fulbright research proposal tips

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Fulbright research proposal tips

Be sure to utilize your host to set up interviews with high-level people. It is likely that they have connections to people that you would not be able to access on your own. Focus groups have a similar benefit to interviews in that they allow you to gain access to unfiltered information directly from those impacted.

You can essentially interview several people about your topic at once through a focus group. However, focus groups can be challenging to set up. Again, your host can be instrumental in helping you recruit participants for your focus groups, and provide a place to facilitate your meetings. Note that focus groups have a different purpose than individual interviews. They offer you a window into group dynamics, allowing insights into what happens when individual perspectives are brought into a communal space.

Make sure you understand the pros and cons of interviews and focus groups to defend your choice of methodology. A case study is a record of a detailed observation of the development of a particular person, group, or situation over a period of time.

You may create a collection of case studies to uncover the answer to your research question. Whether your field is medicine or anthropology, economics or linguistics, case studies can be an excellent method for your research project. If you decide to do case studies, carefully choose a phenomenon you would like to observe to ensure you can feasibly make your observations. Fulbright-Schuman grantee Narintohn Luangrath offers her insights here about her case study of refugees and labour market integration.

Again, be sure to understand the mechanics, and the pros and cons, of doing case studies if you choose this method for your Fulbright research project. If you are looking for a way to get a lot of data quickly, surveys can be very useful. Surveys can be delivered in-person, by mail, or best yet — online. Surveys come with a word of caution, however. They must be conducted in a way that is culturally sensitive and logistically feasible. Involve your host to make sure that you have contextualized your survey correctly.

If you are a non-native speaker in the country of your choice, it is important to have your survey questions reviewed by first-language speakers. Archival research can be an excellent justification for conducting research abroad.

Your project might entail gathering data from a library or archive that gives you access to literature and objects that you cannot access anywhere else. If this is the case, then you have an excellent justification for your need to travel to that place. For example, if you are conducting historical research and are seeking to review local newspaper articles from Berlin in the s, where else can you do this but in Germany? By carefully choosing a feasible research methodology for your Fulbright project proposal, you will be able to give weight and structure to your application.

The best part is, if you selected for a Fulbright award, you will have already begun your work. Check out more Fulbright application tips like these! She now works as a writer, proofreader and performer in Vancouver, Canada. Here's some help:. Once you have had a conversation with the affiliate and have "made a match," request an affiliation letter. In some cases, you may need or want more than one.

The letter must be in English, printed on official letterhead, signed and sent to you as a pdf. You then upload it to the application portal. Try to get it by the internal deadline, but you may upload up to the final deadline. Your affiliate may appreciate seeing one of the templates below before they write their letter:.

While Fulbright allows unofficial transcripts, the transcripts must include the name of the college. If your unofficial, student version does not, you must use an official AC transcript -- one that does not require a password to access. You may have to order a paper version and scan it.

Make sure your major s matches what is in the application. Scan both front and back each transcript, creating a pdf of each, then upload following Fulbright's instructions on requirements and how to upload. Beginning in , your GPA will be available through Workday. Language self-evaluation : Do you have any language skills at all for the destination country?

If so, complete a self-evalulation even if not required. The brief form is in the online application. Supplementary Materials : Applying for performing or creative arts? Read Fulbright's description of supplementary materials to be uploaded to arts applications. In the online application, you will enter names and contact information for three recommenders and a language evaluator.

Enter their names after you have asked for their support in person, over the phone, or through email. Ask at least three weeks to a month in advance of the deadline. Ask faculty during the spring semester or early summer before the fall deadline. Remind them and send the email request through the portal in early August. Information you enTer: Personal: biographical details, lists of extracurricular activities, travel history, work experience, awards, and other data; you cannot upload a resume.

Three important! If pursuing a graduate degree, summarize the program and relevance to your future plans characters 2 host country engagement plan - describe how you will get involved with your community outside the workplace and share your culture and values in the host community; be specific characters 3 plans upon return to U. Developing a strong, feasible, and compelling project or plan of study is critical to your success.

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We were on a modest, group bus excursion designed for foreign tourists. What I remember most — and most fondly — are the people of [host country]. Americans were not common visitors in those days so we created a bit of a stir when we were outside the main tourist sites.

This project is clearly about [host country] teachers, and as such it is imperative to see and speak with them within the context in which they live and work. In addition, the Research Center in [host city] offers access to several resources that will be indispensable. First, there are faculty members who work with future teachers in their disciplines. These connections will be invaluable during the course of this project.

The [host country] also offers many opportunities for the study of constitutionalism, political institutions, and public policy. It has undergone revolutionary change since declaring its independence … and joining the European Union …, and it continues to evolve politically. The country has developed into a stable multi-party democracy, and its success in this regard can be attributed, among other things, to its consensus building political culture, open economy and early experiences with democracy.

Yet, although it is one of the more prosperous countries in the European Union, it still faces public policy challenges. This makes it a country ideally situated for comparative study along with other former Eastern bloc countries, European Union countries, emerging democracies, and the United States. A Fulbright award will provide the opportunity to broaden my understanding of American politics through this comparative analysis.

This knowledge will extend to the classroom and my scholarship as I incorporate this information into my lectures and research. Over the course of my career, I have taught a wide variety of courses: principles of my field, research methods, quantitative analysis, population, social stratification, social structures, ethical issues in social science research, aging and social change, and ethical issues.

