Madison Marks, 2013 Boren Scholar in Jordan
Fresh off a one-year stint in Jordan on a prestigious David L. Boren Scholarship, Madison Marks doesn’t slow down. With a keen interest in international refugee studies, Madison has pursued every opportunity to advance her Arabic language skills, gain international field experience and prepare a solid resume, with her eye on becoming a future graduate student at Oxford University.
The Boren Awards for International Study, are highly competitive fellowships for study abroad. Funded by the National Security Education Program, the Boren Awards provide undergraduate and graduate fellowships of $20-$30K to fund opportunities to study the language and culture of countries normally underrepresented in U.S. study abroad programs. Applicants must convince the selection committee how their study abroad program, as well as their future academic and career goals, will contribute to U.S. national security. In my previous post “How to Win a Boren Fellowship”, I discuss the importance of crafting a compelling application. Madison provides her insider tips on crafting a national security-related project proposal in the context of economic sustainability. She also talks frankly about her experience applying for the prestigious Rhodes Scholarship for study at Oxford.
1. What inspired you to apply for the Boren Scholarship and what was your experience like?
I enrolled in Arabic at FSU, but there were few opportunities to practice the language outside of the classroom; therefore, I sought opportunities to gain an extended immersion experience abroad.
The Boren Scholarship is a National Security Education Program-funded grant that enables students to pursue immersion experiences with languages that are pertinent to U.S. national security interests, broadly defined. Undergraduate Boren Scholars can receive up to $20,000 for study abroad. Boren tends to select students who choose to spend 6-12 months in one country as opposed to one semester. The application process involves writing two essays. One of these essays describes how the language and country chosen is pertinent to the applicant’s goals and U.S. national security interests; the other is a more general overview of the preferred study abroad program.
Developing my proposal for the Boren scholarship was actually quite challenging because I was interested in studying Sudanese Arabic. Both Sudan and South Sudan are on the U.S. State Department Travel Warning list, therefore I had to be creative with my application. My interest in Sudan developed during my first two years at FSU where I wrote several term papers and did a Directed Individual Study related to the causes and consequences of displacement in the Nuba Mountains area of Sudan. Through my research, I learned that the largest Sudanese diaspora community is in Cairo. As a result, I crafted my Boren application in such a way that I emphasized the importance of studying in Cairo so that I could also interact with Sudanese refugees to learn the dialect. I emphasized the importance of having U.S. experts in Sudan in the future, as well as my desire to contribute towards security in the Sudan via economic sustainability projects, especially related to education.
During the period between submitting my application in January 2011 and receiving the Boren Scholarship in May 2011, Egypt experienced a lot of economic and political transitions following the fall of Mubarak. My study abroad program was canceled for the fall, so I switched to Jordan. I had won a grant from my university to study Arabic in Jordan the summer, so I was simply extending my stay from three months to a full year.
I studied Arabic intensively at Qasid Institute, progressing through level 6 of Modern Standard Arabic. I did not go with an organized study abroad group, so I did much of my planning for extracurricular activities, language partners, and travel by myself or with my group of friends. I volunteered with refugee aid and civil society organizations in order to learn more about different NGOs, and taught conversational English. All of these extracurricular activities and language partners enabled me to hone my Arabic conversational skills and gave me insight into my academic and professional interests. Working with and befriending refugees from across the Middle East and North Africa sparked an interest in pursuing further education in Refugee and Forced Migration studies.
Upon returning to the U.S. in summer 2012, I worked with refugees in Nashville, Tennessee in order to learn about the U.S. resettlement process and the challenges that refugees face in adjusting to American culture and systems. My experience in Nashville and the Middle East motivated me to apply for the Rhodes scholarship in order to obtain an MPhil in International Development. Oxford has the world’s leading Refugee Studies Centre, and I wanted to concentrate my master’s thesis on issues concerning forced migration. Because I had already applied for the Boren scholarship, I was prepared for the hard work that the Rhodes application would require. Drafting a personal statement was difficult (and took between 10 and 12 different drafts!) yet rewarding because I was finally able to put my story down on paper in a concise way and better articulate my personal and professional goals. Being selected as a finalist for the Rhodes in fall 2012 was an honor. It challenged me to learn how to articulate my goals in an interview setting and not just on paper. I have grown much as a result of these fellowships and would not have been able to have the opportunities I did without the funding abilities like Boren. The most rewarding part is the personal growth you gain from the application process, whether or not you are selected as a fellow or not.
2. What do you think made your application stand out?
My application to the Boren was unique because of my interest in national security-related issues in the Sudan. The country that was most closely related to Sudan in language and culture was Egypt; therefore, I drafted my application emphasizing the importance of studying in Cairo in order for me to enhance my Arabic skills and understanding of Sudanese culture and dynamics. As mentioned before, the largest number of Sudanese refugees are in Cairo. In addition to my Arabic studies, I planned to volunteer with NGOs that would enable me to use my Arabic skills while learning about the challenges that Sudanese refugees faced in Cairo. Ultimately, I believe my application stood out because it was atypical in the way that I defined the importance of national security in a country like Sudan that is often overlooked in discussions on the Middle East and North Africa (MENA) region. While I ended up studying in Jordan, I pursued my interests in education and social development through volunteerism there, and I visited Cairo on my route home.
