**U.S. Department of Education**

**Office of Postsecondary Education**

**International and Foreign Language Education (IFLE) Office**

**Fulbright-Hays Group Projects Abroad (GPA) Program**

**CFDA 84.021A**

**GPA Short-Term and Long-Term Grant Awards List and Project Abstracts**

**Fiscal Year 2016**

# Group Projects Abroad ProgramFY 2016 Grant Awards List

# American Councils for International Education

**Advanced Language Programs in Russia and Tajikistan**

**Project Type:** Long-Term Advanced Overseas Intensive Language Training**Host Country:**Russia**Amount of Time in Country:**3 semesters**Number of Participants:**36

**Project Director:** Dr. Dan E. Davidson, President, American Councils for International Education: ACTR/ACCELS, 1828 L Street, NW, Washington, DC 20036; Telephone: (202) 833-7522

**Abstract:**United States demand for expert speakers of Russian and Persian has rarely been greater, yet on-campus enrollments in foreign language classes, growing financial pressures, and study abroad trends threaten to severely limit the national capacity to meet this growing need. To create new opportunities for U.S. students to achieve advanced proficiencies in Russian and Persian through intensive overseas study – and to help revitalize the study and teaching of these languages in the United States – American Councils for International Education:  ACTR/ACCELS (American Councils) is pleased to submit this proposal to the U.S. Department of Education for Fulbright-Hays Group Projects Abroad (FH GPA) - Long-Term Advanced Overseas Intensive Language Projects funding for FY 2016. A demonstrated leader in the design and administration of international academic exchanges and overseas cultural immersion programs, American Councils seeks FH GPA support for 36 fellowships for advanced language students seeking to participate in the semester-long Advanced Russian Language and Area Studies Program (RLASP) in Moscow, Russia, and the Eurasia Regional Language Program (ERLP) in Dushanbe, Tajikistan. Both programs feature:

· Intensive language classes conducted by leading Russian, Tajik, Afghan, or Iranian-born faculty designed to strengthen reading, listening comprehension, and essential speaking skills;

· Special content-focused seminars exploring Russian or Persian mass media, contemporary society, and modern politics;

· Weekly cultural excursions and extended travel to maximize exposure to key historical sights and provide additional opportunities to interact with peers and host-country nationals;

· Housing with Russian or Tajik host families and weekly meetings with conversation partners to maximize linguistic and cultural immersion;

· Ongoing logistical support, guidance, and assistance from a full-time U.S. resident director with expert knowledge of the host-country language and culture;

· Full academic credit for work completed overseas through Byrn Mawr College;

· Pre-and post-program reading, listening, and speaking proficiency testing to measure linguistic and cultural gains; and

· Active alumni networks to support program graduates in professional networking and career searches, and to engage them in outreach to potential future program participants.

American Councils will conduct a national outreach campaign to encourage advanced students of Russian and Persian across the United States to apply. An external selection committee, with at least two experts in Russian and Persian language and culture, will review all applications. Participants will take part in a pre-departure orientation in Washington, D.C., and complete pre- and post-program surveys to measure gains in language and cultural knowledge. American Councils has administered high-impact study abroad programs focused on linguistic and cultural learning for U.S. undergraduates, graduate students, scholars, and teachers since 1976.  More than 6,000 U.S. participants have joined its programs in Africa, Central Asia, China, India, the Middle East, Russia, and the South Caucasus.  The FH GPA fulfills the competitive preference priorities by taking place in Eurasia, providing training in a priority language (Russian and Persian), and including K-12 educators. American Councils requests $249,840 from the U.S. Department of Education, Office of Postsecondary Education to fund 36 fellowships of $6,940 each during the 24-month project period (September 30, 2016 – September 30, 2018).

# American Institute for Resource & Human Development

**Empowering Teachers through the Discovery of Africa's Diversity: A Short-Term Seminar in Tanzania for American Educators**

**Project Type:** Short-Term Seminar 

**Host Country:**Tanzania**Amount of Time in Country:** 5 weeks**Number of Participants:**15

**Abstract:**Educational Systems in America traditionally have assumed the responsibility of preparing young Americans to cope with a changing world. Today, this obligation is becoming more pronounced than ever before in both intensity and need. The dynamic nature of both technology and interdependence among nations of the world is rapidly changing the economic and political landscape of the existing international system.  We already live in a “global village” in which each country's survival depends on its ability to understand and cooperate with other nations.  An educational system does not fulfill its obligation properly if its students are not exposed to the new global realities and if they are not adequately prepared to comprehend the logical realities of interdependence among nations. Thus,**the need for expanding international education and addressing the critical global and intercultural issues our students will face in this modern time justifies the submission of the GPA grant proposal. 

In order to address these issues, the Center for International and African Studies Outreach (CIASO) of the American Institute for Resource and Human Development, Inc., (AIRHD), a non-profit  501 (C)(3) educational organization, in collaboration with several school districts and colleges/ universities in Georgia proposes to conduct, under the auspices of the Fulbright-Hayes Group Projects Abroad (GPA) program, a study tour of Tanzania in East Africa involving eighteen participants: nine K-12 in-service teachers; six community college and /university faculty members; a project director and a curriculum specialist in the summer of 2016. This five-week seminar, which will take place in the summer of 2017, will consist of three phases: 

1. A four-day pre-departure preparation orientation phase at the AIRHD site;

2. A five-week overseas’ study, travel and research phase; and 

3. A post-seminar or fellow-up activity phase to take place over twelve weeks period after returning from Tanzania. 

The primary activity in this project will be an integrated and comprehensive five-week program of instruction, field study, and cultural activities in Tanzania for the purpose of enabling the participants to develop curriculum materials for use in their respective classrooms. The Project participants will receive Swahili language instruction within a cultural context that will enrich their learning and provide lasting impact. Daily instruction in Swahili and seminars on Tanzanian culture, history, geography, politics, arts and society will be supplemented by site visits and daily interaction with the local population, creating a multidimensional, dynamic learning experience. The participants will be based at the University of Dar Es Salaam, the largest city of Tanzania, with organized excursions to Bagamoyo, Zanzibar, Arusha, and other places that illustrate the multicultural diversity of Tanzania. While in Tanzania, the participants will visit schools at all levels and be exposed to Tanzanian education, languages, culture, family, and religious systems. A significant part of the project offers participants the chance to stay with “adopted” families and have personal contact with people. Only through understanding the life style of Tanzania can these educators most effectively share their language, history and cultural experience with students in their own classrooms.

