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.
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.
José G. González, 2012-13 Butler Koshland Fellow (Photo by Carrie Anne Castillo)
In 2013, the Butler Koshland Fellowships program is offering a new fellowship opportunity for one emerging leader to be paired with and mentored by the esteemed Dr. Gloria Duffy, President and CEO of the Commonwealth Club of California. The Butler Koshland Fellowships program, based in San Francisco, is an exceptional fellowship that pairs accomplished leaders with an emerging leader for one year to work closely together on a project. The aim of the program is to identify and mentor the next generation of public service leaders. Previous mentor-fellow pairs include: Lucy Blake, a visionary conservationist and winner of the MacArthur “Genius” Award, paired with fellow Paul Burrow; Dr. Sandra Hernández, CEO of the San Francisco Foundation, paired with fellow Shannon Malone; and Malcolm Margolin, founder and Executive Director of Heyday, paired with fellow Kate Brumage, who is now Executive Director of the Butler Koshland Fellowships organization. In general, the program seeks emerging leaders who have at least a few years of professional work experience, a demonstrated dedication to public service, a good work ethic, a strong desire to learn, and a unique perspective to share with the program. We sought to learn about the fellowship and application process from José G. González, a current Butler Koshland Fellow who is being mentored by Hugo Morales, Executive Director and Founder of Radio Bilingüe.
1. What inspired you to apply to the Butler Koshland Fellowship?
I applied to the Butler Koshland Fellowship because the concept of it seems so simple yet so powerful: find great people who are working to change the world and partner each with a talented younger person.
Specifically it provides a mentoring opportunity different than what I see as a “standard” fellowship. It was not just about gaining new skills and acquiring new knowledge. It was about having the support, the feedback, the insights, and the experience of working closely together with a talented Executive Director.
I was looking for an opportunity like this to “re-pivot” in the work I wanted to do. I wanted to benefit from a mentoring experience to see how I could take my professional development “to the next level” and see what I needed for the next steps. I was not just looking for another job, or another position at which to simply work. I wanted a growing and learning opportunity.
My current fellowship position exemplifies much of that. I am working with Hugo Morales, Executive Director and Founder of Radio Bilingüe. It is Latino public radio, serving as an example of needed diversity in the field of public radio, but also crucially delivering news and information to underserved communities. For example, our key audiences are Spanish-speaking immigrants and farmworkers.
I have helped Radio Bilingüe with a service expansion into new communities in the Southwest and I am working to develop their online presence. Yet, beyond such skills, from Hugo I learn everything from the “radio side” to insights of being an Executive Director: responsibilities of having and being on a board, strategic thinking, fund development, management, and networking.
Lastly I would mention the opportunity to connect with the other fellows and their mentors. Though we are under the same Fellowship, each of our positions is unique and I really value that diversity and the opportunity to share and learn from others in the Fellowship.
2. What was the application process like?
I can say there is no “right way” to “get the Fellowship.” The best advice I could give is to be confident in who you are and what you have done, taking pride in the experiences that have defined you and helped guide you to what you want to do. You are not just meeting a checklist of requirements, you are presenting yourself so as to show that you are ready to learn and engage, but that you also have knowledge and experience to share. You will be a Fellow and a mentee, but it will also be a two-way experience in which your mentor will learn from you—and you will contribute to the success of their organization.
“Recycling Por La Causa” (2013) by José G. González. The title refers to a common phrase in Chicano history “por la causa, for the cause” as taking actions for the dignity and rights of the community.
For me the application process started by submitting the initial application via email as noted in the posting info. This consists of your resume, cover letter, references and possibly writing samples. If selected, then you have an opportunity to meet with the mentor for an interview. This may include other people depending on the organization and their processes. It may also include multiple interviews. For me this included submitting additional writing samples and doing a follow-up interview that included other Radio Bilingüe staff. In the end, Hugo called me personally to let me know I was accepted as a Fellow.
From then on, defining “what you do” is key since there may be no specific job description you are fulfilling, but there are a lot of opportunities. For me it was important to define what I wanted “being a Fellow” to mean since you are not just another staff member for the organization—you have a unique role, and with the support of your mentor, it can really provide opportunities to learn and grow.
3. What would you like to do next?
The future and next steps are full of potential and opportunity. When others ask me “where do you see yourself in five years?”, I have come to realize that the answer can be full of surprises. Five years ago I could not really describe what I am doing now and the wonderful people I have met. But the goals I have in mind are fairly straightforward:
- Be a solution to the “diversity problem” in conservation and provide leadership and actionable items in diversifying the conservation movement.