I started drafting my essays two to three months before the application deadline in order to give myself time to work through several revisions. Giving myself plenty of time on the application helped me to dwell on areas in which I needed to improve, and what was not necessary to get my point across. If I could give advice to other applicants for the Boren Scholarship, it would be the following:
- Talk to your university fellowships advisor and your major professors early. The application deadline on your campus might be a few weeks before the national deadline. Beginning in October and November gives you plenty of time to do research on your proposed study abroad programs.
- Notify those who will be writing your letters of recommendation well in advance.
- Contact your proposed study abroad programs in advance in order to get the name of the admissions coordinator. If you are having trouble finding a study abroad program, see where other Boren scholars have studied in the past. The Boren website has a list of sites where you might be able to find a list of websites internationally.
- Staying with a host family or in a dorm will provide you unique insight into the culture, and will help you grow your language skills.
- While writing your essays, be sure to answer the prompt questions directly: (1) why the language you seek to study is important to national security; (2) the importance of the country you are studying in; (3) how you came to be interested in this language/country/topic and how you plan to use your acquired skills following the Boren scholarship; (4) where you plan to fulfill your year of service; and (5) how the study abroad programs of your choice will enable you to reach your goals.
- Do your research to create a realist budget. For instance, taxis in Jordan were $4.00 per day. This adds up over a year!
- Keep a timeline of the deadlines for the study abroad programs you have chosen. You will be notified in May whether or not you received the Boren, but you should have applied to the study abroad programs by this time…. Especially if you are starting in summer!
- Reach out to other Boren alumni for any questions. If you are selected as a Boren Scholar, you will have access to a Facebook group for Boren scholars. I utilized this in order to find a roommate in Jordan who is now one of my dearest friends!
3. How has the Boren Scholarship influenced your professional interests and career path?
The Boren Scholarship allowed me to gain advanced proficiency in Arabic, a skill that is fundamental for work in the Middle East and North Africa (MENA) region. Living in Jordan for a year also enabled me to explore my interests in refugee assistance and civil society development by volunteering with international and local organizations. Additionally, I was introduced to a network of Boren scholars and other international students and professionals who share an interest in the Middle East.
Overall, my academic and work experiences and the relationships built throughout my time on the Boren Scholarship has encouraged me to pursue a career whereby I can work towards education and social development in the MENA region. The definition of national security includes economic sustainability. I hope to use my language skills in a position with the State Department where I can work towards development policies and strategies related to refugees and asylum seekers in the Middle East and North Africa
I will be working in Washington D.C. this summer as an intern with World Justice Project. I will be working with research, communications, and data collection related to the annual release of the Rule of Law Index. After this summer, I plan to stay in D.C. or move to the Middle East in order to gain experience in the field of international education and social development. My goal is to attend graduate school in the near future for an M.A. in International Development with a focus in Economics. I still hope to attend Oxford in order to interact with the world’s leading professionals in the field of Refugee and Forced Migration studies.
Madison Marks is from Jacksonville, Florida and is a recent graduate of Florida State University with a Bachelor of Arts in Middle East Studies. Madison is currently based in Washington D.C. where she is a Rule of Law Index intern with World Justice Project. Her areas of interest include international education and social development and forced migration issues with a focus in the Middle East and North Africa region.
Kelly Peeler, 2013 Kauffman Foundation Global Scholar and Founder of NextGenVest
When the Kauffman Foundation launched the Global Scholars Program in 2006, their aim was to teach and inspire recent college graduates who want to build innovative, world-changing businesses. Entering its seventh year in 2013, the program has hosted students sponsored by governments and organizations from eight countries representing at least 14 nationalities. The Global Scholars Program offers high quality education in entrepreneurship and features presentations, seminars, workshops, and discussions with leading professors, researchers, and entrepreneurs from around the U.S. During the program, Scholars have the opportunity to shadow executive leaders and immerse themselves in the day-to-day operations of an innovative firm such as Google, Cisco, InVivo Therapeutics, and InCube Ventures. Through this they learn first-hand about the challenges of launching a new, innovative enterprise. The benefits provided by the Kauffman Foundation include the costs of participation in the program, program-related lodging and travel expenses for the six month duration of the program, and a small living stipend.
Kelly Peeler, a 2010 Harvard University graduate, was the ideal candidate: her aim is to build a business that helps make investing more accessible, social and cost efficient to young people, as only 14 states currently require any type of financial education. We caught up with Kelly to learn more about this extraordinary program.
1. What inspired you to apply for the Kauffman Global Scholars Program?
I was inspired to create NextGenVest, a financial education, experience, and progress-tracking platform for young adults because I had not had any type of financial literacy training through high school or in college. It was only when I became an investor within J.P. Morgan’s Private Bank that I learned how to invest and understand the need to proactively manage personal finances at any income level. I myself procrastinated learning about all topics associated with personal finance, including credit, budgeting, investing, etc. and started to realize that all of my friends and peers did as well. These are vital skills that every person really must understand and have control over, especially in a post-financial crisis era.