# American Institute of Indian Studies

**Advanced Language Programs in India**

**Project Type:** Long-Term Advanced Overseas Intensive Language Training**Host Country:**India**Amount of Time in Country:**36 weeks**Number of Participants:**32

**Project Director:**Professor Rebecca Manring, Department of Religious Studies, Indiana University, Bloomington, IA 47405, E-mail: aiis@uchicago.edu

**Abstract:**The objective of this proposal is to continue and further strengthen the Advanced Language Programs in India (ALPI), which provide intensive advanced-level training in Bengali, Hindi, Malayalam, Marathi, Tamil, Urdu, and other modern languages of India for a period of one year. These programs are run by the American Institute of Indian Studies (AIIS), a consortium of eighty-six U.S. colleges and universities that have significant programs on India and other South Asian countries. Through its junior and senior research fellowship programs, its many services to American scholars working in India and to U.S. study abroad programs, its two research archives, and its language centers, the AIIS enjoys wide recognition as the pre-eminent institution promoting informed knowledge of the Indian Subcontinent in the United States.

This application meets Competitive Preference Priority 3 established by the U.S. Department of Education as the AIIS ALPI programs provide superb advanced-level immersion training in ten out of the 78 languages included on the Department of Education’s list of Less Commonly Taught Languages, and offer the only well-established programs for advanced immersion study in South Asian languages that are rarely taught in the U.S., including Gujarati, Kannada, Marathi, Punjabi, Tamil, and Telugu. The fellowships offered with funding from GPA would provide maintenance stipends and program costs for about 36 language fellows (and for some round-trip travel to India) who have had a minimum of two prior years of study in the target language.

Building on nearly five decades of experience and with partial support from previous Fulbright GPA awards, the AIIS has created a unique infrastructure of language training centers and has assembled a cohort of gifted instructors who are regularly trained in current Second Language Acquisition methodology. ALPI language fellowship recipients are selected through a national competition. Successful applicants plan on academic careers which require proficiency in modern foreign languages or area studies, or plan careers in government service or in the public health, private, and NGO (nongovernmental organization) sectors. Each ALPI language is taught through an intensive immersion approach, in a well-equipped center located in a city in which the target language predominates. Rigorous classroom instruction is supplemented by field trips, community and independent study projects, home-stay accommodations with native speaker families, and a wide range of cultural and social activities designed to maximize the immersion experience. Periodic evaluations by students and teachers, proficiency-based testing, and site visits by language pedagogy specialists and program officers monitor students’ progress and enable the fine-tuning of instruction. An annual workshop for the teaching staff emphasizes innovative approaches to language teaching and assessment, including audiovisual and computer-based instructional materials. The success of these methods is demonstrated by generations of AIIS-trained teachers and other area specialists, who represent a national pool of expertise that enhances our nation’s security as well as its economic, political, and cultural relations with India, and that promotes intercultural understanding within the United States. The relatively low cost of living in India and careful management of finances by AIIS insures a highly cost-effective use of the requested GPA funds, which provide only a portion of the total expense of running the ALPI.

# American Research Institute in Turkey

**ARIT Summer Fellowships for Intensive Advanced Turkish at Boğaziçi University, Istanbul**

**Project Type:** Long-Term Advanced Overseas Intensive Language Training**Host Country:**Turkey**Amount of Time in Country:**24 weeks**Number of Participants:**18

**Project Director:** Dr. Sylvia W. Önder, Division of Eastern Mediterranean Languages, 210 Poulton Hall, Georgetown University, Washington DC 20057, onders@georgetown.edu, (202) 687-6175

**Abstract:**Under this project, we seek to enable university students and faculty to study advanced Turkish through an intensive summer language program utilizing the resources and facilities of Boğaziçi University (BU) in Istanbul, Turkey. This program was initiated by the American Research Institute in Turkey (ARIT) in 1982 and is designed to provide the equivalent of a full academic year course in advanced Turkish. Fellows, recruited nationwide, benefit from direct and constant exposure to the language and culture in its native setting, including multiple instructors in daily classroom hours of Grammar, Reading, Speaking, and Writing, along with laboratory exercises, work with native-speaker teaching assistants, and a full program of Turkish films and lectures. USED grant funds would be used to support the advanced level language training of eligible undergraduate and graduate students, as well as faculty.

As a US and NATO ally connected to Europe, Eurasia, and the Middle East, Turkey plays an important economic, political, and strategic role in the region. Turkish language programs in the US have not yet been able to create stable programs that consistently allow students to reach the advanced levels. The BU program has proven to be an effective means of addressing this shortcoming by training students to proficiency levels that can be maintained and improved independently. The ARIT Summer Fellowship supports Middle East, Central Asian, and European Language and Area Studies Centers in the United States in attaining their primary objectives, that is, to prepare American students to pursue various careers related to the region. The program aids scholars from fields such as Anthropology, Economics, History, International Relations, Islamic Studies, and Linguistics while forging ties between the American and Turkish academic communities. Turkish has long been a research language useful to scholars of Greek, Armenian, Jewish, Kurdish and other minority groups in the Ottoman Empire and Republic of Turkey – as well as a link to the Turkic languages of Eurasia – but has more recently become an important research language for scholars of Arab Studies, Migrant and Refugee Studies, and other emerging regional topics.

Under the directorship of Dr. Sylvia Önder, 66 fellows have been supported in the 2013-2016 grant period. The purpose of this application is to secure support for this fellowship program for the next year. The project would again be administered jointly by ARIT and the American Association of Teachers of Turkic Languages (AATT), with administrative and program director support from Georgetown University. This project meets the *Competitive Preference Priority 3:**Substantive Training and Thematic Focus on Priority Languages: Turkish*.

# Avila University

**From Genocide to Regeneration: An Exploration of Rwandan Social Justice Issues through the Lens of Education**

**Project Type:** Short-Term Seminar **Host Country:**Rwanda**Amount of Time in Country:**4 weeks**Number of Participants:**13 (including at least seven public school K–12 humanities and social science educators; five Avila University undergraduate juniors, seniors, or graduate certification students who are pre-service education candidates in the areas of social science or humanities; and up to one educational administrator who has curricular responsibility over the teaching of area studies)

**Project Director:**  Karen Garber-Miller, Ph.D., Dean and Professor of Education, Avila University School of Education, 11901 Wornall Road, Kansas City, MO 64145; Tel: (816) 501-3663; E-mail: karen.garber-miller@avila.edu

**Abstract:**The proposed Group Project Abroad, From Genocide to Regeneration: An Exploration of Rwandan Social Justice Issues through the Lens of Education, seeks to build on Avila University’s growing area and global studies offerings to promote the integration of African studies into the K–12 curriculum at all levels, increase the cultural competency of American educators and students, and provide an in-depth study of the culture and history of Rwanda through the lens of education and social justice issues. This three-phase project includes more than 16 hours of pre-departure orientation, a four-week study tour of Rwanda featuring first-person engagement and cultural immersion opportunities, and post-trip follow-up and dissemination activities, which will include a day-long Rwandan Genocide and Social Justice Issues Seminar for K–12 educators in the greater Kansas City area. Through the project, participating educators will:

1. Gain first-hand experience exploring the 1994 genocide, reconciliation efforts within Rwandan society, and social justice challenges relevant in the Rwandan context.