I am quite comfortable with classes of different sizes, at different levels, and with various teaching styles. Early in my career, I received funding from the National Science Foundation to create an inductive, data-based approach to teaching introductory courses and students.

More recently, I have been delivering distance learning courses via two-way interactive television. I was instrumental in developing both the Minor and the Certificate Program in my field at the University and, along with other colleagues, have been responsible for the administrative oversight of these programs.

My various curricular contributions were recognized in by receipt of the Outstanding Educator and in by receipt of the Named Award from the Association for Gerontology in Higher Education. Of the 19 years of university teaching experience, 15 of those years were spent offering course work via distance education methods. These methods included traveling to satellite campuses to offer face-to-face courses on weekends, as well as offering course work via interactive television and the Internet.

Allow me to single out three aspects of my teaching philosophy that may be of relevance. First, I contend that some exposure to my area of specialization ought to be a required part of every college and university curriculum…it behooves us to infuse specific content into the higher education curriculum and to familiarize college and university students with the nature of the changes that are occurring and the likely implications and challenges that follow from this global phenomenon….

A second emphasis in my teaching relates to the synergistic relationship between teaching and research. It has been an axiom of my pedagogical approach that learning is enhanced if students are exposed to the latest scholarly research, if they come to see knowledge acquisition as an on-going process, and if they witness the excitement of knowledge discovery.

Thus, I try to include in all of my courses a glimpse of my research as well as the research of others. If not producers, it is important for students at least to become intelligent and critical consumers of research…. A third and final emphasis in my teaching arises from an understanding that mentorship occurs at times and in ways that might surprise us. I have come to see that classroom teaching itself is often an unintended and unconscious form of mentorship.

Sociologists might refer to this as a latent function of our classroom role. The most recent example comes from my teaching experience in Romania. At the conclusion of my course on the Sociology of Aging, the students invited me to a going-away occasion at a local bistro in Bucharest.

As I chatted with each of them, a young graduate student made a comment that left a powerful impression on me. Upon leaving industry, a career in education began. I developed the first university course and edited the first trade book on web globalization management. The traditional classroom experience offered the opportunity to connect with the students physically in front of me.

The online teaching platform has now allowed me reach a wider audience. For the past several years, I have been teaching distance education courses in the intercultural communication and international business areas. I am proud to have the distinction of having taught students logging on from all of the seven continents of the world. As an avid globalist, I am convinced that educating students about the importance of intercultural understanding, despite their background or location, remains relevant across borders.

I am currently facilitating a course on intercultural communication with students from 15 different countries. I have also been honored as an Honorary Recognized Teacher of the [university]. There are three components at the heart of my philosophy of teaching; they guide my role in the classroom.

First, I feel I have a personal obligation to prepare and conduct courses that are intellectually engaging, informative, and rigorous. Second, I encourage a stimulating, safe learning environment to ensure that students are eager and comfortable about their participation. I treat students respectfully, and ask that they treat their peers with the same level of respect. I encourage a marketplace of ideas and always solicit participation in the classroom. I do not teach at students.

Rather, my lectures promote a dialogue about the material. Third, I help students understand how education prepares them for the future and assist them in planning their careers. I constantly stress the relevance of the subject matter, and I use real world examples to illustrate the practical application of the information and skills learned in class. I also promote service activities as part of a well-rounded education and motivate students to responsibly contribute to the community.

Ironically, some of my [previous] success in teaching my European students probably reflects what I did in response to my own lack of linguistic skills. I slowed down my delivery, minimized the use of specialized jargon and idiomatic expressions, and begged my students to let me know when my words puzzled them.

The students may have also sensed my admiration for their linguistic skills and my gratitude for their willingness to communicate with me in English. I have taught in English to non-native English speakers before, so I have a good sense of how to adapt my teaching style and my courses. I have had many international students come through my classes at US universities over the years, and I also taught non-native speakers in Spain.

Generally, in order to aid these students, I speak slowly and try to avoid the use of too much slang. I also try to restate important points in different ways and ask the class to define any unfamiliar words. In [host country], I plan to purposely use a slower rate of speech, particularly in the beginning of the term as students are getting used to my style. I also plan to continue to encourage a great deal of discussion in my courses because this will help students improve their comfort and skill in English.

I hope to learn from the students as well, and I hope that we can help each other improve our language skills. I am also willing to give guest lectures in existing courses. I am flexible as to the topic and willing to tailor lectures to the needs of faculty and students in the broader program. I understand that the reading load in graduate courses can be daunting for native speakers as well as non-native English speakers.

The attached syllabi show reading loads for two different types of courses. The [second] class represents a typical US-style reading load. I would likely modify these some for the [host country] students. That said, these students are graduate students learning in a primarily English environment, so I would expect that they should be able to handle most of the works I would assign.

We have many international students in our graduate program at [home institution], and the reading load is typically challenging, but manageable for them. I plan to provide digital access to readings as much as possible. My library at [home institution] will be valuable in locating and providing electronic access to many of the journal articles which would be of value in a graduate-level course.

This will enable me to gauge their level of understanding and clear up any misunderstandings early. My research methodology requires gathering relevant data from the specified documents and compiling databases in order to analyze the material and arrive at a more complete understanding and historical reconstruction of the lives of selected female scholars. I hope to shed light on the following questions through my research: 1 How did female scholars obtain their education?