2. What is a typical day like for a Kauffman Global Scholar?
The Kauffman Foundation is one of the largest Foundations globally that is focused on promoting entrepreneurship and education. The Foundation hosts programs and publishes extensive research to foster discussion and action around entrepreneurship. The Kauffman Global Scholars Program is a sixth month intensive program for 13 founders from around the world to help them effectively launch their companies. Kauffman Scholars work with entrepreneurs, venture capitalists, professors, and industry professionals to learn, develop their product, and hone growth strategies in different cities including Boston, Chicago, San Francisco, and Kansas City.
It was attractive for me in that it allowed me to learn from a group of international entrepreneurs, do customer development and test my product in different cities across the U.S. It also gave me the opportunity to better understand the core problem I am solving.
3. What tips would you give others applying to the Kauffman Global Scholars Program?
Any student applying to the Kauffman Global Scholars Program should have a clear understanding of why they want to build the company they want to build. They don’t have to have all the answers about how the product or service will look, but they should understand the problem they are trying to solve. Everyone who goes through the program changes their product over time based on the feedback of their users. The applicant needs to be willing to go out and ask users lots of questions, receive criticism, and adapt – quickly. The interview is about proving your ability to formulate and execute ideas. Be flexible and honest about the challenges you have faced so far in starting your own company or venture, they know everyone has them!
As a Kauffman Foundation Global Scholar, Kelly Peeler is building a company focused on making personal finances easier for young adults. She is currently piloting NextGenVest with schools and parents. If you believe you could have been more prepared to manage your own finances, let Kelly know! Contact her at: Kelly at nextgenvest.com
Kelly is also the Executive Director of Business Across Borders. Previously, she worked at J.P. Morgan’s Private Bank as an investor covering financial sponsors, venture capital principals, and strategic clients to the firm. Kelly holds a bachelor’s degree in history and economics from Harvard University.
© Victoria Johnson 2013, all rights reserved.
Sponsored by TOLA
The Organizing and Leadership Academy, TOLA, is now taking applications for their next class of TOLA Fellows, which runs from July 22, 2013 through November 15, 2013. 
Based in Oakland, California, TOLA’s mission is to train a new generation of young people to become effective grassroots organizers and leaders. The TOLA curriculum builds upon the lessons of effective community organizing and is based on the teachings of Fred Ross Sr., the experience of the Community Service Organizations (CSO), the United Farm Workers (UFW), community organizations and effective grass roots political campaigns. Founded by Larry Tramutola, one of the country’s most successful organizers, TOLA fellows spend four months in a rigorous, engaging, and “real-life” organizing boot camp. Skilled community organizers and leaders volunteer their time to teach TOLA fellows. Through participation in campaigns and projects, TOLA fellows develop an understanding of the fundamentals of community organizing, while developing the basic organizing skills, strategies, and tactics necessary to become effective community organizers.
Read more about the fellowship experience and application tips in our interview with TOLA Fellow Karina Rivera.
Description and Qualifications
TOLA fellows must commit to a full-time organizer’s schedule (six days a week, for four months). TOLA provides an $8,000 scholarship to help cover Fellows’ living expenses.
A qualified applicant must be interested in making a difference in education, accessibility to healthcare, economic and transit development, and increasing civic participation. He/she must have excellent interpersonal skills, and strong presentation, coaching, writing, and analytical skills. Applicants must also demonstrate an ability to work in diverse communities and a desire to learn. Second language fluency is a plus.
To Apply
Visit the TOLA Website at http://tolacademy.org/apply/
Application Deadline is Friday June 14, 2013. Don’t Miss Out! APPLY NOW!
Max Cuddy, 2012-14 Teach For America Corps Member
Max Cuddy is not one to shy away from challenging issues. As a sophomore at Temple University in Philadelphia, Max participated in the university’s Inside-Out Prison Exchange Program, which brings college students and student prisoners together inside a corrections facility to study issues of social justice. Developing relationships with the prisoners and delving deep into the mutual misconceptions harbored by the college students and convicts permanently altered Max’s worldviews, and the experience inspired Max to pursue an international career in education and social advocacy. In 2011, Max won a Fulbright English Teaching Assistantship to South Africa, where he taught English courses and organized afterschool programs for youth. Today, Max is a Teacher For America fellow serving as a Special Education Teacher at Imhotep Institute Charter High School in the West Oak Lane neighborhood of Philadelphia. Teacher For America provides paid teaching fellowships to high-achieving recent college graduates and professionals who teach for at least two years in low-income communities throughout the United States. We caught up with Max to find out more about his Teach For America experience.
1. What inspired you to apply to Teach For America?
In high school, I began developing a critical consciousness about the pervasive inequalities plaguing our country. This was the primary impetus in my decision to study Sociology and African American Studies in college. I wanted to understand how structural forces shaped and sometimes obstructed opportunity and access. Moreover, I had a fierce desire to work with and for marginalized communities and advocate for social change. Teach for America seemed like a natural, proactive extension of this desire. I wanted to involve myself in an organization that put equity at the forefront of their agenda. As a teacher, I hoped to be an agent of empowerment in the classroom and in the community.
2. What is a typical Teach For America week like?
A Teach for America experience can vary widely depending on where you are and what your placement is. That being said, whatever your individual circumstance, chances are you are going to work your tail off! Especially as a first year teacher, you learn a lot on the job by trying out different methods, content, management styles and work habits. All of this takes tremendous time and effort. Work doesn’t end when the bell rings; nor are weekends completely work-free. Of course, you get much better at handling your many responsibilities over time, but it is demanding!