2. Collect relevant artifacts, materials, and resources in order to build an electronic resource repository including documents, links, audio sources, video files, readings, primary documents, bibliographies, and relevant resources to be shared with K–12 teachers.

3. Create new curriculum units and lesson plans around the Rwandan genocide, social justice issues, and Rwandan area and cultural studies, for incorporation into the K–12 curricula throughout Kansas, Missouri, and beyond.

4. Acquire the necessary information, training, and experience to disseminate what they have learned to their peers throughout the K–12 educational system.

5. Develop and deepen their cross-cultural understanding and competency.

**Competitive Preference Priorities:**The proposed project meets the absolute priority, because it focuses on Africa. As a new applicant to the Fulbright-Hays Group Projects Abroad program, Avila University meets Competitive Preference Priority 1. Avila also meets Competitive Preference Priority 4 because it plans to ensure that at least 50 percent of program participants are K–12 teachers. At least seven of the thirteen participants will be K–12 educators teaching social science or humanities.

# Benedict College

**Kamtok: Connecting Cameroonian and African American History, Language, and CultureThrough Diaspora Literacy**

**Project Type:** Short-Term Curriculum Development**Host Country:**Cameroon**Amount of Time in Country:**4 weeks**Number of Participants:**13 (6 PhD, 4 M.Ed., 3 BA)

**Project Director:** Dr. Ronnie Hopkins, Benedict College, ronnie.hopkins@benedict.edu

**Projected Start Time:** January 10, 2017**Grant period:** March 2017 - April 2018**Pre-departure Phase:** January 10-May 18, 2017**Overseas Phase:** May 18-June 18, 2017**Follow-up Phase:** July 11, 2017- April 30, 2018

**Abstract:**Benedict College requests funding for a Curriculum Development Project from the Fulbright-Hays Groups Project Abroad Program. The project - *Kamtok: Connecting Cameroonian and**African American History, Language, and Culture Through Diaspora Literacy*– will involve a 13-member Curriculum Development Team that is a consortium of K-12 educators and higher education faculty. The project will focus on language and area studies to build knowledge, develop international relationships, and collect materials to be used in the construction of curriculum for K-12 classrooms and of college courses.

The 13 project participants will include six K-12 classroom teachers, one K-12 administrator from high need LEAs (local education agencies), one community member, and five college faculty members who work in preservice education and curriculum development, including the former Director of the Office of Teacher Effectiveness of the South Carolina State Department of Education. The project director, Dr. Ronnie Hopkins, brings to the project expertise in teaching English Language Arts, reading and composition theory, African American language and literacy, the education of African American students, and has previous experience in Central West and West Africa, including Cameroon. He will be assisted by a Host Country Convener and two Coordinators who are residents of Cameroon and cultural and language scholars of Saint Monica University, Buea, Cameroon. Dr. Gloria Boutte will serve as a Co-Organizer and brings a strong background in African Diaspora Literacy. Participants are required to have a rudimentary background and interest in African Diaspora Literacy. They will commit to further study prior to, during, and following the Cameroonian trip and to the development of and dissemination of related curricula.

This project is critical not only to education in South Carolina, but to schooling across the United States because of direct links between Cameroonian Kamtok and language use in South Carolina as well as the larger African American community across the United States. This knowledge, while widely researched and reported on in the academic literature is woefully absent from curricula in schools, colleges, and preservice teacher education programs alike. In Cameroon, participants will gain firsthand knowledge to support their development of curricula.

This project addresses: Competitive Priority 1 (Minority-Serving Institutions) and Competitive Priority 4 (Inclusion of K-12 Educators).

# California State Polytechnic University, Pomona 

**East Meets West:  Morocco--Crossroads and Meeting Ground**

**Project Type:** Short-Term Seminar**Host Country:**Morocco**Amount of Time in Country:**5 weeks**Number of Participants:**14

**Project Directors**: Dr. Faiza Shereen and Dr. Mahmood Ibrahim 

**Abstract:**California State Polytechnic University, Pomona, proposes to conduct a “Group Study Project” with the purpose of providing participating educators a genuine, first-hand understanding of North African /Islamic culture so that they may improve and refine their knowledge base of the area and develop their curricula to cover the region and its current culture in a factual and accurate representation. A team of 12 participants will include educators from the University’s faculty, K-12 teachers from the I Poly High school, educators enrolled in the university’s graduate programs, and administrators. The members of the group will participate in an intensive five-week group program of study and research in Morocco. The program will enable the participants to identify the unique culture and institutions of this North African Arabo-Islamic nation, remarkable for its rich historical heritage and cultural pluralism grown out of African and Berber sources, representative of Islamic culture and heritage, and sharing with its neighbors the logic and ethos of the Arabic language. Further complicated by its proximity to Spain and its Andalusian history as well as its postcolonial connection with French culture, this nation is of immense value as a window on the culture of North Africa and the Middle East, and the relationship of this MENA region to the West. In preparation for the visit, the group will complete a beginning Modern Standard Arabic and attend a series of l. The working language proficiency will allow the group to maximize their experiences in Morocco at the first-hand level.  Learning the basics of the Arabic language and deepening their knowledge and awareness of Morocco’s cultural history, geography, and society, the participants will be able to enrich their teaching and scholarship upon their return, thereby igniting a much-needed understanding and awareness of Arabo- Islamic culture and society in our learning communities.

The specific objectives of this proposal for the GPA grant fall under three main categories of goals:

1. Expand awareness and first-hand understanding of living communities in a region of the world too often impaired by stereotypes and media representations. This will be accomplished through the personal onsite experience of the Moroccan culture and its diverse identities (African, Berber, Arab, Islamic, Mediterranean) as manifested in its multiple religions, local art and architecture, and the institutions that support social, governmental systems, as well as by increasing awareness of the linguistic diversity through acquisition of basic Arabic speaking and reading skills and Moroccan Darija (dialect).

2. Provide an opportunity for teachers and educators to develop teaching perspectives, curricula and course content and to disseminate their findings in the academic context. Objectives include assembling a “teaching trunk” of Moroccan materials and artifacts to enhance diversity awareness in classrooms and in the community at home; preparing seminars for the College of Letters, Arts and Social Sciences (CLASS) and the University on infusing an international perspective in teaching and research; and disseminating findings and experiences in scholarly publications, at conferences, and in workshops.

3. Inspire and foster a global, interdisciplinary collaborative educational perspective by increasing faculty enthusiasm and experience in this area; fostering opportunities for international collaborative research with Moroccan partners; and introducing graduate students preparing for a teaching career to the international experience and first-hand knowledge of a representative Arabo-Islamic culture, creating the opportunity for better understanding and learning. Competitive Preference Priorities 1, 3 and 4 will be addressed in this proposal.