- Be a resource, advocate, and “bridge” for Latinos and environmental/conservation organizations.
- Be an educator for Latino perspectives on environmental/conservation issues through presentations, media, and on-the-ground work.
For that I ask others to reach out to me, take a risk on the work I want to do, and provide opportunities to make this happen as I work to leverage and nurture cultura and comunidad for conservation. Whether I will be doing this by starting my own non-profit, finding a sponsoring organization, working where I am now or within a mainstream conservation organization—that is to be seen.
I tend to use the word “opportunity” a lot. Part of that is because I am a proverbial optimist. But what I have also come to discover is that while some opportunities may seem easy or given, they can also be defined as challenges to overcome. What matters is how one chooses to handle it and align it to the goals you have in mind. It requires your actions, not just waiting for them. That is something I work to keep in mind as I think about where I will be next—and what I have learned in this Fellowship.
José G. González is an educator with classroom and outdoor experience across all age levels, from elementary school to college. Currently he is a Butler Koshland Fellow with Radio Bilingüe and has served as an adjunct faculty member with the National Hispanic University in their Teacher Education Department, as well as Program Coordinator for the California Mini-Corps Program. José was also the recipient of the prestigious Doris Duke Conservation Fellowship. He is interested in the intersection of Latinos and environmental/conservation issues. Mexicano by birth, Chicano/Latino by identity, illustrator by practice, and conservationist by pursuit, he grew up in the California’s Central Valley. Contact him for ideas, thoughts, workshops, collaborations, etc. on Twitter @green_chicano and @JoseBilingue. Check out his blog and his other work, including his artwork, at www.greenchicano.com.
2012-13 Butler Koshland Fellow Jose Gonzalez with his mentor Hugo Morales, founder and executive director of Radio Bilingüe, the National Latino Public Radio Network (Photo by Butler Koshland Fellow Ben Fash: www.benfash.com)
© Victoria Johnson 2013, all rights reserved.
Next in my series on How To Fully Fund Your PhD, I provide a list below of universities that offer full funding to all students admitted to their doctoral programs in education, international education and educational leadership.
You can find several competitive, external fellowships in the ProFellow database for graduate and doctoral study, but it is useful to seek out PhD programs that offer full funding to all admitted students. When a doctoral program indicates that they provide full funding to their PhD students, in most cases this means they provide each admitted student full tuition and a stipend for living expenses for the four to six year duration of the student’s doctoral studies. Not all universities provide full funding to their doctoral students, which is why I recommend researching the financial aid offerings of all the potential PhD programs in your academic field, including small and lesser-known schools both in the U.S. and abroad.
Boston College, Lynch School of Education (Boston, MA): The Lynch School offers competitive full funding packages for full-time Ph.D. students during their first three years of study through a combination of research and teaching assistantships. Assistantships provide both critical training and funding packages that include a monthly stipend, tuition remission, and individual health insurance coverage.
Drexel University, School of Education, PhD in Educational Leadership Development and Learning Technologies (Philadelphia, PA): This program will be limited to a cohort of full-time students for whom full funding is available and who will be fully embraced as members of the School of Education.
Harvard University, Graduate School of Education, Doctor of Education Leadership (Ed.L.D.): All students in the Ed.L.D. Program receive a full tuition funding package, which also includes stipend support in years one and two, as well as a paid residency in year three.
New York University, Steinhardt School of Culture, Education and Human Development (New York, NY): The Steinhardt School offers all full-time Ph.D. students a complete funding and mentoring program. All students offered admission to our Ph.D. programs are awarded a full funding package and are assigned to a faculty mentor.
Stanford University, Graduate School of Education (Stanford, CA): Students in the Ph.D. programs are automatically funded through a combination of fellowships and assistantships for the first four years of their graduate studies. Funding is contingent upon satisfactory progress toward the degree requirements.
University of Colorado, School of Education, PhD in Education (Boulder, CO): Doctoral students admitted and attending the School will be provided with three years of funding.
University of Michigan, School of Education (Ann Arbor, MI): Nearly all School of Education doctoral students receive full funding to cover tuition, fees, books, living expenses, and health insurance.