For all of your work, the benefits of Teacher For America are terrific. The professional development and general mentorship you receive from the staff is vital. Although they aren’t as present as you might think, they are always available when you need them most. In terms of future planning, Teacher For America also has numerous partnerships with universities and employers that offer jobs to alumni. Most importantly, while your students might drive you up the wall at times, they are the ultimate benefit of doing the work we do.
3. What tips would you give to others applying to Teach For America?
Teach for America is looking for capable and ambitious young leaders. You don’t have to possess an education background or even have extensive experience working in urban or rural settings. You must be passionate about educational opportunity and have a demonstrated capacity for leadership.
The application process was three-fold when I applied. There is an online application, a phone interview and a final in-person interview day. I definitely remember fielding numerous questions about different leadership positions I had held in college (student government, student organizations, etc.). I also recall discussing my organizational strengths and weaknesses. Finally, there was the dreaded “sample lesson,” in which you prepare and execute a five minute lesson. If you are confident, engaged and organized, you’ll be a strong candidate.
Max Cuddy grew up in Rochester, NY. Max was in the Honors Program at Temple University and studied Sociology and African American Studies. While in college, Max served as Vice President of the Temple University Student Peace Alliance. After graduating in 2010 he spent a year living in South Africa as a Fulbright English Teaching Assistant. He returned to Philadelphia and worked as a Program Coordinator for an afterschool program as well as an Adult Educator preparing students for the GED. In the summer of 2012 he started training for Teach for America, and is currently finishing his first year as a Special Education Teacher at Imhotep Institute Charter High School in the West Oak Lane neighborhood of Philadelphia.
© Victoria Johnson 2013, all rights reserved.
Health for America in partnership with mHealth for the underserved (a collaboration between One Economy Corporation, Children’s National Medical Center, Amplify Public Affairs and its Health in Place (HIP) Advisory Board) and XLerate Health announces a summer program to incubate, test and launch applications specifically focused on childhood asthma in low-income communities in Washington, D.C. and Louisville, KY. This unique program, presents an opportunity to utilize disruptive mobile technologies to greatly improve health conditions of populations that need it the most.
Chronic disease accounts for more than 70% of deaths in the United States, with health outcomes seemingly worsening each year. Health disparities by race, income level, and state mean that the needs of vulnerable communities are largely going unmet. Meanwhile, the rapid growth of mobile technology ownership within these same populations creates an unprecedented opportunity for mobile health interventions.
Six to ten fellows from diverse backgrounds will work with target communities in Washington, D.C. and Louisville, KY. Fellows will begin by conducting a needs assessment and an environmental scan of mobile solutions that address childhood asthma. Fellows will then participate in a hackathon with the local DC tech community to either improve on existing products or create new solutions to meet the community’s needs. Using entrepreneurial techniques, fellows will iterate the applications developed based upon community feedback. Throughout the program, fellows will have classes and mentorship from thought leaders in health innovation.
This program will provide fellows with unique insights into health, innovation and entrepreneurship while giving back to the community. The program runs from June 10, 2013 to August 4, 2013 and fellows will receive a stipend of $1,500. Fellows will be chosen based on aptitude, creativity, integrity, teamwork and leadership.
Health for America is looking for passionate change makers from a variety of backgrounds including the fields of technology, computer science, art, design and health. Applicants must be a college graduate and have completed their degree after May 2010 to be eligible. Applications from current seniors are welcome, but all fellows are required to have graduated by June 10, 2013. The fellowship is restricted to US Citizens only.
Early deadline with first prefence for city placement: Noon, Monday April 15, 2013
Final deadline: Noon, Tuesday April 30, 2013
To get more information and apply, please visit: http://www.healthforamerica.org/fellowship/summer-program.html
The Council for International Exchange of Scholars is offering U.S. Fulbright Scholar grant opportunities in Europe and Eurasia in the field of public health. Applications for the 2014-15 academic year are currently being accepted from all levels of faculty and professionals, including early career.
Applications are being solicited for a broad range of awards in public health, including but not limited to:
Finland #4200 Fulbright-Saastamoinen Foundation Award in Health and Environmental Sciences
Denmark #4189 Public/Global Health: Nutrition and Health
Czech Republic #4182 Fulbright-Masaryk Award (NGO Management)
Ukraine #4348 Public Administration, NGO Management, Health Administration or Public Health
Russia #4312 Community College Faculty Award
Applicants must be U.S. citizens and hold a Ph.D. or appropriate professional/terminal degree at the time of application. The application deadline is August 1, 2013.
In addition, all-discipline awards are available in all countries in Europe and Eurasia and can be a good option if no discipline-focused award matches your expertise. Please visit the 2014-15 Catalog of Awards at http://catalog.cies.org/index.aspx to learn more about the opportunities available in this year’s competition. For most awards, English is sufficient for teaching and foreign language proficiency is only needed to the extent required by the proposed research project, if applicable.
For eligibility factors, detailed application guidelines and review criteria, please follow the link http://www.cies.org/us_scholars/us_awards. You may also wish to register for one of our webinars at http://www.cies.org/Webinar/ or join our online community, My Fulbright, a resource center for applicants interested in the program.
