fulbright research proposal sample

Search Rochester.edu

• Fellowship Opportunities
• Fulbright Sample Essays

Fulbright Scholarship Competition

Sample essays.

Previous University of Rochester Fulbright applicants have graciously permitted their Fulbright essays to be posted to the fellowships website for the benefit of other applicants. Reading successful applicants’ essays will provide you with examples of how they have handled the task of presenting themselves as individuals and discussing their accomplishments and aspirations in interesting ways.

Please be respectful of the authors’ ownership of their work:

• Sample 2: Research Proposal and Personal Essay
• Sample 3: Study and Research and Personal Essay

Fulbright Program

Office of nationally competitive scholarship, main navigation.

• Statement of Grant Purpose Essay

Research Grant Guide

• Application Timeline and Deadlines
• Personal Statement
• Tips for Writing a Fulbright Personal Statement
• Tips for Writing a Fulbright Research Grant Proposal
• Short Answer Questions
• Letters of Recommendation
• Foreign Language Forms
• Transcripts and Supplementary Materials (Arts)
• Tips for a Better Interview
• Final Application Checklist
• Frequently Asked Questions

This 2-page, single space document outlines the Who, What, When, Where, Why, and How of what you are proposing for your Fulbright grant. If you are pursuing a research project, developing a strong, feasible and compelling project is the most important aspect of a successful Fulbright application. Design a feasible project: You must demonstrate that your research strategy is viable, including its content, methodology, and time frame.

Develop an intellectually compelling and feasible project: This is the most important factor in presenting a successful application. Program design varies from country to country and while some countries encourage applicants to incorporate coursework into a project, others prefer independent research. You should ensure that your Statement of Grant Purpose fits the program guidelines for the host country and award.

For applicants proposing independent research projects , address the following points:

• With whom do you propose to work?
• What do you propose to do?
• What is innovative about the research? What will this research contribute to the field/discipline?
• What are the specific research goals and methodologies?
• What is important or significant about the project?
• What contribution will the project make toward the Fulbright goal of promoting cultural exchange and mutual understanding?
• When will you carry out the project? Include a feasible timeline.
• Where do you propose to conduct your study or research? Why was this location(s) chosen?
• Why do you want to undertake this project?
• What are your qualifications for carrying out this project?
• Why does the project have to be conducted in the country of application?
• How will your project help further your academic or professional development?
• How will you engage with the host country community? Give specific ideas for civic engagement.

Design a feasible project: You must demonstrate that your research strategy is viable, including its content, methodology, and time frame.

Address the following points:

• How will the culture and politics of the host country impact the work?
• Will the resources of the host country support the project?
• Have you developed a connection with a potential adviser in the host country who has knowledge of the research topic and access to other appropriate contacts in the field?
• Do you have the requisite academic/field-specific background to undertake the proposed research?
• Do you have sufficient language skills for the project being proposed and to serve the basic purposes of the Fulbright Program? If not, how will you accomplish these goals? You should consider that, even if a country indicates that English will be sufficient for carrying out the proposed project, for purposes of Community Engagement, at least a basic level of language skill should be obtained prior to leaving the United States for the host country.
• What are your plans for improving your language skills, if they are not adequate at the time of application?
• Are there any possible sensitive topics or feasibility concerns that the project could provoke?

Fulbright Scholar Program (Dr. Ramón Galinanes)

• Fulbright Application

Tips from Universities and a U.S. Embassy

• Preparing for the Fulbright Interview
• Legacy of J. William Fulbright
• Speaking with Wofford's Director of Post-Graduate Fellowships This link opens in a new window
• Wofford OneSearch
• PASCAL Delivers & WorldCat--to find resources at schools besides Wofford
• Databases for Articles
• Journals & Newspapers A to Z This link opens in a new window
• Streaming Videos, DVDs, & Images
• Country Profiles, Timelines, Facts, & Travel Advisories
• Identifying Scholarly Resources
• Citing Sources This link opens in a new window
• Interlibrary Loan
• Speak with Wofford Librarian
• Tips for Writing a Fulbright Personal Statement / from the Fulbright Program, University of Utah
• Tips for Writing a Fulbright Research Grant Proposal / from the Fulbright Program, University of Utah
• Sample Successful Fulbright Essays: For Teaching Assistantship Proposals, for Research Proposals, and for Study & Research Proposals / from the Student Fellowship Office, University of Rochester
• Writing Fulbright Essays: The Personal Statement & the Statement of Grant Purpose / from Yale University
• Writing for the Fulbright Scholarship [with samples essays] / from Penn State University
• Fulbright Personal Statements: Tips & Guidelines / from the U.S. Embassy in Afghanistan
• << Previous: Fulbright Application
• Next: Preparing for the Fulbright Interview >>
• Last Updated: May 16, 2024 11:55 AM
• URL: https://libguides.wofford.edu/Fulbright

Fulbright Scholar Proposal Specifics

• Components of a Fulbright Core application

Starting your Fulbright Scholar Proposal

Overview of the fulbright scholar program.

The Fulbright U.S. Scholar Program primarily provides opportunities for U.S. scholars to undertake teaching and research projects abroad for periods that range from a few weeks to twelve months. The program, sponsored by the United States Department of State Bureau of Educational and Cultural Affairs and administered by CIES (Council for International Exchange of Scholars), has opportunities for U.S. Scholars, Visiting Scholars, and U.S. Institutions.

The Fulbright Scholar program for U.S. Scholars has these awards

• U.S. Scholar Award 6-12 month stints to teach, conduct research, or do both in one host country.  This is the classic program that most people mean when they talk about “a Fulbright.”
• Fulbright Distinguished Scholar Awards Open to scholars who have more than seven years of experience in their discipline
• Postdoctoral Awards Similar to Core program, but oriented toward recently minted scholars (completed doctoral degree within previous five years) seeking to deepen expertise, acquire new skills, work with additional resources, and make connections with others in their fields.
• Global Scholar Award Stints ranging from 3 to 6 months of total time within one academic year or spread over two consecutive years to conduct advanced regional or trans-regional research and/or teaching in two or three countries in one or more regions.

Requirements and deadlines

Although the Fulbright Scholar Program is open to both academics and professionals, approximately 70 percent of available awards require a Ph.D. or terminal degree.

Applications to the flagship “Core” program are often due in early fall.

Applications to the 2025-2026 competition are due by 4:00 p.m. on Monday, September 16, 2024.

Other programs have other deadlines.

Fulbright Specialist program

A few Carleton faculty and staff members have participated in the Fulbright Specialist Program , which makes short-term awards (2 to 6 weeks) that promote links between U.S. scholars and professionals and their counterparts at host institutions in more than 150 countries. Specialist applications are accepted at any time.

Finding the right Fulbright program and site

The Fulbright website’s Overview tab suggests that prospective applicants start by searching the Awards Search , which includes 405 unique opportunities across more than 125 countries. An “award,” in Fulbright parlance, is a single program in a specific country. Each “award” has at least one “grant” (i.e., a grant for a specific university or field), but many awards offer more than one grant (i.e., one grant at one university, another at a different university, a third at an NGO, et cetera).

Research in the award catalog can be supplemented with helpful online resources such as

• review criteria (click “Review process” in sidebar menu; to learn more, view a short video about the Review and Selection Process and read the FAQs )
• application checklist (click “Application steps” in sidebar menu)
• application instructions
• project statement samples

Beginning a Proposal

All applicants must apply online. Refer to the application instructions .

Grants Office staff can assist with selection of a Fulbright “award,” the formulation of an application, and the online submission of an application on the Fulbright Scholar Program Application Login page .

Components of a Scholar application

Teaching award components include.

• application form and short essays: refer to the application instructions
• project statement (3 to 5 pages, single-spaced, 12-point font size, 1-inch margins);  Project Statement – required for all applicants (for particulars, expand “Program Guidance for Project Statement”; can also view this Project Statement Guidance Video )
• CV/resume (up to 6 pages, single-spaced, 12-point font size, 1-inch margins) tailored to the award, including publications list; CV/Resume – required for all applicants (expand “CV/Resume” after clicking left sidebar “Application steps”)
• course syllabi (1 to 3 syllabi, up to 10 pages total, single-spaced, 12-point font size, 1-inch margins)
• recommendation letters (2 required)
• possibly also a letter of invitation, language proficiency evaluation (click on left sidebar “Application steps” on the Scholar Program page ); and discipline-specific supplemental materials, such as a portfolio for applicants in the creative/performing arts

Research Award  applications require

• project statement (3 to 5 pages, single-spaced, 12-point font size, 1-inch margins); Project Statement – required for all applicants (for particulars, expand “Program Guidance for Project Statement”; can also view this Project Statement Guidance Video )
• reference list (up to 3 pages, single-spaced, 12-point font size, 1-inch margins)
• possibly also a letter of invitation, language proficiency evaluation, and discipline-specific supplemental materials; refer to left sidebar “Application steps” on the Scholar Program page

Teaching/Research Award  applications include

• project statement (3 to 5 pages, single-spaced, 12-point font size, 1-inch margins);  Project Statement – required for all applicants  (for particulars, expand “Program Guidance for Project Statement”; can also view this Project Statement Guidance Video )
• CV/resume (up to 6 pages, single-spaced, 12-point font size, 1-inch; CV/Resume – required for all applicants (expand “CV/Resume” after clicking left sidebar “Application steps”)
• course syllabi (1 to 3 syllabi, up to 10 pages, single-spaced, 12-point font size, 1-inch margins)
• reference list (select, up to 3 pages, single-spaced, 12-point font size, 1-inch margins)

Good resources are available, especially individuals with experience as Fulbrighters.

