The Fulbright Scholar competition for academic year 2016-2017 is now open. Specific opportunities in Communication are available this year in Ghana, Finland, Swaziland, Bulgaria, and Ukraine, but there are another 400 opportunities for which Communication scholars can potentially compete, since many leave the specialization open. The current competition will close on August 3, 2015. A description of the activities of some of those who have completed Fulbrights in Communication has previously been posted to this site. (If you have completed a Fulbright in Communication and would like to have your name and description added, contact CID.)
The deadline for Fulbright Core applications for Academic Year 2015-2016 is August 1st, 2014.
This year’s competition includes 584 awards. Of these, 419 are All Discipline awards and are open to applicants from virtually any discipline – from Computer Science to Art. Scholars and professionals from post-docs to emeriti are able to apply for programs all over the globe.
For information about awards offered in specific disciplines or areas of the world and about the application, see our archived Webinars or register for an upcoming one. The Fulbright Scholar Application and Reviewing Your Fulbright Application Package might prove to be helpful for those with questions about the application process.
Upcoming webinars include:
08 July – Fulbright Opportunities in Europe: A Second Look at Central and Eastern Europe
09 July – Fulbright Distinguished Awards
11 July – All Discipline Awards – What Are They?
14 July – Have You Thought About? – Some Hidden Gems
17 July – Fulbright Flex Awards
18 July – How to Craft a Successful Project Statement
23 July – Reviewing Your Fulbright Application Package
30 July – Reviewing Your Fulbright Application Package
The 2015-2016 Fulbright Core U.S. Scholar Program competition is now open.
The Fulbright Scholar Program offers teaching, research or combination teaching/research awards in more than 125 countries for the 2015-2016 academic year. Opportunities are available for college and university faculty and administrators as well as for professionals, artists, journalists, scientists, lawyers, independent scholars and many others.
Of the 583 awards being offered this year, there are over 64 awards available in the field of Communications. Moreover, there are 371 All Discipline awards that welcome teaching and/or research proposals in any area of study, including interdisciplinary projects. These awards are offered in various regions around the world.
In order to meet the changing needs of academia and develop new options to accommodate better the interests and commitments of today’s scholars, the program has introduced several innovations to the 2015-2016 program, including: Fulbright Flex Awards, Fulbright Postdoctoral/Early Career Awards, Salary Stipend Supplements, and Teaching English as a Foreign Language Awards.
Interested faculty and professionals are encouraged to learn more about these opportunities, and hundreds of others, by visiting the Catalog of Awards.
The 2014-2015 Fulbright U.S. Scholar Program core competition is now open.
The Fulbright Scholar Program offers teaching, research or combination teaching/research awards in over 125 countries for the 2014-2015 academic year. Opportunities are available for college and university faculty and administrators as well as for professionals, artists, journalists, scientists, lawyers, independent scholars and many others.
This year, there are over 100 awards available to those studying the fields of Communications and/or Journalism. Moreover, All Discipline awards offered in all regions of the world welcome teaching and/or research proposals in any area of study, including interdisciplinary projects.
In order to meet the changing needs of academia and develop new options to better accommodate the interests and commitments of today’s scholars, the program has introduced several innovations to the 2014-2015 program, including: Fulbright Flex Awards, Fulbright Postdoctoral/Early Career Awards, Salary Stipend Supplements, and Teaching English as a Foreign Language Awards.
Interested faculty and professionals are encouraged to learn more about these opportunities, and hundreds of others, by visiting the Catalog of Awards.
The application deadline for most awards is August 1, 2013. U.S. citizenship is required.
Nov. 16th, Mekelle University—Northern Ethiopia
Am nearing the end of my 42 day Fulbright appointment. So many poignant moments to share. 15 students came to my home last night to make braided bracklets, compliments of my friend NIKKI, from BEADWORLD—60% men, 40% women; their focus, determination, energy was mindblowing, within an hour they made the bracklets and were so happy…now they must teach their classmates. An older student said to me, “A teacher has never done this for us…”
Tomorrow is an ALL-DAY workshop for all 75 students in Public Speaking and Nonverbal Comm…am throwing a Public Speaking CONTEST next Weds. evening w/ PRIZES!