To view more than 475 fellowships for students and professionals in all disciplines, sign up to check out ProFellow’s fellowships database.
If you heard Tom McFadden rap on the radio, you might never guess he’s Human Biology graduate from Stanford…unless you listen closely to his lyrics. In an ingenious ploy to get people of all ages more excited about science, Tom raps about all things scientific. It all started while he was a senior at Stanford, when he and fellow Stanford student DJ Derrick Davis decided to rap about the role of gene expression in the process over the beat of Jay-Z’s “Money Ain’t A Thang.” The video of the song “Regulatin’ Genes” became a YouTube sensation, and Tom knew he was on to something. In 2011 he won a Fulbright US Graduate Award to New Zealand to pursue graduate coursework in Science Communication. As part of the New Zealand International Science Festival, Tom visited elementary and middle schools in Auckland, Wellington, Christchurch and Dunedin where he helped Kiwi classrooms turn science into rap. Tom has since returned the San Francisco Bay Area and we caught up with him to learn more about his Fulbright experience and fundraising campaign for Brahe’s Battles, his inspirational new project on Kickstarter.
1. What inspired you to apply to a Fulbright fellowship in New Zealand?
I knew I loved biology and I knew that I loved education. However, neither biological research nor classroom teaching seemed like the ideal fit for my interests and skills after I finished my job as a course associate at Stanford. The University of Otago in Dunedin, New Zealand is one of the few places in the world that offers a broad interdisciplinary course in “science communication.” The Fulbright made it possible for me to travel to New Zealand and spend one year in Otago’s graduate program.
I had sacrificed going abroad as an undergraduate to do neuroscience research. So after college I was eager for the opportunity to be thrown into a totally new environment and new culture and to have to see what I was made of. Getting a postgraduate degree in New Zealand was a way to challenge myself, meet new people, and put myself in a situation where I could grow in new ways.
Tom McFadden with a San Jose classroom of science rappers debating “Is Pluto a planet?”
2. How has the Fulbright experience influenced your long-term goals?
Although I enjoyed making science songs as a biology instructor, my Fulbright experience gave me the tools and freedom to take them to the next level. I was able to make a new set of songs that were better produced, with animations better suited to teaching the content. I was able to think critically about science communication, appreciating the value of incorporating compelling historical stories and human narratives that conveyed scientific process. I was able to work with different groups of kids, conducting qualitative and quantitative research that has informed my current approach. Without the time I spent incubating these ideas during my Fulbright experience, I would have probably moved away from the innovative science education work I’m doing toward a more traditional path. Instead, I am now more fired up than ever about the possibilities ahead.
3. Tell us about your Kickstarter campaign – what do you hope to achieve and how can others support you?
I am helping middle schoolers in urban schools create their own science music videos. Though instead of just rapping about the structure of DNA, James Watson and Rosalind Franklin will be arguing about who deserves credit for which aspects of the discovery. The project is aptly titled “Battle Rap Histories of Epic Science (Brahe’s Battles)” I’ll be doing weekly workshops at five Bay Area schools. We go through all the steps that go into conceiving and producing an educational music video.
If these videos get the production budgets they deserve, then they will spread far and wide and will be used by classrooms throughout the world. They will be watched, remixed, remade, reworked – depending on how much time various science classes have to devote to creative endeavors. It will provide an easy and entertaining way for teachers to open up critical discussions about scientific process, evidence-based argument, and the historical contexts of these discoveries.
But most importantly, it’s a really powerful experience for the kids who get to make the videos. There are so many different skills involved that different kids get to show off their different talents. The project is partially funded by an “Social Innovation grant” from Hewlett Packard and Silicon Valley Education Foundation. However, this only covers one video.
So the Kickstarter campaign is a chance for anybody who cares about science, education, or awesomeness to help support a powerful experience for these kids, which will lead to valuable new tools for science education throughout the world. The deadline to pledge your support (and get cool mixtapes and videos and performances in return) is April 16th!
We backed Tom – you can too! Click here to help him raise $11,865 for Brahe’s Battles by April 16, 2013.
Tom McFadden is a biology educator interested in science-history-music integration. He graduated from Stanford University with a B.A. in Human Biology with a focus in Neuroscience & Behavior. He was born and raised in Sacramento, California where he grew up listening to rappers like Wu-Tang Clan, Outkast, and The Roots. Over the past four years, Tom has traveled to East Palo Alto, Mexico, New Zealand and Japan to help kids create their own science music videos. You can read more at his blog The Rhymebesome.
© Victoria Johnson 2013, all rights reserved.
Anna, 2012-13 Cooney Center Fellow
Recently we discovered one of the coolest digital media fellowships on the market – the Cooney Center Fellows Program at the Joan Ganz Cooney Center at Sesame Workshop in the heart of New York City. The Cooney Center was named after Joan Ganz Cooney, one of the creators of Sesame Street, now the single largest informal educator in the world, reaching some 100 million children and families in more than 140 countries. Founded in 2007, the Cooney Center serves as an independent research and innovation lab that develops original research on emerging technologies that can support children’s learning. The Cooney Center Fellows Program offers a year-long fellowship that attracts a wide range of applicants with expertise in digital media and/or in the fields of communication, child development, education, learning sciences, psychology, computer science, design, and public policy. Fellows participate in the day-to-day operations of the Center including publication production, annual leadership forum planning, and contributions to the website and newsletter. Fellows also have the opportunity to undertake an independent research project.