Carleton Fulbrighters

Larry Cooper , Political Science, Core Scholar in the Czech Republic, 2010 ( [email protected] )

Dev Gupta , Political Science, Research, U.S. Scholar to Cyprus, 2024-2025 ( [email protected] )

Susan Jaret McKinstry , English, Specialist in Communication in Russia, 2014 ( [email protected] )

Justin London , Music, Core Scholar in Finland, 2014, and the U.K. 2005-2006 ( [email protected] )

Tsegaye Nega , Environmental Studies, Teaching/Research Core Scholar in Ethiopia 2017-2018 ( [email protected] )

Arjendu Pattanayak , Physics, Teaching/Research, U.S. Scholar to India, 2024 ( [email protected] )

David Tompkins, History, Lecturer/Researcher in Germany, 2009-2010 ( [email protected] )

What should I include in my project statement?

Address the following:

• What you propose to do
• How you propose to do it
• Why the project is important
• What benefits the project will produce for your host, your discipline, you, and your home institution (employer)

Above all, the project statement must answer the question, “Why Fulbright?” Explain the connection between your specific project (teaching, research, or teaching/research) and the Fulbright program, versus other sources of support for international study or travel. The Fulbright program is above all one that values international experience as a unique form of education and training. How does your project require such international experience, both generally (living and working outside the U.S.) and specifically (taking up a grant in a particular foreign site).

From whom should I obtain my letters of reference?

Fulbright staff recommend that the letters should be from those who know you and your work well (Refer to these instructions “For Recommenders”).

• One letter from a colleague or supervisor at your current place of employment. If your institution or employer recently changed, one of the letters should be from someone at your previous institution or employer.
• One letter from a colleague within your discipline. This can be can be someone outside of your current place of employment and can include colleagues with whom you have collaborated on research in the last several years in the U.S. or abroad.

If you have selected Teaching or Teaching/Research for your grant activity:

• One letter should be from an individual responsible for evaluating your teaching.

What is the best way to obtain a letter of invitation?

An applicant can obtain a letter of invitation to the host by any number of methods, from asking a colleague who works at the host site to “cold calling” an appropriate official there. The nature of the personal relationship is far less important than the impact of the Fulbright grant on both the American awardee and the host institution. The letter of invitation should above all speak to that impact! View Fulbright’s Letter of Invitation Guidance Video .

When and how will I be notified of an award?

Final notification, via letter and email, of an award occurs between January and June following the August submission, depending on the program. The review process is two-tiered: first by discipline then by country/region. Find a timeline tab on the Fulbright Scholar Program page .

I have more questions, where can I go for answers?

In addition to contacting Charlotte or the Carleton Fulbrighters (contact information above), look for the FAQ tab on this Fulbright Scholar Program page .

Which program are you applying to?

Accepted Admissions Blog

Everything you need to know to get Accepted

October 2, 2022

Writing the Fulbright Statement of Grant Purpose as a Practical Document

During my time at the UCLA Scholarship Resource Center, I worked with several graduate students on the development of large grant proposals like the Fulbright. In that work, I noticed a tendency among humanities and social sciences students to overemphasize the intellectual value of their work in application materials. Repeatedly, I found myself making suggested edits to cut down on the “why does this matter?” sections, and requesting more information about “how you will accomplish your goals” in grant proposals.

In order to help my students I reflected on what I’d learned in the process of applying to Fulbright multiple times . One of the key realizations that I’d made is that the statement of purpose is primarily a practical document , rather than a theoretical one. When I clearly explained that the point of a statement of purpose is to explain how you plan to achieve your goals and develop answers to your research questions, my students gained new perspectives about how to describe their work.

How to write a practical document

The idea of crafting a practical document is often at odds with the way that scholarly writing is framed in graduate school, so teaching this aspect of grant writing has remained a sticky subject in my work.

Large grant organizations like Fulbright Foundation , the Social Science Research Council , and the U.S. Government, which offers Foreign Language Area Studies grants and Boren Awards , all provide doctoral funding that can support year-long international research projects. But, it’s very difficult for a student to justify spending so much time abroad with purely intellectual or theoretical reasons. Statements of purpose written for large grants are not the same as research proposals, prospectuses, or application materials for getting into graduate school. In most cases the reviewing committee members for such large grant applications are not likely to be experts in the field, so you do not need to provide an in-depth intellectual justification for your scholarship.

Instead, these kinds of committee members want you to convince them of the following:

• You are capable of justifying the overarching value of a yearlong international project to a variety of audiences.
• The project that you propose is feasible.
• You have the correct skillset to accomplish the goals you’ve set out for yourself during the project.
• You demonstrate the capacity to establish your own collaborative relationships and support networks while abroad.

My Fulbright story

Given how much I had to accomplish in a relatively short written text, the statement of purpose was the most intimidating document of the Fulbright application for me. This was especially the case because due to the timing of the Fulbright application cycle and the academic year in Brazil, which starts in January, every time I wrote my application materials I knew I would not be able to carry out my proposed project until a year-and-a-half after writing it. The winning proposal that I submitted to the Fulbright committee in October 2014 described a project that would not commence until February 2016. The mere element of time, let alone whether I’d even be granted the Fulbright, added an extra cloud of uncertainty to the project development and the writing process every time that I approached a new application cycle.

Fulbright statement of purpose lessons learned

By the third time that I put an application together, I embraced the uncertainties created by time, and learned some of the keys to mastering the grant writing process.

In my case, this document served multiple purposes as I composed it. At first, it was an incomplete project proposal that I sent to potential host institutions and future collaborators in Brazil. Through dialogues that I created by sending this initial draft to potential advisors, my statement of purpose evolved greatly.

In fact, many aspects of my project were still not pinned down when I started sharing my materials with individuals and institutions. Even though I wasn’t sure what my driving question was, or where I wanted to be primarily located, I put together a document that stated my expertise, experience, and desire to work in Brazilian archives of literatura de cordel , and that’s what I sent out.

Several people responded to my emails and initial drafts, and we set up Skype calls. As I engaged in additional correspondence, I quickly learned that multiple digitization initiatives had just received funding to process cordel at large institutions in Brazil. I had no prior knowledge of those initiatives until I began speaking with other archivists, and that’s when some of the most important aspects of my project, like “redistribution” and “accessibility” began to crystallize.

The evolution of the statement of purpose

Even with a flimsy first draft of the statement of purpose , my project developed in dialogue with the potential collaborators with whom I initiated contact, and the document grew stronger and more nuanced as a result of those dialogues. Once I had secured related letters of affiliation, I revisited the original statement of purpose and rewrote it as a practical document that reflected the resources and insights I accumulated through collaboration and dialogue. Basically, my application process began and ended with wildly different versions of the statement of purpose. Though there was a lot of uncertainty and transformation during the development of the project, I knew the Fulbright committee wanted to read a document that described the best possible outcomes of my proposed work.

It took more than six drafts for me to get to the final draft of my winning Fulbright statement of purpose, which is the version that I’ve shared and carefully analyzed in this post.

Statement of Grant Purpose

Rebecca Lippman, Brazil, Comparative Literature

Redistributing Popular Culture: Technology, Libraries and literatura de cordel

The oldest poems of the northeastern Brazilian tradition of literatura de cordel , or “literature on a string” (cordel) , were originally improvised as songs and performed by memory in public musical duels called cantoria de viola . But since the late 19th century, these poems have become most recognized as cheap, chapbook-like pamphlets printed with woodblock illustrations. In this printed form cordel has had an outsized impact on 20th century multimedia culture. Even today, contemporary artists, television shows, films and musicians often cite the characters, legends, melodies and visual iconography of the printed tradition. Several anthologies have also reproduced collections of the most popular narratives and illustrations associated with cordel . Despite this visibility, however, the majority of the world’s collections of original pamphlets have remained inaccessible to contemporary audiences. Steadily incorporated into international archival and library systems as objects of popular or folk culture in the second half of the 20th century, older pamphlets disappeared from public circulation just as new media like radio, television and film began to mass produce new iterations of the tradition. Several independent producers of cordel moved from the northeastern region of the country to the south and subsequently transformed what was once a more rural tradition into a recognizable national genre and an urban phenomenon. An essential consideration of literary archives, information science, public memory and cultural literacy, this project investigates the ways in which evolving technologies have had profound effects on the poetic narratives, graphic images and the cultural dissemination of cordel .

Much as technology has transformed notions of cordel throughout the 20th century, it has also allowed older pamphlets to be remembered, preserved and accessed. Currently, digitization initiatives are making selections of the older pamphlets fully available online, subsequently revealing complex relationships between authors, independent publishers, narratives, commercial advertisers and illustrators as they are embodied by the original texts. As a visiting scholar, I will conduct archival and information science research at the Universidade Estadual da Paraíba (UEPB), in Campina Grande. This work will contribute original research to my dissertation and subsequently enable me to digitize a selection of University of California at Los Angeles’ (UCLA) collection of cordel , thereby enhancing available resources and building critical dialogues between international library institutions about public access and digital initiatives.

As a fellow at the Center for Primary Research and Training at UCLA’s Special Collections (2012-13), I described and published an itemized Finding Aid for over 4,500 pamphlets of cordel . During that time, I became interested in the way that local radio stations and sound technology companies such as RCA Records and Phillips Sound impacted the visual, narrative and commercial content as well as the distribution of specific pamphlets. With that in mind, my research in the Brazilian archives will focus on identifying more examples of cordel that incorporate the presence of multimedia technologies between 1960-2000. Examples of such pamphlets include the liner notes for musician Ednardo’s 1973 album O Romance do Pavão Mysteriozo and a pamphlet entitled A verdadeira peleja do povão contra a inflação , which was composed in order to advertise Phillips home sound systems and Arapuã credit cards in 1984. Building a corpus of this type of pamphlet will allow me establish the relationship between poetic narratives of cordel and the instruments or technologies that redistribute them throughout the 20th century. By engaging in collaborative dialogues with the scholars who work in these archives, I will also be able to analyze the systems by which these previously hidden collections have been made more accessible to a variety of public audiences.

