Fulbright Visiting Scholar Program for Libya

The Fulbright Visiting Scholar Program for Libya is designed to bring junior Libyan scholars to U.S. host institutions for faculty development, mentoring, and cultural exchange activities. The intent of the ten-week 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.

Participating institutions will enjoy a unique opportunity to establish lasting relationships with faculty members at universities in Libya and to build upon current efforts to internationalize their campuses and surrounding communities.

Funded by the U.S. Department of State Bureau of Educational and Cultural Affairs (ECA), this program is administered by the Council for International Exchange of Scholars (CIES), a division of the Institute of International Education (IIE).

Through this request for proposal, CIES seeks four institutions to implement the ten-week summer program scheduled to be held from June 29, 2014 to September 6, 2014.  Approximately four scholars will be placed in discipline-based cohorts at each of the four selected U.S. host institutions.  U.S. host institutions are to submit a proposal to host scholars in one of the following disciplines:

  • Engineering
  • Information Technology
  • TEFL/linguistics
  • Business

Program Goals

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  • Build higher education capacity in Libya through faculty development and mentoring for junior scholars
  • Foster long-term collaboration and institutional linkages between Libyan scholars and U.S. academics
  • Promote mutual understanding between Libyans and Americans by facilitating the scholars’ engagement with the broader host campus community

Program Description

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  1. Participants

The participants will be nominated through an open, merit-based competition run by the Public Affairs Section of the U.S. Embassy in Tripoli. Final selection of the candidates will be made in January 2014.

The junior faculty 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 in one of the four academic disciplines. They will be highly motivated to engage with colleagues and others within their communities and campuses in the United States. Every effort will be made to select candidates representing a broad range of universities and regions throughout Libya. Each participant will have taken the Institutional TOEFL or TOEFL exam during the selection process. A minimum TOEFL score of 550 is recommended for participation in the program.

Selected visiting scholar participants will meet the following criteria:

  • A permanent or tenured position with an institution of higher education in Libya.
  • A commitment to advancing their own academic/professional development and to contributing to the development of Libyan educational institutions.
  • Specific plans to undertake a project or activity that will provide opportunity to share knowledge and tools obtained during the program with colleagues and others in Libyan higher educational institutions. Specific activities may include the development of curriculum, the creation of teaching materials, the promotion of collaboration within and among institutions, co-authoring a publication, or the establishment of substantive and workable relationships with U.S. institutions.
  • The ability to communicate in English, both orally and in writing.
  1. Program Deliverables

The host institution will appoint a principal faculty contact who administers the program on campus and serves as the liaison between the scholars, the university, professional resources and CIES. The faculty contact, who is either a member of the faculty or of the university administration, guides, counsels, and assists the scholars and has overall responsibility for the scholars at his/her institution.

The host institution will appoint a principal administrative contact who authorizes the submission of the proposal and the proposed institutional support.

Prior to the scholars’ arrival on campus and during the program, host institutions will be expected to engage with scholars, assess their academic preparedness and incorporate their feedback into the program.

Institutions are to pair a mentor with each scholar. Mentors should be matched with scholars according to their academic specializations. With mentor guidance, the scholars are expected to pursue their own self-directed projects. (e.g. research course material for classes, learn how to use new lab instruments, etc.) Mentors should reach out to scholars via email approximately one month before their arrival to open dialogue about their potential projects, address questions about the campus, program content, and more. During the program, the faculty mentor will meet with the scholar on a weekly basis, or more frequently, to provide ongoing support. Meetings can be formal or informal, and may be augmented by email or other communication.

During the scholars’ first week on campus, the host institution will provide an orientation that will include an introduction to the university, facilities and community and an overview of the expectations of the program.

The ten-week academic program should include activities and seminars that focus on theoretical and practical topics such as teaching methodology, pedagogy, resources, and technology, as well as the historical structure of the higher education system in the U.S.; sessions should, to the extent possible, focus on issues related to each academic discipline. Topics should include, but not be limited to the following:

  • Introduction to U.S. Culture
  • General Structure of U.S. Higher Education
  • Higher Education Administration
  • Academic Support Structures
  • Leadership in Education
  • Teaching Methodology and Pedagogy, including Curriculum Development
  • Research Methodology and Building Research Capacity
  • Technology - IT as a Pedagogical Tool, and Effective Teaching Without Technology
  • Education Reform and Teaching Methods
  • Effective Teaching Strategies for Diverse Range of Learners and Learning Styles

A variety of instructional methods are to be employed, including faculty and professional staff seminars; discussion sessions; assigned academic readings; site visits to relevant university offices, related professional organizations, and area campuses; applied projects and/or presentations; and U.S. graduate and/or undergraduate forums.

