by Diane Calabrese
MORE THAN three dozen adjunct faculty members were among
the 2000-2001 winners of 745 Fulbright teaching and research
awards. (See
TAA, March/April 2001 - you will need to sign in.) A few of the winners were kind enough to take time to talk with TAA. They told
us something about why they applied, and what the experience
afforded by Fulbright will mean for their personal and professional
development. They also shared a few words about their reactions
to learning they had received the award. And they offered
some advice to others who are applying for Fulbright awards.
The award winners who commented for the article are:
•
Robert Stephen Bickerstaff, visiting professor,
School of Law, University of Texas, Austin, host country Germany,
scholarship category law, for lecturing and research in telecommunications
regulation and policy (the effects of differing regulatory
structures on the development and use of certain technologies).
•
Julio C. Cruz, adjunct professor, School of Allied
Medical Professions, Ohio State University, Columbus, host
country Peru, scholarship category medical sciences, for lecturing
and research in respiratory physiology, and standards of lung-function
testing in the city of Piura.
•
Joan Loretta Fabian, an image resource technician
and adjunct instructor, Alamo Community College District,
San Antonio College, Texas, host country Pakistan, scholarship
category art, for lecturing in art.
•
William Earle Hughes, adjunct professor, Department
of Political Science, University of Tulsa, Oklahoma, host
country Tunisia, scholarship category law, for lecturing in
American law and society, constitutional law, and legal history;
and conducting a faculty reading group on the American novel.
•
Amy Kirle Lezberg, visiting fellow, New England
Resource Center for Higher Education, University of Massachusetts,
Boston, host country Qatar, scholarship category education,
for research in learner-centered quality control (implementing
accreditation in Palestinian institutions of higher education).
•
Moorad Mooradian, an affiliate of the Institute
for Conflict Analysis and Resolution (ICAR), George Mason
University, Fairfax Station, Virginia, host country Armenia,
scholarship category area studies, for lecturing on war, violence,
and conflict resolution (and how these apply to the Armenia-Azerbaijan
conflict).
•
Hou-mei Sung, adjunct professor in the Department
of Art, Cleveland State University, Ohio, host country Taiwan,
scholarship category art history, for research in the political
messages of Chinese horse painting in the Ming Court.
•
Susan Lynn Zickmund, visiting professor in the program
in biomedical ethics and medical humanities, Department of
Internal Medicine, University of Iowa, Iowa City, host country
Germany, scholarship category communications and journalism,
for lecturing on sickness and signifiers (the cultural representations
of American policy from medicine to the body politic). [Note:
Zickmund had to decline her award for personal reasons, but
will apply again.]
Why They Applied
The public image of a scholar sometimes stops short at a
stereotypical image of a dreamer. But like any person committed
to his work, the scholar is an equal mix of pragmatist and
idealist. So committed is she to her studies of Chinese painting
in the Ming regional schools and especially court painters,
Hou-mei Sung says, "I don't mind investing my time [and personal]
money" to keep the research going. But traveling back and
forth to Taiwan, where she finds precisely the rare books
and manuscripts she needs to inform her scholarly efforts,
is an expensive proposition.
Sung applied to the Fulbright program primarily to get help
with the funds necessary for her research. She has published
more than thirty scholarly papers, and she has completed a
book-length manuscript she would like to see in print. But
a great obstacle to finding a niche for the book is the cost
of producing a volume with so many reproductions of artworks.
There are many expenditures that surface in the fees ancillary
to the text, such as the transport, permissions, and photography
of paintings.
Undaunted, Sung continues to contact presses and granting
agencies that might subsidize her book. Indirectly, the Fulbright
frees up some time for Sung to fledge the book because she
has a period of sustained financial support for her basic
research.
William Earle Hughes is on a more secure footing with respect
to an income stream than many adjunct faculty winners are.
"I'm unusual in that I'm a practicing lawyer," he says, "[and]
teaching on the side."
With an interest in the philosophy of law, Hughes has been
anchored in both philosophy and political science departments
as an adjunct, most recently at the University of Tulsa. In
his law practice, he functions chiefly as a litigator and
thus spends considerable time in court.
