The deadline for the 2014-15 Fulbright U.S. Student Program competition is Tuesday, October 15, 2013 (5:00 p.m., Eastern Time)!
If you’re in the final stretches of completing your online application, make sure you’ve fully reviewed the application checklists since components vary somewhat depending upon the type of Fulbright U.S. Student grant you’re applying for.
Have last minute questions that need answering? Feel free to contact Fulbright U.S. Student Program staff or Embark Support.
What happens next? Click here to read about the selection process.
Yashpreet Bakshi, 2009-2010, Fulbright FLTA from India (second from left), teaching other Fulbright FLTAs an Indian dance
My first journey outside of India was to Syracuse, New York in 2009 to attend a summer orientation for my Fulbright Foreign Language Teaching Assistantship (FLTA). My Fulbright experience went smoothly in part because of the guidance I received during the orientation at Syracuse University, and in part because of the mid-year conference in Washington, DC. Being a Fulbright FLTA and cultural ambassador, I interacted not only with people I met and worked with in the United States, but with my fellow Fulbright FLTAs from more than 50 countries. At times during my grant, I felt like a newborn baby being guided at every step by the United States India Educational Foundation, the Institute of International Education, and the School of Arts and Sciences at the University of Pennsylvania. The environment in the United States was filled with different accents, people, manners – but the welcoming diversity around me made me feel at home.
Fareed Mostoufi, 2009-2010, Fulbright English Teaching Assistant to Argentina (in yellow t-shirt), teaching at the Instituto de Enseñanza Superior Lola Mora in Tucumán
I had just returned home from six weeks of studying in Madrid, Spain, when my sister called to tell me about the Fulbright U.S. Student Program. Traveling to Madrid had been my dream since I applied to college, and I had come back startled by the vastness of the world and the richness of other cultures. She told me that the Fulbright U.S. Student Program was an opportunity to spend approximately a year abroad potentially conducting independent research, or assistant English teaching while developing personally and professionally. While still on the phone with my sister, I looked up the Fulbright U.S. Student Program website and decided instantly to apply…three weeks later.
Yes, I started the application process late. Hungry for resources on how to put an application together, I found out about and attended local information sessions, met with my university’s Fulbright Program Adviser, and searched the all-knowing Internet. I learned that I had to apply selectively to one country. I also learned that for the Fulbright English Teaching Assistant Program (ETA), I had to explicitly outline my teaching style and plans for extracurricular community work in my application. I also learned that professors had to be reminded gently, but regularly, to turn letters of reference in on time!
Hilal Peker, 2011-2012, Turkey, with her research findings at TexFLEC 2012 at the University of Texas
Since the beginning of my Fulbright experience, I’ve learned a great deal about the United States: its culture, people, and multiculturalism. Being part of the Fulbright Foreign Student Program means not only learning about culture and education, but also interacting with the diverse culture of the United States.
I started my journey with my pre-academic orientation in Vermont. I learned about local values and the U.S. political, health, and educational systems. I also made many wonderful friends whom I visited during winter and summer breaks. As a first-year Fulbright Foreign Student, I had the opportunity to attend a Fulbright Enrichment Seminar in Philadelphia and learn about the U.S. political system in detail just before the 2012 elections, which were brought to life through election simulations. During the seminar, we participated in community service activities and helped to clean up a local community. My election group was then invited to a home hospitality dinner during which we talked about food from all around the world. This experience was one of the most unforgettable of my entire grant.
Nancy Guevara, 2011-2012, Mexico, enjoying the view above Mexico City
I am Mexican-American, born on the border between the countries to two immigrant working-class parents. My ancestry in Mexico not only drove me to want to learn more and experience living in Mexico, but also drew me to examine both sides of my identity and the mutually beneficial process of cross-cultural communication. Mexican-Americans and Mexican immigrants are great bridges for creating mutual understanding between the United States and Mexico, who continue to influence each other today.
When I was thinking about applying for the Fulbright U.S. Student Program Study/Research grant, I knew I was interested in humanitarian design in order to address pressing social issues. I wanted an opportunity to explore the creation of imagery, artifacts, and educational tools to create awareness and dialogue. I knew that I wanted to travel to a place where I was proficient in the language, where I could understand not only the definitions of the words that were spoken to me, but the personality and soul in which these words and conversations were being spoken. As such, Mexico was a perfect fit.
Christian Braun, 2012-2013, Germany (center), and teammates after winning the Northwest Collegiate Cycling Conference race
Have you ever watched the TV show “Portlandia?” If you have, you’ll know what makes this city so special. For many people, Portland is the city of roses, food carts, beer, and coffee lovers, but it’s also the cycling capital of the United States. Riding my bike around Portland during my year as a Fulbright Foreign Student made me a part of one of the city’s most interesting subcultures. Besides getting to know the Portland area better than many locals, bike racing took me to places as far away as Idaho and Montana, but most importantly, it helped me gain a true cultural experience.
When it comes to cycling, Portlanders have come close to achieving their semi-official goal of “Keeping Portland Weird.” From riding unicycles, to the “World Naked Bike Ride,” cycling is much more than a means of commuting; it is a way of life. Thus, Portland State University (PSU) was a perfect match for me. With my Fulbright grant, I studied political science focusing on American foreign policy. In addition, I worked for the PSU mentor program, which partnered me with a university sophomore to teach general study skills and promote collaborative learning. This experience also gave me an opportunity to meet new people and interact with my fellow mentors.