INTERNATIONAL SCHOLARSHIP

The Fulbright Scholar Program Phoebe J. Becktell

ppalled by the destruction caused during World War 11, Senator J. William Fulbright introduced legislation for a program that would support activities designed to mitigate against future world conflicts through A mproved international understanding. Hence an

educational exchange program was established in 1947. In 1961, Senator Fulbright and Representative Wayne Hays sponsored legislation to restructure the exchange programs under the Mutual Educational and Cultural Exchange Act, known as the Fulbright-Hays Act. Among a variety of fellowships and grant agencies that fund overseas activity, the Fulbright Scholar Program has the unique role of supporting the exchange of teachers and scholars.

In 1978 the functions of the Fulbright program were merged with the United States Information Agency (USIA) where it is currently administered in cooperation with other federal agencies and private organizations. The purpose of the program, in the words of Senator Fulbright, is to do something about peace. “The ethos [of the Fulbright Program] in sum, is the belief that international relations can be improved, and the danger of war significantly reduced, by producing generations of leaders ... who through the experience of educational exchange will have acquired some feeling and understanding of other peoples’ cultures ....” (Quoted without citation in the Fulbright Association brochure announcing the 1993 Annual Meeting and Conference).

Opportunities for Nurses Fulbright Scholar grants that are available for faculty and

professionals outside academe provide an opportunity for nurses to contribute to multidisciplinary and international understanding. About 975 Fulbright awards are made each year in more than 30 disciplines. In the Medical Sciences, seven nursing awards are Listed for 1994-95. The prescribed awards for nursing identify specific needs and the name of the host institution. While the countries seeking nurse applicants vary from year to year, recent countries have included Botswana, Greece, Iceland, Jordan, Malta, Norway, Pakistan, and Qatar. Specific needs are identified by clinical specialty or the functional areas of administration, curriculum, quality improvement, and clinical research. The discipline listings also include prescribed awards in such related topics as care of the

elderly, drug prevention, maternal-child health, public health, primary care, and rehabilitation.

In addition to prescribed awards, open awards are available in more than 100 countries that are in a number of disciplines or that are unrestricted. These awards offer applicants the opportunity to propose their own scholarly endeavor and to suggest a host institution. The variety of awards that are available makes it possible for nurses to structure a unique international experience in a developing (Becktell, 1994) or developed country (McCracken, 1993).

The Scholar Program Individual grants under the Fulbright Scholar Program are

available as research awards, lecturing awards, and awards that combine research and lecturing. Special awards are also available for consultation, institutional partnerships, and distinguished lectureships. An applicant for a senior scholar award must be a U.S. citizen, hold a doctorate or comparable professional qualification, and, for some countries, have proficiency in a foreign language. Junior lecturing and research awards are available for those who have recently earned their doctorate and for doctoral candidates.

Lecture and research awards carry travel and stipend benefits that vary depending on the country, the duration of the award, and the number of accompanying dependents. In addition, travel-only awards provide round-trip transportation for scholars who have additional sponsorship to lecture or do research. In the annual bulletin (available at Council for International Exchange of Scholars, 3400 International Drive, NW, Suite M-500, Washington, DC 10008; telephone (202) 686-4000), the countries, number and type of awards, and information about the stipend, relocation allowance, travel, and housing are listed.

In general, lecturing awards are made for an academic year, although some awards are for one semester. Full-year lecturing awards are generally for 7 months. Research and special awards

Phoebe 1. Becktell, BSN, PhD, Gamma Sigma, is Professor Emerita, University of New Mexico, Albuquerque. The article was supported by a grant under the Mutual Education and Cultural Exchange Act of 1961, primarily funded by the USIA. Correspondence to 3101 Charleston NE, Albuquerque, N M 871 10.

Accepted for publication January 12, 1994.

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The Fulbright Scholar Program

are usually for 9 months, but some special awards are for a longer period or for repeat visits. Nearly 70% of all Fulbright awards are for lectureships.