"I applied [for a Fulbright] because I thought it would be
a good experience [and] a good opportunity to improve my French
and Arabic," says Hughes.
When Hughes was invited by the University of Tunis to teach
a course in the philosophy of law, he saw it as a wonderful
prospect, even though he would be developing the course for
the first time.
It's often a request from a host country that spurs a scholar
to pick up a Fulbright application. Steve (Robert Stephen)
Bickerstaff says, "I had been asked by the University of Göttingen,
Germany, to teach a course on telecommunications and Internet
regulation. A good friend with experience with Fulbright suggested
that I apply."
But each applicant's story has a unique twist. Indeed, Amy
Kirle Lezberg says, "I applied . . . after I took early retirement
from the New England Association of Schools and Colleges."
Even with her track record as associate director of the Commission
on Institutions of Higher Education, Lezberg determined she
would benefit from the "psychological support," as well as
the defined funding, "to provide entry to the ministries and
universities abroad" that were trying to "institute quality-control
accreditation mechanisms."
And Julio C. Cruz, a medical doctor, says he applied in large
part because he needed financial support for his project.
The theme of securing money to pursue a line of inquiry or
a joint project is a common one. Yet in one way or another,
each adjunct faculty member was motivated to apply by the
promise for growth inherent in the Fulbright award. That includes
self-development in ways that enable a recipient to expand
the scope of his or her work to dimensions that can edify
society.
Language immersion, access to primary sources, and a chance
to make a novel contribution to pedagogy all ranked high among
reasons for applying. There was also the less quantifiable
but just as palpable desire to be stimulated and invigorated
by being a long-term resident a different environment.
"I always wanted to get a Fulbright and teach in another
country," says Joan Loretta Fabian, who taught art in Pakistan.
"The idea of being immersed in a foreign land has been a dream
for me. Since I am a visual artist, it is important that I
be stimulated visually and intellectually as well. Travel
does something for me and my work changes because of it as
I do . . . We grow, develop, and then, blossom . . . ."
What They Gained
For Fabian, the Fulbright experience has allowed her "to
examine" her "own 'Western' theories as to what is beautiful
in art," she says. "This is very refreshing to me." The personal
and professional expansion Fulbright nourishes just begins
during the tenure of the award, according to Fabian and others.
"I have developed many friendships from this opportunity,"
says Fabian. "And new ideas for exchanges are constantly coming
up that have started by my trip to Pakistan."
To be sure, Mooran Mooradian has seen his Fulbright effort
spark many related endeavors. At the Yerevan State University,
Mooradian has worked to help develop a graduate program in
conflict analysis and resolution. The program has generated
"more [interest] than we can handle," he says. Students are
so committed to it they have named the course of study with
the shorthand moniker "conflictology." Not only has Mooradian
mentored lecturers at the Armenian university; he has also
encouraged other faculty to apply to Fulbright awards. He
has also been involved in building the library at the university
by carrying contributions of books from the United States.
But Mooradian emphasizes that whatever he has given to others
during his Fulbright experience has been equaled or surpassed
by what he has acquired from it personally and professionally.
He points to the antiquity of Armenia and stresses what "a
thriving culture" it encompasses. He also indicates the satisfaction
he feels at seeing the movement of scholars and students between
the Institute for Conflict Analysis and Resolution (ICAR)
at George Mason University in Fairfax, Virginia, and Yerevan
State University.
The superb students in his classes at Yerevan were a particular
source of inspiration to Mooradian.
"When I first went [to the university], I was teaching in
Armenian," says Mooradian. "[But] the majority [of students]
speak, read, write English quite well."
Flawless British English is the norm, says Mooradian, and
he notes that facility with languages is just the beginning
of the excellent preparation of the students consistently
exhibit.
The reciprocity that Fulbright awards engender routinely
spans nations. That is well illustrated by the experience
of Steve Bickerstaff.
"I was able to teach at Göttingen and also to lecture by
invitation at universities in Augsburg, Vienna, Köln, Frankfurt,
Jena, St. Gallen, and Oxford," he explains. "Relationships
established . . . led to further teaching opportunities at
St. Gallen and to a joint St. Gallen [and] University of Texas
symposium in November 2001."
