Four-week Intensive English Language Workshop for Libyan Scholars

Eligible host institutions are invited to apply to host a four-week English Language Intensive Workshop for Libyan Scholars, to prepare the Fulbright visiting scholars to effectively participate in a tailored 10-week junior faculty program at a U.S. university.  Fulbright programs are intended to promote grantees' academic and professional development, and serve the overall goal of the Fulbright Program: to increase mutual understanding between the people of the United States and the people of other countries.

The Fulbright Visiting Scholar Program for Libya is designed to bring approximately 20 junior Libyan faculty to the U.S. for four weeks of intensive English at one institution to be selected, followed by ten weeks of faculty development, mentoring, and cultural exchange activities at one of four U.S. institutions. The intent of the program is to equip grantees with the knowledge and tools needed to build the capacity of universities in Libya and to advance the education of future generations of Libyans. In addition, it lays the foundation for Libyan scholars and their U.S. hosts to develop long-term institutional relationships and to identify areas of cooperation that can be sustained beyond the grant period.  The program is sponsored by the U.S. Department of State, Bureau of Educational and Cultural Affairs (ECA), as part of its flagship Fulbright Program ( and designed by the Council for International Exchange of Scholars (CIES), a division of the Institute of International Education (IIE) in cooperation with ECA.

A proposal is requested for a four-week program of intensive English for approximately 20 Fulbright junior faculty from Libya on or close to the following dates:

The deadline for electronic receipt of proposals by CIES is 11:59 PM Eastern Standard Time, December 4, 2013.

Program Goals

The four-week English Intensive Workshop will benefit the Libyan participants by developing the oral and written English skills necessary for effective professional communication and academic engagement during their subsequent Fulbright faculty development programs.

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, and

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.

Grant Duration:

Four weeks

Arrival: Weekend of June 1, 2014

Wednesday, December 4, 2013 (All day)

Email questions regarding these guidelines to by 12:00 PM Eastern Standard Time, November 22. Responses to questions will be posted to a Frequently Asked Questions page on the CIES website and distributed to all respondents by 5:00 PM Eastern Standard Time, November 26. 

Complete proposals must be received by CIES by 11:59 PM Eastern Standard Time, December 4, 2013 in electronic format (Adobe PDF). Send electronic submissions to:

CIES will acknowledge receipt of all submitted proposals and request clarification if necessary.

Host Institution Eligibility Requirements

Institutions submitting proposals to host the four-week English Intensive Workshop for Junior Faculty from Libya must meet the following criteria to be considered for an award:

  1. Host institution is a registered institution of higher education duly organized and existing under the laws of the host institution’s state of incorporation;
  2. Institution has experience designing and implementing specialized, intensive English training and professional development programs for faculty;
  3. Institution demonstrates a strong understanding of higher education in and has established linkages with Libya;
  4. Institution will provide customized English language training on campus;
  5. Institution will provide training in information technology, applicable to classroom instruction;
  6. Institution will provide access to the same facilities offered to university students and faculty, including but not limited to: recreation facilities; university libraries, computerized search files, online catalogs, discipline-specific libraries, electronic journals and resources;
  7. Institution will provide housing, with private bedroom, bath, and kitchen for each participant;
  8. Institution must be eligible to receive federal funds and not disbarred;

Host institution must be accredited by an accrediting agency recognized by the U.S. Department of Education, as being a reliable authority.

Fulbright Visiting Scholar Program for Libya | Four-week Workshop

  1. Are the webinars available online?
    Yes.  If you were not able to join us for the webinars that provided a program overview and advice on how to craft a successful proposal, please view the slides and listen to the audio portion of the presentation on our website.  The webinars provide helpful insight and may address many questions you have throughout the proposal process.
  2. Will each scholar need his or her own kitchen access or would joint/communal kitchen access be suitable?
    The scholars may not share a communal kitchen. Individual furnished accommodations are required for every scholar including private bedroom, kitchen, bathroom facilities, wireless internet access, and must be either walking distance from the campus or accessible via a campus shuttle or public/local transportation. Generally, graduate housing or campus residence halls are inappropriate. Studio or apartment-style housing is expected.
  3. Will institutions need to provide daily meals for the scholars?
    No, the scholars will receive stipend payments directly from CIES at the start of the program, which will allow them to pay for their daily living expenses.  Institutions are required to meet the cultural needs of the participants including accessibility of halal food.  Please note that a portion of the program will take place during Ramadan.
  4. What are the formatting requirements for the proposal and are their page limits? Where can I find information on budget guidelines? (English Lang. only)
    Please reference the proposal guidelines for details on the budget, narrative formatting and page limit requirements.  Narratives are not to exceed five double-spaced pages (1 inch margins).
  5. What is the minimum and maximum number of participants that an institution needs to host under the program? (ELW only)
    Approximately twenty scholars are currently projected but the final numbers will depend on the application breakdown and the English language proficiency of the applicants.
  6. Can an institution only apply to host the Intensive English Language Workshop?
    Yes, institutions are welcome to apply just for the four-week Intensive English Language Workshop.  IIE will seriously consider applications that are submitted for the Intensive English workshop regardless of whether you submit a proposal for the ten-week discipline based program as well. 
  7. Can you tell us from which type of institution the visiting professors would most likely represent?
    All types of diversity, including geographical and institutional, are important to the Fulbright Program. We hope to have representation from institutions within Libya that grant undergraduate and graduate degrees. 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 and have relatively little university-level teaching experience, while others may be more advanced in teaching in their field.