Similar awards are available for foreign scholars to come to the United States to lecture or conduct postdoctoral research. In addition, special awards may be announced such as the Hubert Humphrey Fellowship Program that provides professionals in the public service of developing countries with an opportunity to study and gain practical experience in the United States.

The Proposal Awards are granted competitively on the basis of a proposal

submitted to the Council for the International Exchange of Scholars (CIES). The main parts of the proposal are the application form and a project statement. The application form consists of the standard request for biographical information, academic preparation, discipline, and specialization. A curriculum vitae or resume is submitted separately. In addition, the application form asks about dependents, a summary of visits abroad-including purpose, and preferred host institution. Names and addresses of references are requested. Applicants are responsible for providing each referent with guidelines and an envelope.

The body of the proposal is a five-page project statement. The challenge to an applicant is to be clear, succinct, and thorough. Proposals for research awards must include an abstract of the project. For both lecturing and research,.awards, the statement should include reasons for desiring the appointment and a discussion of potential contributions and professional gains. A description of relevant teaching experience and methods is required for the courses taught by the applicant and experience such as curriculum planning, thesis and research guidance, and administrative experience are also to be included. A proposal for the specific project is outlined, and course syllabi are also submitted. Any correspondence with the host institution, which is preferred but not required, can also be included with the application.

Selection Review of the more than 3,500 applications received annually

is done first by the 64 discipline screening committees and then by the geographic area advisory committees who nominate 1,500 scholars annually for consideration by the Board of Foreign Scholarships.

To increase the chance for selection, it is helpful for the applicant to consult with the CIES staff person identified in the Application Booklet and to contact a professional colleague in the country of interest to better understand their needs. Personal contact with the host country helps to ensure that the activities proposed by the scholar match the country and institutional needs. As noted, a letter of interest or invitation strengthens the application. The CIES program staff are readily available to give the applicant advice and assistance throughout the process.

Applications are evaluated by the disciplinary advisory committees for productivity, teaching, and the proposed activity. For productivity, the applicant’s training, position, reputation,

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and accomplishments are taken into account. Evaluation of teaching depends on course syllabi, references, and a teaching evaluation form. When reviewing the proposed activity for a lecture award, the appropriateness of the applicant’s expertise to the country needs is one of the main considerations. For a research award, the project’s significance, its match with the country’s need, and its feasibility are evaluated as are its suitability, affiliation arrangements, and the applicant’s plan for dissemination of results.

Review by the area advisory committees, the second tier of review, is influenced by the evaluation of the discipline committee and evidence that the applicant will be able to adapt to a new environment and be sensitive to different cultural values. A letter of invitation, even if informal, may help the committee determine the feasibility of the project.

The Fulbright Experience Once a scholar is abroad, orientation programs are provided.

Fulbright scholars to a variety of countries testify that these are useful and stimulating. The orientation activities often include introduction to other Fulbright scholars in the country of assignment and an opportunity to become acquainted with the organization or foundation responsible for coordinating the program.

In New Delhi, India, my orientation program provided information about the society, cultural differences, the status of women, and economic and political conditions. Comparisons were also made between higher education in India and the United States.

Although the activities of Fulbright scholars are outlined in their proposals, needs and expectations may change after arrival. The fit between the scholar and host country may be redefined, and changes in assignments are often made. As the scholars and their colleagues in the host institutions become better acquainted, they have the freedom-indeed, the responsibility- to capitalize on the unique qualifications and challenges.

Inherent in the Fulbright assignment is the opportunity to live and work under local conditions, which broadens one’s understanding of people and the culture in which they live. Being a Fulbright scholar also expands one’s perspective of the world and the discipline. I developed a much deeper respect for the U S . educational system while learning first-hand about teachers and nurses in India.