For example, did women interact directly with male students and teachers in formal educational settings, or did they participate through informal spheres such as gatherings in homes, mosques, libraries, and literary salons? What credentials qualified women to interpret Islamic law or to transmit h ad?

And how do these compare to the credentials and curricula of contemporary male scholars? Decades ago, I left Mississippi, traveling all over the world and living at various places in the United States, as well as in Germany for four years. During this time, I attended seven different colleges, focusing primarily on southern literature.

I have enjoyed studying and living in over fifteen places, affirming my adaptability and collegiality. This project will utilize both quantitative and qualitative data collection tools, but is rooted in a qualitative epistemological position that recognizes the importance of locating the research within a particular social, cultural, and historical context.

It also takes seriously the social construction of these contexts and the identities participants construct within them. Data Collection Data collection will consist of surveys, classroom observations and interviews with [host country] teachers, as well as journal logs from teachers. Subsequently, a purposeful sample will be identified to participate in the second round of data collection.

A structured observation protocol will be developed to aid in field note collection and an interview protocol rooted in the literature will be developed to act as a guide for the semi-structured interviews. Multiple interviews are planned with each participant in order to provide more in-depth data collection and opportunities for follow-up.

The goal is to interview approximately 20 participants who embody a range of identity positions and who come from different schools and communities. I will work with [host country] teacher training programs IUFM , and with faculty at the Research Center in [host city], to identify potential participants.

I will also ask teachers to respond to a series of journal prompts over the course of the project that allow them to provide a more detailed and longitudinal view of their daily lives as teachers—their experiences, reactions, beliefs, and ideas about their roles and responsibilities as educators. A qualitative evaluation shall be utilized for this research project leveraging subjective methods such as interviews and observations to collect substantive and relevant data.

These interviews shall be conducted with practicing diplomats from the [one host institution] as well as visiting diplomats to the [another host institution] conferences. Such a qualitative approach is valuable here due to the varying experiences of the diplomats in [host country] and other country cultural situations.

Upon collecting the qualitative data derived from said interviews, careful analysis shall be done both manually and utilizing nVivo software to prepare a SWOT strengths, weaknesses, opportunities, and threats to analyze how to best customize the course to the target student populations. Recent research on intercultural communication and instructional design shall be consulted to validate collected data. A bibliography containing such research sources has been submitted separately with this Fulbright application.

The research from this Fulbright project shall become an asset to the established body of literature on cross-cultural issues, however now with a special [host region] point of interest. As for my own research efforts, I will have the opportunity to implement by intercultural education expertise within another country and assist a recognized university in developing a ground-breaking and vital course.

I have an established collaboration with [host scholar] from the Department of Environmental Science, Faculty of Science, [host institution] We have already collaborated on a project to develop an annamox culture that anaerobically oxidizes ammonia for nitrogen removal from wastewater…. His extensive network of contacts will optimize my time in [host country] by providing ready-made avenues for me to contribute my knowledge of environmental science and engineering to several [host country] universities and for me to learn as much as possible about the [host country] approaches to nutrient removal and decentralized sanitation.

During the proposed visit, we will investigate the application of the annamox process to remove nitrogen in domestic wastewater. The conventional approach to remove nitrogenous pollution in wastewater involves the aerobic biological oxidation nitrification of NH4 …However, this process typically requires separate reactors for the two processes, nitrifying bacteria are relatively slow growing, and the denitrification process requires carbon that is not always available … These probes allow detection of the anaerobic ammonium oxidizing bacteria by techniques such as fluorescent in situ hybridization FISH.

In FISH, microscopic visualization of specific microbes occurs in relatively intact samples, which allows insight into the spatial distribution of Work at the host institution thus provides an opportunity for me to work on a very cutting edge microbial process with a waste stream very different in nature from the waste I typically see. In order for any project to have an impact in the world it must be disseminated to a wider audience.

This project could be important for those entities responsible for preparing future teachers as well as for policy makers involved in educational endeavors, and every effort will be made to communicate results to these constituencies. Specifically, results from this project will be disseminated at major national and international conferences in the U.

In addition, results will be communicated through publications in journals such as [group of professional journals]. As a praxis-oriented researcher, I will also share results with those teachers, administrators, and policy makers who are involved in the project. The goal will be to have broader conversations about what the research means and what we can do with the results, as individuals and as institutions.

We will disseminate our scholarly findings in scientific and engineering journals and conferences. We expect that biomaterials, biomechanics, tissue engineering, physics, and cardiovascular mechanics audiences will find our results interesting and exciting. We will also disseminate our educational work in engineering education conferences and journals e.

Lingala is undoubtedly the single most important and influential African language in Central Africa …. Lingala is the dominant trade language along the mighty Congo River the 2nd largest river in the world after the Amazon and its dozens of major tributaries. It is also the dominant language of daily communication in Kinshasa, the capital city with an estimated population of over 8,, , and serves as the official language of the armed and security forces and the Catholic diocese of Kinshasa.

With the prospect for peace, democratization, and socio-economic development in DRC and its emergence as the leading economic powerhouse in Africa, Lingala will very likely become the quintessential lingua franca of central, eastern, and southern Africa. Overall, it is estimated that Lingala is spoken as a first, second, and additional language by over 25,, people in Central Africa, with DRC and ROC as the primary loci.

