IFLE Newsletter - September 2022

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Volume 8 | Issue 3 | September 2022

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New Title VI Awards for FY 2022

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The International and Foreign Language Education (IFLE) office recently awarded more than $66.3 million in fiscal year (FY) 2022 new grants under five Title VI programs. The awards will help strengthen the capacity of American education to provide instruction in modern foreign languages, international business, and world area and international studies at institutions of higher education across the United StatesIn addition to supporting foreign language and area studies expertise, grantees of the following programs will use their awards to establish collaborations with minority-serving institutions and community colleges and to develop programs that expand global opportunities for K–16 educators.





 Title VI Centers for International Business Education 



 Title VI Foreign Language and Area Studies Fellowships 



 Title VI Language Resource Centers 



 Title VI National Resource Centers 



 Title VI Undergraduate International Studies and Foreign Language Education  




IFLE also made FY 2022 non-competing continuation awards for the following programs:



 Continuation Awards 


 Title VI American Overseas Research Centers 



 Title VI Business and International Education 



 Title VI International Research and Studies 



 Title VI Undergraduate International Research and Studies  





Fulbright-Hays Summer Seminars Take U.S. Educators Abroad

Argentina seminar participants interacting with students in an Argentine classroom

This past summer, 89 U.S. educators and administrators from across the country participated in six Fulbright-Hays Seminars Abroad with funding provided by the Department of Education. Participants traveled to the Philippines, Hungary, Norway, Israel, Morocco, and Argentina (right: educators visit a classroom in Argentina). The seminars were customized for approximately 16 elementary, secondary, or postsecondary level participants, who spent four weeks in the host country to acquire information to develop new or to improve existing curriculum projects, observe school administration best practices, and to engage with educators and people from different cultures.


The Fulbright-Hays Seminars Abroad program (SA) provides U.S. educators in the arts, social sciences, and humanities with opportunities to participate in short-term seminars abroad to improve their understanding and knowledge of the peoples and cultures of other countries. Since 2008, the Fulbright-Hays SA program has conducted 56 seminars with 890 participants in 39 different countries – the curriculum projects and outreach activities that have resulted from these seminars have reached tens of thousands of American students and colleagues in diverse educational settings and communities.


New Google Map of FY 2022 IFLE Grantees

Explore our new Google map of FY 2022 IFLE grantees to learn about the Title VI domestic projects being implemented on campuses across the United States and the Fulbright-Hays overseas projects being conducted around the world.


The map displays grants that have been made thus far for the FY 2022 competitions. Awards made under the Fulbright-Hays Doctoral Dissertation Research Abroad Fellowships program, Fulbright-Hays Faculty Research Abroad program, and Title VI Undergraduate International Studies and Foreign Language program will be added to the map once IFLE has completed all grant activities for the year.


Google Map of FY 2022 IFLE Grantees as of 7 September 2022


Morgan State University's Summer Fulbright-Hays Group Project Abroad in Senegal

Morgan State University (Morgan State), recipient of a short-term Fulbright-Hays Groups Project Abroad (GPA) grant, conducted a five-week, intensive immersion program in Senegal in summer 2022. Fifteen participants, including U.S. educators and students, learned about the country's history and the intersections of youth, culture, education, religion, African traditions, and institutions of the republic during the program. The participants improved their proficiency in French and learned elementary Wolof, the most widely spoken language in the multiethnic, multilingual nation. The Morgan State GPA aimed to promote the professional development for the educators and students by helping them to create new curricula and guiding them in the teaching of the history, culture, and educational structures and policies of Senegal.


Morgan State GPA participants visit Goree Island in Senegal

The program featured site visits (left: participants visit Goree Island) and opportunities for learning about the Senegalese culture. A highlight of the trip was a community service day, during which participants visited a school for blind children near the city of Ziguinchor, and donated clothing and educational materials.


Participants shared the following reflection on the program: “The Fulbright-Hays Group Project Abroad enriched our professional and personal perspectives about the culture and languages of the people in Senegal. Studying in Senegal gave us a unique opportunity to interact not only with Senegalese educators, but also with religious leaders, students in public schools, government officials, education leaders, artists, and business owners. The GPA experience allowed us to continue our research, learn and improve our language proficiency skills in French and Wolof, as well as infuse our curriculum with new cultural knowledge for the benefit of our students and colleagues.”