# Cornell University 

**COTI Summer Advanced Indonesian Abroad Program**

**Project Type:** Long-Term Advanced Overseas Intensive Language Training**Host Country:**Indonesia**Amount of Time in Country:**8 weeks**Number of Participants:**12

**Project Director:** Jolanda Pandin, Southeast Asia Program, Telephone: 607-255-0685, E-mail: jmp244@cornell.edu

**Abstract:**On behalf of the Consortium for the Teaching of Indonesian (COTI), Cornell University’s Southeast Asia Program seeks funding for an 8-week intensive advanced language training program to be held in Salatiga, Indonesia. As such, the proposal meets the criteria for Competitive Preference Priority 3:  substantive training and focus on priority languages. The program is organized in cooperation with the Language Training Center (LTC) of the Satya Wacana Christian University (Universitas Kristen Satya Wacana -- UKSW). Twelve eligible applicants, (who may be graduate or undergraduate students, or educators) will be selected through a rigorous screening process. The participants must be U.S. citizens or permanent residents who have completed two years of Indonesian language study or its equivalent, and be well-prepared to participate in a demanding, intensive immersive language program.

The COTI Program is conceived of as the capstone of the Indonesian language programs offered in North America during the academic year and at the Southeast Asian Studies Summer Institute (SEASSI) during the summer. It is an immersion program that enables students to achieve a high level of fluency while gaining cultural competency and in-country experience. Rigorous pre-and post-program proficiency assessment ensures that the program adheres to the highest standards of language instruction. COTI is dedicated to language study that makes use of materials that are both authentic and current, reflecting a variety of genres. The program also integrates field studies into the curriculum with the goal of ensuring that students learn about the socio-cultural and political and economic issues of the area. Students choose a topic of personal interest, write a substantive paper, and finally make an oral presentation in Indonesian on the topic. The program also provides potential researchers an opportunity to investigate field sites, to establish professional contacts, and to understand better the human and local environment. Collaborating with AIFIS and a wider range of Indonesian universities will also support these goals.

COTI has constituted an evaluation team composed of a Language and Pedagogy Evaluator and a Program Evaluator. Together they will evaluate COTI and SEAP’s progress towards the three goals set for this project:

1. To train a cohort of Americans with Indonesian language and cultural expertise; 

2. To develop partnerships to support the sustainability of the COTI Program; and 

3. To increase student engagement and expand recruitment.

# Gettysburg College

**The Impact of China’s Educational System from Beijing to Gettysburg**

**Project Type:** Short-Term Seminar **Host Country:**China**Amount of Time in Country:**4 weeks**Number of Participants:**13 (six higher education faculty, six K–12 teachers, one Project Director)

**Project Director**: James Udden, Ph.D., Email: judden@gettysburg.edu, Telephone: 717-337-6474, Address: 300 N. Washington Street, Gettysburg, PA 17325

**Priorities addressed:**Competitive Preference Priority 1: New applicant, Competitive Preference Priority 3: Substantive Training and Thematic Focus on Priority Languages (Chinese), Competitive Preference Priority 4: Inclusion of K–12 Educators

**Abstract:** Through the proposed four-week seminar in China titled “The Impact of China’s Educational System from Beijing to Gettysburg,” Gettysburg College (GC) seeks to grow faculty expertise and experience in the region in order to expand the breadth and depth of course offerings in the East Asian Studies Program Chinese Track and expand the coverage of China across the general education curriculum. Local school districts have also indicated interest in increasing the coverage of China in their curricula. Via the seminar, participating K–12 teachers will have a rare opportunity for firsthand experience in China as well as immersion foreign (Mandarin) language training in order to develop an understanding of Chinese culture, history, and current issues and incorporate this understanding into their curricula and teaching practice.  The GPA will be an intense, interdisciplinary engagement with the language, history, culture, and everyday life of modern China through the lens of its educational policy and practice. It will provide participants with a rich interplay of resources, seminars, and site visits. The 18-hour predeparture study will cover the basics of the Mandarin language as well as an introduction to China’s history, political system, educational system, art and religion, and contemporary culture and will include a lecture and practicum on Chinese food and table etiquette. The group activities in China will be coordinated by the China-based study abroad organization CET Academic Programs. The group will be based in Beijing on the campus of GC’s Chinese partner Capital Normal University. From there, the group will travel to numerous sites throughout the city as well as other sites within driving distance of Beijing. Two levels of Mandarin Chinese will be offered for 2.5 hours each weekday, supplemented by communicative practice tasks in the community during site visits and trips.

The project will result in the following deliverables: (1) revised current course offerings and/or new curriculum to expand Gettysburg College’s East Asian Studies Program and related disciplines; (2) learning modules to be incorporated by K–12 participants into their existing curriculum via courses such as World Cultures, Global Economics, and Sociology; (3) an accessible, well-organized online depository of resources resulting from the seminar, including all curricular products, additional materials, visuals, pedagogical practices, and Mandarin language resources as well as presentations; and (4) dissemination activities to other colleges, K– 12 districts, and the community.

# Hendrix College

**Understanding Rwanda: Culture, Education, Development**

**Project Type:** Short-Term Seminar **Host Country:**Rwanda**Amount of Time in Country:**5 weeks**Number of Participants:**15 (K-12 teachers and pre-service educators)

**Project Director:** Dr. Carol West, Professor of English, Hendrix College, 1600 Washington Avenue, Conway, AR 72032, Telephone: 501-450-1240, Fax: 501-450-1200, E-mail: west@hendrix.edu

**Abstract:**Hendrix College proposes a Fulbright-Hays Group Project Abroad short-term seminar for twelve K-12 teachers from Arkansas, Texas, and Mississippi, and two preservice educators who are students at Hendrix College. The “Understanding Rwanda: Culture, Education, Development” seminar will seek to improve the coverage of African Area Studies in K-12 classrooms in the South-Central United States through the development of four curriculum units on Rwandan history and geography, Rwandan culture and people, Rwandan economic development, and Rwandan education. Each curriculum unit will utilize the information, experiences, and tangible materials acquired during a five-week overseas phase of travel and experiential learning in Rwanda, hosted by Kitabi College. The resulting curriculum units will also draw upon the many linkages between Rwanda and the South-Central United States, Arkansas and Hendrix College, including educational and economic connections that will be examined during this GPA’s five months of pre-departure training and its four-month post-overseas phase of curriculum development. After the implementation of the four curriculum units in the GPA participants’ schools, dissemination of these materials will occur through outreach presentations in local and regional pedagogical workshops and conferences, and through online posting on accessible Web sites.

Absolute Priority 9a (Africa) and Competitive Preference Priority 4: Inclusion of K-12 teachers.

# Immaculata University

**Global Perspectives in Education, History and Culture in Peru**

**Project Type:** Short-Term Seminar**Host Country:**Peru**Amount of Time in Country:**6 weeks**Number of Participants:**12

**Project Director**: Dr. Annette Pelletier, Telephone: 610-647-4400, Email: apelletier1@immaculata.edu

**Project Abstract:**Immaculata University seeks funding from the U.S. Department of Education to support the launch of a new *Global Perspectives in Education*program. Using the six-week trip (Group Project Abroad), two graduate or 10 junior and senior undergraduate Immaculata University students, who are focusing on careers in elementary, secondary and postsecondary classrooms, will be immersed in Peru to explore the country’s educational system, history and culture. Building on strong relationships Immaculata University has with a school district in Lima, Peru, the experience abroad will offer a rich experiential learning opportunity that will be integrated into their future classrooms in the United States. The exposure the students receive abroad will inform their school’s curricular content and enhance pedagogical outcomes.

