I have always been passionate about making a difference in people’s lives. Studying economics as an undergrad exposed me to the field’s power and how it can be used as a tool More »
My Fulbright in Stellenbosch, South Africa, was divided into two primary areas: research and community outreach. The research portion of my fellowship focused on knee replacement implants and the different tribological properties More »
On Thursday, February 9, 2017, 19 newly selected Fulbright U.S. Student Program Alumni Ambassadors met in Washington, DC to receive training on how to promote and recruit for the Fulbright U.S. Student Program. Staff members from the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) and the Institute of International Education (IIE), along with previous Fulbright Alumni Ambassadors, shared tips on effectively presenting the impact, innovativeness, and inclusiveness of Fulbright Program opportunities. The orientation workshop emphasized the unique and important role that Fulbright Alumni Ambassadors play in inspiring a diverse range of students, artists, and early career professionals – as well as the Fulbright Program Advisers and college administrators who support them – to learn more about the Fulbright Program and the power of educational and cultural exchange.
The Fulbright U.S. Student Alumni Ambassador Program was established in 2008 to identify, train and engage a select group of approximately 15-20 Fulbright U.S. Student Program alumni to serve as representatives, recruiters and spokespersons for the Fulbright Program. They are selected annually through recommendations from Fulbright Commissions, U.S. Embassy staff, area managers, and the Fulbright Student Program Outreach Division, and approved by the Fulbright Program’s sponsor, ECA. Fulbright Alumni Ambassadors come from an array of different ethnic and socio-economic backgrounds, states, fields of study, and institutions and have participated in the Fulbright U.S. Student Program in all world areas.
To learn more about the Fulbright Alumni Ambassador Program, please click here.
By Sofia Melendez, 2011-2013, El Salvador
Being a Fulbrighter will always be an important part of my life. The opportunity to study and immerse myself in a culture abroad opens your horizons and makes you grow in every way. Even still, I never imagined that Fulbright would have an impact on my life in an even more profound way. I am from El Salvador, and in 2011, I was awarded a Fulbright grant to pursue a master’s in tourism at the University of Florida. Upon graduating, I returned to El Salvador, but soon after, I was offered a job with an international organization based in Washington, DC.
During my Fulbright, I was involved in Fulbright-specific networking opportunities such as gateway orientations, enrichment seminars and the Fulbright Association Chapter events. I made a lot of friends through these events and I have visited them both in the United States and around the world whenever I have the chance.
New to the DC area, I joined the Fulbright Association National Capital Area Chapter. In November 2014, I attended one of the chapter events: an open house reception at the Goethe-Institut. There is where I met Martin. Martin was at that time a visiting researcher on a Fulbright grant from Denmark, doing a one-year research project at the National Institutes of Health. During our first conversation, I recognized the same spark in his eyes when we talked about our dreams, passions and careers. Despite being from very different countries and cultures that speak different languages, have different professional opportunities and different social norms, we found in each other a partner with the same values, goals and dreams.
By Anu Aryal, 2015-2017, Nepal
“I will show my culture during cultural events in school, from our national heritage, to festivals and foods.” When I was answering questions during my Fulbright selection interview back in Nepal two years ago, I was aware that one of the expectations of participating in the Fulbright Foreign Student Program is to fulfill the role of cultural ambassador. But little did I know that the role is not limited to festivals and events, but includes my day-to-day interactions with people in the United States.
Whenever I speak with people within my host institution, the University of Washington, or outside, I realize that not only do I represent myself, but my country as well. During dinners I would say “Sorry, I don’t eat meat, I am a vegetarian”, and the next question would be “Are most people in Nepal vegetarian?” Sometimes, even with strangers, when I am not talking about myself, I would get questions such as “Do people in Nepal speak English well like you?” I appreciated these curiosities and clarified, in my response, that many people in Nepal do eat meat, and not all Nepali speak English. Initially, I didn’t notice this much, but the pattern continued. I would say something about myself and then get asked if I represented a “typical Nepali,” and in most cases my answer was no.
By Lakshmi Gopalakrishnan, 2012-2014, India
In the spirit of Martin Luther King, Jr. Day, we are re-posting an article from Fulbright Foreign Student from India Lakshmi Gopalakrishnan, who through the Millennial Trains Project, explored the challenges faced by South Asian immigrants in several U.S. cities. We hope that the Fulbright community is inspired by Lakshmi Gopalakrishnan’s – and Martin Luther King, Jr.’s – work in fostering positive change in their host and home communities.
I came to the United States from India over a year ago on a Fulbright Foreign Student Program grant to pursue a master’s in public health at the University of North Carolina at Chapel Hill (UNC), the country’s oldest public university. I was given this unique opportunity not just to study public health, but to also experience all the diversity American culture and its people have to offer.
So far, my academic experience at UNC has opened my eyes to limitless possibilities. From classroom discussions, seminars, and volunteer work, to my summer practicum at IntraHealth International, each experience has further solidified my understanding and commitment to public health. Within the field, I am specializing in maternal and child health. My research interests are in program monitoring and evaluation, strengthening existing health systems, improving water quality and sanitation, and health programs for adolescent girls. Upon my return home, I plan to work for a non-governmental organization where I can design and implement programs while enhancing government health systems.
Aside from my studies, I have participated in many multicultural potlucks with other students, celebrated Halloween and Thanksgiving with American and international friends, and engaged in community health issues through a local health clinic. I feel blessed to have experienced a slice of Southern hospitality in North Carolina. My Fulbright grant has also allowed me to dispel myths surrounding Indian-Americans and South Asian immigrants in the United States.
By Katie Salgado, 2016-2017, Fulbright English Teaching Assistant to Portugal
In partnership with Reach the World (RTW), the Fulbright U.S. Student Program is publishing a series of articles written by Fulbright English Teaching Assistants participating in Reach the World’s Traveler correspondents program, which through its interactive website, enriches the curriculum of elementary and secondary classrooms (primarily located in New York City but also nationwide) by connecting them to the experiences of volunteer Fulbright English Teaching Assistants (ETAs) and other world travelers who are currently studying and living abroad.
It was a misty Thursday morning in Seia. I exited the passenger side door of a silver compact car and looked up at the yellow Instituto Politécnico da Guarda (IPG) School of Tourism building. I was with my coworker, Rita, who had asked me to do a presententation to her management students on American culture. This was my first experience teaching English as a Fulbright English Teaching Assistant to a group of students in Portugal, and I was eager to discover what the students knew about American culture and traditions. Rita and I entered the building and prepared the classroom for the day.
By 9:15 a.m., the freshman students shuffled sleepily into the classroom and took their seats. They exchanged confused glances with one another, unsure of whether to speak to me in English or in Portuguese. I stood there in my black blazer and greeted them with “Good morning, everyone.” Rita sat in the back of the classroom and remained there to observe my presentation. Once the last straggler sat down at his desk, Rita smiled and flashed me a thumbs up. It was time to begin.
I introduced myself to the twenty students in the room and began my PowerPoint presentation on where I was from, my academic background and hobbies.
I then clicked to the next slide: an outline of the United States of America with the red, white and blue flag waving in the background.