University of Pennsylvania, Graduate School of Education, PhD in Education, Culture & Society (Philadelphia, PA): All PhD students receive four years of tuition, a living stipend, and health insurance.
Vanderbilt Peabody College, College of Education and Human Development (Nashville, TN): Students admitted to the program typically receive full tuition support, health insurance, and graduate assistantships that cover living expenses. A significant proportion of students also receive scholarships that increase their level of financial support.
To view over 450 professional and academic fellowships, including fellowships for graduate and doctoral study and pre- and post-doctoral research, sign up to view ProFellow’s fellowships database.
© Victoria Johnson 2013, all rights reserved.
Mark Pan, 2011-12 Fulbright English Teaching Assistant in Malaysia
Mark Pan is not one to do ordinary things. A consummate leader and learner, Mark pursued a series of opportunities that took him far beyond Philadelphia where he was an undergraduate student in Urban Studies at the University of Pennsylvania. After graduation, he traveled to Hong Kong where he worked for Breakthrough Collaborative and headed teacher training while recruiting a record number of UPenn applicants. He next interned in San Francisco for Code For America, a highly competitive fellowship program that recruits web developers, designers, and entrepreneurs to work on state and local government tech projects that aim to make government more open and efficient. Most recently, Mark lived and worked for one year in Malaysia on a Fulbright English Teaching Assistantship, a popular Fulbright program that places recent graduates and professionals in a classroom abroad to provide assistance to teachers of English to non-native English-speakers. Impressed by his wanderlust, we asked Mark more about his path to a Fulbright fellowship.
1. What inspired you to apply for a Fulbright in Malaysia?
There was no single inspiration – the process was rather methodological. I decided to apply for a Fulbright because of its extensive network, its governmental connections within both the U.S. and host countries, and the program’s work flexibility, which would allow me to apply my own interests (such as dance, sports, technology, and public speaking) to the community.
I then narrowed it down to a small continent referred to as Asia. I knew going somewhere with a small Chinese-speaking population would make my parents proud, so that I could improve my Mandarin. It also allowed me to pretend that I knew zero Mandarin while teaching English to Mandarin-speaking kids who talked about me “behind my back.” (I did it so that they would only speak to me in English, I promise!).
Specifically, I chose Malaysia because I wanted to learn as much as I could. In Malaysia I was immersed in a conservative Muslim society, I was able to afford moderate amounts of local travel, and could experience living in a rural or semi-rural town.
2. What was a “stand-out” moment for you during the fellowship?
My school, SMK Senai, welcomed me wholeheartedly even before I had taught a single word of English. As I’d walk down the halls, student after student would scurry up to say “Good morning, teacher” or “Good afternoon, Mr. Mark,” and scamper away before I could squeeze in a “How are you?” I thought, “Wow, this is one friendly community.”
But it wasn’t until two months into my fellowship did I realize why students would muster up the courage to say hi, only to melt away into the crowd as quickly as a bar of chocolate in tropical Malaysia. Basic greetings were usually the only English words many of the students had ever practiced. The “wow” moment for me was being able to fully appreciate how courageous those students were to greet a foreigner with all of their vocabulary and heart.
3. What tips would you give others applying for a Fulbright ETA grant?
Most fellowship programs attract a certain candidate profile. That’s not the case with Fulbright’s ETA program. Each country has its own committee with its own priorities and preferences. Here, what matters isn’t the brand name of your school or a rigorous coursework that has placed you on a certain career trajectory. Significant amounts of demonstrated interest, beyond having done your basic research, isn’t even required. Rather, what matters most is your ability to articulate how you will make an exemplary U.S. ambassador and strengthen bilateral ties.
While completing his Urban Studies degree at the University of Pennsylvania, Mark taught a 6th grade hip hop dance class, consulted for a nonprofit as a New Sector Summer Fellow, served as UPenn’s student body vice president, and specialized in organizing spontaneous events from flash mobs to pillow fights. After graduation, he trained and developed ESL teachers in Hong Kong, became a wannabe geek while at Code for America, and taught English in Malaysia. Check out Mark’s blog.
© Victoria Johnson 2013, all rights reserved.