Anna Ly, a current Cooney Center Fellow, recently completed a Master’s degree at Stanford University’s Learning, Design and Technology program. At Stanford, her work focused on User Experience Research and Design, educational Tangible User Interfaces, and socio-emotional learning for children with autism spectrum disorders. We caught up with Anna to learn more about the fellowship and get her tips for the application process.
1. What inspired you to apply for the Cooney Center Fellows Program?
While I was in graduate school, Lori Takeuchi (Director of Research at the Cooney Center) came to speak to my class about her work. She talked about various Cooney Center initiatives including a project called Story Visit, a research collaboration between Nokia Research Center and the Cooney Center. The project examined the role that technology can play to support family communication and foster children’s literacy development. When I saw this project, I knew immediately that I wanted to learn more about the Center. It touched upon my passion for tangible user interfaces, well-researched product design and education innovation. After doing some due diligence, I realized that the Center was (and still is) the perfect combination of child education, media and technology. I found it extremely appealing that advancing children’s learning through digital media is the primary focus. Moreover, the Cooney Center is housed in Sesame Workshop, a leader in educational media for young children! Who wouldn’t want to work alongside such creative minds?
Cookie Monster with current Cooney Center Fellows Christina Hinton and Anna Ly
2. What is a typical day like at the Cooney Center?
Since I work on both industry and research initiatives, I usually have a packed schedule that starts right when I come in. What fills my schedule also changes every day. I sometimes have status update meetings with different industry project teams to discuss what needs to be done. For example, I am working on the National STEM Video Game Challenge, which is a video game design competition for middle school and high school students inspired by Obama’s “Educate to Innovate” campaign. For that project, I helped launch the challenge and the challenge’s website so I have meetings with the web team and our partners on a daily basis. I get pulled into partnership development meetings as well to figure out if they are good fit and what potential projects we could do with them. I have research meetings with the research team to plan out our studies. On some days, I am interviewing kids about their media use and other topics. This past week, I was at two conferences (SXSW Interactive and the Digital Media and Learning Conference) to attend relevant sessions, track trends and develop business relationships. Each day is different from the other, which is what makes this job so exciting.
3. What is the application process like, and what do you think made your application standout?
There is a written application that includes submitting a resume/cv, a personal statement describing your background and why you would be a good fit, a writing sample, and references. There is a first round interview that happens in April. Finalists then go on to interview again in May and the final selection is announced in June. It is a fairly organized and straight-forward process. For both interviews, there are usually several Cooney Center members present including the Executive Director, Michael Levine and the Director of Research, Lori Takeuchi. I had the opportunity to talk to the current and past fellows during my interview process.
I think what made my application stand out was my industry and design experience. On the website, they mentioned they were looking for scholars in Computer Science, Human-Computer Interaction (HCI), and related fields. I fall in that HCI category. I’m also familiar with the educational technology trends and have built my own educational applications with the help of my graduate education and past work experiences. What also helped was my ability to independently manage projects. I have a business and finance background so I enjoy managing workstreams and regularly communicating with partners and stakeholders.
The next deadline for the Cooney Center Fellows Program is April 1, 2013! Learn more and apply now.
Anna Ly is an industry and research fellow at the Joan Ganz Cooney Center at Sesame Workshop where she supports their efforts in areas such as “Games and Learning” and “Learning Together.” During her time at Stanford, Anna worked for Intel as a User Experience Specialist in the PC Experience Planning Group where she focused on design in education. She has previously worked for IBM in the Global Business Services sector as a strategy consultant. Anna completed her undergraduate degree at Carnegie Mellon in Business and Human-Computer Interaction.
© Victoria Johnson 2013, all rights reserved.
Özlem Durmuş, 2010-11 Humphrey Fellow from Turkey
President Jimmy Carter announced the establishment of the Humphrey Fellowship Program in 1978, to honor the public service career of the late Senator and Vice President, Hubert H. Humphrey (1911-1978). The Humphrey Program brings young, mid-career professionals from designated countries to the United States for a year of non-degree graduate-level study, leadership development, and professional collaboration with U.S. counterparts. Humphrey Fellows are selected based on their potential for leadership and their commitment to public service in either the public or the private sector. A year after Carter’s declaration, 27 Humphrey Fellows from 24 countries arrived in the U.S. to study at 11 U.S. universities and institutions. Since that year, more than 4,600 Fellows from 157 countries have participated in the program.
Özlem Durmuş, an Industry and Technology expert in Turkey, had the extraordinary opportunity to come to the U.S. as a Humphrey Fellow in 2010-11, and spend a year at Cornell University in upstate New York. Intrigued by this unique Fulbright program, we asked if she could share her insights about the experience and her tips for the application process.