The symposium at the Austin university will bring together
students and faculty from Germany, Switzerland, and the United
States. It is just the sort of connection to which a Fulbright
often leads.
William Earle Hughes lived in Morocco for two years when
he was in high school, and he valued the immersion in Arabic
enough to continue his formal study of the language. He recalls
with great relish the test of his French and Arabic his teaching
stint in Tunisia provided.
"It was a good opportunity to improve my French and Arabic,"
says Hughes, explaining the university is Francophone, but
the community is more diverse. "I taught half of my courses
in French and half in English. Once you get outside Tunis
[everyone speaks] Arabic."
The Fulbright has a certain "prestige" built into it, says
Julio Cruz. And for Cruz, the status of the award makes it
easier to establish ties in Peru as he conducts research that
will contribute to better assessment of lung function.
Like Cruz, Amy Kirle Lezberg found there is good deal of
esteem associated with the award. "The Fulbright assisted
me in providing [professional entry]," she says. "And personally
I got to live for an extended time in the Middle East, which
I could not otherwise have afforded. In carrying it out, I
have also found time to continue my writing and publications
free of routine."
A release of hours for scholarship is a benefit many Fulbright
awardees cite. Hou-mei Sung says the funding most definitely
enabled her to have an extended period of research without
the responsibility of teaching. She hopes it will also confer
recognition on her work, the sort of visibility that might
help secure a permanent job.
William Earle Hughes also sees the possibility of the Fulbright
bringing new teaching possibilities. Besides garnering recognition
for a recipient's work, the Fulbright typically expands a
recipient's repertoire of course development. For example,
in Tunisia, Hughes developed a course on America's literary
historians, such as Francis Parkman and Henry Adams. In the
cross-disciplinary-conscious world of higher education, such
an approach is likely to get attention.
Amy Kirle Lezberg says she expects her Fulbright to open
many doors. "The Fulbright will enhance my scholarship by
providing entry to the offices of ministers of education [and
so on]." The award will also allow her "to set up meetings
and workshops without having to ask for additional financial
support."
What It Means to Get the News
Sometimes getting the news of a Fulbright award can be bittersweet.
Susan Lynn Zickmund had to decline the award because of health
reasons. She plans to apply again and regrets she will not
immediately be able to implement the "curriculum revolving
around health communications" that she developed.
Zickmund's experience is not unique, and she may find solace
in Joan Loretta Fabian's story.
"I was very happy and excited," says Fabian about her reaction
to learning she won support in the 2000-2001 cycle. "I first
received this award in 1999, but I was undergoing cancer treatment
and had to decline. That was the hardest thing to do. "But
they said my proposal was a very strong one and recommended
that I reapply the following year if my health permitted.
They don't defer awards. So I did and the rest is history.
I was so glad they awarded it to me again and even happier
the second time."
Besides the complexity of coordinating travel for Fulbright
with the course of one's personal life, there are other sorts
of unexpected turns that must be negotiated. Finessing must
often be done and on short notice.
"My reaction to receiving the Fulbright was one of happiness,"
says Amy Kirle Lezberg. "Also, since I was first awarded a
Fulbright to the Palestinian territories, I was a bit concerned
what would happen if the Intifada grew. It did, and I was
evacuated from Jerusalem and invited by the University of
Qatar to continue there."
Lezberg's experience exemplifies the way in which a Fulbright
often begets other chances for learning and collaboration.
She explains, "Many of the institutions [in the State of Qatar]
are glad to welcome" her as a Fulbright scholar and that many
of their faculty "require no more information than that in
offering me their assistance." The reach of Fulbright extends
well beyond institutions of higher learning, so the award
has a way of bringing additional recognition.
"Being a Fulbright automatically has included me in certain
activities run by the [U.S.] Embassy," said Lezberg, "[such
as] choosing overseas scholars to come to the United States,
presenting information to the Ministry employees, [and] attending
visiting presentations." Ultimately, the Fulbright led to
Lezberg "being asked to remain an extra term" as a visiting
professor at the University of Qatar. The reaction Hou-mei
Sung had to receiving her award, echoes what many others told
TAA. "I was very happy and surprised," she says, "because
I know it's very competitive." Sung adds, "In the past, 1
have applied numerous times." She says if she were to give
one piece of advice to prospective applicants it would be
to "just keep trying."