The Fulbright-Hays GPA program provides grants to institutions and private, nonprofit education entities that organize programs for K–12 teachers, college students, and faculty to engage in short-term or long-term overseas projects focused on training, research, and curriculum development in modern foreign languages and area studies. GPA short-term projects include seminars, curriculum development, and group research or study. GPA long-term projects support advanced intensive overseas programs that focus on languages, the humanities, or social sciences.

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Wisconsin Teacher Participates in Summer Study Tour of EU Institutions

Adam Wimberly Visiting EU Institutions

After a postponement of two years due to COVID-related disruptions, the University of Wisconsin-Madison (UW-Madison) Center for European Studies (CES) was able to finally hold its Brussels Study Tour in summer 2022. The tour provided a week-long, guided opportunity for 25 educators from across the U.S. to learn about the European Union (EU) and its institutions in situ. Many of the K–14 teachers were sponsored by American universities and teach a variety of subjects to different grade levels of students. UW-Madison's CES supported the participation of Adam Wimberly (right), a high school teacher from Kimberly, Wisconsin, in one of the three tours held in summer 2022.


Wimberly visited several EU institutions during the trip, including the European Parliament, European Union Council, European Commission, and European External Action Service. The study group also took a train from Brussels to Luxembourg to visit the Court of Justice of the European Union, which proved inspirational for Wimberly. Prior to the tour, Wimberly had not included EU law in his curriculum, however, he now plans to feature the EU Court of Justice in comparative lessons for his American Justice class.


Before the trip (his first to Brussels), Wimberly had thought of the European Union as a complicated bureaucracy. After participating in the tour, he remarked that “the EU plays a significant role in making people’s lives easier around the globe,” recognizing the EU's international significance in areas like setting the global standard for privacy laws. Wimberly shared that he ended the trip with a new appreciation for the accomplishments of the EU as a supranational mode of governance.


The Brussels Study Tour is the result of a collaboration between European studies centers at the University of Pittsburgh, University of North Carolina at Chapel Hill, Florida International University, UW-Madison, and others. The Center for European Studies at UW-Madison is proud to foster transatlantic outreach activities that inspire teachers and promote a better understanding of European affairs, and is able to support these activities through grants from the EU Erasmus+ program and the U.S. Department of Education's Title VI National Resource Centers program.

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Stanford Partners with Community Colleges to Integrate Global Topics into Curricula

EPIC fellows present their projects at the 2022 EPIC Symposium in May 2022 at Stanford University

How can we teach students about international relations using a social media platform? How can students experience the sights, sounds, and smells of a city abroad without stepping foot onto a plane?


These are some of the imaginative questions explored by the nine community college instructors who participated in the Stanford Global Studies Education Partnership for Internationalizing Curriculum (EPIC) fellowship program. Over the past year, the fellows worked closely with Stanford partners to creatively introduce global themes into their courses. The fellows represented eight schools across California, and their projects spanned a wide range of disciplines, from business and public affairs to media studies and art history.


Chris McBride, professor of English and humanities at the College of Marin, said, “Global awareness leads to an understanding of all elements of the world we inhabit. Teaching students about the world can empower them to make more informed decisions in all types of situations.” McBride's project looked at ways to use international film to globalize humanities courses. 


Holly Piscopo, professor of history at Sacramento City College, said, “I loved the opportunity to sink into scholarship on globalizing curriculum for an entire year. If I had to pick my favorite part of the EPIC fellowship, it would have to be the opportunity to work in a community of colleagues who are passionate about globalizing the community college experience. Especially after the isolation of the COVID years, it was energizing to build an intentional community.” Piscopo’s project focused on connecting her students to Stanford’s “Life in Quarantine” archive.


McBride, Piscopo, and the other fellows had an opportunity to present their final projects at the annual EPIC Symposium in May, which was attended by more than 60 people who discussed the challenges and opportunities of internationalizing curricula at community colleges.


The symposium concluded with a panel about the Global Educators Network (GEN). Established in 2020, GEN is led by former EPIC participants and is open to community college instructors worldwide. It aims to empower community college educators to engage with global themes and instructional resources, as well as international dialog, research, and teaching strategies. “I love coming [to the EPIC symposium] because it’s a chance to step out, hear about the wonderful projects, and get reinvigorated,” said GEN Executive Director Danni Redding Lapuz, dean of social science and creative arts at Skyline College. “And that’s also what GEN is about. It brings us together … and brings us back to the thing that we’re all passionate about.”