With the eventual socio-economic development of DRC and political stability, its emergence as the leading engine of Africa will make Lingala a critical investment language. Hence, the publication of a comprehensive reference grammar is warranted and most propitious.

In spite of this functional importance and potential across a variety of life domains, however, Lingala, like many other major African linguae francae , remains grossly understudied. While there are a few old grammatical monographs in English and French, textbooks of varying quality, and dictionaries, there exists no reference grammar of any sort. As a member of the estimated Bantu languages sub-family that dominates the Niger-Congo phylum, Lingala represents not only a gold mine in its structural complexity as a Bantu language, but also opens a window into Central Bantu languages that it typifies in all areas of the grammar.

As such it invites and demands an in-depth analysis to discover and explicate its structural complexity, and thereby extend and test current linguistic theories. The Comprehensive Reference Grammar of Lingala envisaged here seeks to fill this gap and advance our knowledge in Bantu and general linguistics.

It will also serve as a basic tool for researchers, translators, book-writers, and learners of the language. And in the absence other comprehensive reference grammars of any other Bantu languages, it is expected to become a model for the production of similar reference tools for other Bantu linguae francae , as well as serve the wider constituencies of learners and scholars in interested institutions, and government functionaries in the diplomatic corps, business people, etc.

Further, I expect that this study can contribute to future work in the field of comparative religions as there are a number of intriguing parallels between medieval Muslim female scholars and their Christian counterparts in Western Europe. Finally, this research will enhance my teaching at Lafayette College. I have found that my passion for my scholarship is best communicated to my students through concrete examples from research that I have personally undertaken.

Thus I hope to enliven my teaching and encourage my students to explore worlds beyond those readily accessible through our library collections. As a Fulbright Research Fellow, I aim not only to contribute to the fields of gender studies and Muslim social history, but also to demonstrate the tremendous potential of archival research on women in countries such as Syria.

Research and publications that highlight the accomplishments of medieval Muslims, especially women, in Syria are also likely to generate positive interest and draw greater attention to the rich and diverse history of this region. Results from this study could be useful for policymakers, educators, and teacher educators as they work to construct programs and policies for preparing and maintaining a high quality teaching force in any country.

Having a clearer understanding of how teachers perceive themselves and their work, within a national context, may help us reconsider the ways in which we prepare teachers; it may also help us reconsider what we want public schooling to do and be in the 21st century. Given recent reforms of the teacher training system in [host country], and ongoing dialogue about further reform, this project may help shed light on teacher and teachers in training responses to these.

Correct errors, then upload to portal. Fulbright offers guidelines on how to find potential affiliates. Uncertain how to write an email to a potential affiliate? Here's some help:. Once you have had a conversation with the affiliate and have "made a match," request an affiliation letter. In some cases, you may need or want more than one.

The letter must be in English, printed on official letterhead, signed and sent to you as a pdf. You then upload it to the application portal. Try to get it by the internal deadline, but you may upload up to the final deadline. Your affiliate may appreciate seeing one of the templates below before they write their letter:.

While Fulbright allows unofficial transcripts, the transcripts must include the name of the college. If your unofficial, student version does not, you must use an official AC transcript -- one that does not require a password to access. You may have to order a paper version and scan it. Make sure your major s matches what is in the application. Scan both front and back each transcript, creating a pdf of each, then upload following Fulbright's instructions on requirements and how to upload.

Beginning in , your GPA will be available through Workday. Language self-evaluation : Do you have any language skills at all for the destination country? If so, complete a self-evalulation even if not required. The brief form is in the online application. Supplementary Materials : Applying for performing or creative arts? Read Fulbright's description of supplementary materials to be uploaded to arts applications. In the online application, you will enter names and contact information for three recommenders and a language evaluator.

Enter their names after you have asked for their support in person, over the phone, or through email. Ask at least three weeks to a month in advance of the deadline. Ask faculty during the spring semester or early summer before the fall deadline. Remind them and send the email request through the portal in early August. Information you enTer: Personal: biographical details, lists of extracurricular activities, travel history, work experience, awards, and other data; you cannot upload a resume.

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Featured Posts. Check out the new data now available in the Graduate College Dashboard. Graduate students can now align their work with ASU design aspirations. Best Practices. Best practice: Tips for making your Fulbright application compelling and competitive. By Joshua D. Brooks on February 10, Further, an application for Fulbright to Scandinavia will face less competition than one to England or Australia — the most popular English-speaking Fulbright destinations. You know how to explain it succinctly, competently, and persuasively.

Research proposal — not just feasible, but appealing In addition to being feasible, your research proposal must appeal to the host government. This is not an opportunity for American students to go forth as experts demonstrating proper research and technique. Make certain your materials reflect this attitude.

The reviewers need to know that you understand this. In your materials, indicate that one of your primary interests is in getting to know the people of the local country. Relate your plan to doing so and your intended goals for that plan. Letters of reference Fulbright applications require three letters of reference, and they are crucial to your success. For graduate students, letters should be from academics who have worked closely with you — your faculty chair, committee members, etc.

One letter can come from someone prominent in the community where you do most of your community engagement, if that person is of extraordinary significance within the given community. Getting started: Fulbright application process Graduate students should apply through the ASU campus process and follow these steps in the order described.

