IFLE FISCAL YEAR 2012 GRANT AWARDS

$650,000 in Grants Awarded  Under the Title VI American Overseas Research Centers (AORC) Program  

October 3, 2012

Contact:  Cheryl Gibbs, Senior Program Officer, 202/502-7634 cheryl.gibbs@ed.gov

The grants support the establishment or operation of ten overseas research centers in Africa, Central Asia, Eastern Europe, the Middle East, South Asia, Southeast Asia, West Africa, and Western Europe.  The AORC Program provides funds to eligible consortia of U.S. institutions of higher education that are incorporated as Centers for the purpose of promoting postgraduate research, area studies, and exchanges. The Centers meet this purpose via a broad range of scholarly and operational activities such as-- research and networking opportunities for scholars; outreach projects that contribute to understanding the culture, language, and history of the country or region where the Centers are located;  language training programs; conferences to explore relevant topics and issues; and support services such lodging and assistance with research clearances. 

These Centers serve an important and a unique role in strengthening the U.S. capacity in area studies and language training because they make it possible for  American scholars and international scholars to learn from one another in a cultural immersion experience. In addition to the kinds of projects described above, the  FY 2012 competition announced an invitational priority to encourage “projects that propose outreach and related activities designed to inform scholars and faculty at community colleges and minority-serving institutions (MSIs) of potential fellowship and other research and professional development opportunities at the overseas centers and that encourage and facilitate the participation of these individuals in the Centers’ programs.”  The following activities are examples of how the Centers will use their new grant awards to address the invitational priority: 

• Develop South Asia coursework and pedagogy methods with faculty at Huston-Tillotson University
• Increase the number of applicants and participants from community colleges and MSIs in professional development and research opportunities in Mongolia
• Target historically black colleges and universities, small colleges, and community colleges that have been underrepresented among scholars of Indonesia in the United States

It is also worth noting that the American Institute for Indonesian Studies (AIFIS), a new grantee Center, will be engaging in projects that complement the Department’s U.S. – Indonesia Higher Education Partnership initiatives. For example, AIFIS will host symposia and lectures in Jakarta for visiting American researchers and Indonesian scholars, to promote intellectual exchange and provide a place for these scholars to network

For more information about the American Overseas Research Center Program and a list for 2012 funded applicants please visit the website at http://www2.ed.gov/programs/iegpsaorc/index.html

$3.2 Million in Grants Awarded for Fulbright-Hays Doctoral Dissertation Research Abroad

October 2, 2012

Contact:  Amy Wilson, Senior Program Officer, 202/502-7689  amy.wilson@ed.gov

Today the U.S. Department of Education announced the award of the Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) grants, totaling more than $3.2 million, to 34 institutions of higher education. At these institutions, 84 individual fellowships were awarded to doctoral students to conduct research in other countries, in modern foreign languages and area studies, for periods of six to 12 months. Under the Fulbright-Hays Doctoral Dissertation Research Abroad Program, research projects deepen knowledge on and help the nation develop capability in areas of the world not generally included in U.S. curricula.  Visit article at  http://www.ed.gov/news/press-releases/32-million-grants-awarded-fulbright-hays-doctoral-dissertation-research-abroad

$2.9 Million Awarded for Fulbright-Hays International Education Projects

September 27, 2012

Contacts: Loveen Bains, Ph.D, Program Officer, 202/502-7709, loveen.bains@ed.gov Tanyelle Richarson, Senior Program Officer, 202/502-7626, tanyelle.richardson@ed.gov

The U.S. Department of Education today announced the award of 23 Fulbright-Hays international education grants totaling more than $2.9 million to institutions and organizations in 14 states and the District of Columbia.

Under the Fulbright-Hays Group Projects Abroad Program, the funds will support overseas projects in training, research, and curriculum development in modern foreign languages and area studies for teachers, students, and faculty engaged in a common endeavor. Projects may include short-term seminars, curriculum development, group research or advanced intensive language programs.  Visit article at http://www.ed.gov/news/press-releases/29-million-grants-awarded-fulbright-hays-international-education-projects

More Than $1.5 Million to Strengthen and Improve Undergraduate international Studies and Foreign Language Instruction

September 20, 2012

Contacts: Michelle Guilfoil, Senior Program Officer, 202/502-7625 michelle.guilfoil@ed.gov                        Carla White, Program Officer, 202/502-7631 carla.white@ed.gov 

The U.S. Department of Education today awarded $1,537,875 in grants to 17 higher education institutions to create, plan, develop, and carry out programs to strengthen and improve undergraduate instruction in international studies and foreign language. The Undergraduate International Studies and Foreign Language Program (UISFL) grants also may be used to develop programs that focus on international health, peace or democracy, and to create innovative curricula that combine teaching of international studies with professional and pre-professional studies, such as engineering. UISFL funding also supports programs that allow students to study abroad and to incorporate different cultures into their educational experienceVisit article at http://www.ed.gov/news/press-releases/us-department-education-awards-more-15-million-strengthen-and-improve-undergradu

VOICES FROM THE FIELD

Carleton College Earns U.S. Dept of Education Grant for Middle Eastern Programs

Northfield, Minn.––Carleton College has received a major federal grant to advance the study of the Middle East on campus from the U.S. Department of Education. The College earned the $172,206 grant through the Undergraduate International Studies and Foreign Language (UISFL) Program for a two-year project, “Consolidating Middle East Studies at Carleton College.”