Meghan Leinbach, 2011 Fellow of the Congress-Bundestag Youth Exchange for Young Professionals (CBYX)
Through word of mouth, Meghan Leinbach discovered an extraordinary way to study and work abroad the year after her graduation from the University of Pittsburgh. In 2011, Meghan was a part of cohort of 75 Americans and 75 Germans who participated the Congress-Bundestag Youth Exchange for Young Professionals (CBYX), a fellowship funded by the German Bundestag and U.S. Congress, that annually provides young professionals the opportunity to spend one year in each others’ countries, studying, interning, and living with hosts on a cultural immersion program. Cultural Vistas, a non-profit organization headquartered in New York, has administered CBYX for Young Professionals for over 29 years, together with its German partner organization, the Deutsche Gesellschaft für Internationale Zusammenarbeit (German Agency for International Cooperation). The fellowship program is broken into three phases. American fellows spend the first eight weeks studying German at the Carl Duisberg Centrum (CDC) language school in one of three locations: Cologne, Radolfzell, or Saarbrücken. Following completion of the language school phase, participants relocate to their permanent placement in Germany. During the following “study phase”, most fellows study at a German university to gain an understanding of the higher education system with regard to their career field, and they also seek out volunteer work. During the final “internship phase”, fellows apply to and secure an internship position in their locality. The fellowship includes round-trip airfare, tuition, housing and a monthly stipend. Intrigued by this incredible opportunity, we asked Meghan about her experience in CBYX.
1. What inspired you to apply for the Congress-Bundestag Youth Exchange for Young Professionals (CBYX)?
Keeping my German heritage alive is what motivates me to continue studying German culture and language. I knew I would always regret it if I did not become fluent in German, so while attending the University of Pittsburgh I majored in German and History of Art & Architecture. During my final year at Pitt, I was looking for an opportunity to continue to improve my German, as well as my professional aspirations. My landlord Peter was an alumnus of the CBYX program and he knew I was a German major, so he recommended I apply for the 2011-2012 year. After researching CBYX for myself, I found the program to be very appealing because it encouraged applicants from all education backgrounds and professional fields to participate. The format of the program was also a huge draw for me: it includes two months of intensive language classes followed by four months of study at a German university and a five month internship. The structure allowed for so much interaction with the German language, I knew I would be confident in speaking German after a year. I also knew I wanted to go to Germany, experience the German culture and gain more professional experience, so I took Peter’s advice and applied.
2. Where did you intern and how did you find your internship?
The CBYX program placed me in Berlin, where I lived with a German family for a few months. My career objective was to work for a cultural institution or museum and to share my passion for art, language and history with others, so the Stiftung Preußischer Kulturbesitz (Prussian Cultural Heritage Foundation) was the largest and best place to do this. After applying for an internship online to the SPK, my host mother helped me by writing to a contact she had there, who then recommended me for a position in the Publications and Merchandising department of the Staatliche Museen zu Berlin (National Museums of Berlin).
The Publications and Merchandising department was a small team of people who coordinated the author contracts and the distribution of the exhibition catalogues and museum merchandise. As an intern, I helped by preparing contracts, planning, coordinating, copy-editing and producing posters, postcards and other merchandise. I also acted as liaison and translator for international communication. While I enjoyed working with my colleagues and working for such an esteemed cultural institution, I found that perhaps an office environment is not the right place for me and that I might be better suited for a more hands-on job. I am so grateful for the experience I had at my internship, because without it, I might not have learned this about myself.
3. What tips would you give others applying to the CBYX fellowship?
Even though the Congress-Bundestag Youth Exchange for Young Professionals program accepts applicants from every vocation, there does exist a common thread in those who are accepted: career goals and a genuine interest in Germany. Emphasize your passion for both and your application will stand out. I would also tell applicants to show flexibility, since the program will place you anywhere in Germany.
Born and raised in the heart of Amish country, Meghan Leinbach lives in Lancaster County, Pennsylvania, where she is currently saving up for her many ambitions. A 2011 graduate of the University of Pittsburgh, Meghan holds a B.A. in German and History of Art & Architecture. As fervent lover of the humanities, she enjoys watercolor painting and hopes to work with and inspire youth in the future.
© Victoria Johnson 2013, all rights reserved.
Jill Leahy (right) with a teammate at a Martin Luther King Service Day sponsored by City Year New York.