To complete this project, I will conduct archival research in three of the world’s largest and most diverse collections of cordel . Primarily based in the city of Campina Grande as a visiting scholar at UEPB during the academic year of 2016, I will work with the largest collection of cordel at the Átila Almeida Library under the supervision of Professor M. Professor M. has worked extensively with the digitization of cordel and her publications regarding the process of collecting and managing usable data about the items informed the initial stages of my work at UCLA. Through this collaboration I will both identify specific items of cordel and generate critical dialogues between the UEPB and UCLA collections. Also an expert in cordel and its incorporation into academic contexts through digital means, Professor I. has granted me access to 4000 items held at the Instituto de Estudos Brasileiros in São Paulo. For a period of a month I will learn about IEB’s new digital project for their cordel collection. Professor S., at the Fundação Casa Rui Barbosa (FCRB) in Rio de Janeiro has granted me access to 9000 items. FCRB has made the poetic content of over 2000 pamphlets available online. By spending six weeks spent in Rio de Janeiro, I will not only add to my corpus of sample pamphlets, but I will also learn from the librarians who manage FCRB’s associated online content.

By identifying and analyzing pamphlets that reflect upon transforming multimedia technologies I will create links between various areas of scholarship regarding Brazilian literary studies, literatura de cordel and Media studies. This critical work will serve as the crucial foundation for a dissertation that considers the literary, musical and multimedia reiterations of cordel in contemporary culture. Scholars such as Mark Curran and Candace Slater consider the historical content and the social practices that generate narratives of cordel . Later studies conducted by Rosilene Alves de Melo, Roberto Emmerson Câmara Benjamin and Alda Maria Siquieira Campos trace trajectories of cordel as individuals and institutions begin to use different production methods to target a variety of audiences. This project considers how graphic artists, authors and advertisers that participate in the composition of cordel actively incorporate the presence of technology in order to explore how this printed literary genre both influences and is influenced by changing methods of distributing popular culture in mass media during the second half of the 20th century. My work in the archives will foster collaborative relationships between international institutions and prepare me to digitize the only itemized collection of its size currently held in the US, thereby encouraging future scholarship regarding cordel and popular Brazilian culture.

Analysis of the argument – paragraph by paragraph

Paragraph 1.

Persuasive goal: Introduce the object of study (literatura de cordel) as a continuously transforming social, historical, technological, and literary phenomenon.

Evidence provided in paragraph:

• A brief description of cordel that includes only enough detail to make sure that a reader unfamiliar with my object of study has enough information to understand the value of my project and its contribution.
• Clear identification of the main historical problem surrounding cordel : inaccessibility of original documents to the public.
• Project goals: to investigate the ways in which evolving technologies have had profound effects on the narratives, images, and dissemination of cordel .

Paragraph 2

Persuasive goal: Explain the methods of investigation of the historical issue I’ve presented and for achieving my project goals during my time as a Fulbright Fellow.

• The consideration of ongoing digitization initiatives.
• Plans to conduct archival research in Campina Grande, Paraíba.
• Plans to digitize a portion of UCLA’s collection of cordel.
• Efforts to build critical dialogues between international library institutions.

Paragraph 3

Persuasive goal: Provide detailed evidence as to how my previous experiences have shaped my research questions equipped me with a skillset that will enable me to carry out my project.

a. Developed a Finding Aid for 4500+ items of cordel , thereby playing my part in making a hidden collection more accessible.

b. Built questions about radio stations, sound technologies, and companies that impacted the visual aspects of cordel .

c. Identified objects that I hope to find in other archives and incorporate in my research.

• Since I am both an expert in the object itself, and have worked carefully with systems through which previously hidden collections are made accessible to public audiences, I am able to engage in productive dialogues with other individuals who are working on the same issues and objects in Brazil.
• Though not referenced explicitly in this paragraph, three of my letters of recommendation speak directly to the accomplishments, experiences, and skillsets that I mention in this paragraph. I asked each recommender to focus closely on my contributions to one of the three major fields my project involves: library science, musicology, and Brazilian popular culture. There were, of course, plenty of other research experiences in my work history, but I only included those that were directly relevant to this project .

Paragraph 4

Persuasive goal: To clearly map out the specific locations and institutions that housed archives, resources, and collaborators I plan to engage with throughout my time in Brazil.

• Includes estimated timeline: majority of time based in Campina Grande, one month in São Paulo, and six weeks in Rio de Janeiro.
• This was the last paragraph that I finalized in the writing process of the proposal, and I built this paragraph in dialogue with my Brazilian affiliations.
• Every person or institution that I named in this paragraph wrote a Letter of Affiliation that is included in the application.
• Given its practical nature and clear support of the “feasibility” of the project, this is likely one of the most important paragraphs of the entire proposal.

Paragraph 5

Persuasive goal: To articulate the anticipated academic and non-academic impacts of the research I plan to conduct as a Fulbright Fellow.

a. Asking how cordel artists and poets responded to new technologies.

b. Questioning whether or not these same artists influenced how those technologies circulated within, were sold, and/or marketed to certain communities.

a. The digitization and accessibility of a U.S. collection of cordel .

b. Encouragement for students and scholars at United States institutions to study popular Brazilian culture.

Fulbright 2023-2024 Competition Deadline

Source: Fulbright website

Need help creating your clear, goal-oriented, practical document ? Need help navigating the grant writing or application writing process? Want to learn more about your graduate school or post-graduate research options? Learn how your Accepted advisor can help you achieve your educational and professional goals.

Student Affairs Advisor and scholarship expert, Rebecca has six years experience reviewing and editing large grant applications, research-based proposals, statements of purpose, personal statements and fellowship materials. Want Rebecca to help you get accepted? Click here to get in touch!

Related Resources:

• How to Compose the Small Components of Large Grant Applications Like the Fulbright
• How to Write About Your Research Interests
• How to Write a Grant Proposal: 6 Tips for Winning the Big Bucks!

About Us Press Room Contact Us Podcast Accepted Blog Privacy Policy Website Terms of Use Disclaimer Client Terms of Service

Accepted 1171 S. Robertson Blvd. #140 Los Angeles CA 90035 +1 (310) 815-9553 © 2022 Accepted

• People Search, A-Z Index
• Willamette University Home
• Student Academic Grants & Awards
• Student Resources
• External Programs
• Fulbright U.S. Student Program
• How to Write a Good Fulbright Proposal

Fulbright Grants: How to Write a Good Fulbright Proposal

All proposals,for scholarships, grants, or study programs,share a principal goal: persuading the readers that your project deserves their support. The best proposals anticipate the kinds of questions that a selection committee is likely to ask.

The Curriculum Vita. The c.v. for the Fulbright is really a personal statement. Think about the c.v. as an opportunity for the reader to get to know you as a person outside your paper record. Let them see who you are, how you came to be interested in the subjects you have pursued through school, and how you came to want to do the project you are proposing here. If you can, explain how you expect this work or creative project to help you prepare for the next few years of your life. This might include preparing you for graduate school, helping you learn or refine new skills (laboratory or creative), or giving you the opportunity to explore something you might want to pursue for a career or graduate program. See the advice elsewhere on this site for more information about writing personal statements.

The Project Proposal. Proposal formats vary, but they all need to be specific about your goals, methods, and preparation for the project. There are several important things to keep in mind as you structure your proposal: first and most important, your proposal is one of many that each reader will evaluate, so it must be clear, easy to read, and straightforward. If a reader cannot grasp pretty much right away what it is that you hope to do and how, your chances of funding are slim. The Fulbright proposal can go to about two pages typed and single-spaced, and you should use most of the space, but don't be so eager to cram in more information that you leave insufficient space between paragraphs or get creative with font size. Readers will resent being given eyestrain, and a proposal that is difficult to read may be harder to understand and therefore less likely to be recommended for funding.

Be careful to read the guidelines for proposals in case what you are planning will require particular information or supporting materials--arts applications, for example, may ask you to address specific questions in your application, as well as providing specific supplementary materials. Be very careful to inform your recommenders of any such peculiarities, as they may be expected to comment on certain things about you in writing your letters.

The basic components of the proposal are as follows:

A thesis paragraph summarizing your project. Include a sentence or so each on what you want to study and where, your sources and objectives, your methodology, and the broad significance of your work either to the field or to your own development. A well-written thesis paragraph will provide a snapshot of the entire project so that the reader can easily see what the important parts of the proposal are, and what they need to watch for in more detail as they continue reading.

A broad statement of your thesis topic. Before you get to the specifics of your project, you need to provide the reader with sufficient background on the subject to interest them in your project. You should discuss (briefly) other scholars' work on the subject, and cite statistics where useful, to indicate the magnitude of the problem and convince the reader that this is a subject worthy of further exploration. You will need to walk the dividing line between being academic enough to be convincing, and colloquial enough that an educated reader who is not familiar with your subject can understand why what you propose to do is worthwhile. This can be tricky and frustrating, and this is an area where outside readers can really help you (so try to get your application underway in plenty of time to show it to recommenders, peers, and the SAGA director).

Methodological statement. This is the core of your proposal, where you explain the specifics of how you will carry out your project. This is where you will need to convince readers that your project is well thought-out and feasible. What sources will you use, why, and how? What questions will you be asking of these sources? What is your timeline for carrying out the project? How adaptable are your method and your schedule in case things don't go as planned? How will you measure success? What will your final product be, if you have one? Please note that your product does not have to be something as concrete as a research paper: it can be a creative production, a series of popular articles, an object like a travel diary or a portfolio of sketches, or a greatly-increased knowledge base. It's up to you to be clear about what you will take away from this project, and how you will use it.