The host university will provide opportunities for scholars to explore the fundamentals of teaching methodology and pedagogy through observation and practice. In coordination with the scholars, the host institution will identify classes in which they may observe to gain insight on useful strategies for teaching. Presenting scholars with a range of teaching styles may be especially beneficial. Scholars should also be given opportunities to practice skills to which they have been exposed.

The host university will provide participants with experiences to engage with U.S. citizens through involvement in community, professional and social activities.  The host institution will identify and coordinate the scholars’ engagement with host families or other community volunteers who will plan cultural visits, family dinners, and recreational activities. Examples of cultural activities can include: activities with local organizations or nearby international organizations, meetings with professionals in the participants’ area of expertise, or social events to which U.S. citizens are invited.  Scholars should be provided opportunities to present on Libyan history, culture, or appropriate academic topics for students, faculty, and/or the broader community.

The host university will encourage continued engagement and communication with scholars after they have returned to Libya.

  1. Facilities

The host institution are to provide the same access to institutional resources such as library, computer, laboratory and office/work space, where possible, as is offered to university faculty.

The host institution will also provide access to research facilities relevant to the scholars’ individual research interests including: university libraries, computerized search files, on-line catalogues, and field-of-study libraries. An introduction to the main library and information on how to access electronic journals and resources should be included in the orientation session organized during the first week of the program.

  1. Housing

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.

  1. Visa Arrangements

Visiting scholars will enter the United States on J-1 Exchange Visitor Visas issued under the sponsorship of the U.S. Department of State Exchange Visitor Program G-1-00005.  CIES will produce the DS-2019 forms for scholars to apply for a J-1 visa.

  1. Site Visits

A CIES staff member will travel to the English Language Program site to conduct an orientation upon the scholars’ arrival. A CIES staff member will also visit the host institution to conduct a mid-program evaluation. CIES will hold separate discussions with scholars and the host institution (principal contacts and mentors) to obtain information on the program and make recommendations for the program.

  1. Funding

Host Institution

Administrative Costs: Universities will receive $8,500 per participating scholar prior to the start of the program to help cover administrative costs (funds may not be used for the purchase of equipment).
Program Costs: Host institutions will be reimbursed up to $4,500 per scholar for housing.


  • Scholars will receive stipend payments directly from CIES at the start of the program.
  • All scholars will be provided with U.S. Department of State accident and sickness coverage for the duration of the grant period, as is required for J visa recipients.
  • Scholars will be issued round-trip international airfare between Libya and the host institution through the CIES-designated travel agency as part of Fulbright scholar grant benefits.

Reporting Requirements

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The host institution is required to prepare and submit a final program report, and final financial reconciliation:

  1. 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 schedule of courses, seminars, workshops, and activities provided to the participants; an overview of the logistics such as housing, transportation and other facilities that were provided to the scholars; a reflection on benefits and challenges of the program; anecdotes of the impact of the program on the participants, the host institution and community. 
  2. An invoice and reconciliation form for actual housing at the conclusion of the program.  The reconciliation will include reporting on cost-share provided.
  1. Proposal Review Dates

Institutions that submit proposals will be notified in writing in February 2014 of the results of the review process.

  1. Proposal Requirements
  • An Institutional Proposal Cover Sheet(use template provided) with the name of institution and participating academic departments or schools, names of the principal faculty contact and administrative contact, address, fax, email and telephone numbers, DUNS number, and Tax Identification Number.
  • A narrative not to exceed five double-spaced pages (1 inch margins). Your narrative should address the following points: 
    1. A brief description of institution and academic department that will provide the program for the participants;
    2. Describe the institutional knowledge and suitability to host and provide programming for Libyan Fulbright Scholars, e.g., relevant expertise in subject areas, prior experience hosting or collaborating with Middle Eastern scholars or institutions, etc.;
    3. A brief description of the institution’s ability to meet the cultural needs of the participants including accessibility of halal food (a portion of the program will take place during Ramadan);
    4. Describe the substantive and instructional content, such as workshops, seminars, and sessions on curriculum design, teaching and research methodology, proposed for the scholars at the host institution and any other venues;
    5. Address the anticipated outcomes and benefits for the scholars;
    6. Address the anticipated outcomes and benefits for the institution, including how hosting Libyan Fulbright Scholars furthers the institution’s objectives;
    7. Describe the role and structure of the mentor/scholar relationship to be established. Mentors must meet a minimum of once per week with mentees for the duration of the program. Please indicate the types of activities the mentor and mentee will pursue together and provide a set of guidelines that can be distributed to mentors, which can be included as an appendix;
    8. Describe opportunities available for the Libyan Scholars for enhancement, networking, and practical experience with American counterparts;
    9. Describe the mechanisms to be utilized for participants to experience cultural aspects of life in America (e.g. host family network, community and/or campus volunteers);
  1. Appendices must include:
    1. The names and qualifications of designated principal faculty contact and administrative contact. 
    2. A list of proposed faculty mentors who will be available on campus during the dates of the program.  Include a short paragraph describing each faculty mentor’s research interests and areas of expertise;
    3. Examples of possible local community activities to promote the participants and introduce participants to the U.S. (up to 2 pages);
    4. Information on university facilities, local transportation, and housing facilities available on/off campus. Please indicate the estimated cost of housing options per scholar for the duration of the program (up to 3 pages);
    5. A sample program schedule to include:
      1. Introduction to U.S. Culture
      2. General Structure of U.S. Higher Education
      3. Higher Education Administration
      4. Academic Support Structures
      5. Leadership in Education
      6. Teaching Methodology and Pedagogy, including Curriculum Development
      7. Research Methodology and Building Research Capacity
      8. Technology - IT as a Pedagogical Tool, and Effective Teaching Without Technology
      9. Education Reform  and Teaching Methods
      10. Effective Teaching Strategies for Diverse Range of Learners and Learning Styles