I want to apply! What should I do before making my first appointment with a Fulbright advisor? Student website. Familiarize yourself with the general eligibility requirements and types of awards: us. You can only apply to one type of award.

Determine which countries interest you, read their descriptions, and make a short list no more than five : us. While you may be interested in multiple countries, remember that ultimately, you can only choose ONE award and ONE country. I did my research! Gwyneth Talley was a U. Gwyneth can be reached at gwyneth. He conducted graduate research on the role of nanotechnology in unconventional resource extraction for shale.

Yuriy can be reached at y. He is currently a doctoral student in engineering and public policy at Carnegie Mellon University in Pittsburgh, Pennsylvania. Shayak can be reached at s. Emily Yedinak was a U. Her project was focused on studying carbon nanotube and electroceramic composite materials for electrochemical sensors that could be used for enhanced detection of hydrogen peroxide, with potential applications in diabetes glucose sensors.

She is currently a doctoral student at Rice University in Houston, working on scaling up growth of carbon nanotubes. Emily can be reached at eyedinak. I took time to review the contents of my application, particularly my essays, and was prepared to expand on anything I wrote; anything is fair game. I did more research on my host country and was prepared to talk about current events there.

I also prepared to emphasize how I would make direct engagement with the local community, which is important to indicate in lab-based projects. Shayak : I prepared for my interview by knowing my research proposal in and out. Thinking about these potential pitfalls helped me to answer questions. I also asked my undergraduate research adviser who was also one of my reference letter writers and who read my application to provide feedback to ask me tough questions that he would use to evaluate student research proposals.

Gwyneth: I prepped for the interview by printing out a copy of my application so that I could refer to various parts while the committee was asking me questions. I put some sticky notes in places where I had questions and reminders. Gwyneth: I always dress for success. Because this is your only time to make an impression, I wore a business suit skirt, dress blouse, blazer, and heels. By showing that you are taking this application seriously, you leave the committee with a professional image of yourself.

Yuriy : A suit but without the jacket. I wanted to show off my Australia-themed tie, which helped break the ice. Shayak : Business casual or business dress is the best. Gwyneth: My university committee was made up of three professors from different departments. I made sure I demonstrated my knowledge of my project in a way that would relate to their various departments. Since my project was about horses and horsemanship in Morocco, I expressed my appreciation for the first written horsemanship manual by Xenophon to the Classics professor.

For the French professor, I was able to name some famous French writers and painters that wrote about seeing the horse practices in North Africa. Yuriy: My university committee was also made up of about four professors from a range of departments humanities and sciences , along with the on-campus FPA who facilitated the interview.

I did not know any of the committee members beforehand. Remember to try to enjoy the experience and speak passionately about your proposal: it will show during the interview. This is a singular opportunity for you to share your thoughts and aspirations with people who genuinely care about them and want to see you succeed, which was comforting for me to know and increased my confidence.

Shayak: My interview panel was composed of select faculty from a committee that also interviewed candidates for other competitive fellowships and scholarships. I also had a former research advisor whose lab I left after my freshman year. I went to school with a small undergraduate population, so everyone knew each other directly or easily through a mutual contact. All of this being said, I recommend keeping in touch with former advisors, supervisors, and professors as you never know who will be on your campus committee.

I had a second elevator pitch ready to introduce not only my project but also my motivations behind my research questions and why I wanted to go to India. They just wanted to know whether I was aware of the environmental concerns related to my project. When I received my award, I was the first person in fifteen years and the sixth student overall to be selected.

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If you plan a research project with a limited number of interviews from the get-go, your project will be more feasible. It is a good idea to use one set of questions for your research participants. This will also allow you to compare responses in a manner that does not bring up false equivalences.

Be sure to utilize your host to set up interviews with high-level people. It is likely that they have connections to people that you would not be able to access on your own. Focus groups have a similar benefit to interviews in that they allow you to gain access to unfiltered information directly from those impacted. You can essentially interview several people about your topic at once through a focus group.

However, focus groups can be challenging to set up. Again, your host can be instrumental in helping you recruit participants for your focus groups, and provide a place to facilitate your meetings. Note that focus groups have a different purpose than individual interviews. They offer you a window into group dynamics, allowing insights into what happens when individual perspectives are brought into a communal space.

Make sure you understand the pros and cons of interviews and focus groups to defend your choice of methodology. A case study is a record of a detailed observation of the development of a particular person, group, or situation over a period of time.

You may create a collection of case studies to uncover the answer to your research question. Whether your field is medicine or anthropology, economics or linguistics, case studies can be an excellent method for your research project. If you decide to do case studies, carefully choose a phenomenon you would like to observe to ensure you can feasibly make your observations.

Fulbright-Schuman grantee Narintohn Luangrath offers her insights here about her case study of refugees and labour market integration. Again, be sure to understand the mechanics, and the pros and cons, of doing case studies if you choose this method for your Fulbright research project.

If you are looking for a way to get a lot of data quickly, surveys can be very useful. Surveys can be delivered in-person, by mail, or best yet — online. Surveys come with a word of caution, however. They must be conducted in a way that is culturally sensitive and logistically feasible. Involve your host to make sure that you have contextualized your survey correctly. If you are a non-native speaker in the country of your choice, it is important to have your survey questions reviewed by first-language speakers.

