging from public relations ethics and communication for development to investigative reporting techniques and feature-writing tips.
I also enjoyed a few meetings with the larger Ugandan journalism community. I gave a talk to the “U.S. Press Corps,” an organization of Ugandan journalists sponsored by the U.S. Embassy in Kampala. I also represented Makerere at The Kampala Dialogue, a day-long regional conference to observe UNESCO’s World Press Freedom Day. I gave a 30-minute talk and participated in the Q&A panel at the end of the day.
Most rewarding, as I now look back, are the personal relationships I was able forge with colleagues at Makerere. One example: The University of Colorado Boulder is particularly known for Environmental Science, and we are also home to one of the world’s few centers for Environmental Journalism. In the fall of 2013, 18 months after my assignment, our center hosted an international conference on the communication of climate change. I encouraged one of my faculty colleagues at Makerere to submit a paper, which was accepted. Travel funding, however, is a constant hindrance for our Ugandan colleagues as they attempt to develop their scholarly careers. Because of our Fulbright-enabled connection, I was happy to host the Ugandan colleague in our home and get her conference registration fee waived. Thus airfare was her only major expense for the conference. She presented the paper in Boulder and later got it published in an international journal on environmental communication. In Boulder she was also able to forge new relationships with scholars globally in this field.