City Year’s motto is give a year, change the world – and that’s exactly what Jill Leahy did. As a member of City Year New York’s 2011-12 corps, Jill dedicated a year to helping at-risk New York City students stay in school and on track to graduation. According to City Year’s website, one million students drop out of school each year, and half of those dropouts come from just 12% of schools. City Year aims to challenge the status quo and dramatically increase the graduation pipeline by providing paid, professional fellowships to motivated people aged 17 to 24 who are dedicated to City Year’s mission. City Year corps members spend a year working in under-resourced schools providing support to 3rd through 9th graders. They also organize and lead activities, celebrations and projects to improve the community and school environment. City Year operates in 24 U.S. locations and with two international affiliates in Johannesburg, South Africa and London, England.
While most of the corps experience is focused on delivering service to students in high-need schools, throughout the year corps members receive training and peer support, including a three to four week orientation in City Year’s Basic Training Academy and a Basic Training Retreat, which offers two to three days of team building, reflection and training. Now a Senior Corps Member at City Year New York, Jill Leahy helps train the next generation of City Year corps members. As the City Year application is approaching on February 15, we asked Jill more about her year of service.
1. What inspired you to apply to City Year and what did you do during your year of service?
Growing up, service and giving back were extremely important to my family. I knew I wanted to take a gap year after college, and I began looking into various programs that focused on education. I have worked with students and children extensively in the past and I was passionate about educational equality. When I discovered City Year, I knew that a program like this would be the perfect fit for me. City Year’s mission, values and goals directly aligned with my own beliefs, especially the idea of “service to a cause greater than self.” After researching City Year and having the opportunity to shadow a team, I was able to see the positive impact corps members were having on students every day. It was apparent to me that a position at City Year would be a life changing experience and would allow me the opportunity to grow as a leader and a professional as I worked within the education system in New York City.
Throughout the course of my corps year in 2011-2012, I had the opportunity to work on a team with ten other corps members in an elementary school in East New York, Brooklyn. We began our day every morning at 7:40 A.M., welcoming students into the school. Throughout the day, we worked with third, fourth, and fifth graders who were considered below grade average or “Tier 2” students. We provided academic support In English and math to students as well as behavior and attendance coaching. Monday through Thursday, we ran an after school program that provided students with extra help in homework, as well as enrichment clubs. Throughout the year, our team planned events for various students and the whole school to create a more positive school atmosphere. City Year also provides corps members time to work on individual leadership. On Fridays, we were provided additional trainings, professional development opportunities and time to reflect on the change that we had been making throughout the year.
2. What was the most eye-opening aspect of the City Year experience?
Before starting City Year, I researched the communities the organization served in New York City and I had a glimpse at the struggles and issues that students in the neighborhoods faced daily. Coming from a town where attending college is the norm, I found it hard to imagine that it could be so different elsewhere. Every day, students are dealing with issues within their community and at home, as well as within their school, that distract them from their academic work. Over one million students drop out of school every year, and working in an elementary school, I was surprised to hear students speak about the poverty, violence and crime that occur every day outside their door. Sadly, things that were happening outside of school lead them to believe that school is not important. Being able to work with these students I was able to better understand where they were coming from and help them understand the importance of education. It was there that I learned that all they truly wanted was a chance to succeed. Overall, having the opportunity to work in such a culturally diverse neighborhood I was able to understand that although our backgrounds and experiences are very different, these students want the same opportunities and the same future that I have been provided.
3. What tips would you give others applying to City Year?
Be serious about dedicating ten months to service. This work is not easy, and the days can be long. Take the time to research the organization, learn more about what a typical day looks like and decide whether City Year is a good fit for you. Corps members are people who have passion and skills including being able to work in teams, being flexible, having strong communication skills and being willing to give all you have to provide the best service for the students and communities that you’ll serve.
City Year is continually growing and is becoming a more competitive program. Take your application seriously and prepare for multiple interviews while upholding yourself in the most professional way. City Year values diversity- use your experiences, your knowledge, and your skills to figure out ways that you can make a difference in a student’s life and why you would make a great corps member. City Year wants young people who are motivated, dedicated and ready to make a difference in schools and in underserved communities. If this sounds like you, you’re already on the right path!
City Year applications are now open! Apply by February 15, 2013.
Jill Leahy is originally from Hanover, Massachussets. She is a 2011 graduate of Hofstra University where she graduated with a business degree with a concentration in management and finance. Jill previously served as a Corps Member with City Year New York in 2012-13. She stayed on as a Senior Corps Member and currently serves as a Team Leader providing training and mentorship to City Year Corps Members. After City Year, she hopes to continue working within the education system while utilizing her business skills.
© Victoria Johnson 2013, all rights reserved.