Archival research can be an excellent justification for conducting research abroad. Your project might entail gathering data from a library or archive that gives you access to literature and objects that you cannot access anywhere else. If this is the case, then you have an excellent justification for your need to travel to that place. For example, if you are conducting historical research and are seeking to review local newspaper articles from Berlin in the s, where else can you do this but in Germany?

By carefully choosing a feasible research methodology for your Fulbright project proposal, you will be able to give weight and structure to your application. I was instrumental in developing both the Minor and the Certificate Program in my field at the University and, along with other colleagues, have been responsible for the administrative oversight of these programs. My various curricular contributions were recognized in by receipt of the Outstanding Educator and in by receipt of the Named Award from the Association for Gerontology in Higher Education.

Of the 19 years of university teaching experience, 15 of those years were spent offering course work via distance education methods. These methods included traveling to satellite campuses to offer face-to-face courses on weekends, as well as offering course work via interactive television and the Internet. Allow me to single out three aspects of my teaching philosophy that may be of relevance. First, I contend that some exposure to my area of specialization ought to be a required part of every college and university curriculum…it behooves us to infuse specific content into the higher education curriculum and to familiarize college and university students with the nature of the changes that are occurring and the likely implications and challenges that follow from this global phenomenon….

A second emphasis in my teaching relates to the synergistic relationship between teaching and research. It has been an axiom of my pedagogical approach that learning is enhanced if students are exposed to the latest scholarly research, if they come to see knowledge acquisition as an on-going process, and if they witness the excitement of knowledge discovery. Thus, I try to include in all of my courses a glimpse of my research as well as the research of others.

If not producers, it is important for students at least to become intelligent and critical consumers of research…. A third and final emphasis in my teaching arises from an understanding that mentorship occurs at times and in ways that might surprise us.

I have come to see that classroom teaching itself is often an unintended and unconscious form of mentorship. Sociologists might refer to this as a latent function of our classroom role. The most recent example comes from my teaching experience in Romania.

At the conclusion of my course on the Sociology of Aging, the students invited me to a going-away occasion at a local bistro in Bucharest. As I chatted with each of them, a young graduate student made a comment that left a powerful impression on me.

Upon leaving industry, a career in education began. I developed the first university course and edited the first trade book on web globalization management. The traditional classroom experience offered the opportunity to connect with the students physically in front of me. The online teaching platform has now allowed me reach a wider audience. For the past several years, I have been teaching distance education courses in the intercultural communication and international business areas.

I am proud to have the distinction of having taught students logging on from all of the seven continents of the world. As an avid globalist, I am convinced that educating students about the importance of intercultural understanding, despite their background or location, remains relevant across borders.

I am currently facilitating a course on intercultural communication with students from 15 different countries. I have also been honored as an Honorary Recognized Teacher of the [university]. There are three components at the heart of my philosophy of teaching; they guide my role in the classroom.

First, I feel I have a personal obligation to prepare and conduct courses that are intellectually engaging, informative, and rigorous. Second, I encourage a stimulating, safe learning environment to ensure that students are eager and comfortable about their participation.

I treat students respectfully, and ask that they treat their peers with the same level of respect. I encourage a marketplace of ideas and always solicit participation in the classroom. I do not teach at students. Rather, my lectures promote a dialogue about the material. Third, I help students understand how education prepares them for the future and assist them in planning their careers. I constantly stress the relevance of the subject matter, and I use real world examples to illustrate the practical application of the information and skills learned in class.

I also promote service activities as part of a well-rounded education and motivate students to responsibly contribute to the community. Ironically, some of my [previous] success in teaching my European students probably reflects what I did in response to my own lack of linguistic skills. I slowed down my delivery, minimized the use of specialized jargon and idiomatic expressions, and begged my students to let me know when my words puzzled them.

The students may have also sensed my admiration for their linguistic skills and my gratitude for their willingness to communicate with me in English. I have taught in English to non-native English speakers before, so I have a good sense of how to adapt my teaching style and my courses. I have had many international students come through my classes at US universities over the years, and I also taught non-native speakers in Spain.

Generally, in order to aid these students, I speak slowly and try to avoid the use of too much slang. I also try to restate important points in different ways and ask the class to define any unfamiliar words. In [host country], I plan to purposely use a slower rate of speech, particularly in the beginning of the term as students are getting used to my style.

I also plan to continue to encourage a great deal of discussion in my courses because this will help students improve their comfort and skill in English. I hope to learn from the students as well, and I hope that we can help each other improve our language skills. I am also willing to give guest lectures in existing courses.

I am flexible as to the topic and willing to tailor lectures to the needs of faculty and students in the broader program. I understand that the reading load in graduate courses can be daunting for native speakers as well as non-native English speakers. The attached syllabi show reading loads for two different types of courses. The [second] class represents a typical US-style reading load.

I would likely modify these some for the [host country] students. That said, these students are graduate students learning in a primarily English environment, so I would expect that they should be able to handle most of the works I would assign. We have many international students in our graduate program at [home institution], and the reading load is typically challenging, but manageable for them. I plan to provide digital access to readings as much as possible.

My library at [home institution] will be valuable in locating and providing electronic access to many of the journal articles which would be of value in a graduate-level course. This will enable me to gauge their level of understanding and clear up any misunderstandings early. My research methodology requires gathering relevant data from the specified documents and compiling databases in order to analyze the material and arrive at a more complete understanding and historical reconstruction of the lives of selected female scholars.

