A Historically Black institution in the Mid-Atlantic region hosted a scholar from Nigeria who taught history, philosophy and religion from an Islamic perspective.
Also, he helped develop the college's new concentration in religious and philosophical studies, served as a resource person to faculty and the academic honors program, and gave guest lectures in the local community.
Hispanic-serving institution in Texas hosted a scholar from India to help bring an Asian perspective to campus and to internationalize its World History and American History courses.
The scholar was engaged in all aspects of university life, from teaching, to curriculum development to student advising.
A community college in the Northwest, in order to serve its growing resident immigrant and refugee population, hosted a scholar from Nicaragua.
The scholar taught courses and advised in the fields of indigenous peoples, economic development and environment protection, in assisting the college in developing a new Latin American Studies program.
A rural, Hispanic-serving community college in the West hosted a scholar from Slovakia, to help internationalize its nursing program.
The scholar added a comparative perspective to the college, teaching courses in cultural assessment and intervention, commonalities of nursing, and nursing management, and participated in the colleges' program entitled: "Our National Heritage." A small, private, liberal arts college in New England hosted a Javanese puppet-master, musician and scholar from Indonesia to help support and enhance its growing gamelan music program and the development of its Asian Studies program.
The scholar taught beginning gamelan, two courses on shadow puppet theatre (wayang), gave guest lectures, and participated in community outreach in the local schools and museum.
Two institutions in New York State jointly hosted a Chinese environmental ecologist.
The scholar helped initiate a new environmental science major at one institution, where he taught their undergraduate environmental science courses and contributed to the second institution's Center for Environmental Policy.
He also became involved with local environmental organizations.
As a consequence of hosting the Fulbrighter, both institutions are seeking a long-term, ongoing relationship in environmental science and policy with the scholar's home university.
The Department of State strives to create a more secure, democratic and prosperous world for the benefit of the American people and the international community.
|Recipient||Amount||Start Date||End Date|
|National Museum Of The Republic Of The Congo-||$ 44,000||   ||2008-12-01||2010-10-01|
|$ 0||   |
|$ 0||   |
|$ 0||   |
|$ 0||   |
|$ 0||   |
|$ 0||   |
|$ 0||   |
|$ 0||   |
|$ 0||   |
In fiscal year 2005, an estimated 36 grants will be awarded.
Uses and Use Restrictions
Grants enable accredited U. S. institutions of higher education to host a faculty lecturer from abroad for a semester or an academic year.
Preference is given to institutions that are traditionally less involved in international exchange programs, including hosting visiting scholars and/or those serving minority audiences.
Priority institutions include historically Black colleges and universities, Hispanic serving institutions, tribal colleges and universities, small liberal arts colleges and community colleges.
Institutions sometimes propose to formally or informally share the visiting scholar with neighboring institutions or consortia, and consortia applications are welcome.
Institutional applications may designate a specific scholar by name or request that U. S. Embassies or binational Fulbright Commissions abroad recruit one for them.
The Scholar-in-Residence's primary role is teaching at the undergraduate level.
Teaching assignments often focus on global issues, or on courses where a foreign lecturer's services can provide a cross-cultural or international perspective.
Subject fields are generally in the social sciences and humanities but may be in a wide range of other fields as well, such as education, law, architecture, urban planning, intercultural studies, geography, religious studies, journalism, women's studies, etc.
Institutions requesting scholars from countries with significant Muslim populations in the fields of Islamic history, culture and society broadly defined are particularly encouraged to apply.
In addition to teaching courses, scholars give campus-wide lectures, help initiate international programs and contribute to curriculum development.
Beyond campus activities, host institutions are expected to involve the scholar with professional organizations and with community associations, with outreach often including the K-12 education community.
Fulbright scholars-in-residence often play an important role in assisting colleges and universities to begin to internationalize curricula by providing a unique addition to academic offerings and activities on campus.
They also may offer institutions already engaged in international activities, the opportunity to broaden or deepen their international or world area-specific capacities.
Individual grant benefits generally include round-trip transportation for the grantee and in some cases for one dependent, a monthly stipend, a dependents allowance, a settling in allowance, a professional enhancement allowance for books and services and basic accident/sickness insurance.
(Note that all Fulbright Scholar-in-Residence funds are paid to the scholar, not to the U. S. host institution.)
institution of higher education.
Accredited U.S. institutions of higher education.
Aplication and Award Process
This program is excluded from coverage under E.O.
U.S. institutions of higher education that wish to receive an application booklet for the Fulbright Scholar-in-Residence Program should contact the Council For International Exchange of Scholars, 3007 Tilden Street, NW. Suite 5M, Washington, DC 20008. Telephone: (202) 686-7866. In many cases this material is also available from U.S. college and university Fulbright campus contacts.
The U.S. Department of State and the Presidentially-appointed J. William Fulbright Foreign Scholarship Board make final selection of grantees.
Subject to change, but generally applications are to be submitted by mid-October.
Public Law 87-256, as amended, 22 U.S.C. 2451 et seq.
Range of Approval/Disapproval Time
Range of Approval/Disapproval Time: Applicant institutions are notified promptly if they are ineligible. Applications recommended for funding are notified ten weeks after the application deadline date. Final notification of institutional approval and of scholar placement (recruitment and placement, if necessary) occurs in 5 to 9 months after the application deadline date.
Extensions considered where appropriate and when funds are available.
Formula and Matching Requirements
U.S. host institutions are required to provide some type of cost sharing, whether monetary or in-kind.
Length and Time Phasing of Assistance
Up to 1 academic year (10 months).
Post Assistance Requirements
Reports by host institutions and by Scholars-in-Residence are required at the end of the grant period.
Under the total audit concept, audits will be made on an organization-wide basis (rather than grant- by-grant) under GAO guidelines, Standards for Audit of Governmental Organizations, Programs, Activities and Functions, and for programs covered by A-102, Attachment P.
FY 07 $1,300,000; FY 08 est not available; FY 09 est not reported.
Range and Average of Financial Assistance
Awards are between $16,000 and $40,000 based on grant length, U.S. location and the scholar's number of accompanying dependents. An average grant award is $27,000.
Regulations, Guidelines, and Literature
Annual announcement: Fulbright Scholar Program: Guidelines for Scholar-in-Residence Proposals issued by the Council for International Exchange of Scholars, 3007 Tilden Street, NW. Suite 5M, Washington, DC 20008.
Regional or Local Office
Council for International Exchange of Scholars, 3007 Tilden Street, NW. Suite 5M, Washington, DC 20008.
Criteria for Selecting Proposals
Is the institution within the preferred institutional profile? Does the proposal adequately describe the institution's short-term and long-term international education objectives? Does the proposed scholar adequately meet those goals and objectives? Is the proposed program for the scholar practical and feasible? Is rationale provided for requesting a scholar from a specific country or region? If a particular scholar is requested, does that scholar's qualifications and experience mesh with the institution's goals and the proposed teaching assignment and other duties? Does the proposal include plans for other campus activities? Does the proposal include plans for community involvement and outreach? Does the proposal demonstrate how the scholar's impact will be sustained after the grant is completed? Has the institution provided monetary or in-kind cost sharing?