Defense of your project. Here is where you can respond in advance to the questions a critical reviewer might raise--don't give this section short shrift. The more effectively you can diffuse concerns as they arise, the more likely you are to be recommended to the host country for evaluation. Consider questions such as: do you have the appropriate (language or other) skills, and if not, are you in the process of acquiring them? Will you be able to gain access to the sources (human or other) you say you need? Is your project potentially sensitive or dangerous, and how are you prepared to respond to these challenges? Think hard about any other concerns that might be raised about your project by someone looking to exclude it--any weak spots--and address them here.

Student Academic Grants and Awards

Scholarship Essays

Fulbright Scholarship Essay Example - Research Proposal

Research proposal.

In the American news media, pundits, politicians and critics often ask this question: Can democracy flourish in the Middle East? In many Middle Eastern nations, this question has been internally debated for decades, including one particular nation, the country of Jordan. The nation of Jordan is mainly Sunni Muslim (close to 92%), a sect of Islam that is the dominant religious ideology of the region. Jordan is one of the most progressive and stable Middle Eastern nations, with a fledgling democracy (parliament in place since 1993) and bright prospects, hence my interest and hope to travel to the region with a Fulbright grant to study the opinions of secondary school students with regard to the democratization process, with the hope of defining an operating concept of democracy for Jordan and in general terms, for the entire region of the Middle East.

According to a 2005 poll conducted by the JCSS (Jordan's Center for Strategic Studies, only one of two think tanks currently devoted to taking polls of the adult Jordanian population on issues of government), Jordanians believe their society is becoming a freer, more open nation. However, the poll indicates that only 6% of Jordanians believe existing political parties represent their social, economic, and political needs. In all of these polls is another trend worth noting; all of the studies are conducted with adults. By only taking polls of those eighteen and over, the Center for Strategic Studies misses a necessary viewpoint: that of secondary school students. Considering that these students will one day form a powerful electoral group (60% of Jordanians are under 30 years old) and the notable cultural similarities between Jordan and some of its neighbors, my study will provide insight into the often cited divide between American ideas of democracy for the region, and the viewpoints of those living there.

Attitudes of secondary-school students towards democracy in Jordan have sparked my curiosity due to my own formative high-school years, which shaped my political activism and party preference. While Western governments take for granted polls of high-school students, in the Middle East this is not the case. Studying Jordanian student ideas about democracy and civic knowledge will help provide me with a better understanding of the challenges facing a fledgling democracy in the Middle East. Without understanding the viewpoint of younger generations, Jordan's quest for a progressive society may diminish with a lack of educational awareness, involvement, and understanding. In all classrooms in Jordan, students are taught civic lessons about their nation. These lessons form the basis for future interpretation of what democracy entails, and my project provides a groundbreaking opportunity to understand the framework of Middle East democracy.

I hypothesize that although students are still in their formative stages of understanding their political leanings, it is vital to understand their conception of what constitutes a Jordanian democracy. This study, in turn, will provide greater implications for most of the region. Understanding influences on students' political views (such as television, parents, student groups, mentors), and the role civic education plays in their political development will help me decipher the complex entity that is democracy. The socially constructed political fabric surrounding students can be biased by income level, educational performance, religion, national origin, gender and individuals.

If I am awarded a Fulbright, I propose to spend a year in Jordan studying the political opinions of secondary-school students (age thirteen to eighteen) keeping in mind the criteria mentioned above. My survey seeks to determine the extent to which Jordan has progressed in the democratization process, the measures that should be adopted to upgrade the democratic climate, and the inclination of secondary-school respondents to vote in future parliamentary elections once they reach the voting age. In addition, each study will be somewhat different for each grade and age group, in order to ensure that the growth of civic information (or lack thereof) is clearly illustrated. Certain questions and polls on each study will be similar to demonstrate trends and provide a baseline for the study. For example, a few objectives of the survey will be to determine respondent evaluation of the performance of their Assembly of Deputies (Majlis al-Nawab) and Senate (Majlis al-Umma), their understanding of what democracy entails, and what they believe the level of representation of the various sectors of Jordanian society and its different levels should be.

This study will be conducted with the help of the Jordan University of Science and Technology (JUST) in Irbid, and the Civil Society Development Center (CSDC), under the guidance of Dr. Abdallah Malkawi, Vice President of the Jordan University of Science and Technology. The CSDC is a non-profit interdisciplinary educational entity based at JUST, and it is part of the university's mission of conducting research to establish baseline data on issues of political representation, voting patterns, gender analysis, and youth employment, management of change, religious diversity and family protection.

Dr. Malkawi will be directing the selection of appropriate political science professors to advise me, and his experience in the educational sphere will be invaluable for logistical issues such as contacting schools and other university research centers. Dr. Malkawi will help me identify various school districts to help diversify the polling. Specifically, JUST will support my research by providing the necessary academic support such as the design of the study, and with contacts with local authorities, high schools and if warranted other research centers such as the Center for Strategic Studies at the Jordan University (JCSS). Mr. Saleem Haddad, a research assistant of the Jordan Center for Strategic Studies, will also be working in coordination with me to provide the statistical analysis support needed for this study. However, most of the necessary support will come from the CSDC. I will also be partaking in a few political science courses at JUST during my year abroad, such as Theories of International Relations or the Politicization of the Islamic Religion, as a complement to my research and to further my understanding of the political situation in the region.

My studies in history and political science at Rochester provide a good foundation for my project. Courses such as International Relations, Public Opinion Voting and Political Inquiry (political statistics) provide a good background of knowledge on the subject of polling. As a fluent Arabic speaker, I will be able to communicate both in and out of the classroom, and provide the Fulbright program with an articulate ambassador. In addition, my experiences in Model UN serve as a reminder of the joy of both understanding and contributing to political systems. As a debater and current President of Model UN, I often choose committees that reflect my growing interest in Middle East politics, such as the special committee of the Arab League. My ability to work well with peers, both as an individual and in groups, will also be invaluable since I will be working mainly with teenagers.

Although this type of study may seem too expansive in scope for the tenure of the Fulbright, I will be hitting the ground running since I will have designed the survey and discussed it with Dr. Malkawi and the CDSC before my grant period begins. In order to ensure the integrity and validity of my study, I will be soliciting advice from Dr. Richard Niemi throughout the spring and summer of 2007 before I travel to Jordan. I plan on traveling to Jordan in September 2007 and returning in May 2008. I will spend approximately one month for every student grade/age group interviewing and polling secondary school students, beginning with senior students and ending with freshmen (to allow for any civic education courses to remain fresh). After four to five months of interviews and polling at various schools (with a statistically significant number of responses estimated at this point at about 1500 students corresponding to a breakdown of about 100 students per school in about 15 high schools in diverse geographic regions) I will compile the data and publish an analysis of the results, hopefully in a political science journal.

This research will provide a stepping stone from which I can continue my political science studies in graduate school, culminating with a doctoral degree in Middle East policy. Through this project, I aim to gain greater insight into the belief systems of the younger set that will one day steer and govern Jordan. Secondary students are at a crossroads: this is the time when they learn about their nation, from not only their school, but from government sponsored national days, their parents and friends. By understanding how they view democracy at such a vital time, future opinions and polls will have far more weight theoretically and empirically. My hope is for the future, and understanding the political preferences of young Jordanians is necessary for understanding how to spread democratic values in the Middle East, since many nations of this region share a similar set of values as Jordan.

Original Source: University of Rochester

• Fulbright Program
• Education USA
• News and Announcements
• USEF-Nepal Holidays

EducationUSA App

Fulbright Visiting Scholar Program 2025-26

Visiting Scholar Program deadline- 11:59 PM November 11, 2024

• Program Information
• Grant Benefits
• Award Length and Dates
• Eligibility Requirements
• List of Documents Required for Application Submission
• Recommendations
• Ineligibility
• Application Review Process
• Arrangements For Affiliation With A US Host Institution

The Project Statement

• For a Research Project
• For an Artistic Project
• Tips for an Excellent Statement (for Researchers and Artists)
• Writing Style

The project statement is the most important component of the Fulbright application. Scholars/artists with the most compelling, theoretically sound, well-written, feasible proposals are generally recommended for awards. Sometimes those with outstanding professional achievements assume that a brief, general project statement will be sufficient. It is not.

• The project statement itself must be three to five single-spaced typed pages (3,500 words).  Do not exceed the page limit of the proposal.  Including irrelevant or extraneous material may divert attention from the project statement
• Begin the project statement with your name, country and the project title at the top of page one. At the top of each subsequent page, type your name and country
• Number each page
• In addition, attach a select bibliography of no more than three pages (2,100 words), if appropriate, to your proposed research.
• Organize your proposal in order of the following sections, which appear in bold print, and use them as headings for sections of text in your statement

How to Create a Winning Fulbright Statement of Grant Purpose

By Kelsey Kennedy Ackmann

If you plan to apply for a Fulbright English Teaching Assistantship (ETA) , you’re aware there are many application components to complete before the deadline. While many applicants hoping to teach abroad as an ETA focus on their personal statement , the Fulbright Statement of Grant Purpose is equally, if not more, important. 

The Fulbright Statement of Grant Purpose is a critical component of your overall application. Its purpose is to inform the selection committee of how you intend to use your time in your host country and what, specifically, you will bring to the classroom. While the personal statement will demonstrate that you have genuine motives aligned with the program , the Statement of Grant Purpose will explain what you intend to accomplish once you embark on your fellowship. 

In effect, the Statement of Grant Purpose should be the business case for why the selection committee should invest in you . How will you create a positive return on investment for both the US Department of State and your host country? Why is this opportunity not only worthwhile for you, but for them as well? And what (realistic) plan, projects, or ideas do you have in mind that you can implement when you arrive?