Professional contacts with foreign and fellow American scholars is a major benefit of the Fulbright program. On-going collegial endeavors with one’s foreign scholar counterparts is strongly encouraged. As a Fulbright alumnus, participation in the Fulbright Association guarantees continued multidisciplinary contacts. The opportunity to interpret nurses’ contribution to healthcare and education is available in the host country and also to American scholars in a variety of disciplines who have participated in the program over the years. At alumni association meetings, we talk about education, science, health needs, foreign policy, global economics, and international law. Nurses and educators have much to gain through international exchange. The knowledge in our profession expands and deepens through interdisciplinary and international communication. Nursing

IMAGE: Journal of Nursing Scholarship

education is enriched by the breadth of learning experience and intellectual maturation of individual scholars. Each Fulbright scholar benefits from living in and experiencing another society that fosters new insights, greater tolerance, and an appreciation of differences.

Nurses also have much to offer as Fulbright scholars. Our skills as clinicians, teachers, and managers are being requested in several countries. Our research is being viewed as important to understanding health needs and resources in hospitals and communities. Competing for a Fulbright Scholar Award demonstrates our commitment to global parity, to health for all, and to peace.

Future Directions In July 1992, Senator Fulbright testified before the House

Committee on Foreign Affairs urging a thorough reassessment of international exchanges in the post Cold War era. As an integral aspect of foreign policy, the Fulbright Scholar Program participates in reformulation of goals. Toward the goal of reassessment, the Fulbright Association has organized two task forces to address current international issues (Fulbright Association, 1992). There is a Task Force on Eastern and Central Europe, which is developing plans to improve conditions and strengthen democracy in these countries. There is also an AIDS Task Force, which is developing programs and projects

The Fulbright Scholar Program

concerning this disease. The mission of the Fulbright Scholar Program changes as world conditions change. The program enables Americans and peopie of other countries to learn about each other's needs and assets. Fulbright awards are intended for excellent teachers and researchers who are willing to extend themselves and learn first-hand about a world they might not otherwise encounter.

References

Becktell, P.J. (1994). Endemic stress: Environmental determinants of women's

McCracken, A.L. (1993). Reindeer roasts and revolutionaries. Reflections,

Fulbright Association Newsletter. Plan east and central Europe and CIS

health in India. Health Care for Women International, 15, 11 1-122.

20(2), 7.

projects, XV(3), p. 7.

Intercollegiate Center for Nursing Education of Eastern Washinflon University Washington State University Whitworth College

Initiation of a new Family Nurse Practitioner (FNP) program and movement toward increasing the proportion of tenure-track faculty enable the Intercollegiate Center for Nursing Education (ICNE) to recruit for 5 faculty for full-time, nine-month, tenure-track positions. The ICNE is a college of nursing shared in common by Eastern Washington University, Washington State University, and Whitworth College. The Spokane campus has approximately 300 undergraduate and 60 graduate students; an additional 40 RNB students attend classes at 3 branch campuses,. each branch campus has its own residential instructional faculty. Spokane is the business and commercial center of the Inland Northwest. Excellent recreational opportunities are available throughout the four seasons.

POSITIONS AVAILABLE Two (2) Nurse Practitioners with expertise in child health, family a d or women's health (FNP preferred). One (1) individual to teach in

Subacute/Elderly care; one (1) individual in Maternity; and one (1) individual to teach PsychiatridMental Health. Professor, Associate Professor, and Assistant Professor ranks are available and are dependent upon qualifications and experience. Preference will be given to individuals interested in community-based teaching, research, and practice.

0 UALlFICATIONS Master's degree in nursing and earned doctorate in nursing or an appropriate related field. Send letter of application, resume, rank for which you are applying, and three (3) reference names to Search Committee, Intercollegiate Center for Nursing Education, 2917 West Fort George Wright Drive, Spokane, WA 99204-5291, (509)325- 6135. To ensure consideration, applications should be received by January 30,1995; final screening will begin February 1,1995, and continue until positions are filled.

WASHINGTON STM'E UNIVERSITY IS AN EO/AA EDUCATOR AND EMPLOYER Members of ethnic minorities, women, Vietnam-era or disabled veterans, persons of disability, and/or persons age 40 end over era encouraged to apply.

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