Fulbright Visiting Scholar Program for Libya | Program Description

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Fulbright Visiting Scholar Program for Libya

 

Program Description

The Participants

The Near East Asia Branch of the Bureau of Educational and Cultural Affairs, in coordination with the U.S. Embassy Tripoli, and with the approval of the J. William Fulbright Foreign Scholarship Board, determines the final selection of the Fulbright junior faculty participants.  The visiting scholars will be, at a minimum, full-time instructors or lecturers with M.A./M.S. degrees. Some may have recently completed graduate programs. All scholars will possess no more than five years of university-level teaching experience.

 

Though they do not have serious language deficiencies, these grantees will benefit most from courses in English language refinement. In particular some participants will be unfamiliar with current U.S. academic usage or unpracticed in oral expression in the seminar setting or among faculty. Participants will come from a variety of universities in Libya and will have backgrounds in diverse fields. Participants will engage in a discipline-specific, ten-week program at one of four different host institutions in the U.S.  These disciplines include: Engineering, Information Technology, Business and TEFL/Linguistics.  The four-week English program serves to provide them with language skills necessary to facilitate their transition to the host institution and university environment.

 

Required Content Components

The four-week program content should focus on refining the Fulbright visiting faculty’s English language skills while including material relevant to their academic disciplines to the extent possible. Some sessions should be elective to ensure their relevance to the participants’ individual situations and backgrounds.

 

It is required that the program begin with an introduction to the Fulbright Program, including an explanation of the roles of the U.S. Department of State and IIE. This content will be provided by IIE.

 

In addition to the English training component (which should be the main emphasis of the program), scholars should receive a social and cultural orientation, computer instruction (on an as-needed basis), and professional skill-building (e.g. making presentations, making introductions and conversation in a U.S. professional setting, participating in group discussions). This should address U.S. academic hierarchical structure, academic classroom culture and instructor expectations.

 

Program Design Guidelines

1. Academic Component – The focus of the academic component should be two-fold:

a. Primary emphasis should be placed on a program of English language instruction, allowing scholars to improve their oral and literate skills.



b.
To complement the English language and grammar instruction, scholars should be given ample exposure to and opportunities for practice in the following competencies:



Oral/Aural Skills

• Seminar and group discussion skills (discussion topics should include subjects relevant to participants’ fields of study and social/cultural orientation)

• Professional presentations: individual and group

• Group discussion/one-on-one interaction with relevant U.S. professional resource persons

• Situations calling for typical U.S. professional and faculty/student interaction

• Networking skills (how to introduce themselves and others in a brief manner, making professional contacts via telephone or email, etc.)



Reading Skills

• How to skim material for content

• Reading skills using readings about American culture/society

• How to use a university library, as well as Internet research skills



Writing Skills

• Introduction to the requirements for graduate-level papers in American graduate school courses

• Note-taking

• Writing cover letters

• Academic integrity (use of proper citations, etc.) and intellectual property

• Plagiarism

• Communicating effectively via email



2.  Needs Assessment and Testing – A needs assessment should be completed at the beginning of the program to determine individual Fellows’ needs and to accurately place them in the appropriate level class. An institutional TOEFL must be administered no later than one week before the conclusion of the program. The institutional TOEFL results should be forwarded to CIES no later than two weeks after the test is administered.



3.  Social and Cultural Orientation Component – A majority of the participants will be arriving in the U.S. for the first time and will live in settings very different from their home communities. Many will not previously have had a lengthy period of residence abroad. It is important that significant attention be given to cross-cultural awareness and acclimation.



The following topics should be covered in the social and cultural orientation component of the program:

  • Participants’ rights as non-U.S. citizens
  • J-visa responsibilities*
  • Appropriate interpersonal relationships, including inappropriate behavior and sexual harassment
  • Time management
  • Stress management
  • Introduction to university health services, including counseling and mental health services, including U.S. healthcare, sponsor provided medical coverage, and mental health resources
  • Personal safety (including a discussion of email fraud and the risks associated with fraternization via the Internet)

* NOTE: IIE will provide J-visa and sponsor-provided medical coverage information following selection of host institution.

Other topics may include:

  • The U.S. system of government, including the political party system;
  • U.S. economic institutions and structure;
  • U.S. culture, values and expressions;
  • U.S. media and news distribution;
  • Diversity and U.S. society and higher education;
  • Women’s and minority rights issues; and
  • Other current issues in U.S. culture (i.e., those that participants are most likely to confront in the print and electronic media).