As a former Fulbright ETA in Brazil , I have a few tips I’d like to share for how you can create a winning Fulbright Statement of Grant Purpose. This article will focus specifically on the statement required for the ETA application; however, ProFellow has plenty of resources and tips articles available for those hoping to win a Fulbright Research Award . 

2 Key Qualities of a Successful Fulbright Statement of Grant Purpose

Demonstrates credibility for the eta role.

The primary responsibility of the English Teaching Assistant (ETA) is to teach or facilitate English language learning activities. Learning English can open doors for people. It can allow them to access books and information for research that is currently only available in English, interact with people from across the globe, and find a high-paying job. ETAs teach in all kinds of settings depending on the country where they’re located and that community’s unique needs. Some ETAs work with young children while others, such as was the case for me, teach undergraduate, post-graduate, or adult students. For this reason, it’s very important to have a thorough understanding of what the teaching role will be like in the host country you’re applying to before beginning your written application.

To be a successful ETA, you don’t need to be a trained teacher. In fact, many ETAs have no teaching experience. However, you are still expected to demonstrate to the Fulbright committee how and why you would be an effective educator; mastery or fluency in the language itself doesn’t necessarily guarantee a good teacher. If you do have professional training or have studied different learning styles and teaching techniques, that’s certainly a credential worth mentioning! If not, think of the teachers you’ve had in the past – for any subject! – and write down some aspects about them that made them a good teacher. Do you have any of these qualities, and when have you exhibited them?

It’s also helpful to highlight some of the unique transferable skills you have and how you can carry them over to the role of ETA. Perhaps you’re good at drawing, which would be helpful for visual learners, or perhaps you’re musical and can teach language through different songs. Be creative in thinking about and describing how your unique talents would benefit learners. 

ProFellow Tip: For more details, check out “ 5 Top Application Tips from Former Fulbright ETAs .”

Includes a Clear Project Proposal that Demonstrates Community Engagement

In addition to teaching English, Fulbright ETAs are expected to be cultural ambassadors who can facilitate cross-cultural exchange and build relationships with community members in their host country. As I explained above, each ETA assignment is different, and the in-class teaching responsibilities of some posts may not equate to the standard of a 40-hour work week. Therefore, Fulbright requires that all applicants also include a proposed side project to complete in addition to their primary teaching duties. The project proposal must be described in the Statement of Grant Purpose.

This project can be anything! Perhaps you already have a passion project in your hometown that you could bring with you; for example, a book club, sewing circle, yoga, or dance classes. Perhaps you want to complete a research project in preparation for any graduate degrees you hope to pursue after your Fulbright. The side project is what will differentiate you from other ETA candidates; if the selection committee is deciding between two fully competent teachers, the one with the more relevant or robust side project will likely be chosen. 

What makes a good ETA side project? It has a clear vision, fulfills a purpose that brings lasting value to the community, and is flexible in the way it can be accomplished.

Here’s an example: Let’s say you’re interested in food sustainability. You envision creating a gardening area and program for kids to learn about where their food comes from in your host country. You’ve looked up local organizations in the country that currently do something similar, and you’ve made a plan to contact them when you’re in the country to see if you can work with them. As of right now, you intend to go back to school for environmental sustainability, and you mention this in your statement, proving that this program would bring value to your host community while also fitting in with your long-term career goals. 

This project proposal might be successful because it shows the committee that you’re a self-starter who can locate resources to help you accomplish your objective, which would benefit the whole community and encourage hands-on learning for local children. This proposal fulfills all three of the main components that I discussed above. 

• Vision : to create a gardening community that educates kids on where food comes from.
• Purpose : to empower the local community with the skills to grow their own food and the knowledge to eat healthy while giving you the experience to fulfill your long-term goals of pursuing a career in sustainability
• Flexibility : you have skills, initiative and/or already acquired resources that can be leveraged wherever you’re placed in the country you’re applying to.

While the side project should benefit the local community , it should also be something that is of enough interest to you that you’ll be passionate about implementing it. Because you’ll be living in a new country, this project will be an opportunity for you to foster deep relationships within your host country. The community will benefit from your engagement, you will benefit from the experience in your area of interest, and Fulbright will gain another accomplished alumni. 

To ensure that the Statement of Grant Purpose has fulfilled its unique purpose in your overall application, pressure-test yourself by asking these three questions before you press submit:

Do the credentials outlined on my resume, transcript or in my letters of recommendation demonstrate that I have the knowledge required to execute my ETA responsibilities and side project proposal? If you propose to do a gardening side project but have no experience or knowledge in agriculture outlined anywhere else in your application, the selection committee may doubt the project’s feasibility.

Is my project proposal something that would be of interest to the host country? Consider what the country is hoping to get out of its Fulbright grantees while they have them present and be aware of current events. In my case, I applied to Brazil in the year between its hosting the World Cup and the Olympics. My project proposal was about understanding the organizational infrastructure around girls’ soccer in the country.

Do the qualities outlined in my personal statement provide a coherent and believable context to the project I’m proposing? Notice that this question is actually not about the Statement of Grant Purpose itself. As mentioned previously, each component of the application has its own purpose, and each should support or reinforce points made in the others to create a solid and coherent story. In other words, if your personal statement is all about how you thrive in leading children’s education programs, your Statement of Grant Purpose should leverage those skills and outline a project that ties to that context, not something completely random like playing the piano.

3 Tips for Creating a Winning Fulbright Statement of Grant Purpose

Be focused. Remember that your job first and foremost is to be an ETA, which requires good personal skills and a curiosity for other cultures. In addition to your passion project, you are also responsible for fulfilling those duties. You need to demonstrate your competency as an ETA as well as whatever skills are needed for your side project.

Be strategic. When you are limited to only one page, every sentence must have a purpose. Try not to repeat anything that’s discussed in your Personal Statement or is addressed in your letters of recommendation. The Fulbright application is like a puzzle: each component is its own unique piece and provides its own glimpse into who you are and why you’re a good pick for an ETA; when put together, that picture should be clear in the committee’s mind.

Be confident in your side project proposal, but not overly prescriptive. Write about the project as if you were already selected and explain how you will execute it. However, keep in mind that you will be in a foreign country and potentially placed in a city that is very different than the one you had in mind (While you can select the Fulbright country you apply to, you can’t select the city). Your proposal needs to demonstrate flexibility so that it could be executed in any city you’re placed in. This makes you a more versatile candidate. 

Overall, the Fulbright organization wants to be just as excited about the ETAs they select as the individuals themselves are to have been selected. The more uniquely you that your application can be, the better. To quote ProFellow guest writer Zoe Gioja from her 2016 article of Tips for Polishing Your Fulbright ETA Application : “ Remember, since the Fulbright doesn’t have an interview process, these few boxes and two one-page essays are the only chance we have to get to know you. Step back and think: how have I represented myself, and does this capture me?”

You’re ready to write your Fulbright Statement of Grant Purpose, but what about your personal statement? Check out “ 5 Tips to Brainstorm Your Fulbright Personal Statement Topic .”

© ProFellow, LLC 2022, all rights reserved.

Related Posts:

• How to Create Your Summer Fulbright Application Plan: 2023-2024 U.S. Applicants
• The Top 10 FAQs for the 2018-19 Fulbright English Teaching Assistant (ETA) Award
• Navigating Fulbright U.S. Student Opportunities in STEM
• The One Article to Read Before Submitting Your Fulbright Application
• Tips for Polishing Your Fulbright ETA Application

Fulbright Application Tips , Fulbright ETA , Kelsey Kennedy Ackmann

I Completed 4 Fully-Funded Graduate Programs in Europe (And You Can, T...

How to prepare a creative writing sample for graduate programs , find and win paid, competitive fellowships.

Be alerted about new fellowship calls for applications, get insider application tips, and learn about fully funded PhD and graduate programs

Fellowship Resources

• Calls for Applications
• Upcoming Fellowship Deadlines
• Fellowships Database
• Interviews with Fellows
• International Fellows Network
• Graduate Funding Directory

Fellowship Tips

• What is a Fellowship?
• Fully Funded Course
• Graduate School Funding
• Fellowship Application Tips
• Fulbright Application Tips
• Fellowship Application Guide
• Our Mission, History & Values
• ProFellow Winner Testimonials
• Fully Funded Course Testimonials
• Fellowship Industry Report
• Advertise With Us
• Terms & Privacy

ProFellow is the go-to source for information on professional and academic fellowships, created by fellows for aspiring fellows.

©2011-2024 ProFellow, LLC. All rights reserved.

Way Too Complicated

Sharing my Fulbright application essay

Free and available for anyone interested in the program.

ETA: Please note I am unavailable for additional application consultations or follow-up questions. Offering that kind of individualized service for some, but not all, would be antithetical to my intentions for making the application process more equitable for everyone. If you have found this free, public application valuable and would like to give back, you can buy me a coffee here. Thank you!

A few weeks ago, I received exciting news that I’m a semifinalist candidate for a Fulbright fellowship in Singapore!

If you’re unfamiliar with Fulbright, it’s a government-sponsored program for U.S. citizens to study, research, or teach abroad. I’m applying to research hawker stalls and wet markets in Singapore, and how they have influenced food (in)security in the country . If selected, I’d be working with three professors at the National University of Singapore to document and analyze the impact of Singaporean governmental interventions in these two areas since the country began (1965).

Similar to why I posted my successful Harvard Statement of Intent , I’m openly sharing my full Fulbright research proposal for anyone who is interested in the program. No gatekeeping of applications here! (Also, contrary to popular belief, you can apply even if you’re not a student, so I encourage everyone to consider it if researching abroad is a dream of theirs.)

