Campus Spotlight: 4 C’s for Fulbright Promotion on JMU Campus

by Edward J. Brantmeier, Ph. D.
Assistant Director—Center for Faculty Innovation, Assistant Professor—Learning, Technology, and Leadership Education
JMU Fulbright Campus Representative, Fulbright-Nehru Scholar, India 2009
James Madison University

The Fulbright Program provides a tremendous vehicle for internationalizing careers and for promoting mutual understanding between/among citizens of the United States and of other countries.  Collaboration, community, coaching, and celebration—these are the promising practices of James Madison University’s approach to promoting the Fulbright Program on campus.

Collaboration: The Office of International Programs, the Center for Faculty Innovation, and the Office of Diversity at James Madison University work together to provide faculty necessary support for enhancing their career goals in research, teaching, and service. This collaborative approach sends a powerful message about University support for the Fulbright Program.  This support includes hosting events to build community, Fulbright coaching services for interested faculty, and celebrations that honor past Fulbrighters.

Community: Periodic information sessions at annual on-campus conferences as well as visits from Fulbright Alumni Ambassadors, coupled with celebratory events (most recently hosted by the Provost and President) help highlight the Fulbright Program to the university community.  These festive convenings help Fulbright to gain a deserved high profile status on campus; they show faculty that the University cares about this prestigious award. Past Fulbrighters mingle with potential Fulbrighters—networks and community are generated.

Coaching: Interested faculty and administers can reach out to the Center for Faculty Innovation to strategically plan their Fulbright and request coaching assistance.  Fulbright information sessions and application writing sessions are offered in the spring. Potential Fulbrighters can also request individual consultations through the Center for Faculty Innovation.

Celebration:  Don’t forget to celebrate. Former Fulbrighters earn web-recognition on a JMU Voices of Fulbright website, as well as opportunities to speak about their experiences in Voices of Fulbright scholarly talks during the semester.  We celebrate and showcase the work of our Fulbrighters—a win-win for JMU and the Fulbright Program.

U.S.-Korea International Education Administrators (IEA) Program

Adria L. Baker, Ed.D.
Associate Vice Provost for International Education
Rice University

What a difference a two-week IEA makes! It was just two months ago that I arrived in Seoul, S. Korea, where I met up with my fellow international education colleagues from around the USA. We were anxious to see everything we could, since we had been well-prepared with many articles and pre-reading orientation materials about our host country. Little did I know how much these colleagues, as well as the Fulbright Korean colleagues, would come to mean to me – and how much I would learn from them, professionally and personally.

 To me, having the opportunity just to apply for the Fulbright application felt like an honor in itself.  Therefore, I cannot express how happy I was to find out that I was chosen for this program. The International Education Administrators (IEA) Seminar was a great Fulbright option for me, given the program’s purpose, goals, focus, and length of time.iea 3

 I did not want to attend just any of the IEA programs though;  I wanted specifically to apply to the South Korea IEA. This is because over the past decade at Rice University, the Korean student population has quadrupled, and our research collaborations have expanded significantly. We have hosted international delegations from S. Korea, and I have enjoyed learning about the many outstanding and diverse Korean institutions of higher education. I felt I needed to learn more about the country, the Korean people, their education system, and some of the underlying cultural contexts behind them.  Applying for the U.S-Korea IEA would be an avenue where I would seek to: 1) learn how I could better meet the needs of our growing Korean student and scholar population, 2) expand collaborations on my campus with Korean colleagues and universities, and 3) find feasible partnerships, so that our Rice students would be interested in traveling to S. Korea for study, internships, or other educational pursuits.

Since I returned six weeks ago, I have been pleasantly surprised by the many opportunities to disseminate the great things about this program through reports, articles, presentation proposal approvals, and meetings. I truly enjoy describing the outstanding hospitality, kindness and professionalism of the Korean colleagues we met.

If you are considering applying for iea koreaa Fulbright grant, I would do so only if you:

1) Aspire to grow professionally

2) Have specific reasons to increase your understanding of the host country

3) Plan to share your new-found cultural understandings widely, and as quickly as possible upon return

4) Can articulate how the purpose of the specific Fulbright program matches your professional needs, so that you can put to use the experiences you gaiieak orea 2n with others upon return

5) Want to give back to (and through) Fulbright by spreading the news about the wonderful program that it is

6) Seek to expand collaborations, understanding, connections and bi-national mobility with your host country, its people, and the professional colleagues that you meet

7) Desire experiences that will change you in a positive way, creating memories you will never forget!