The Education Partnership for Internationalizing Curriculum (EPIC) provides professional development opportunities for K12 teachers and community college instructors and professors and is partially funded by a U.S. Department of Education Title VI National Resource Centers grant.

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American Overseas Research Center Shares Virtual Exhibit Created by Digital Summer Student Fellow

Lydia Hill and Exhibit Artwork

The American Institute of Indian Studies (AIIS) is pleased to share a virtual exhibit created by Lydia Hill (right), a student of Howard University's School of Business who received one of AIIS' Digital India Learning (DIL) summer 2022 student fellowships


The DIL student fellowships supported digital sonic and visual projects. The five recipients carried out original projects using the resources of the two AIIS research centers in India (the Archives and Research Center for Ethnomusicology and the Center for Art and Archaeology) and resulted in the creation of a digital exhibition, digital curriculum, or other creative products intended for varied audiences.


Hill's exhibit, “A Peek Into Indigenous Furniture: Through the Eyes of Lydia Hill,” focuses on cultural artifacts of functionality, such as furniture and other accoutrements intended to accommodate bodies. It incorporates a first-person essay in which Hill weaves together a discussion of the particular contexts of the cultural artifacts and insights into the echoes she discerns with African-American cultural traditions and practices.


Hill stated, “Throughout this exhibit, I take viewers along my journey of understanding the relationship between functionality, style, and Indian furniture. This is through the eyes of an African American woman. So I am taking my own experiences and my own relationship with my culture to apply to these indigenous furniture pieces. These pieces were specifically chosen because of either my curiosity or parallelism to my own heritage. This fellowship was a once-in-a-lifetime experience. It is one that I will carry with me into all of my projects going forward. To be able to challenge myself in a completely different environment and create something that is really close to my heart is quintessential to the type of professional I feel I am meant to be.”


AIIS is the recipient of a FY 2020-2023 Title VI American Overseas Research Center grant, which provides partial funding for the DIL fellowship program.

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National Resource Center at Harvard Supports Workshop on Future of Democracy

Future of Democracy workshop at Harvard University

During the COVID-19 pandemic, as many as 130 countries experienced some violation of democratic norms, according to a study in Social Science and Medicine. The future of democracy is a timely topic, and it’s one that 30 teachers were unafraid to tackle the first week of August at Harvard University’s annual Global Studies Outreach Workshop.  


Spanning three days, the workshop convened educators from across the country who gathered to discuss democracy, autocracy, and everything in between. They were teachers of various disciplines, ranging from middle school educators to high school teachers to community college professors, and all of them brought “respectful, sincere engagement, professionalism, and intellectual curiosity,” according to Joe Iuliano, an educator from Chestnut Hill, Massachusetts. The workshop featured lectures and discussions with academic speakers as well as presentations from democracy-building organizations like Freedom House and the International Republican Institute.

During a panel about art as resistance in Asia, an anonymous activist from Hong Kong described the risks he took to fight for democracy. His presence was an impactful reminder of the dangers to freedom when democracy is threatened. Veronica Bazemore, an educator from Yonkers, New York, observed that “artistic expression gives [these activists] voice in an otherwise freedomless environment.” 


The keynote speaker was John Chin, an assistant teaching professor with the Institute for Politics and Strategy at Carnegie Mellon University. Chin gave a broad overview of the current state of democracy around the world, the context for current democratic backsliding, and also shared reasons for hope. “Dr. Chin’s presentation helped to give the proper scope and weight to the trends,” said Rachel Otty, a teacher from Cambridge, Massachusetts, “which will be useful when framing the topic for students.”  


In addition to hearing from speakers, teachers also engaged in pedagogical exercises led by Larry Davis and Kara Kaufman from Northshore Community College. By the end of the three days, every participant had an ‘artifact’ they could take back to their classroom—a lesson plan, an activity, or a resource related to the content of the workshop.  