Proposal Review and Selection Process

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Proposals will be reviewed by an external peer review panel. CIES will summarize the recommendations of the panel for ECA based on the following criteria. ECA and the U.S. Embassy in Tripoli will make the final selection.

  1. Review Criteria
    1. Evidence of University's International Commitment and Programmatic Expertise: Recognition of the needs of junior faculty from a country in transition. Ability to design a professional development experience that meets the goals of the program. Evidence of on-going university activities related to developing countries and emerging democracies around the world. A demonstrated understanding of the support systems needed by this cohort.
    2. Academic (Curriculum) Resources:  Evidence of faculty ability to adapt or develop new courses or workshops to respond to special needs of an international cohort.
    3. Principal Contacts and Mentors: Appropriateness, accessibility, and time commitment of principal faculty contact and administrative contact; plan for matching each participant with a suitable faculty mentor. Relevance of experience/credentials to program needs. Plan for appointing a successor contact, in the event that the proposed contact becomes unavailable during the course of the grant period.
    4. Integrated Program Components: Organization and coherence of the program. Integration of program components which take advantage of university and community resources.
    5. Professional Resources: Availability of local professional resources and opportunities for short-term professional development.
    6. Logistics: Plan for housing (on or off-campus) and institutional resources such as library, computer, laboratory and office/work space.
    7. Community Resources: Availability of and outreach to local cultural, professional, and social organizations. Ability to provide the host/friendship family experience.
    8. Participants as Resources: Opportunities for participants to share their knowledge and expertise with the university and community to promote increased international understanding between Americans and Libyans.
Grant Duration:

10 weeks

Email questions regarding these guidelines to mmichaels@iie.org 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: mmichaels@iie.org.

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

Host Institution Eligibility Requirements

Institutions submitting proposals to host a cohort of scholars from Libya must meet the following criteria to be considered for an award:

  1. Institution demonstrates strengths in and ability to host Libyan junior faculty in one of the program’s six academic disciplines:
    • Engineering - mechanical, computer, civil, chemical, electrical, industrial, materials, and systems
    • Information Technology - software development, network engineering, high performance computing, information security, wireless networking, cyber infrastructure, database systems technology, and informatics
    • Business- management, finance, and entrepreneurship (an applied, rather than theoretical focus, is sought.)
    • TEFL/Applied Linguistics;
  2. Institution is a registered institution of higher education duly organized and existing under the laws of the host institution’s state of incorporation;
  3. Institution has experience designing and implementing specialized, intensive professional development programs for faculty;
  4. Institution demonstrates understanding of higher education in Libya;
  5. Institution must be eligible to receive federal funds and not be disbarred;
  6. 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

  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?
    T 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?
    Please reference the proposal guidelines for details on 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?
    Approximately four to five scholars in each cohort are currently projected but the final numbers will depend on the application breakdown.   
  6. Can an institution apply to host multiple programs?
    IIE will consider you to host multiple programs for Libya. While institutions have been chosen to host multiple cohorts concurrently in past years, it is likely that a single institution will be chosen to host one cohort.  We recommend talking to IIE staff to discuss the differences between the programs when working on your proposal.
  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.  in one of the six academic disciplines.
  8. Do you have any estimation of just how much time scholars tend to spend per week with their mentors?
    The program requires the mentors to meet at least once a week with their respective scholars. The visiting scholars may request more one on one time with their respective mentors at the beginning of the program and then show more flexibility once their individual projects are underway.  

    A mentor may be away from campus during part of the program. In that case, we would ask the mentor to communicate his/her schedule with the scholar and make alternative arrangements (i.e. having the scholar meet with another mentor/faculty member) during the mentor’s time away from the campus.