Global Health Corps Fellow Jared Stancombe (right) with Barbara Bush (center), co-founder and CEO of the Global Health Corps and Neil Malilwe (left), a Zambian GHC Fellow.
Jared Stancombe believes it is our civic duty to give back to our country and community. Motivated by his passion for public service, Jared pursued an opportunity to earn an officer commission with the United States Marine Corps, but unfortunately was set back by a prolonged illness. Undeterred, Jared pursued another opportunity – a position in the City Year Corps, a program supported by the national AmeriCorps program, which unites young people of all backgrounds for a year of full-time service to keep students in school and on track to graduation. Over the course of 2,000 hours of service, Jared provided pre-algebra math tutoring, afterschool instruction, role modeling, and mentoring services to 140 at-risk youth at Kramer Middle School in Washington, DC. After his City Year service, Jared was competitively chosen for the prestigious Global Health Corps, which place fellows in yearlong paid positions with organizations in the U.S. and Africa doing excellent work in improving healthcare access and health outcomes for the poor. Placement organizations range from small grassroots organizations to large global institutions. Intrigued by Jared’s passion for helping others, we asked him more about his experience with the Global Health Corps program.
1. Why did you apply to the Global Health Corps?
I applied because after working in inner city Washington, DC neighborhood as a corps member with City Year, I was exposed to how inequality perpetuates poverty, crime, and disease. I worked in an area of the United States that has higher HIV/AIDS prevalence rates than most sub-Saharan African countries, and observed first hand the devastating effects it can have upon children. I learned of the Global Health Corps through City Year, and found it to be a once in a lifetime experience that can provide the necessary professional experience and development to pursue a career in global health. I particularly like how it promotes global health equity, and creates a close community of exceptional leaders and practitioners to solve complex global health problems. I applied to my particular position with a small NGO called Action Africa Help International because it combines my experience working in security, education, and nonprofit management.
2. What is the Global Health Corps experience like?
The experience is life changing. I met the other fellows during our training at a highly prestigious school on the east coast, and my first impression was that I was completely outclassed. But over the course of two weeks, I became very close to many of the other fellows, and we developed a true sense of community before heading off to our placements. Even here in Zambia, we stick together and constantly bounce ideas off each other. This is my first time in Africa and exposure to African culture, so it was difficult making the transition in the first three months of my fellowship. Six months in, I feel that I know my place, and where I can best serve within my organization.
I have learned an incredible amount about international development, refugee affairs, financial management, performance management, and financing, and I am using it every day. Having a completely different perspective within an organization can create truly innovative solutions if they can be implemented properly. Having ideas is easy, it is implementation that is the most difficult here, and my supervisor wants results. She is completely supportive, and has placed me on several important projects, such as developing an organizational business model.
Besides working, vacations are definitely fun. Zambia is most known for Victoria Falls, the largest waterfall in the world. We went there with other fellows from other programs, and I went whitewater rafting in the most intense rapids in the world, and went swimming in the “Devil’s Pool” along the edge of the falls.
This is a once in a lifetime experience, and as with any experience, there are highs and lows. Sometimes I feel like I’m not making a difference here, but when I go out into the field and learn how much good Action Africa Help International is doing, it strengthens my commitment to do my share of the task. Also, I am amazed at some of the work other fellows are doing throughout Africa, and I feel honored to be apart of such a community of passionate young leaders. I can see within a decade or two some fellows taking senior cabinet level positions in African countries such as Uganda, Zambia, and Rwanda.
3. What tips would you give others applying to the Global Health Corps program?
The Global Health Corps program is one of the most competitive fellowships in the world. I believe around 1% of all fellows who apply from the United States are offered fellowships. You don’t have to have a graduate degree in public health to apply. I don’t have a graduate degree, but I do have around five years of experience working in the public and nonprofit sectors. The current corps of fellows is incredibly diverse, and we have computer scientists, architects, medical researchers, teachers, consultants, and policy analysts among others. My advice is to figure out how you can best leverage your education, experience, and skillset towards furthering the mission of the Global Health Corps of advancing global health equity. When you apply for the fellowship, you apply for a specific position. Read the job descriptions very carefully, and during the interviews, which are several, be prepared to answer questions on how your experience best relates to the needs of the placement.
The most important thing is to advertise yourself, but be honest and humble. The amount of talent the Global Health Corps attracts is truly unique. The entire corps participates in recruitment, and the program is not for people who just want international experience, or a year between undergrad and medical school. The Global Health Corps wants people who are absolutely committed and driven to make a difference through immense adversity.