1. What inspired you to apply for the Humphrey Fellowship and spend a year at Cornell University?
I was curious about my field and about the world. Before applying for the Humphrey Fellowship, I had a B.S. in Environmental Engineering, a M.Sc. in Environmental Sciences and five years of work experience as an expert in the public sector. But still, I wasn’t satisfied with what I knew and didn’t want to settle for the status quo. Coming from the developing part of the world, I wanted to explore how things are different at the other side, the developed part. I wanted to experience the state of the art. But I had no idea about how far I could go, until I discovered the Humphrey Fellowship Program. The offerings of the program were very tempting: the opportunity to have one year of graduate level academic study in an American university and professional work experience in the US. So I decided to take the challenge and applied for it.
Around 13-14 universities have arrangements with the Institute of International Education (IIE) and provide placements for Humphrey Fellows. Each one hosts fellows in a different field. The year I applied, Cornell University in Ithaca, New York was hosting fellows studying environment and natural resources and that’s how I found myself at Cornell. At the beginning of each semester, during the add/drop period for courses, I found that choosing among the more than 4,000 courses that Cornell offered was like being in a candy shop, a gourmet one! During my studies at Cornell, I was impressed by its open door policy and the open-minded academic community of this Ivy League institution. Although I was not a big fan of Ithaca’s long, snowy winters, with time, Ithaca captured me by its diverse, friendly people and beautiful setting.
After I finished my academic studies at Cornell, I earned a short term consultancy position at the World Bank and moved to Washington DC, where I experienced an international perspective and a different level of professionalism, before I completed my Humphrey Program and returned to Turkey. Though challenging in many ways, being a Humphrey Fellow was the best thing I ever did for my professional development!
2. What was your most eye-opening experience during your Humphrey Fellowship?
I think the most eye-opening experience I had through the Humphrey Fellowship was stepping outside from my world and standing apart from the familiar for a year. It created such a strong alienation effect that change was inevitable. Obviously, I was not expecting such a drastic change. At the beginning, I focused on learning new things by seeking more knowledge. But the gap between what I knew of environmental management so far and what I saw in the US was so broad that I couldn’t just simply learn and build upon my previous knowledge. I had to un-learn my old perceptions and assumptions and develop a new lens to be able to interpret and re-learn new things. I don’t know what exactly forced me to stop learning and start un-learning and re-learning. It was not simply because everything looked different from a distance, and it was more complicated than simply being out of the routine. I don’t know the exact mechanism but whatever it was, it challenged my mindset, both forcing and stimulating me to find a new way of thinking. Once I had that awareness, I could now be more critical, ask more questions and be more curious.
I think all Humphrey Fellows have different and unique experiences of their own. Given the freedom to design their own plan, Fellows from all over the world get exactly what they need from the program. Some need more knowledge, some need more experience and some need more freedom. I asked for freedom to un-learn and re-learn, and I got what I wanted.
3. What tips would you give others applying for the Humphrey Fellowship?
Before you begin, you need to know it is a long, five step selection process. The first step is the national screening process, carried out by the Fulbright Commission in collaboration with the American Embassy. They evaluate written applications, interview selected applicants, select the applicants to be nominated and forward the nominations to IIE, which is based in Washington, DC. So, it is important to put all your focus and energy into the first step, your written application and your interview.
For the application, you will be asked to write a few essays on topics like your achievements (awards, publications, projects, problems solved, anything counts!), your proposed program plan, opinions about your field, and your career plans. This is a fellowship for mid-career professionals, not for recent graduates, and it’s highly competitive! So the more you have accomplished early in your career, the stronger your application will be. Another thing you may want to communicate in your written application are your future plans when you return to your home country after the fellowship. It will be good to take some time to think about what your post-fellowship goals are and how the fellowship will help you meet these goals. You are expected to fully understand that the program is academic and professional. In both components, it helps to do some research beforehand, so that you can name a few classes, seminars, and projects you would like to take part in.
For the professional affiliation component, it will be good to list a few possible organizations you would like to be affiliated with and the reasons why you want to work with them and what you want to learn from them. Because these plans are not set in stone, they don’t need to be very detailed. You will have time to make your actual plans after you are selected. It is just helpful to let the selection committee know that you are prepared for the fellowship program and that you’ve done your homework. Another tip I would give is to mention your social and cultural expectations. Cultural exchange and social interaction is an essential part of the program. Discuss your willingness to give back to the local community through some volunteering during your Humphrey year. After all, life is not all about receiving, isn’t it?
When you complete your essays, make sure someone else reads them before you submit them. You can ask your friends or people you know who will give good advice. A very good friend of mine went through my essays over and over and made great suggestions. Ask for criticism and be sure your essays are clear, appropriate and goal-oriented.
The written application includes two recommendations, one academic and one professional. Make sure you will get specific, goal-oriented recommendations rather than generic ones. My thesis supervisor and ex-professor from grad school was a Fulbright alumnus and she knew exactly what she was doing when she was writing my recommendation letter. If you’re asking for recommendations from people who are not familiar with the Humphrey Fellowship or the Fulbright Programs, make sure they get enough information beforehand.
Are you invited for the interview? Congrats! The interview was about 20 minutes. The interviewers will politely welcome you to the room ask you to briefly introduce yourself. Since they have already read your written applications form, it is important to be concise. In my case, there were four interviewers; some of them were Humphrey alumni, and some of them from the Fulbright Commission and the American Embassy. From what I remember, they asked me to make a brief evaluation of the environmental problems in Turkey and my opinions about them. The interview actually turned into a conversation amongst the interviewers, so don’t be surprised if they start to talk and disagree among themselves, it’s not a trick! Things like this can happen. To make a good impression, it’s best to let them finish their talk and not interrupt. The purpose of the interview is not to evaluate your knowledge or technical skills-they already do this when they review the written evaluations. The point here is to see your abilities and your own unique ideas – not to judge them, but to see how you communicate your ideas. They also asked me why I want the fellowship and what I am planning to do if I get it. Those questions are easy to predict, so be prepared for them.