Words of Advice
Persistence is a key to success, to be sure. However, there
is abundant help to be had from the Fulbright Program itself.
The program wins high praise for being inclusive-not caring
whether an applicant holds a full-time faculty position or
not-as well as for its staffs' commitment to guiding applicants
through the process. Easy-to-access information is in place
at the Web site of the Council for International Exchange
of Scholars (CIES), the entity that assists the U.S. Department
of State with administration of the Fulbright program. The
Web address for Fulbright resources at the CIES is
www.cies.org.
A list of the ten myths about the Fulbright Scholar awards
posted at the site should provide encouragement to all potential
applicants. The 2000-2001 recipients who commented for this
article also do a very good job of dispelling many myths.
"I found the [staff] in Washington who check the applications
and process them . . . very helpful," says William Earle Hughes.
"[They were] very good about sending me materials," particularly
forwarding information that was arriving from Tunisia. Hughes
advises that applicants "make early contact" with the office
in the nation's capital. Making use of the office to the fullest
extent is something he recommends.
Once an award is made, the same high level of support continues.
Mooran Mooradian says, "The people who run my program are
very, very helpful. [It is] just an outstanding program. They
never failed to respond to me. They're inculcated into the
system . . . [to] help you do your job." As for the importance
of language fluency, it is important, but it is not required.
"I speak, read, and write the language," says Mooradian. "It's
a tremendous help [to be fluent in Armenian]."
Nevertheless, the level of English fluency at Yerevan State
University meant a non-Armenian speaker could be successful,
especially since Fulbright provides interpreters, and translators
are readily available. But Mooradian says, "It's a better
rapport" when the Fulbright instructor is fluent in the language
or languages of the host country. Even so, he says, "language
is not prohibitive" in any way, and those without fluency
in the language of the host country should still apply.
William Earle Hughes spent time in Paris before submitting
his Fulbright proposal because he wanted to be immersed in
French to improve his skills.
"I actually think it would take a couple of years of preparation
[for people without fluency]," says Hughes, "but having foreign
language capabilities would enhance chances of getting a grant."
The two things that fluency in more than a single language
demonstrates are industry and flexibility. Fulbright likes
to see both of those characteristics, according to some applicants.
"Show what multicultural challenges you have faced and brag
about them in the proposal," says Joan Loretta Fabian. "Let
them know you are up to the challenge of living and teaching
in a foreign country . . . Don't worry if your home institution
is not Yale or Harvard."
And to insert a bit of Fulbright myth-breaking information
here, one does not have to be affiliated with a college or
university in order to receive a Fulbright. The program reaches
out to artists and professionals, including lawyers, filmmakers,
musicians, and journalists. The broad umbrella of Fulbright
is described by the advice of Amy Kirle Lezberg. She says,
"The committees seemed much more interested in my proposal
than in my employment status."
Experience in the proposed host country can help, especially
in terms of securing a specific invitation. Susan Zickmund
had abundant experience in Germany. And she won an award with
her first application. Zickmund advises that thoroughness
counts, too.
"There are a lot of pieces of paper," she says, recommending
that applicants take the time to read the instructions carefully
and follow them precisely. "Give them exactly what they want,"
she says about addressing an application to the Fulbright
evaluators. She cites the great detail provided in the Online
Awards Catalog, which is available on-line at the
CIES Web
site in .pdf format.
Finally, adjunct faculty members might make the case that
they are a perfect fit for the program. Steve Bickerstaff
said, "If an adjunct has time and independent resources, the
Fulbright organization can afford tremendous opportunities
abroad. It provides helpful assistance and support for someone
who is at a point in their lives where they want to learn
more about other countries and to contribute to the sharing
of information across national borders.
Adjuncts are often practitioners rather than academics. This
combination of scholarship and practical experience can be
valuable to students and to faculty in another country." Social
cohesion gets taken for granted when it thrives. When it is
absent, it gets noticed. At the core of the Fulbright Program
stands the simple idea that the more people interact with
one another, the greater mutual understanding they will achieve,
and the stronger the alliances that will be across cultures
and nations.
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