Applications for Global Health Corps are now open! Apply by February 3, 2013.
Jared Stancombe is a 2012-2013 Global Health Corps fellow for Action Africa Help International–Zambia. He is a former analyst with the U.S. Department of Homeland Security, an alumnus of City Year Washington, DC, and a member of Young Professionals in Foreign Policy. He is a 2009 graduate of Indiana University, where he graduated with honors in Political Science, focusing on the influence of informal economies upon civil conflicts in Northern Africa, the Middle East, and Central Asia. Jared is from Bedford, Indiana. After the Global Health Corps, he hopes to continue his career in public service through fellowships in social enterprise or enter a graduate program in business administration, policy analysis, or international relations.
© Victoria Johnson 2013, all rights reserved.
Chike Aguh, Public Service Fellow at the Harvard Kennedy School of Government
Chike Aguh is a true ProFellow, earning five competitive fellowships since his graduation from Tufts University in 2005. Although short-term in focus, each of the fellowships has provided him skills and opportunities that support his long-term goal: to reimagine and innovate the American education system so that all children and citizens, particularly the poorest, are prepared to be innovators in today’s global economy. This past summer Chike served as a Presidential Public Service Fellow at Harvard University where he is an MBA/MPA student, and used this opportunity to support a federal strategy to train two million Americans with federal job training programs by 2015, among several other initiatives. Intrigued by Chike’s path, we asked him more about his interest in fellowships.
1. Why did you pursue a series of fellowships early in your career?
I grew up the son of two immigrants from Nigeria who came to the United States for educational opportunity and I chose very early in life to devote myself to transforming education systems at home and abroad into ones that can prepare students to be innovators in the twenty first century. As I was graduating from Tufts University as an undergraduate, I was seeking a series of opportunities that would give me four things: Strong knowledge of how decisions in education are made from the 30,000 foot policy level all the way down to the school level; understanding of the work of teachers; international experience and knowledge of global education issues, and; a great network and strong cohort of colleagues that will follow me through my career.
I was blessed to be able to accomplish these objectives through the fellowships in which I was able to participate. The New York City Urban Fellows Program, which takes recent college graduates and places them in high ranking positions in New York City government, placed me in the New York City Department of Education, the world’s largest school system, where I observed and contributed to macro-level decisions. Next, I was a corps member of Teach For America, an organization that places recent college graduates in high-need schools for a two year teaching commitment. During this experience I taught second grade at an elementary school in Brooklyn where I learned what it takes to truly educate children for college, their career and citizenship. Before going back to graduate school, I was also a Fulbright Scholar in Thailand where I taught English as a Foreign Language to middle and high school students. Through Fulbright, I had the opportunity to travel around southeast Asia. These fellowships positioned me well for my future career and have been invaluable experiences.
2. What would you like to do long term and what is your plan to get there?
In the long term, I want to be an innovator, investor and policymaker in the education space. After a career cycling through the private, public and social sectors, I would like to be in a senior policymaking role where I can affect the course of education and human capital policy for United States.
3. What tips would you give others applying to competitive fellowships?
My tips for those applying to competitive fellowships are:
- Have a clear reason for wanting the fellowship. Fellowship admission committees are attuned to those who simply want the fellowship for purpose of boosting his or her resume.
- Speak to former fellows. This will give you a better idea of how to market yourself to the fellowship you are applying to and will also show the reviewers that you are truly interested.
- Pursue fellowships that have a strong network and cohort experience. Beyond the brand equity of these fellowships, the most valuable part of the fellowship is the colleagues you will meet and remain connected to.
After graduating from Tufts University with a B.A. in Political Science, Chike Aguh (pronounced Chee-kay Ah-goo) worked for the New York City Department of Education as a New York City Urban Fellow. He subsequently became a corps member of Teach for America and taught 2nd grade at Excellence Charter School of Bedford-Stuyvesant, the only all-boys elementary charter school in New York City. Chike was also a Fulbright Fellow in Thailand and an Education Pioneer Fellow for the U.S. Department of Education. Chike is a graduate of the Harvard School of Education and is now a graduate student in the joint MBA/MPA program of Harvard Kennedy School of Government and the Wharton School of Business at the University of Pennsylvania.
© Victoria Johnson 2012, all rights reserved.
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