I don’t know what exactly they are looking for in a candidate, but you can put yourself in their shoes and try to imagine what you would like see in a potential fellow. For example, if I was on the selection committee, I would like to see unique people with authentic ideas who love what they are doing and who are brave and strong enough to stand for their ideals. The key here is, you will be evaluated in terms of your potential and willingness to grow and develop. You need to demonstrate why you are a good investment.
If you are selected, congratulations and my best wishes to you! Fulbrighters are selected among the best and brightest. Welcome to the Humphrey Family! Be well and make the most of your Humphrey year. It’s a once-in-a-lifetime experience, so enjoy it!
Özlem Durmuş earned her BS in Environmental Engineering at Dokuz Eylul University and a MSc in Environmental Sciences at Bogazici University in Istanbul, Turkey. She worked for the National Productivity Center of Turkey as a Productivity Expert. During her Humphrey Fellowship in the US, she studied Environment and Natural Resources at Cornell University and worked as a short term consultant for the World Bank. She is now an Industry and Technology Expert at the Turkish Ministry of Science, Industry and Technology in Ankara. She is fluent in English and Turkish.
To learn more about the Humphrey Fellowship, please contact the Public Affairs Section of the U.S. Embassy or Binational Fulbright Commission in your country for information about application procedures and deadlines. Embassies and Commissions must submit their nominations to the Institute of International Education office in Washington, DC by October 1. The deadlines for applicants vary by country.
© Victoria Johnson 2013, all rights reserved.
Stephanie Kozofsky, 2011-13 Jeannette K. Watson Fellow
I recently met Stephanie Kozofsky, a Pace University student studying in Manhattan, who is participating in a unique, competitive summer fellowship program called the Jeannette K. Watson Fellowship. The Jeannette K. Watson Fellowship provides internships, mentoring, and enriched educational opportunities to promising New York City undergraduates with the goal of increasing their life choices and developing their capacity to make a difference in their own and others’ lives. Each year 15 students are chosen for the fellowship and provided a variety of paid 10-week internships in the nonprofit, government and private sectors for three consecutive summers. Fellows also convene regularly with their peers to discuss their internship experiences and talk about important issues with distinguished New Yorkers. Excited to learn more, we asked Stephanie about her fellowship experience thus far.
1. What inspired you to apply to the Jeannette K. Watson Fellowship and what did you do during the course of the fellowship?
I was inspired to apply for the Jeannette K. Watson Fellowship because of the amazing opportunities it offered. I loved the idea of three summers of meaningful internships. The fact that the third summer was going to be in an international setting was the icing on the cake!
I never realized how much I would gain from the fellowship. During the course of the fellowship so far, I have had two amazing internships. Fellows spend the first summer in a nonprofit institution. My internship was at the New York Historical Society in the Education Department. I had the opportunity to co-facilitate the high school internship program, which was a huge learning process for me. Fellows typically spend the second summer at a governmental or private sector entity. I was employed by Hughes Hubbard & Reed law firm, working with their pro bono Criminal Trial Program. While interning there, I helped prepare litigation members for court appearances. I also did legal research and gathered information for new cases on the rise. This summer will be my third and final summer with the fellowship. I will be interning in Berlin, Germany at the International Summer University of Freie Universität Berlin.
2. What are the biggest advantages of participating in the Jeannette K. Watson Fellowship?
The biggest advantages of participating in the Jeannette K. Watson Fellowship are hard to explain because there are so many! The main advantage is the supplemental program to the internship program. Throughout the summer, fellows participate in weekly speaker seminars to hear stories and advice from industry professionals. There are also weekly cultural events, to help the fellows bond with one another and learn more about the five boroughs that make up New York City.
3. What tips would you give other applying and interviewing for the fellowship?
For those applying to and interviewing for the fellowship, I would say be yourself! Each year, the Watson committee looks for a diverse group of innovative thinkers to make up the fellowship class. They are always looking for people who can think on their feet, have goals and dreams, and are passionate about social change.
Also the Watson committee believes that people should go outside their “comfort zone” and have the courage to put themselves in situations where they may be uncomfortable, in order to grow. Don’t let this topic intimidate you. Demonstrate your perseverance and willing to participate in such activities by describing a situation where your values were challenged or when you were in a situation that you had never experienced before. The application process itself is a new and challenging situation, so I would certainly encourage you to apply!
Stephanie Kozofsky is a senior at Pace University studying English Literature and Criminal Justice. She is originally from Hampton Bays, New York. She is actively involved in her school’s Student Government and she works as a Resident Advisor. She also teaches action civics two mornings a week through Generation Citizen. During her free time, she enjoys spending time with her friends and family and seeking out New York’s hidden gems. She is currently in her final year of the Jeannette K. Watson Fellowship.
© Victoria Johnson 2013, all rights reserved.
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