**Project Goal:**To expand study abroad and global experiences for future K-12 teachers and administrators

Objective #1: To increase the global competency – specifically the cultural and educational competency – of future elementary, secondary, and post-secondary teachers and administrators involved in South American Studies or Global Studies.

Strategies:

1. Classroom observation in a Peruvian school for three days per week for five weeks;

2. Lectures regarding culture, history and language instruction one day a week for five weeks in Peru;

3. Educational trips throughout the Lima, Peru region for one day a week for the five weeks and one week in Cusco and Machu Picchu;

4. Living in community with Peruvians in order to build close relationships that could be continued remotely after the Immaculata participants return to the United States.;

5. Disseminate project findings to other higher education institutions with the hopes of inspiring additional projects for K-12 educators and administrators to regions throughout the world.

Objective #2:****To increase the number of thoughtfully crafted South American Studies materials for elementary, secondary and post-secondary schools.

Strategies:

1. During the pre-departure training workshops, thematic units will be identified and assigned to participants;

2. Working along Peruvian scholars, teachers and community leaders, participants will have access to first-hand authorities on the region;

3. Integrating the lessons learned and experienced, the participants will create course thematic units and undergraduate participants will complete a portion of their teaching portfolio;

4. With a rigorous review and revision process, the thematic units will be honed into thoughtfully crafted lessons that can be incorporated in a number of classrooms;

5. Upon return to the United States, participants will disseminate these units through multiple methods.

# Maricopa County Community College District 

**Balkan Borderlands: Multi-Culturalism, Identities, and Histories in Europe’s Muslim Countries**

**Project Type:** Short-Term Seminar**Host Country:**Bosnia-Herzegovina**Amount of Time in Country:**4 weeks**Number of Participants:**16 (K-12 teachers and community college faculty)

**Project Director:**Kathryn Howard, kathryn.howard@domail.maricopa.edu; 480-731-8022

**Scholar/Escort:** Dr. Lisa Adeli (University of Arizona), adeli@email.arizona.edu

**Abstract:**In a time of widespread misunderstanding of Muslim populations, U.S. educators struggle to teach about a group of people who make up nearly one-quarter of the world’s population. Maricopa County Community College District, in close association with the University of Arizona Center for Middle Eastern Studies, is proposing a 29-day curriculum development project “Balkan Borderlands: Multi-Culturalism, Identities, and Histories in Europe’s Muslim Countries.” A UA scholar/trip leader, an MCC specialist in international education, and a local Bosnian expert will guide 14 Arizona high school and community college educators through Bosnia-Herzegovina with a weeklong comparative visit to nearby Albania. Participants will study and witness first-hand the intersection of three cultural zones – Catholic Western Europe, Orthodox Eastern Europe, and the Muslim Middle East – in two predominantly Muslim countries, both of which negotiate relations with large native Christian populations and with the Christian-majority countries in the rest of Europe. Bosnia and Albania are safe and stable, as well as incredibly complex. Shaped by social, geographic, cultural, religious, linguistic, and political diversity, they are historic battlegrounds, but current models of multi-cultural interaction.

The project will address Competitive Preference Priority #1 (community college), Priority #3 (substantive language training in Bosnian), and Priority #4 (50% of participants comprised of K-12 educators).  The program is designed to join seven secondary and seven community college educators in a curriculum development project that is academic, experiential, and practical. Under the guidance of Scholar-Escort Lisa Adeli, PhD in Balkan history, participants will learn about the complex histories and cultures of southeastern Europe.  Local experts in Bosnia and Albania will give perspectives on history, culture, geopolitics, and other topics, while a credentialed language program in Sarajevo will give participants a grounding in the Bosnian language as well as an understanding, through the lens of socio-linguistics, of the connection between language, history, and national identity. Travel, visits to museums and cultural sites, and conversations with teaching counterparts in the Balkans will give educators experiences and insights that they can bring back to the classroom – along with photos and cultural artifacts purchased as part of the project. To assist participants in translating these varied experiences into practical curriculum projects, Adeli, a high school teacher, and Kathryn Howard, a community college educator, will guide participants’ development of their individual curriculum projects and assist them in incorporating materials from their language learning into these projects. “Balkan Borderlands: Multi-Culturalism, Identities, and Histories in Europe’s Muslim Countries” thus promises to be a productive, rewarding, multidisciplinary experience for its participants. The resulting curricular materials will be disseminated widely so as to have an impact on education at both the state and national level.

# Mississippi State University

## Museums, Memory, and Contested Heritage in the Middle East:  Perspectives from Jordan and Israel

**Project Type:** Short-Term Seminar **Host Country:**Israel, Jordan**Amount of Time in Country:**4.5 weeks**Number of Participants:**13 (MSU faculty and students, K-12 educators)

**Project Directors:** Dr. Jimmy Hardin and Dr. Kate McClellan

**Abstract:**Mississippi State University proposes a Short-Term Seminar Project through the Fulbright-Hays GPA program to investigate the connections between museums, memory, and heritage in the Middle East. Our group, consisting of faculty and students from Mississippi State University (MSU) and local K-12 educators, will travel to Israel and Jordan in summer 2017 to visit museums, cultural-heritage sites, and universities and meet with museum staff, cultural-heritage professionals, and university professors. We are particularly interested in studying how museums and cultural-heritage organizations work to construct collective memories, thereby helping to build national identities in Israel and Jordan. With this topical focus, we aim to introduce seminar participants not only to the culture, language, and history of the Middle East, but also to the various ways in which memory is integral to understanding the highly contested relationships between these two countries.

Key objectives of this project include: 

1. Strengthening participants’ knowledge of Middle Eastern history, language, and culture;

2. Bolstering Middle Eastern Studies at Mississippi State University, particularly by building on momentum created by our new Middle Eastern Studies minor; 

3. Enhancing curricular focus on the Middle East at MSU and in our local K-12 school district; 

4. Forging collaborative relationships with museums and cultural institutions in Jordan and Israel as a way to support MSU’s strategic goal of internationalization; and 

5. Expanding museum programming at MSU, particularly in the Lois Dowdle Cobb Museum of Archaeology, which houses a large collection of artifacts from the Middle East.

We will accomplish these objectives through the following program:

1. Pre-departure preparation and orientation: During Spring, 2017, participants will meet several times to discuss readings, expectations, and other aspects of the project. In May, 2017, over the course of three days at MSU, participants will take part in an intensive orientation designed to introduce the region, including basic language training in Arabic and Hebrew and lectures and readings on history, culture, and heritage, with a focus on memory studies.