Special thanks to Bruno Villegas McCubbin, Agustina Ollivier, Grant Stream-Gonzalez, Jim Coffman, and Ayelia Ali for their support in the application process. Shoutout to the folks who wrote my letters of recommendation: Edric Huang, Mykim Dang, and Abbey Stone.

I’ll find out about my final status in April, so keep your fingers crossed for me!

Project Title

Impact of State Interventions on Food Security: Investigating Access Via Hawker Centers & Wet Markets

Abstract / Summary of Proposal

Every country takes a different approach to ensuring food access for its residents. I’m proposing my Fulbright for Singapore to analyze two structures of its food system as potential models for improving food security in the U.S.: hawker centers, open-air centers that house prepared-food vendors; and wet markets, markets that sell fresh produce, meat, and other raw ingredients. I aim to understand how state interventions supporting these two institutions have affected food access for local residents.

Hawker centers emerged in the 1960s as street hawkers were consolidated into centralized stalls for public health purposes; rent was subsidized to incentivize hawkers to stay and keep prices low. Many hawker centers and wet markets were also built by the government alongside new housing developments, so residents had reliable outlets for fresh and prepared food. In recent years, the state has also invested in efforts to digitalize wet markets and improve the nutritional composition of hawker menus.

As a professional chef and social justice advocate in the food industry, I’m intrigued by these alternatives to U.S. food aid. Unlike programs like food pantries and SNAP, hawker centers and wet markets readily adapt to customer choices, carry little stigma, and serve as a throughline across socioeconomic groups. I want to investigate if this approach is fully responsive to the needs of local residents, and if so, what interventions have made a long-term impact.

Synthesizing how public policy affects outcomes at hawker centers and wet markets can improve future legislation in Singapore while offering a new framework for developing food policies in the U.S. My long-term goal is to apply these learnings as a public policymaker.

Statement of Grant Purpose

The design of food policies affecting how people are able to acquire which foods, where food is distributed, and what food messaging is embedded into mainstream media carry long-term implications for the relationship between individuals and the state. My research seeks to understand the impact of government interventions within the food system to support those facing food insecurity, and if these policies ultimately deliver on their intention to sustainably improve food access for local residents.

I’m proposing my Fulbright specifically for Singapore to analyze the efficacy of two culturally and politically significant institutions of its food system in regards to food access: hawker stalls, or open-air centers that house a multitude of prepared-food vendors; and wet markets, or open-air markets that sell fresh produce alongside meat, fish, and other raw ingredients. As of 2013, there are 107 hawker centers (with over 6,000 stalls) and wet markets across Singapore. Even in 2022, prices at certain hawker stalls remain below $1 Singaporean dollar, and wet markets offer more affordable fresh foodstuffs than most supermarkets. Given that the country is home to four major ethnic groups, these spaces have also evolved into state-sponsored entrepreneurial centers that can intuitively and appropriately respond to diverse needs.

In addition to overseeing these two institutions (through the National Environmental Agency or NEA) and conducting regular inspections, the Singaporean government has repeatedly intervened to improve their atmosphere and food offerings. Since 2001, the Hawker Centres Upgrading Programme has renovated centers with anti-slip floors and better sewage and ventilation systems. During COVID-19, the Infocomm Media Development Authority launched a campaign to digitalize wet market vendors so they could sell via mobile apps; the NEA offered cash assistance, rental waivers, and subsidies for services like centralized dishwashing; and the Community Development Council distributed resident cash vouchers to be redeemed at hawker stalls. Alongside formal policy, the state uses soft power to influence directionality. In 2014, the Health Promotion Board introduced the Healthier Dining Programme encouraging hawkers to provide at least one healthier menu option; over 2,700 stalls participated.

I aim to build off existing research on the evolution of hawker centers and wet markets to analyze the impact of government interventions on these two institutions, and how those policies have affected food access and security for local residents. The National University of Singapore (NUS) has invited me to conduct this research with the joint support of three of its faculty members from their Business School, the Communications department, and the Yale-NUS College Environmental Sciences programme. My faculty champions will connect me with the agencies involved with hawker stalls and wet markets, supervise the NUS students supporting me in archival review and translating interviews, and offer feedback through the lens of their own areas of expertise.

Over a period of 10 months from August 2023 through May 2024, I will examine the interventions the Singaporean government has undertaken since the 1970s (after the Republic of Singapore was established and economic activity began to rise) to standardize and invest in hawker centers and wet markets. In the first three months, I will interview government officials and review historical archives of existing synthetic research to document and categorize past interventions in three hawker centers and wet markets: Tiong Bahru, Tekka Market, and Geylang Serai. These interventions will be organized into groups such as, but not limited to: financial aid, press and messaging, resources/training, and land use. For each category, my interviews will pay special attention to the strategies for amassing public and political support for these policies. In efforts to understand how consumer perception of hawker centers and wet markets have changed over time, I will also track how, when, and where mainstream media was deployed to influence the uptake and acceptance of these state interventions.

I will then review quantitative data (e.g., sales revenue, foot traffic, stall permits, stall turnover, physical improvements) to determine if there exists a correlation between interventions and the overall success of those centers in the months or years afterward. I’ll also interview multi-generational hawkers and vendors for detailed accounts of how these policy decisions impacted them at a business level. Seeing these centers are a critical source of livelihood to its vendors, I seek to understand the role of ancillary entrepreneurial resources provided by the government in their overall job satisfaction and stability.

In the remaining months, I will conduct qualitative research by interviewing ethnically diverse residents living near these three hawker centers and wet markets. These will consist of one-on-one interviews over the period of a month, small focus groups, and in-the-field observation, to understand the power of these structures on everyday consumption patterns. I plan to use an inductive reasoning approach to ask detailed questions assessing if there is an observable influence on residents’ feelings of access and ability to acquire nutritious food for themselves and/or their families. To appropriately compare across mixed research methods, I will develop a common qualitative coding system to draw out key themes, and utilize case study logic to offer nuanced examples of how these institutions influence daily food decisions.

I am a professional chef, author, and speaker who regularly teaches the politics of food to public and private organizations, and I have carried out similar field-specific research through my nonprofit think tank since 2018. Our research has subsequently become foundational aspects of diversity, equity, and inclusion policies in leading industry organizations such as Vox Media and Dotdash Meredith. I am also gaining formal academic experience in emancipatory research and ethical research design via a Masters of Education degree from Harvard University. Thus, I am well aware of the challenges this type of research faces, especially in acquiring research subjects; I will leverage my own, NUS, and volunteer networks to establish mutually beneficial, trusting relationships with vendors and residents I hope to study.  

Food is an inherently political arm of the government, and I believe the results of my research will be salient across both Singaporean and U.S. contexts. For Singapore, surfacing the dynamics between food, culture, and public policy will be meaningful in shaping future legislation targeting food insecurity in the context of different racial, ethnic, and socioeconomic groups. I will be working with NUS Libraries to create a digital archive and showcase rooted in my research, and hope to secure an audience with representatives from NEA to present my findings. I do recognize food security is a sensitive issue for the Singapore government, and will tailor my approach to appropriately align with the state’s priorities in these areas.

Despite the differences in government structure and resident demographics, I believe there will be translatable aspects of my research to offer convincing new perspectives for embedding self-determination and self-governance within existing food aid programs in the U.S. Seeing we already have stateside versions of hawker centers and wet markets in the form of food halls and farmer’s markets, I am eager to adapt my learnings about successful state infrastructure and interventions to enhance, expand, and evolve these spaces. Ultimately, I hope my research can further bilateral conversations between the U.S. and Singaporean governments about effective systems-level interventions in each country, and together allow us to co-create more equitable foodscapes across geographies.

Host Country Engagement

I commit to advocating for positive change in the Singapore hospitality industry through grassroots initiatives. I will start my search through the People’s Association, a government agency that promotes cross-cultural social cohesion. For example, volunteering with Residents’ Committees at the sites of my research seems a natural first step toward building rapport with the community and grounding my work in a sense of place.

I also plan to connect with organizations like the Hawkers’ segment of the Federation of Merchants’ Associations to find localized and worker-led efforts. I can see that the hospitality community in Singapore and U.S. face certain parallel issues, and believe my experience implementing more equitable standards within the U.S. food system, alongside my academic background in food and politics from Harvard, will be useful in mobilizing with future colleagues on the ground.

For example, the generational loss of hawker stalls as another wave of owners retires is similar to the decline of Chinese restaurants in the U.S., with second and third-generation children pursuing other careers. Gentrification is another common theme: rising rents in popular locales are pricing out legacy businesses, altering the fabric of those neighborhoods.

To deepen my relationship in the hospitality community, I will also stage (i.e., apprentice) at several hawker stalls. As a chef, I know that working service together is an important trust-building exercise. I will document this educational experience using various media to digitally preserve this part of Singaporean heritage and generate interest worldwide. Given hawker centers’ UNESCO status, I hope this can be part of the National Geographic Storytelling Fellowship.

Plans Upon Return to the U.S. 

After working to advance diversity, equity, and inclusion within the food, I want to transition into a public policy center like the Food Policy Institute, then move into a Task Force, like the one on Hunger, Nutrition, and Health, charged with implementing new interventions.

My Fulbright experience will deepen my critical analysis of state considerations in addressing residents' food needs. Beyond food insecurity, I aim to evolve our nation’s perspective of food as a construct of power, influence, and control.

There have been talks of a Council to coalesce the 20 federal agencies handling food legislation. My dream would be to lead this Council through a social justice-based lens, so future policies can dismantle inequities in our incarceration system, immigration law, and public education currently perpetuated through food politics.

Personal Statement

Food tells us where we belong. At least, I know it did for me. As a first-generation Chinese American, how I learned my place in the world was in relationship to food: where I sat at the dinner table; who I could linger with during lunch at school; what flavors, textures, and presentations were acceptable, and “good”—and which ones were “different,” like me.