    4. Contact with U.S. Citizens – While the core of weekday programming should focus on English language instruction, extracurricular enrichment and cultural activities can be integrated to reinforce language instruction in the classroom.  As such, specific efforts should be made to promote contact between scholars and U.S. citizens through:
  • Involvement in community, volunteer opportunities, professional and social activities;
  • U.S. faculty forums (since Fulbrighters are eager for an insider's view of university and faculty life);
  • Meetings with professionals in the Fulbrighters’ fields of study or social events to which local community members are invited;



    5.  Handbook

All presentations and handouts should be compiled as a handbook to be shared with all participants physically during the program and digitally following the program. ECA and IIE reserve the right to share presentation and program materials digitally via official websites including www.fulbright.state.gov, alumni.state.gov and www.cies.org

Use of Institutional Resources

  1. Faculty

    All faculty employed by the program must be appropriately qualified and experienced in dealing with visiting faculty during the period of transition into an unfamiliar foreign environment. Faculty should have appointments made by the employing institution. It is important that faculty be flexible in response to the variations in participants' backgrounds, facility with English and the stress of transition. All faculty need not have a TESL background, but faculty with relevant experience in the developing world are preferred as instructors.  They should be sensitive to conflicts likely to arise in an intercultural setting. Curriculum Vitae of all key staff must be included with the proposal.


  2. Speakers and Professional Contacts 

    The program should engage qualified university faculty and community professionals to present lectures in their fields. Specialists in the social sciences, international development and American Studies (with a particular interest in international issues) generally make successful lecturers in programs of this kind.


  3. Facilities

    Program directors are expected to offer participants ample exposure to facilities most relevant to their subsequent program, including information technology as a pedagogical tool and effective teaching without technology. University computer facilities should be available to all participants. Participants should also be introduced to the variety of organizations and services usually available to students of U.S. institutions that are not necessarily common overseas, including campus health and athletic centers.

Program Logistics

  1. Housing Arrangements: Housing must be provided to all participants. Single occupancy housing is required. Individual furnished accommodations are required for every scholar, including private bedroom and bathroom facilities, wireless internet access, and must be either walking distance from the campus or accessible via a campus shuttle or public/local transportation. Graduate housing or campus residence halls are inappropriate. Studio or apartment-style housing is expected.


  2. Transportation: Recipient organizations will be responsible for arranging travel to and from the program site.


  3. Meals: Scholars will receive a stipend to cover their meals.  Organizations may propose to offer meals as part of the program.  Participant dietary restrictions must be accommodated.


  4. Health Insurance: The host institution will be expected to provide university health insurance for all participants. The health insurance must meet the guidelines of J-1 Exchange Visitor visa regulations.  Please consult 22 CFR 62.14 for more information regarding the guidelines. Participants will be enrolled in the U.S. Department of State’s Accident and Sickness Program for Exchanges (ASPE), which will be their secondary coverage, after the university insurance.

Reporting Requirements

The host institution is required to prepare and submit the following reports: (1) Narrative Agenda; (2) Institutional TOEFLs for each participant; (3) a final program report; and (4) a final financial report and invoice.

  • The Narrative Agenda must include all required content components and proposed cultural and elective components. Agenda must include proposed presenter names, titles, affiliations and brief biographies. Each session should include a clear description of how the session will be delivered. Highlight any sessions that promote leadership and/or team-building. Agenda must be submitted electronically as a Microsoft Word document. It should be noted that all presenter presentations, or outlines of presentations, will be due to IIE prior to the start of the program.
  • An institutional TOEFL must be administered no later than one week before the conclusion of the program. The institutional TOEFL results must be forwarded to IIE no later than two weeks after the test is administered.
  • The final program report must contain but is not limited to the following: a listing of the program administrative, instructional staff, and faculty mentors that participated in the program; the final Narrative Agenda provided to the participants; an overview of the logistics such as housing, transportation and other facilities that were provided to the scholars; an overview of the evaluations implemented, the results and samples of the documents used. The host institution will survey participants in writing to measure learning outcomes, following orientation and as part of the final evaluation. The host institution will include summaries of the survey results with the final program report.  Note, CIES will provide the host institution selected with media guidelines from the U.S. Department of State.
  • A detailed financial report and invoice will be submitted at the conclusion of the program. The report must include documentation of cost-share provided.  In the event that the host institution fails to provide the amount of cost share agreed to in the host institution agreement, IIE/CIES reserves the right to reduce the amount of the award to the host institution.

Budget Details

The four-week Intensive English Workshop strives for quality while seeking ways to make the program cost-effective.

A line-item budget in the Microsoft Excel format per the sample budget format in the Host Institution Guidelines document, detailing program and administrative costs, is required and must be submitted with a budget narrative detailing the basis for cost estimates. The budget should include a total program cost and a per-participant cost based on 20 participants not to exceed $115,000.

 

The budget should identify the type and amount of in-kind contributions or discounts that the university is willing to commit to the program. Applicants are encouraged to provide the maximum amount of cost share possible (especially for administrative costs). 

Host institution will submit a detailed financial report and final invoice at the conclusion of the program including documentation of in-kind contributions.

 

If the budget request includes indirect costs, the proposal must include a copy of the institution’s approved Negotiated Indirect Cost Rate Agreement (NICRA).

 

This program is funded by the U.S. Department of State Bureau of Educational and Cultural Affairs. The host institution will be required to adhere to OMB Circulars A-110, A-21, A-133 and the U.S. Department of State Standard Terms and Conditions for Domestic Federal Assistance Awards.

 

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