Some of the most important parts of the workshop happened outside of the official programming. “Bonding over dinner and Uber rides led to exchanges of exciting ideas,” said Maeve Hitzenbuhler, a curriculum coordinator from Westborough, Massachusetts. Together in person for the first time in three years, the educators collaborated on pedagogy, discussed challenges in the classroom, and connected over their shared enthusiasm for teaching. 


The future of democracy is a daunting topic to wrestle with in three days, but even in that time, teachers found renewed energy to take back to their schools. “My students should know they have agency over their lives,” said Cristi Marchetti, a teacher from Albany, New York, “and part of that includes being active members of their democracy.” 


This workshop was organized by the Global Studies Outreach Committee, a consortium of centers at Harvard University, including the Davis Center, the Asia Center, the Center for African Studies, and the Global Health, Education and Learning Incubator. Additional program support is provided by North Shore Community College. The workshop was funded in part by a Title VI National Resource Centers grant from the Department of Education.

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Remembering Thomas Kenning

Please join the IFLE team in honoring the life and legacy of Thomas Kenning, an educator and participant of the 2015 Fulbright-Hays Seminar Abroad in China. Kenning tragically passed away on June 27, 2022, while heroically saving the life of a 17-year-old girl in Lake Michigan.  


IFLE has created a tribute video, which shares some of Kenning's own reflections on his experience as a Fulbright scholar, as well as memories from his fellow participants and the Fulbright-Hays staff. Kenning was an active alumnus of the Fulbright Hays Seminars Abroad program and shared his experiences widely, not only with his students but also with other educators. Click below to watch the memorial video. 


Thomas Kenning Memorial Video


Perennial Resources from the IFLE Grantee Community

  • Teaching the World is a collection of materials produced by the area studies or international studies NRCs partially funded by the U.S. Department of Education. NRCs are mandated to conduct outreach activities for K–16 educators and students through educational training, cultural events, and other programming. NRC resources are available locally and nationally and include virtual classroom visits, training workshops and seminars, multimedia materials, lesson plans, and more. The site also features a special section with resources just for community college educators!

  • Title VI Language Resource Centers (LRCs) support the nation’s capacity for language teaching and learning. LRCs offer free or low-cost teaching materials, professional development opportunities, assessment and evaluation services, and more. Visit the joint LRC website and download the LRC brochure to find out how LRCs can enhance your classroom instruction and supplement your existing resources.

  • Title VI Centers for International Business Education (CIBEs) meet the workforce and technological needs of the U.S. business community by training professionals with expertise in international business, world languages, U.S. trade, and research on business theories and practices. Fifteen CIBEs are located at universities across the country and serve as regional and national resources to business professionals, stakeholders, students, and teachers at all levels. Visit the joint CIBE website for more information.

  • The IFLE Group on Open Educational Resource Commons is a repository for resources developed with the support of Fulbright-Hays and Title VI grants. 


IFLE Welcomes New Staff Members

Mark Bladel joins IFLE as an Education Program Specialist (program officer) in the International Studies Division. He brings with him over 8 years of experience working in international education at institutions across the United States. Most recently, Bladel managed the study abroad and global education programs at Goucher College in Baltimore, Maryland. Prior to this he worked several years in careers in international student recruitment, enrollment, and retention. Bladel holds a master’s degree in Higher Education Policy, Research, and Administration from Goucher College and a bachelor’s degree in Urban Studies and Spanish from the University of Pittsburgh. As an undergraduate he had the opportunity to participate as an exchange student in São Paulo, Brazil. This experience inspired him to pursue a career in international education and he remains passionate about providing meaningful global experiences to educators and students.


Gabriela Martinez Gillespie is an Education Program Specialist (program officer) for the NRC and FLAS programs in the Advanced Training and Research Division. Gillespie holds a Ph.D. in Higher Education from Florida International University, a master’s degree in Higher Education from the University of South Carolina, and bachelor’s degrees in Spanish and Business Administration from the University of Florida. Prior to joining IFLE, Gillespie spent 13 years managing campus internationalization efforts in various capacities at the University of Maryland, Florida International University, and the University of South Carolina. Her international education career has focused on program development and evaluation; international student development and engagement; recruitment; providing academic, immigration and study abroad advising to domestic and international students; and establishing relationships through formal and informal channels to support campus internationalization. A native of Brazil, she has had opportunities to study, intern, live, and teach in Spain, Taiwan, and the Dominican Republic. She speaks Spanish and Portuguese.



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