What I ate not only shaped others’ perceptions of me, but also my own understanding of identity. Through the nostalgic dish of tomato and egg my parents often made, I found myself in a generation of immigrants belonging to a cultural nowhere: too disconnected from my “home country” to find solace in it, too foreign and racialized to transition seamlessly to the U.S. From the bruised, mushy watermelons and blackened bananas my grandpa persuaded me to eat by calling them “best-in-class,” I learned the realities of social mobility in the U.S.—and how essential it is to maintain pride and dignity in the face of both hardship and aid.

The unspoken rules of food are real-world manifestations of the power dynamics underpinning our relationships at every level. Controlling our food supply, policy, service, and culture have far-reaching implications, it has become my life’s work to embed a thorough consideration of food politics into decisions within the private and public sector. At 21, I left a comfortable career in management consulting and a Columbia MBA to pursue culinary school and a career in the food industry. Working in restaurants for 60 hours a week, for $9 an hour, while living in the most expensive city in the U.S. put in sharp relief how food is used as a political tool. The U.S. hospitality industry was founded on enslaved labor and is still reliant on an undocumented BIPOC workforce. It is by design foodservice workers are categorized as “low-skilled,” making pathways to naturalization difficult: this legal precarity renders workers unable to leave, even in the face of poor wages and workplace conditions.

I, however, did have the opportunity to leave foodservice. This arbitrary privilege was not lost on me; I dived into the social justice world, starting a nonprofit community think tank called Studio ATAO that advocates for more equitable standards in food, beverage, and hospitality. Our first initiative focused on issues in food media: we spent two-plus years collaborating with leading food publications to improve guidelines for their journalism and workplace policies.

But food issues do not exist in a vacuum. As Studio ATAO expanded its capacity, I’ve led us to take on more entangled and systemic subject areas. This year, our key project examined the relationship between hospitality businesses and gentrification. Our research brought up questions that reached into social and legislative issues like housing, law enforcement, and the nonprofit industrial complex. This led me to embark on two interrelated paths: one to create a meaningful food education that takes a political perspective, and the other to enter the public sector.

I am pursuing a Masters of Education at the Harvard Graduate School of Education in preparation for both of these goals. My time at HGSE will equip me with a deeper understanding of how individuals learn, and I am actively implementing learnings into Studio ATAO’s Food Systems 101 curriculum. Fulbright is my step toward the second path, exposing me to new frameworks for considering future policies to sustainably address food insecurity.

In my 2020 TEDx talk, I asked the audience what it would mean to recognize “food’s faculty in highlighting the complexities – and often hypocrisies – of human relationships.” I want to build a future where food is not absolved from its political implications, but embedded in both diplomatic and legislative decisions. From my social justice career so far, I’ve learned there is only one slow, deliberate way to make this a reality: By changing one conversation, one person, one relationship at a time. I look forward to using my Fulbright as an opportunity to do just that.

Khor, R. (2022). Singapore's Changing Wet Markets. BiblioAsia, 18(1). Retrieved from https://biblioasia.nlb.gov.sg/vol-18/issue-1/apr-to-jun-2022/singapore-changing-wet-markets/#fnref:44

National Heritage Board. (2018). Our Wet Markets: An Insight Into Singapore's Heritage Markets. Retrieved from https://www.nhb.gov.sg/~/media/nhb/files/resources/publications/ebooks/nhb_ebook_wet_markets.pdf

Channel News Asia. (2018, May 21). Heritage and Gentrification: Is there a win-win for neighbourhoods? Retrieved from https://www.channelnewsasia.com/singapore/heritage-and-gentrification-there-win-win-neighbourhoods-1029601

My Business Asia. (2020, December 18). Singapore's Hawker Culture added to UNESCO list of intangible cultural heritage. Retrieved from https://mybusiness-asia.com/singapores-hawker-culture-added-to-unesco-list-of-intangible-cultural-heritage/#:~:text=Since%202013%2C%20the%20median%20age,for%20hawkers%20nationwide%20remains%2059 .

Pelago. (2021, February 16). Singapore Hawker Culture: From Past to Present. Retrieved from https://www.pelago.co/articles/singapore-hawker-culture-unesco-heritage/

Singapore Food Agency. (n.d.). Singapore Food Security Despite the Odds. Retrieved from https://www.sfa.gov.sg/food-for-thought/article/detail/singapore-food-security-despite-the-odds

Lai, V. (2021). Wet Market to Table: A Modern Approach to Fruit and Vegetables. Singapore: Epigram Books.

Makansutra. (n.d.). Makansutra. Retrieved from https://makansutra.com/

Yeo, I. J., & Lim, J. S. (2017). On Hawker Prata: A Multimodal Approach to Singaporean Food Culture. Appetite, 114, 157-167. doi:10.1016/j.appet.2017.03.032

Forward Singapore. (n.d.). Home. Retrieved from https://www.forwardsingapore.gov.sg/

Wong, J. (2012). The Hawker Heritage of Singapore. International Journal of Heritage Studies, 18(5), 496-510. doi:10.1080/13527258.2011.652254

The Straits Times. (2021, May 18). One-off $500 injection for NEA-managed hawker centre and market stallholders. https://www.straitstimes.com/singapore/consumer/one-off-500-injection-for-nea-managed-hawker-centre-and-market-stallholders

Ripoll-Guillén, M., González-Torre, P., & Adenso-Díaz, B. (2021). Analysis of Food Sustainability in Hawker Centers in Singapore: Challenges and Opportunities. Frontiers in Sustainable Food Systems, 5, 740780. doi: 10.3389/fsufs.2021.740780

Liu, R. (2016, June 30). Serving up a solution to Singapore's retiring hawker sellers. Reuters. https://www.reuters.com/article/us-singapore-food-hawkercentre/serving-up-a-solution-to-singapores-retiring-hawker-sellers-idUSKCN0ZK0BW

Tan, J. (2020, May 12). The Singapore government and BLKJ are bringing wet markets online. The Drum. https://www.thedrum.com/news/2020/05/12/the-singapore-government-blkj-are-bringing-wet-markets-online

National Geographic. (2019, June 27). Why UNESCO is honoring Singapore street food. National Geographic. https://www.nationalgeographic.com/travel/article/why-unesco-is-honoring-singapore-street-food#:~:text=Singapore's%20iconic%2C%20but%20endangered%2C%20street,stand%20sells%20charcoal%20roasted%20duck

HPB. (2018, May 4). Healthier Dining Programme extended to include food in hawker centres and coffee shops. Health Promotion Board. https://www.hpb.gov.sg/newsroom/article/healthier-dining-programme-extended-to-include-food-in-hawker-centres-and-coffee-shops

Reuters. (2019, January 11). Not cheap or cheerful: Singapore hawker centers struggle with new business model. Reuters. https://www.reuters.com/article/us-singapore-food-socialenterprise/not-cheap-or-cheerful-singapore-hawker-centers-struggle-with-new-business-model-idUSKCN1P90IP

Avieli, N. (2017). Review of Food, Foodways and Foodscapes: Culture, Community and Consumption in Post-Colonial Singapore by Lily Kong, Vineeta Sinha. Sojourn: Journal of Social Issues in Southeast Asia, 32(2), 432-437. https://www.jstor.org/stable/44668429

Memes from This Week

Personal Things From This Week

Listening to: Mating in Captivity by Esther Perel

Watching : Haven’t started yet, but Carol is next on my list for when I have a moment!

Reading : The Knife of Never Letting Go by Patrick Ness (back on my YA research!)

Eating : Some bamya I made the other day!

Drinking : Some Châteauneuf-du-Pape (arguably my fave AOC?) I purchased from Wegman’s — my first time shopping at Wegman’s!!!

Nice thing I did for myself this week : Wow have I slept a lot this week! The luxury! Nearly 7-8 hours a night!

Ready for more?

The 2025-26 Competition is now open. Applications must be submitted by the national deadline of October 8, 2024 at 5pm ET.

Current U.S. Student

United States citizens who are currently enrolled in undergraduate or graduate degree programs are eligible to apply.If you are currently enrolled in an undergraduate or graduate program at a U.S. college or university, you will apply through that institution, even if you are not currently a resident there. Find the Fulbright Program Adviser on your campus.

U.S. Citizen but not a Student

If you are a U.S. citizen, will hold a bachelor’s degree by the award start date, and do not have a Ph.D. degree, then you are eligible to apply. Non-enrolled applicants should have relatively limited professional experience in the fields (typically 7 years or less) in which they are applying. Candidates with more experience should consider applying for the Fulbright Scholar Program .

The Getting Started page will provide information on eligibility and next steps.

The Fulbright U.S. Student Program welcomes applications in the creative and performing arts. Arts candidates for the U.S. Student Program should have relatively limited professional experience in the fields (typically 7 years or less) in which they are applying. Artists with more experience should consider applying for the Fulbright Scholar Program .

Creative & Performing Arts projects fall under the Study/Research grant category and are available in all countries where Study/Research grants are offered.

U.S. Professor/Administrator

If you are a U.S. citizen and a professor or administrator at a U.S. institution and are interested in applying for a Fulbright Scholar Award, you will need to apply through fulbrightscholars.org .

To support your students in applying for a U.S. Student Program award, please connect with the Fulbright Program Adviser at your institution.

Non U.S. Citizens

If you are a non-U.S. citizen interested in applying for a Fulbright Award to the United States, you will need to apply through the Fulbright Commission or U.S. Embassy in your home country. Find out more information on the Fulbright Visiting Scholar Program or Fulbright Foreign Student Program .