I hope to shed light on the following questions through my research: 1 How did female scholars obtain their education? For example, did women interact directly with male students and teachers in formal educational settings, or did they participate through informal spheres such as gatherings in homes, mosques, libraries, and literary salons? What credentials qualified women to interpret Islamic law or to transmit h ad?

And how do these compare to the credentials and curricula of contemporary male scholars? Decades ago, I left Mississippi, traveling all over the world and living at various places in the United States, as well as in Germany for four years. During this time, I attended seven different colleges, focusing primarily on southern literature.

I have enjoyed studying and living in over fifteen places, affirming my adaptability and collegiality. This project will utilize both quantitative and qualitative data collection tools, but is rooted in a qualitative epistemological position that recognizes the importance of locating the research within a particular social, cultural, and historical context.

It also takes seriously the social construction of these contexts and the identities participants construct within them. Data Collection Data collection will consist of surveys, classroom observations and interviews with [host country] teachers, as well as journal logs from teachers. Subsequently, a purposeful sample will be identified to participate in the second round of data collection.

A structured observation protocol will be developed to aid in field note collection and an interview protocol rooted in the literature will be developed to act as a guide for the semi-structured interviews. Multiple interviews are planned with each participant in order to provide more in-depth data collection and opportunities for follow-up.

The goal is to interview approximately 20 participants who embody a range of identity positions and who come from different schools and communities. I will work with [host country] teacher training programs IUFM , and with faculty at the Research Center in [host city], to identify potential participants.

I will also ask teachers to respond to a series of journal prompts over the course of the project that allow them to provide a more detailed and longitudinal view of their daily lives as teachers—their experiences, reactions, beliefs, and ideas about their roles and responsibilities as educators. A qualitative evaluation shall be utilized for this research project leveraging subjective methods such as interviews and observations to collect substantive and relevant data.

These interviews shall be conducted with practicing diplomats from the [one host institution] as well as visiting diplomats to the [another host institution] conferences. Such a qualitative approach is valuable here due to the varying experiences of the diplomats in [host country] and other country cultural situations. Upon collecting the qualitative data derived from said interviews, careful analysis shall be done both manually and utilizing nVivo software to prepare a SWOT strengths, weaknesses, opportunities, and threats to analyze how to best customize the course to the target student populations.

Recent research on intercultural communication and instructional design shall be consulted to validate collected data. A bibliography containing such research sources has been submitted separately with this Fulbright application. The research from this Fulbright project shall become an asset to the established body of literature on cross-cultural issues, however now with a special [host region] point of interest.

As for my own research efforts, I will have the opportunity to implement by intercultural education expertise within another country and assist a recognized university in developing a ground-breaking and vital course. I have an established collaboration with [host scholar] from the Department of Environmental Science, Faculty of Science, [host institution] We have already collaborated on a project to develop an annamox culture that anaerobically oxidizes ammonia for nitrogen removal from wastewater….

His extensive network of contacts will optimize my time in [host country] by providing ready-made avenues for me to contribute my knowledge of environmental science and engineering to several [host country] universities and for me to learn as much as possible about the [host country] approaches to nutrient removal and decentralized sanitation. During the proposed visit, we will investigate the application of the annamox process to remove nitrogen in domestic wastewater.

The conventional approach to remove nitrogenous pollution in wastewater involves the aerobic biological oxidation nitrification of NH4 …However, this process typically requires separate reactors for the two processes, nitrifying bacteria are relatively slow growing, and the denitrification process requires carbon that is not always available … These probes allow detection of the anaerobic ammonium oxidizing bacteria by techniques such as fluorescent in situ hybridization FISH.

In FISH, microscopic visualization of specific microbes occurs in relatively intact samples, which allows insight into the spatial distribution of Work at the host institution thus provides an opportunity for me to work on a very cutting edge microbial process with a waste stream very different in nature from the waste I typically see.

In order for any project to have an impact in the world it must be disseminated to a wider audience. This project could be important for those entities responsible for preparing future teachers as well as for policy makers involved in educational endeavors, and every effort will be made to communicate results to these constituencies.

Specifically, results from this project will be disseminated at major national and international conferences in the U. In addition, results will be communicated through publications in journals such as [group of professional journals]. As a praxis-oriented researcher, I will also share results with those teachers, administrators, and policy makers who are involved in the project. The goal will be to have broader conversations about what the research means and what we can do with the results, as individuals and as institutions.

We will disseminate our scholarly findings in scientific and engineering journals and conferences. We expect that biomaterials, biomechanics, tissue engineering, physics, and cardiovascular mechanics audiences will find our results interesting and exciting. We will also disseminate our educational work in engineering education conferences and journals e. Lingala is undoubtedly the single most important and influential African language in Central Africa ….

Lingala is the dominant trade language along the mighty Congo River the 2nd largest river in the world after the Amazon and its dozens of major tributaries. It is also the dominant language of daily communication in Kinshasa, the capital city with an estimated population of over 8,, , and serves as the official language of the armed and security forces and the Catholic diocese of Kinshasa. With the prospect for peace, democratization, and socio-economic development in DRC and its emergence as the leading economic powerhouse in Africa, Lingala will very likely become the quintessential lingua franca of central, eastern, and southern Africa.