I’m giving a FINAL PARTY for all three classes, 75 students; the President of Mekelle U. is coming (with his wife), and about 10 faculty and friends…at a delicious, outdoor Pizza Restaurent, with pizza, drinks & dancing!
I got such a nice compliment from the guy who brought me to Ethiopia—he said, “I notice you teach the WHOLE 2 hours, most faculty are 1—1.5 hours; and you do all these extra lectures/workshops….we all agree you were the right Fulbrighter to bring here” – I was very touched. It’s been fun, takes a lot of initiative to do anything here; easy to just slide by. Last week, I gave a talk to faculty on SOLITUDE, expected about 4 to come; but 12 faculty came, including the DEAN (who is a poet and misses his solitude!)…we had such a great, lively discussion! Not sure I could do a full year here—but I leave w/ so many great memories!
There are little reminders of life’s struggle here…although never verbalized. When I grab the students’ arms to walk up stairs, I am always struck with how thin and fragile they are—even those that look “full body” are what we would call “skin & bones.” A perpetual reminder of the minimal food, low protein here or in their past diet. You do not see starvation, but people are so thin here.
One never knows the “real” background of their students. I took this student, who I think is exceptional, out for coffee—to hear about her life plans. She comes to class dressed so immaculately, so sparkling clean, her writing is great, she is outspoken, so quick and lively (unlike the sullen, taciturn females here). I presumed she was from a middle-income, intact family. Her mother died when she was about 8, only child, her father is a laborer. She said, “I am very neat because it gives me confidence. I don’t have any money, but I can be neat.” She is studying Japanese/Chinese, and trying to learn as much as possible—she wants to enter politics and study political science…I find her inspiring.
The Ministry of Foreign Affairs in Addis wants me to do a couple workshops in Public Speaking and also Nonverbal Communication—the US Embassy is working on dates and logistics…MFA heard about my “success” with govt. officials and PR people—now the “big wigs” want the workshop…I am totally jazzed to do this.
I will be very sad to leave…it really has been an amazing journey, of all kinds….
Mara Adelman, Ph.D.
Department of Communication
Fulbright Senior Scholar, Moldova
In May 2006 I traveled to the Republic of Moldova on a Fulbright Senior Scholar Grant. A former Soviet Republic, Moldova is a small nation located north of the Black Sea, between Ukraine and Romania. Although it faces many of the same economic, political, and social struggles that challenge other post-Soviet nations, Moldova’s situation is particularly difficult. It is the poorest nation in Europe. The eastern part of Moldova called Trans-Dnistrya (across the Dniester River) has been operating as a quasi-independent breakaway republic for the past twelve years and is widely known to be a regional center for trafficking in drugs, slavery, and mass weapons. Moldovans hope someday to enter the European Union (EU), as their neighbors to the west are doing, but they recognize how much needs to change before they can do so. The higher education system is undergoing reform in attempts to align with the Bologna Agreement that aims to provide for consistency among European universities.
My gracious hosts at IRIM (the International Relations Institute of Moldova in Chisinau, the capital city) set me up with multiple opportunities to lecture and meet with students on topics related to conflict, negotiation, and communication. I attended a student-organized conference on Moldova’s prospects for joining the EU. I met with the faculties of International Relations and Germanic Languages to discuss their curricular reform efforts. IRIM is expanding the depth and breadth of its offerings in communication, conflict, and negotiation. These subjects appeal strongly to many students and faculty members, in part because of Moldova’s recent history and current political situation.
As a faculty member in Emerson College’s Department of Organizational and Political Communication, my teaching concerns the central role communication plays in resolving conflicts and building productive relationships. As a Fulbright Scholar in 1995 in the Czech Republic I had previous experience with post-Communist educational institutions. My wife Liliana is from Moldova, and from previous visits I had some acquaintance with the country and its people. Liliana accompanied me to most lectures and meetings, and it was truly helpful having her contributions and insights. Most Moldovans are bilingual speakers of Russian and Romanian; I speak only a bit of Russian. Fortunately, most students understood English well, and interpreters were provided when needed.