2. 4.5 weeks of intensive programming in Israel and Jordan: In Summer, 2017, over the course of 4.5 weeks in Jordan and Israel, we will visit museums and other cultural heritage sites, meet with local archaeologists, cultural heritage experts, museum directors, and others working in cultural heritage management, and trace the similarities and differences in collective memory narratives in both nations.

Post-seminar phase: We will use the remaining grant period (fall 2017-spring 2018) to write and disseminate curricular materials on the Middle East to departmental units at MSU and in our local school district. We will also focus on enhancing museum and other public programming at MSU (e.g., lecture series; films; symposia) to enhance public knowledge about the Middle East.

# The Ohio State University

**Teaching the Andes: Redefining the Common Good and Reclaiming the Public Square**

**Project Type:** Short-Term Seminar **Host Country:**Ecuador, Peru**Amount of Time in Country:**4 weeks**Number of Participants:**13

**Project Directors**: Terrell A. Morgan, Director, Center for Latin American Studies, Professor, Hispanic Linguistics, 614-688-4285 Office, morgan.3@osu.edu; and Michelle Wibbelsman, Assistant Professor, Department of Spanish and Portuguese, 614-292-7787 Office, wibbelsman.1@osu.edu

**Abstract:**The Center for Latin American Studies at The Ohio State University proposes a Fulbright-Hays Short Term Seminar Project to take twelve K-12 educators in various disciplines to Ecuador and Peru. Slated for June 17 – July 16, 2017, the “Teaching the Andes” seminar project will approach Andean cultures from a multidisciplinary perspective centered on the notion of the common good in the public square. The project will include a pre-departure orientation, four weeks of overseas travel, and post-travel summary activities. The four-week time frame makes it possible to cover a broad range of issues and concepts, experience novel methods of inquiry, and synthesize material into useful products for subsequent dissemination in K-12 classrooms nationally. The scope of the institute are Otavalo and Cusco, including their respective highland and lowland landscapes and cultures, with an emphasis on shared values and interaction along the Andean corridor and across regions. Meanwhile, innovative programming and cutting-edge research on the Andes and Amazonia at Ohio State points to the benefits of an interdisciplinary approach to teaching and studying the region. Taking advantage of this institutional strength, the proposed project will equip teachers with multidisciplinary content, curricular resources, and methods of inquiry for deploying that approach themselves in their K-12 classrooms, creating a model that is generative of innovative approaches to K-12 education more broadly.

The objectives of the short-term seminar project are to:

· Advance and disseminate knowledge of the Andes by providing opportunities for K-12 educators to experience firsthand the history, politics, language, and culture of the Andes;

· Provide intensive Quechua language training that emphasizes regional linguistic variations, equivalent to one semester of beginner’s level university instruction; and

· Contribute to the development of internationalizing curriculum that accurately and effectively brings the Andes into the classroom through standards-based approaches.

This seminar project meets the Absolute Program Priority, as well we Competitive Preference Priorities 1, 3, and 4. The project meets these priorities by:

1. Focusing on a specific region in South America (the Andes),

2. Applying through the Center for Latin American Studies at Ohio State as a new applicant, 

3. Providing substantive training and a thematic focus on Quechua, a priority less commonly-taught language, and 

4. Guaranteeing that 100 percent of project participants will be K-12 teachers or administrators.

# St. John’s University

**Short-term Seminar in India: A Language and Cultural Immersion Experience for New York City Educators**

**Project Type:** Short-Term Seminar **Host Country:**India**Amount of Time in Country:**6 weeks**Number of Participants:**14

**Project Director:**Dr. Yvonne Pratt-Johnson, Professor of TESOL, The School of Education, St. John’s University, 8000 Utopia Parkway, Queens, New York 11439, Telephone: (718) 990-2645, Fax: (718) 990-1614, E-mail: prattjoy@stjohns.edu

**Abstract:**The School of Education at St. John’s University (STJ) will lead a six-week Fulbright-Hays Group Projects Abroad (GPA) Seminar to West Bengal, India, July 1 to August 12, 2017. The 14 participants will include the Project Director, nine New York City school teachers (three elementary, three middle, and three high school teachers), three pre-service teachers, and a bilingual scholar/escort. This GPA seminar will provide teachers with an unparalleled immersion experience in Bengali language and West Bengal culture designed to promote their ability to deliver culturally informed and culturally relevant instruction and instructional support to students of West Bengal/Indian origins or ancestry.

Specifically, the intention behind the project is four-fold: 

1. To increase participants’ knowledge of the culture and language of West Bengal; 

2. To develop lesson plans that support and enrich the curriculum for participants’ New York City students by integrating West Bengal culture and language (Bengali) into content classes; 

3. To develop intercultural competence skills, particularly for pre-service teachers; and 

4. To develop a collaborative service-learning program involving STJ students and three New York City public schools that have West Bengal/Bangladeshi student populations.

The seminar will unfold in three phases. The pre-departure phase will consist of three full days of orientation covering aspects of West Bengal history, politics, religion, culture, language, and peoples. During the overseas phase, participants will receive intensive instruction (56 hours) in the Bengali language, participate in expertly guided field trips to sites of importance in culture, history, and the arts throughout the region, meet and converse with West Bengal educators and collect material for use in creating lesson plans with a West Bengal area-studies component. Finally, in the post-seminar phase, participants will debrief about and reflect on their experiences abroad, complete their lesson plans, and discuss how they will share the knowledge and experiences that they have gained from the project with their U.S. colleagues and students.

# Towson University

**Partners in Education:  Working Together to Enhance the Teaching of Latin America**

**Project Type:** Short-Term Curriculum Development**Host Country:**Peru**Amount of Time in Country:**6 weeks**Number of Participants:**17 (K-12 educators)

**Project Director:**Dr. Colleen Ebacher, Principal Investigator, Department of Foreign Languages, Towson University, 8000 York Road, Towson, MD 21252, cebacher@towson.edu

**Abstract:**Hispanics make up nearly 25 percent of U.S. public school enrollment. Despite the culturally and linguistically diverse backgrounds of a significant number of their students, most K-12 teachers lack the cross-cultural background, knowledge and experience necessary to provide the responsive and enriching learning environments their students need. The goal of the proposed program is to provide experiential learning, training, and support that will serve to foster Spanish language and intercultural competence that program participants can employ in the construction of teaching plans and templates to use, share, and widely disseminate. For six weeks in Cusco, Peru, two Towson University faculty and fifteen K-12 teachers will participate in language study, lectures, interviews, home stays, excursions, workshops and cultural activities as they explore issues central to Latin America. They will experience firsthand the history, culture, art and architecture, indigenous peoples, agriculture, biodiversity of rural Peru, and modern Peru’s economy and society. The goal of “Partners in Education” is to foster linguistic and intercultural competence will be accomplished by meeting the following objectives:

· Immersion experience in Peru; 

· Spanish language training; 

· Study and experience of Peruvian life and culture; 

· Creation and dissemination of curriculum units in Spanish language and/or the content areas of Latin American Studies with an emphasis on cross-disciplinary connections; and

· Creation of learning community and partnerships with Peruvian teachers.

