Fulbright Scholar Program 1999-2000

Over the past decade due the expansion of globalization there has been an increasing emphasis on internationalization among faculty, administration and accrediting agencies in the Higher Education. Although to promote internationalization in the Higher Education, costs are a big challenge, one way to have the international actions with low cost, it is seeking for grants from different governmental agencies and foundations.The Fulbright Scholar program provides a long-standing and externally-funded means for internationalizing college and university curriculum. This article is going to share the perspective of a Brazilian Fulbright Scholar at an American college and the institution perspective of the Fulbright scholar participation at the College.

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Microbe Mentor:Interview with a Fulbright Scholar—Dr. Luis A. Ríos Hernández

Microbe Magazine ◽

10.1128/microbe.11.401.1 ◽

2016 ◽

Vol 11 (9) ◽

pp. 401-403

Keyword(s):

Fulbright Scholar

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Culture, Identity and Actor Training: Indigeneity in New Zealand's National Drama School

Theatre Research International ◽

10.1017/s0307883320000590 ◽

2021 ◽

Vol 46 (1) ◽

pp. 70-88

Author(s):

PETER ZAZZALI

Keyword(s):

National Identity ◽

Indigenous Peoples ◽

Actor Training ◽

Cultural Traditions ◽

Fulbright Scholar ◽

Ethnographic Methodology

How can indigeneity be understood through training actors in a colonial context? Do ‘Western’ acting schools misrepresent and exploit indigenous practices and cultural traditions towards reinforcing the settler state? Or does a given school's integration of such praxis and customs demonstrate inclusivity, equity and progressivism? At what point does incorporating indigeneity in actor training become a tokenistic appropriation of marginalized cultures? Drawn from fieldwork as a 2019 Fulbright scholar at Toi Whakaari, New Zealand's National Drama School, I intersect training with culture and society. Using the Acting Program as a case study, I deploy an ethnographic methodology to address the aforementioned questions by investigating Toi Whakaari's bicultural pedagogy while positioning it as a reflection of New Zealand's national identity. I especially explore the school's implementation of Tikanga Māori, the practices and beliefs of the country's indigenous peoples. I argue that while some questions remain, Toi Whakaari integrates Māori forms in a manner that is culturally responsible and pedagogically effective, thereby providing a model from which other drama schools can learn.

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Amanda M. Hubbard, J.D. Fulbright Scholar Former Trial Attorney, Computer Crime and Intellectual Property Section, U.S. Department of Justice

Journal of Information Privacy and Security ◽

10.1080/15536548.2006.10855786 ◽

2006 ◽

Vol 2 (1) ◽

pp. 47-56 ◽

Cited By ~ 4

Author(s):

Linda A. Reid

Keyword(s):

Intellectual Property ◽

Computer Crime ◽

Department Of Justice ◽

Fulbright Scholar

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‘Bright scientific moles’ v. ‘goodwill ambassador extroverts’: Choosing a Fulbright scholar

Academic ambassadors, Pacific allies ◽

10.7228/manchester/9781526128973.003.0004 ◽

2019 ◽

pp. 49-66

Author(s):

Alice Garner ◽

Diane Kirkby

Keyword(s):

Social Science ◽

Cultural Diplomacy ◽

The Us ◽

Fulbright Scholar ◽

Exerted Pressure

Tensions between Australia and the US over administration of the Fulbright program soon became apparent in contests over which researchers should be given awards. The US retained control over the decisions within the Board of Foreign Scholarships in Washington and on occasion exerted pressure about the kind of scholars that were wanted. Australian selection committees tended to favour scientists, the US wanted to send humanities and social science scholars as more appropriate interpreters of culture. From these discussions we can see what US cultural diplomacy looked like and what influences were brought to bear.

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Sara Akbar

Hawwa ◽

10.1163/15692086-12341298 ◽

2016 ◽

Vol 14 (2) ◽

pp. 207-225

Author(s):

Souad T. Ali

Keyword(s):

Women In Leadership ◽

Ethnographic Research ◽

Men And Women ◽

American University ◽

Call To Action ◽

Fulbright Scholar ◽

History Of ◽

Study Abroad Program ◽

First Interview ◽

Work And Life

The history and modernization of women’s rights and leadership in Kuwait is explored through an introspective from Engineer Sara Akbar, ceo of Kuwait Energy. Akbar gives detailed accounts of her brief history of work and life as a woman in leadership. Through a lengthy ethnographic research, I traveled to Kuwait City as a Fulbright Scholar at the American University of Kuwait (auk 2009–2010) and had my first interview with her at the Engineers Society building. In 2013, on our first study abroad program at auk, I invited Sara Akbar to give a lecture to my asu students as part of a Lecture Series I organized; then I had another interview with her in her office in the new premises of her company, Kuwait Energy in Salmiya. Akbar’s dialogue highlights her theoretical feminist framework for life in Kuwait. In addition to her recounts of oppression and struggle as a woman in her workforce, Sara Akbar gives a call to action for people in all social and occupational hierarchies, men, and women, in Kuwait to broaden their horizons for women in leadership.

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Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v21n2.75121 ◽

2019 ◽

Vol 21 (2) ◽

pp. 145-153

Author(s):

Joan Rubin

Keyword(s):

Language Learning ◽

Goal Setting ◽

Task Analysis ◽

Self Regulation ◽

Language Teachers ◽

Self Management ◽

Learning Skills ◽

Experience Teaching ◽

Fulbright Scholar ◽

History Of

Since Ecuador has determined that it wants to be fully bilingual in ten years, this paper describes the experience of a Fulbright Scholar at a university Language Center in Quito; one helping language teachers improve the language learning skills of their students. The theoretical framework for this work comes from Learner Self-Management (LSM) or Self-Regulation. The scholar details her experience teaching LSM concepts such as SMART goal setting, Task Analysis, Cognitive and Affective Strategies. She provides descriptions of what these language teachers consider the roles of the teacher and that of the learner to be and also what their most critical teaching issues were. She also briefly elaborates the history of the development of learner strategies and the value of metacognitive strategies and knowledge.

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