The project will be directed by Adeeb Khalid (pictured above left), the Jane and Raphael Bernstein Professor of Asian Studies and History, and Stacy Beckwith (pictured below right), Associate Professor of Hebrew, Chair of the Department of Middle Eastern Languages and Literatures, and Director of the Program in Judaic Studies...

http://apps.carleton.edu/news/professional_news/?story_id=909249

GRANTEES IN THE NEWS

Mike Hank: Comes Full Circle with the his Foreign Language and Fellow Area Studies Fellowship

The first time Mike Hank heard about the Foreign Language Area Studies Fellowship (FLAS), he was a 55-year old military veteran and graduate student who had approached National Resource Center Director Nadine Fabbi at the University of Washington to learn more about the center. Yet he states candidly that, not only did he not know about the FLAS, when Fabbi encouraged him to apply for it he almost declined.  “I didn’t think my capabilities would be up to snuff.” He was in classes with students half his age and felt some trepidation. “But Nadine said ‘there’s no age limit on education’. So I decided well, what have I got to lose. I’ll go for it.” He applied and won. His elation was shared by UW, his friends, and his family. His 2012 Summer FLAS will send him to Canada to study French with area studies focusing on the High Arctic. He finds himself coming “full circle” with the FLAS.

A History of Hard Service

Hank served as a Marine in the Gulf War from 1990-1991. Later, he served as a Marine in the Army and was last deployed to Iraq in 2005. Hank served through at least three different iterations of the G.I. Bill, all of which he depended on for his livelihood. He did not have an undergraduate degree and could not secure steady and gainful employment outside of the military.  That same year, he returned to service with the intention of completing all G.I. Bill requirements necessary for pursuing his education as soon as possible. In 2001, however, his aspirations were once again deferred. Hank suddenly found himself serving his final years in the military in the wake of 9/11. And there came a point during his service in Iraq where “…subconsciously I realized, that’s it. You’ve had it. Your military career is over.”

Hank was in a position to pursue his dream of focusing on his own education as well as his own rehabilitation from war-related injury and trauma. It was no surprise to him that his path was often fraught with personal doubt. Everything from preparing for and taking standardized tests to writing personal and purpose statements had to become de rigeur for Hank. And his success in these endeavors was of key importance. Without hitting these new targets in life his chances of making a sustainable livelihood for himself were greatly reduced.

Never before had the connection between continuing his education, creating a viable career, and coming to terms with the past been so clear to Hank. Never one to take the easy way out and eager to maximize his educational benefits through the Post 9/11 GI Bill, Hank studied simultaneously as a matriculated and non-matriculated student, acquiring an Associate Arts degree from Western Washington University and an Environmental Policy and Planning B.A. from Huxley College of the Environment. He acquired both in less than three years.

The military offered PTSD treatment that benefitted Hank. But the best medicine for his trauma, Hank found, was to be in the classroom pursuing both his vocation and his avocation. Mike Hank was finding his calling in life. “…I came across courses that I wanted to take, topics where I wanted to delve. I was interested in Arctic melting and the ramifications of that for environmental policy. I wanted to focus on national and international policy as well as security. For example, the demarcation of new shipping pathways is very important to the national security interests of the U.S. Navy and the Coast Guard. I wanted to delve into topics relating to maritime security and policy.”

A Bright Future

“Ï am now considering a Fulbright application,” Hank states with the self-possessed certainty of a man with a mission. As he is quick to point out, the FLAS will give him the opportunity to get his French “up to par” (an expression he favored in our interview). In addition, he is well aware of the importance of the FLAS in allowing him to practice communicating effectively with government officials. In order to learn from and, later, negotiate with leaders in Quebec or with parliament representatives in Ottawa, Hank will need the practical experience gained through his FLAS studies. Most recently, he was among several students chosen to attend an NRC symposium entitled Canada and the United States in the Arctic. At that symposium Hank was honored to have the opportunity to speak with Denis Stevens (Consul General of Canada in Seattle, Washington) and Anne Callaghan (Consul General of the United States in Vancouver, British Columbia).  “They told me they’d be happy to help me with all that they can.” Mike Hank’s plans for ongoing research include “Arctic policy and governance, human security, ice cap melting and changing demarcation”.