**Outcomes**: Participants will strengthen their Spanish language skills and cultural awareness through the pre- and post-departure activities and the six-week immersion in Peru. In accomplishing its six objectives, “Partners in Education” fulfills the purpose of the Fulbright- Hays Group Project Abroad to increase the linguistic and cultural competency of U.S. teachers and their students. Through their experiences in Peru, teachers will develop Spanish language skills and intercultural awareness and appreciation to meet the needs of a culturally and linguistically diverse student community and to address issues of global interconnectedness and cultural sensitivity. In Peru, they will converse, study, record and compile on-site collections of local artifacts, visual records, and audio and film material in the form of interviews amid the cultural context that renders them meaningful. And, in the curriculum units that they create and disseminate as a result, they will move beyond what are often standardized, stale and outdated lesson plans that do not capture the vibrancy of Latin America to stimulating and relevant multimedia curriculum units that will impact their students, schools and communities through lived experiences in Peru.

**Program Priorities:**Absolute Priority and Competitive Preference Priority 4.

# University of California, Berkeley 

**Muslim-Jewish Relations and Moroccan Jewish Civilization**

**Project Type:** Short-Term Seminar**Host Country:**Morocco**Amount of Time in Country:**4 weeks**Number of Participants:**22 (grades 6-12 educators in area studies, undergraduate students)

**Project Director:**Professor Emily Gottreich, Chair, Center for Middle Eastern Studies, University of California Berkeley, 340 Stephens Hall, Berkeley, CA 94720-2314, emilyrg@berkeley.edu

**Abstract:**Foreign language and area studies (FLAS) have matured to the point that nuance and variation are not only possible, they are expected, particularly from leaders in the field of international studies like University of California, Berkeley (UC Berkeley). This is particularly true in the study of the Middle East and North Africa (MENA) region, where great effort is still required to break down stereotypes of a monolithic Islamic world in conflict with an equally monolithic “West.” An in depth study of the Jews of Morocco provides a unique corrective to this pernicious binary. The proposed project aims to inculcate a deep appreciation of the historical inclusiveness of Islamic civilization and the remarkable cultural and intellectual achievements of North African Jewry over the past millennium and a half. The high academic standards of UC Berkeley will allow for a balanced approach that neither whitewashes the Jewish experience of diaspora nor demonizes Muslims and Islam in the service of contemporary polemics; indeed the close correlation between Islamophobia and Anti-Semitism will guide much of the inquiry, along with the careful consideration of how issues of contemporary relevance in Morocco—migration, tourism, the Arab spring—impact minority-majority relations.

This project proposes to bring ten middle and high school teachers from the Oakland Unified School District (OUSD) and from the Global Exploration for Educators Organization (GEEO), alongside a cohort of ten students from the UC system via the Education Abroad Program, to Marrakech for four weeks (June 17July 17, 2017) to study Muslim-Jewish relations and Moroccan Jewish civilization. The course will consist of morning language classes and afternoon thematic seminars, taught by the Project Director, an internationally recognized expert in Jews of the Islamic world, particularly in Morocco, along with several outstanding guest lecturers. After gaining a solid foundation in the basic principles of Moroccan history and culture, participants will deepen their studies through visits to relevant sites in and around Marrakech, as well as over the Atlas Mountains to the pre-Saharan oases where hundreds of Arab and Berber Jewish communities once thrived. The overseas component will be bookended by pre-departure and follow-up activities held on UC Berkeley’s campus and live streamed to ensure greater accessibility. Working with an eclectic group of experts and resources, participants will craft long-term tools to utilize and disseminate their new knowledge.

The project meets all three competitive preference priorities for short-term projects as stipulated in the Fulbright-Hays competition:

1. The CMES is applying in partnership with a State Educational Agency, the Oakland Unified School District; 

2. At least half of project participants will be K12 educators; and 

3. The project provides substantive training and a thematic focus on a priority language, Arabic.

# University of Central Florida

**Educating the Marginalized in Post-Colonial Botswana and Namibia: Comparative Perspectives within K-20 African Areas Studies**

**Project Type:** Short-Term Seminar**Host Country:**Botswana, Namibia**Amount of Time in Country:**5 weeks**Number of Participants:**16

**Project Director:**Dr. Karen Biramaih 

**Partner Institutions:**Florida A&MU (FAMU), University of Botswana (UB), University of Namibia (UNAM) Orange County Public Schools – Florida, Leon County Public Schools – Florida, Gadsden County Public Schools – Florida  

**Competitive Preference Priorities:** #1: FAMU is a Minority Serving Institution, #4: 10 Teachers; 71 Percent of Participants

**Abstract:**This proposed GPA has the propensity to enhance current K-20 African area studies curriculum by providing participants with a better understanding of the rich diversity and uniqueness of African countries and communities. By focusing on a comparison of what initially appear to be quite similar emerging nations, Botswana and Namibia, this GPA will emphasize an appreciation for the vast historical and cultural diversity found throughout Africa (thus avoiding the temptation to leave Africa with a simplistic and overgeneralized understanding of the continent). To this end, participants will first develop an appreciation for the impact of diverse historical and decolonization factors on nation building. Moreover, throughout the program participants will be provided with multiple opportunities to better understand how the diverging socio-economic and political histories of decolonization within Botswana and Namibia have impacted their respective goals for enhancing access to quality education for all students, including the marginalized. As this GPA is designed to provide a bridge from the theoretical to the practical, participants will also engage in service-learning activities in Remote Area Dweller Schools within rural Botswana, and the schools of Namibia’s Katutura Township, a product of South Africa’s decades long apartheid rule over Namibia (then called South West Africa).

Not only will these experiences provide critical opportunities for participants to better understand the factors that impact nation building, they will also gain significant knowledge, experiences and artifacts to enhance current K-20 African area studies curriculum. Moreover, participant immersion within these vibrant, yet diverse nations and communities will be of particular importance to participants from Florida school districts. Florida represents a culturally diverse state with its own history of discrimination and marginalization and experiences ongoing challenges to provide quality education to increasing numbers of immigrant students. To this end, the program will provide participants with opportunities: 

1. To better understand the impact of political histories on the development of democracy and education; 

2. To examine the role of language of instruction on equitable access for the marginalized student populations; 

3. To appreciate cultural diversity and its impact on access to equitable, quality education in Botswana and Namibia; and 

4. To sharpen Americans’ understanding of the complexities ingrained within African education and development.

As a tangential reward, the program will also forge a partnership between two diverse Florida universities (metropolitan-based UCF, and a current HBCU, FAMU), and two diverse emerging African universities (UB and UNAM).