Overall, it is estimated that Lingala is spoken as a first, second, and additional language by over 25,, people in Central Africa, with DRC and ROC as the primary loci. With the eventual socio-economic development of DRC and political stability, its emergence as the leading engine of Africa will make Lingala a critical investment language.

Hence, the publication of a comprehensive reference grammar is warranted and most propitious. In spite of this functional importance and potential across a variety of life domains, however, Lingala, like many other major African linguae francae , remains grossly understudied. While there are a few old grammatical monographs in English and French, textbooks of varying quality, and dictionaries, there exists no reference grammar of any sort.

As a member of the estimated Bantu languages sub-family that dominates the Niger-Congo phylum, Lingala represents not only a gold mine in its structural complexity as a Bantu language, but also opens a window into Central Bantu languages that it typifies in all areas of the grammar. As such it invites and demands an in-depth analysis to discover and explicate its structural complexity, and thereby extend and test current linguistic theories.

The Comprehensive Reference Grammar of Lingala envisaged here seeks to fill this gap and advance our knowledge in Bantu and general linguistics. It will also serve as a basic tool for researchers, translators, book-writers, and learners of the language. And in the absence other comprehensive reference grammars of any other Bantu languages, it is expected to become a model for the production of similar reference tools for other Bantu linguae francae , as well as serve the wider constituencies of learners and scholars in interested institutions, and government functionaries in the diplomatic corps, business people, etc.

Further, I expect that this study can contribute to future work in the field of comparative religions as there are a number of intriguing parallels between medieval Muslim female scholars and their Christian counterparts in Western Europe. Finally, this research will enhance my teaching at Lafayette College. I have found that my passion for my scholarship is best communicated to my students through concrete examples from research that I have personally undertaken.

Thus I hope to enliven my teaching and encourage my students to explore worlds beyond those readily accessible through our library collections. As a Fulbright Research Fellow, I aim not only to contribute to the fields of gender studies and Muslim social history, but also to demonstrate the tremendous potential of archival research on women in countries such as Syria.

Research and publications that highlight the accomplishments of medieval Muslims, especially women, in Syria are also likely to generate positive interest and draw greater attention to the rich and diverse history of this region. Results from this study could be useful for policymakers, educators, and teacher educators as they work to construct programs and policies for preparing and maintaining a high quality teaching force in any country.

Having a clearer understanding of how teachers perceive themselves and their work, within a national context, may help us reconsider the ways in which we prepare teachers; it may also help us reconsider what we want public schooling to do and be in the 21st century. Given recent reforms of the teacher training system in [host country], and ongoing dialogue about further reform, this project may help shed light on teacher and teachers in training responses to these.

It may also provide insight into what these reforms mean to teachers and what impact they may have in the classroom. While of interest to [host country], the project also holds potential more broadly for those interested in teacher preparation and in education. Given that European borders are becoming more transparent and the work force more mobile, this project could be of interest to many European Union countries.

In addition, universities and states in the U. At the [home institution], we consistently work to review how best to prepare our teachers and attempt to align our program accordingly. Given that several major universities in [home state] recently failed their review by the National Council for Accreditation of Teacher Education NCATE , we need to consider whether our current programs accomplish their goals.

Having a better understanding of the landscape of teacher identity could help us as we reconsider our own system of teacher preparation. Within the field of sociology, this project will help situate the work on teacher identity within a more globalized context. The project also moves my own work on identity forward, and allows me to work with a new population, teachers, since most of my previous work was with students.

I believe engaging in this project will enrich my teaching as well as my research, providing me with greater insight into teacher beliefs and identities, which will help me connect to current and future teachers in new ways. I expect that my work in [host country] under the Fulbright award will benefit both me and [host], our academic institutions, and society in general.

The Fulbright award will provide me and [host] the opportunity to learn new techniques and share information, to publish research findings, and to build new professional relationships in [host country] and other parts of Europe. For me personally, I will enjoy the benefits of a sabbatical which include time to reflect on my career and the direction of my work, physical and mental renewal, and exposure to a different culture. I feel that I am at the right stage of my career for this experience.

Our academic institutions will benefit from increased faculty performance and satisfaction, enhanced reputation due to the prestige associated with the Fulbright award, and potentially increased grant funding. Society will benefit from the discovery of new methods for treating and preventing bacterial infections.

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What is a Research Proposal? - Research Proposal - Dr. Hoda Grant

Please mark this week on English, printed on official letterhead, information for three recommenders and final deadline. It will provide an opportunity you will receive a request your Fulbright proposal and personal. This is a great opportunity to get early feedback on may upload up to the. This must be a complete. See the flyer on the email to a potential affiliate. Applications that are successful at and you will be helping of the deadline. Try to get it by the internal deadline, but you have "made fulbright research proposal tips match," request a language evaluator. PARAGRAPHGet your language evaluations completed. It will also be a who attend this workshop are significantly more likely to succeed. If you can attend the email request through the portal.

The best proposals begin with good ideas. Share your ideas with your Fulbright Program Adviser, your academic adviser and professional colleagues in your field. As you work on your proposal, consider the following questions and remember your audience. Why: What is the motivation for your project? Why is it important? What do you hope to accomplish? What are the consequences or intended outcomes of your. You should ensure that your project design fits the program guidelines for the host country. 2. Address the following points: • With whom do you propose to work.