Other activities included lectures at Moldova State University (Chisinau) and the State University at Cahul and attending an American Studies Conference. One of the highlights of the trip was meeting with staff members from Helsinki Watch Cometitul Moldova. We learned about their important work in monitoring human rights issues in Moldova and began exploring ways I could help provide educational opportunities to further their efforts.
The Fulbright trip was brief, but it opened doors for further exchanges of information, visits, and scholarly collaborations. It gave me new perspectives on my own teaching and research, especially greater sensitivity to how core concepts in conflict and negotiation are shaped by cultural and historical contexts. Moldovan students and faculty, like their American counterparts, are keenly interested in learning alternative ways to resolve differences. They see their nation clearly as needing new relationship paradigms, from the interpersonal to the international levels, and they are committed to helping bring about positive change. Although the challenges are great, it is an exciting time.
A publication resulting from my Fulbright in Portugal this spring has just appeared: Arquitectura pedagógica para a mudança no ensino superior [Pedagogical architecture changes for higher education]. For anyone who reads Portuguese, it’s available in electronic form here (there is also a hard copy version). For those who only read English, the longer book version came out in the fall, under the title Learning matters: The transformation of US higher education, published by Editions des Archives Contemporaines in Paris. Both the book and the monograph are co-authored with Peter Sloat Hoff.
My thanks to Susan Gonçalves for accepting the manuscript and then seeing it through to publication with a series through the Centro de Inovação e Estudo da Pedagogia no Ensino Superior, which she directs and the host for my stay in Coimbra. Thanks also to all those who worked on various stages of the translation: Steven Pessoa, John Baldwin, Sofia Silva, Dina Soeiro and Susana herself.
Request for Basic Cross-cultural/Intercultural Powerpoints
“I am Mara Adelman (Seattle University, author of BEYOND LANGUAGE: Cross-cultural Communication for ESL), and I am heading to Mekelle University in Ethiopia on a Fulbright assignment, for a 42 days series of lectures, seminars, workshops on various topics in communication. Am seeking powerpoints on basic presentations for cross-cultural communication (e.g. theory, values, rituals, non-verbal, verbal, cross-cultural adaptation, work place, friendships, etc.). I would be willing to exchange for powerpoints on such topics as distraction, solitude, contemplative practices, world travel. Please know that your powerpoints would only be used during this assignment, no copies, forwarded emails, etc. would occur. Please send to/any questions, etc.: email@example.com
MANY THANKS FOR YOUR SUPPORT.”
–Mara Adelman, Seattle University
Ohio Dominican University
Fulbright Senior Scholar, Cambodia
The Fulbright Senior Scholar Program provided me with a wonderful opportunity to invigorate my work at my home institution by applying my expertise at another school in another culture. I had never been to Cambodia before and working at the Royal University of Phnom Penh, the largest and oldest university in Cambodia, was personally and professionally rewarding.
I received a six-week grant that I divided into two separate three week visits. The first trip gave me a chance to get acquainted with the Department of Media and Communication/Cambodia Communication Institute at the university, work with students & faculty and assess how I could best make lasting contributions. I followed this with a second trip, ten months later, and used the intervening ten months to collect materials that helped with enhancements on my second trip.
The purpose of the grant was to support the Department of Media and Communication/Cambodia Communication Institute in developing an appropriate educational program for the education and training of future Cambodian journalists. This, more specifically, entailed focusing on development and improvement of curriculum for the undergraduate program and developing teaching materials in communication theory, human resource management, introduction to research methodology and related areas.
My work at the university involved presenting lectures, participating in seminars, conducting needs assessments, assisting with faculty development, encouraging curriculum development and other matters linked to my areas of expertise. I created an 11 page Manual for Organization of Research Papers, Rules for Writing Style & Preparation of Oral Presentations.” I also created a small reference library consisting of over 60 new (state of the art) books that I brought as a donation to their program. This collection consisting of books dealing with telecommunication, journalism, mass media, public relations, communication research, human resource management and related areas.
Part of the challenge of this assignment was finding creative ways to achieve objective. The mail system in Cambodia was unreliable so I needed to personally bring the books with me. On my second trip I was permitted 120 pounds of luggage and 105 pounds of it were books! Getting the books to them was important as I saw this collection as being a foundation that they could build from in a variety of ways using their own initiative.