Thank you, Fulbright!

The application deadlines and more information about each program can be found at  If you have further questions, please contact Alexandra Squitieri at


Leveraging Faculty and Fulbright in Campus Internationalization: A Report by the American Council on Education (ACE)

What key challenges do American institutions of higher education face in internationalization? How can administrators and faculty work together to address these issues? “Internationalization in Action,” a series by the American Council on Education’s Center for Internationalization and Global Engagement, presents a selection of effective approaches to engaging faculty in the process of internationalization. While many think of the Fulbright Scholar Program as an individual opportunity, ACE’s article points out ways in which the program can be strategically employed by institutions to further internationalization goals, particularly when internal resources fall short.

“Internationalization in Action” suggests that university policies and procedures, both formal and informal, can either encourage or inhibit faculty’s ability to contribute to campus internationalization, and that faculty, as the drivers of the critical higher education activities of teaching and research, are fundamental components of any campus internationalization strategy.

ACE’s report begins with the preliminary hurdle of bringing in international faculty or those with international experience. It suggests that realigning hiring protocol and tenure or promotion policies to prioritize international experience, such as a Fulbright, can allay this issue.

When budget constraints limit an institution’s ability to draw international faculty, funded short term or long term visits may fill in the gap. ACE says, “While some institutions have the funding and staff needed to administer their own short-term visiting international faculty programs, for those that do not have such resources available, Fulbright and other national programs can be an excellent solution.” These opportunities include the Occasional Lecturer Fund and the Scholar-in-Residence Program.

Fulbright Flex Awards, a new initiative for the 2014-15 competition, and the Fulbright Specialist Program can give U.S. faculty the opportunity to make international connections when budgetary restrictions mean they aren’t able to leave campus for a full semester or year at a time. Additionally, a new salary stipend supplement may encourage campus administrators to increase faculty awareness of Fulbright programs.

Including faculty from abroad and those with an international concentration in reviewing Fulbright applications can increase institutional knowledge of Fulbright programs and should be considered a strategic way to utilize foreign faculty’s expertise. “Given the increasing focus on hiring in order to internationalize the faculty, institutions must also consider what happens to those international and internationally-focused faculty when they arrive on campus.  Rather than assuming that their presence alone will contribute to internationalization, making sure these faculty are given clear opportunities to share their expertise is important,” ACE advises.

Finally, ACE emphasizes the importance to sustainable internationalization efforts of building lasting international relationships. The piece highlights the work of Fulbright Ambassador John Allegrante, Deputy Provost of Teachers College at Columbia University, who stresses the value of the international connections Fulbright programs engender. Dr. Allegrante showcases long term Fulbright success stories at Teachers College during International Education Week, a joint initiative of the U.S. Department of State and U.S. Department of Education. His own Fulbright experience in Iceland led to an exchange agreement between Teachers College and an Icelandic institution of higher education and to his tenure as a Fulbright Alumni Ambassador. Dr. Allegrante proposes that the Alumni Ambassador Program can be helpful in creating connections between U.S. institutions interested in internationalization as well as, “on-going communication with faculty as they consider participating and mounting their applications.” In the ACE report, Dr. Allegrante summarizes, “Fulbright is a cultural exchange mechanism around the world. It is academic as well but the main purpose is to create lasting bonds and partnerships with people from various countries and cultures.”

New Fulbright International Education Administrator Seminars in France and the United Kingdom

We are pleased to announce the addition of France and the United Kingdom to the Fulbright International Education Administrator Seminars. The IEA seminars are designed for U.S. higher education administrators who are interested in spending an intensive two-week seminar in one of six countries: India, Japan, Korea, Germany, France, or the United Kingdom. Each seminar offers participants an in-depth look at the higher education system, culture and society of the host country. The seminars also provide an invigorating opportunity for networking with international and U.S. colleagues. Participants return to their home institutions empowered with first-hand knowledge, new professional connections and an enhanced ability to build partnerships, encourage study abroad participation and support international students.

IEA pic 1

The February 1, 2013 application deadline for the IEA Seminars in Germany, France and the United Kingdom is fast approaching.

To Apply go to the CIES Web site: Please contact Margo M. Cunniffe, Assistant Director,, 202-686-6243 or Anna Valiante, Program Coordinator, at with any questions.

IEA pic 2

To find out more, check out the Webinar discussing the Fulbright-Nehru IEA Seminar

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