• Getting Started
• Study/Research Awards
• English Teaching Assistant Awards
• Fulbright-National Geographic Award
• Critical Language Enhancement Award
• Fulbright-Fogarty Fellowships in Public Health
• Fulbright John Lewis Civil Rights Fellowship
• Search for a Fulbright Program Adviser
• Award Search
• Study/Research: Academic
• Study/Research: Creative & Performing Arts
• Fulbright-National Geographic
• Information Sessions
• Fulbright Online Application

Open Study/Research Award

2025-2026 Competition Deadline: Tuesday October 8, 2024 at 5 pm Eastern Time

Applicants for study/research awards design their own projects and will typically work with advisers at foreign universities or other institutes of higher education. The study/research awards are available in approximately 140 countries. Program requirements vary by country, so the applicants' first step is to familiarize themselves with the program summary for the host country.

Here are the application components for all grant types.

Creative and performing arts applicants are required to submit supplementary materials based on their disciplines.

Field-Specific Award Opportunities

Fulbright arts grants.

Australia : Western Sydney University Award enables American students to undertake research in the following fields of study: Creative and Performing Arts (all fields), Environmental Studies, Social Justice and Public Health.

France : Fulbright-Harriet Hale Woolley Awards in the Arts are offered to students in the visual fine arts (painting, print-making, sculpture, photography) or music (composition, instrumental, or vocal performance). Hungary : Fulbright/Liszt Ferenc Academy of Music Award offers training to students with strong music education backgrounds in one of the following: symphonic orchestral instruments, voice, jazz, music education, music history, composition, choir/orchestral conducting or folk music. Ireland : Fulbright/Hugh Lane Gallery Curatorial Award enables an American student to pursue an exciting education curatorial project for up to 12 months working with the Hugh Lane team. The project will contribute to the gallery's strategy, as well as the Dublin City Council’s strategy, of embedding a culture of continuous engagement between the Hugh Lane Art Gallery and Dublin's communities. The project will involve working with communities in the city as well in the gallery, establishing and developing strong links between the cultural institution and the communities. Fulbright/University College Cork Masters in Creative Writing Award enables students to pursue a taught Masters in Creative Writing. Netherlands : Fulbright/American Friends of the Mauritshuis Award will focus on the study, examination and treatment of works of art in the collection of the Mauritshuis, in combination with a tailor-made study program at the University of Amsterdam. The grantee will gain practical experience and knowledge in in-depth technical study and treatment of paintings in the conservation studio of the Mauritshuis, under the supervision of the conservators of the museum.  

Taiwan : National Cheng Kung University offers a Master’s Degree program award in Creative Industries Design. T his award enables American students to pursue a full-time Master’s degree program. The program is taught in English.

United Kingdom : John Wood LAMDA Award offers a one-year Masters in Classical Acting. Trinity Laban Award in Music & Dance and the University of Roehampton Award in Dance all fund a one-year Master’s degree or the first year of a longer Master’s or PhD program.

Fulbright Business Grants

Finland : Fulbright-LUT Graduate Award is available for a student in the fields of business or technology. The award is primarily aimed at students who wish to complete a full Master’s degree at Lappeenranta-Lahti University of Technology.

Mexico : Binational Internships enhance the knowledge, expertise, and understanding of post-NAFTA Mexico. This award is available for students interested in combining coursework in international business or law with an internship at a Mexico-based company conducting international or legal business.

Spain : Fulbright/IE University Award for International MBA offers awards to pursue the following full-time Master's program at IE Business School: 

• International MBA

Fulbright IE University Master's Award at IE School of Business/IE School of Science and Technology offers one award for any of the following full-time masters at IE School of Business: 

• Master in Talent Development & Human Resources
• Master in Creative Direction, Content and Branding
• Master in Digital Marketing
• Master in Market Research & Consumer Behavior
• Master in Business Analytics & Big Data 

Taiwan : National Taiwan Normal University offers a Master’s Degree program award in International Human Resource Development (MBA) . This award enables American students to pursue a full-time Master’s degree program. The program is taught in English.

Fulbright Journalism & Communication Grants

Germany : The Young Professional Journalist Program typically begins with the grantees undertaking individual research, followed by one or more internships with German media institutions. Applicants should be beginning professional journalists or recent graduates in journalism or related fields with no more than 7 years of professional experience.

Journalism & Communication Fact Sheet

Fulbright Grants in STEM and Public Health

The Fulbright U.S. Student Program welcomes applicants in the sciences to all eligible countries. Please note some specific grants below:

Austria :  Fulbright-Austrian Marshall Plan Foundation Award for Research in Science and Technology offers support for full-time research in STEM fields.

Australia : Western Sydney University Award enables American students to undertake research in the following fields of study: Creative and Performing Arts (all fields), Environmental Studies, Social Justice and Public Health. The Fulbright Anne Wexler Scholarship in Public Policy award will enable U.S. students with strong academic credentials and leadership potential to undertake a master's degree in Australia in a key area of public policy such as health, sustainability, energy, climate change, regional security, education, political science, history, or government relations.

Chile : Pursuant to the Commission's interest in supporting study at Chile's leading science centers, the Chile Science Initiative Award will be given with preference for students conducting Master's-level or Ph.D. study/research in science and technology fields.

Hungary : Fulbright/Budapest Semesters in Mathematics-Rényi Institute enables an American student to reside one academic year (two semesters) at Budapest Semesters of Mathematics (BSM), take courses, and to take part in the activities of BSM.

Iceland : Fulbright-National Science Foundation Arctic Research Grant is open to students in all social and natural science fields as they relate to the Arctic and the people living there.

Ireland : Fulbright/RCSI PhD Awards enables US citizens to complete a fully funded PhD at the Royal College of Surgeons, an innovative, pioneering international health sciences education and research institution dedicated to breakthroughs in human health.

Netherlands :   Fulbright/Delft University of Technology: Industrial Design Engineering Award offers an opportunity in one of three MSc degree programs in Industrial Design Engineering: Design for Interaction (DfI), Strategic Product Design (SPD), and Integrated Product Design (IPD). Fulbright/NAF Fellowship in Flood Management is limited to research related to flooding. Applicants should have attained their undergraduate core technical skills already but will want to complement these with a graduate multidisciplinary study of water management aspects, such as: assessment of flooding risks, spatial planning in flood-prone areas, and mitigating flood impact and flood risk reduction.

Saudi Arabia:  The Fulbright/KAUST Graduate Award  offers up to five awards to complete a full master’s degree in a STEM discipline at King Abdullah University of Science and Technology (KAUST).

South Korea: The U.S.-Korea Presidential STEM Initiative Award offers awards for research projects in all STEM fields for applicants of all degree levels.

Spain : Fulbright IE University Master's Award at IE School of Business/IE School of Science and Technology offers one award to pursue a full-time Master's degree in Business Analytics and Big Data Taiwan : National Taiwan University offers a Master’s Degree program award in Global Health. These awards enable American students to pursue full-time Master’s degree programs. The programs are taught in English. Master’s Degree Program Awards: Taipei Medical University Awards in Mind, Brain, and Consciousness allows research topics that span across philosophy, cognitive psychology and neuroscience, such as neuro-ethics, attention and memory, sleep, mindfulness, selfhood, circadian rhythms and mood, and social cognition.

Fulbright Graduate Degree Grants

The Fulbright awards below include the standard benefits (monthly living stipend, health benefits and round-trip airfare) and may include tuition coverage for the graduate degree program. Please see the country summary for specific details.

This is a program of the U.S. Department of State with funding provided by the U.S. Government, administered by IREX.

• Fulbright DA Research Project Examples

Research Project Examples

During their three to six-month exchange program, Fulbright Distinguished Awards in Teaching Research (Fulbright DA) Program participants pursue individual Research Projects relevant to their own educational practice. This page includes highlights of recent Fulbrighters' work.

The categories of Inquiry Projects on this page are not exhaustive. Applicants may identify a topic or subject area relevant to their own educational practice.

Global Competence

The Share Chair Podcast: Connections Across Borders

David Theune, Fulbright DA Program to The Netherlands, 2018-2019

Singapore's Approaches to Global Competence Development

Jennifer Wu-Pope, Fulbright DA Program to Singapore, 2019-2020

The Mathematics of Human Exploration

Bryan Dickinson, Fulbright DA Program to New Zealand, 2018-2019

Breaking Through the Math Ceiling

Kelly Day, Fulbright DA Program to Finland, 2014-2015

Art and Music

Same Difference, the Mural

Sarah Cornette, Fulbright DA Program to Greece, 2018-2019

Musical Futures and El Sistema: Bridging Two Global Music Education Models to Effect Social Change

Lorrie Heagy, Fulbright DA Program to the United Kingdom, 2018-2019

Pedagogical Approaches & Learning Management

Tracking Down Equity: Finland as a Model for Detracking in American Schools

Amy Sampson, Fulbright DA Program to Finland, 2018-2019

Participatory Action Research: Examining School and Community Collaboration in India

Brinda Tahiliani, Fulbright DA Program to India, 2018-2019

Break Time and Nature in Finnish Schools

Martha Infante, Fulbright DA Program to Finland, 2017-2018

Mapping Classroom Culture

Sherri Fisher, Fulbright DA Program to Finland, 2014-2015

Language Education

Spontaneous Natural Conversation in a Second Language: Teaching and Assessing for Oral Fluency

Marcie Stutzman, Fulbright DA Program to Morocco, 2016-2017

Social Studies

Botswana: Harnessing the Demographic Dividend to Achieve the U.N. Sustainable Development Goals

Sara Damon, Fulbright DA Program to Botswana, 2018-2019

Program Resources

Explore research projects completed by alumni of the Fulbright Distinguished Awards in Teaching Research Program.

Learn more by visiting the Bureau of Educational and Cultural Affairs website .

If you have any questions, please contact [email protected] .

Because of the program, I collaborate with teachers all over the world.

Cristi Marchetti, English Teacher, New York