This Fulbright grant gave me a great opportunity to re-think much of what I do and how I do it at my home institution. Working with colleagues and students in my discipline, but within another cultural context (especially one that is quickly changing), forced me to revisit many of the assumptions I have regarding my academic discipline and how I work within that discipline. It is an invigorating experience that will have a lasting impact on my teaching and research at my home institution. Being able to make new friends and establish collegial relationships in another culture is always fulfilling, professionally and personally.
I continue to maintain contact with Sopheap Phan, my primary host during my work in Cambodia. We have gotten together on two occasions and we engage in periodic e-mail exchanges. I foresee doing follow-up trips to Cambodia that will build upon my experiences there in 2005-2006.
James Madison University
Fulbright to Czech Republic
In fall 2009, I was a Fulbright scholar at Masaryk University in Brno, Czech Republic. I taught two graduate courses—Intercultural Communication and the Rhetoric of Social Intervention—and one undergraduate course in The History and Culture of US Media.
Unlike many Fulbrighters, I did not have any contacts in the Czech Republic or a letter of invitation. Instead, I spent time researching the “open” or “general” calls on the Fulbright web site and emailing some of the program officers to get information about opportunities in their region (although I did not email the program officer responsible for the Czech Republic!). In the end, I decided to apply to the Czech Republic for several reasons. First, the US institution where I was teaching at the time had been founded by immigrants from Moravia, a part of the Czech Republic. In my application, I connected my interest this historical piece with cultural insights that I might gain from working in the Czech Republic. Second, I had lived and worked in Germany and had visited the Czech Republic in its pre-revolution and immediate-post-revolutions days, so I had some familiarity with the culture. I thought my proficiency in German might come in handy in interactions with older Czechs. I also wanted to see how the culture had changed in the two decades after the revolution. Finally, I felt that the Czech Republic might be a less popular choice by other applicants and so that might increase my chances of getting an award!
After I decided to focus on the Czech Republic I spent time online researching institutions in the Czech Republic to see which ones might offer programs in my areas of interest. I applied for a teaching award because in the Czech Republic, at least, teaching awards are more numerous than research awards. I also looked for programs that offered instruction in English. In my application, I proposed classes and suggested institutions where my knowledge might be useful. In my statement, I focused on the benefits I could offer the host institution. I also emphasized what I could learn from this experience that would benefit my institution and students.
The application review involved several steps. First, the US Fulbright Commission reviewed the application and determined whether it would be forwarded to the Czech Republic. Then the Czech Fulbright Commission reviewed the application to determine whether it should be forwarded to an institution. In an “open” call, like my case, the Czech Fulbright program officers contacted Czech institutions to see if they would be willing to sponsor a Fulbrighter. After they approved the application, then it came back to the United States for final review.
If a Fulbright is granted, then there’s more work! Applicants have to pass a medical exam and, depending upon the country’s requirements, may have to go through a security check with the country’s police, get a visa, and get shots. In addition, “open” call applicants, like me, may have to spend time corresponding with the host institution to negotiate courses or research needs. At this point, one of the most helpful pieces of information acquired from either the in-country Fulbright program coordinator or from the US program officer for that country is copies of previous Fulbrighters’ final reports. Fulbrighters write a final report that summarizes their experiences and give advice for future Fulbrighters. In my case, the reports were extremely helpful in knowing what to expect in the Czech classroom and working ahead of time with the Czech institution to put enrollment limits on the courses. The reports as well as communication with the institution helped me know what technology was available and what kinds of materials I would need to bring with me. For example, Czech students cannot afford to buy textbooks. Fortunately, the Fulbright Commission provides teaching scholars a small stipend for books, so I was able to bring copies of used books for students.
Finally, the key to applying for and surviving a Fulbright is flexibility. You need to be flexible in terms of where you might be willing to go. And you need to be flexible and adaptable to the conditions that you find when you arrive. For example, you might end up teaching a course different than you had expected and prepared for. You might find that the students have different language abilities, backgrounds, and preparations than you imagined. You might find that how courses are taught and the length of courses differ from what you are used to. But these kinds of surprises teach us a lot about ourselves, our culture, and our educational system and help achieve William Fulbright’s vision of changing the world by changing how we think.