# University of Georgia

**Fulbright-Hays Group Projects Abroad Intensive Advanced Kiswahili**

**Project Type:** Long-Term Advanced Overseas Intensive Language Training**Host Country:**Tanzania**Amount of Time in Country:**9 weeks**Number of Participants:**13 (university students with two years of Swahili language education)

**Project Directors:**Dr. Lioba Moshi and Dr. Dainess Maganda,****141 Joe Brown Hall, Athens, GA 30602, Telephone:****706-542-2140 or 706-542-9587, Fax and E-mail: 706-542-2155 and moshi@uga.edu and magandad@uga.edu

**Abstract:**The University of Georgia (UGA) proposes a Long-Term Group Projects Abroad Intensive Kiswahili to provide fellowships for intensive summer Kiswahili language study in Tanzania for 12 participants for summer of 2017. The fellowships will enable participants to travel to Tanzania, receive instruction in Kiswahili and live among native speakers and to experience East African culture first hand for eight weeks. The objectives of the project are:

1. To provide the participants with intensive advanced training in Standard Swahili in a Swahili speaking environment; 

2. To develop participants’ conversational skills (i.e., listening, comprehension and speaking) to advanced level; 

3. To develop participants’ communicative competence to function in a Kiswahili speaking community; and 

4. To provide opportunities for the participants to experience East African culture.

The project will facilitate participants’ enhancement of their language proficiency skills from intermediate level to advanced level, while developing their critical skills in cross-cultural communication. Further, participants will expand their knowledge base on Tanzania: historical, geographical and socio-economic structures. For three decades, Fulbright-Hays Kiswahili GPA has provided unique opportunities and fellowships to students for the purposes of enhancing their already acquired Kiswahili language competency and cross- cultural development by traveling, living and studying in East Africa during the summer. We would like to build on the success of the program and provide such fellowships to more students. By doing so, the program will accomplish the goals of GPA, namely, to meet the nation’s security and economic needs by strengthening the teaching of foreign languages, as well as area and international studies. The program will provide pre-departure seminars to enhance the proposed intensive cultural immersion and experience in Tanzania. The program will recruit at least twelve participants from institutions of higher learning in the United States of America. The program will be under the oversite of the Association of African Studies Programs (AASP) and in collaboration with the African Language Teachers Association (ALTA) and the Association for the Promotion of Kiswahili in the World (CHAUKIDU). The program will use every possible opportunity to recruit a diverse pool of participants. The 8- week overseas immersion program is the capstone of the program and it will be exclusively funded through the USDE funds while the *8 hours*of pre-departure workshops/seminars will be funded by UGA-Tanzania Study Abroad program and the African Studies Institute outreach program. The pre-departure seminars will consist of nuts and bolts, preliminary host country specific knowledge and general orientation. This will be done through webinar workshops to be held in four weekend days at the University of Georgia (two hours each month of February, March, April, and May 2017). Time spent at the workshops can be claimed towards the general course credit.  The in-country immersion program will take place in Tanzania at the Mwenge University College of Education (MWECAU). In country logistics will be overseen by the Center for Outreach, Research, and Educational Programs**,**associated with the UGA Tanzania Studies Abroad programs. Absolute priority and Competitive Preference Priority 3 will be addressed in this project application.

# University of Nevada, Las Vegas

**Learning about China through Music**

**Project Type:** Short-Term Curriculum Development**Host Country:**China**Amount of Time in Country:**5 weeks**Number of Participants:**14 (in-service K-12 music teachers, teacher educators, project leader)

**Project Director:**Dr. Richard Miller; School of Music; HFA 230B, 4905 S. Maryland Parkway; Las Vegas, NV 89154; Telephone: 702-895-4995; E-mail: richard.miller@unlv.edu

**Abstract:** In this age of globalization, international education and especially study abroad programs must be used effectively to achieve the educational and cultural goals shared by all nations: peaceful cooperation in development and exchange. Past models of study abroad that focus on experiential education for college juniors and seniors in intensive language study have not achieved these goals. Studies show clearly that early, enthusiastic involvement with international education is key to increasing and deepening student engagement with the rest of the world, and to boosting international travel later in life. Therefore, it is vital that international education reach into K-12 education by providing effective study abroad programs for teachers and teacher educators. Furthermore, it is clear that deeper engagement with culture and the arts provides the best platform for developing robust cooperation and exchange across international boundaries.

This project provides a model for just such a program, bringing together in-service K-12 music teachers with teacher educators from Nevada in a focused, five-week program that includes intensive Chinese language study and a four-week study tour in China. Participants learn about China and Chinese music through both academic and first-hand approaches, then create curriculum materials and development plans that are immediately applicable to their classrooms, schools, districts, and teacher education programs. These materials will then be made freely available to the public on the UNLV College of Fine Arts Web site and other sites to assist and inspire other educators across the state and the country. In addition, the participants will make connections with peer institutions in China that they will then be able to parlay into student and teacher exchange programs in the future.

This project, a partnership of the School of Music and the Department of Teaching and Learning at the University of Nevada Las Vegas (UNLV), Clark County School District (CCSD) and Minzu University (Minda) in Beijing, People’s Republic of China, addresses Competitive Priorities 1 (UNLV is a Minority Serving Institution), 3 (substantive training in Mandarin), and 4 (inclusion of K-12 educators). This project includes the following goals: 

1. To enable participants to incorporate knowledge about China and Chinese music into their curricula; 

2. To support efforts by participants to infuse collaboration with Chinese peers into their curricula; 

3. To enhance participants’ cultural and global awareness through multiple modalities of exploration and critical reflection; 

4. To build an online repository of curriculum materials and instructional strategies for teaching about China and Chinese music for teachers across the United States. 

This project thus fulfills the objectives of the GPA program to meet the nation’s security and economic needs by developing the capacity in the Nevada K-16 school system to teach about China through the arts. The long-term results of this program will be the development of more sophisticated international collaboration, study abroad, and student exchange activities in the performing arts at all educational levels, and the cultivation of new generations of globally aware students through the development of international capacity in their teachers and their schools.

# University of Pennsylvania

**Intensive Advanced Program for Zulu in South Africa**

**Project Type:** Long-Term Advanced Overseas Intensive Language Training**Host Country:**South Africa**Amount of Time in Country:**8 week sessions**Number of Participants:**15

**Project Director:**Audrey N. Mbeje, Ph.D., University of Pennsylvania, African Studies Center, 648 Williams Hall, Philadelphia, PA 19104, Telephone: (215) 898-4299, Fax: (215) 573-7379, E-mail: mbeje@sas.upenn.edu

**Abstract:**The University of Pennsylvania proposes to direct a two-year Advanced Intensive Group Project Abroad for Zulu in KwaZulu-Natal, South Africa in 2017 and 2018. The project will be held in affiliation with the Faculty of Arts at the University of Zululand at KwaDlangezwa in KwaZulu-Natal, South Africa. The purpose of the project is to expand and enrich students’ knowledge of the Zulu language and culture to prepare them for research and careers in disciplines related to South(ern) Africa. The project will offer intensive advanced level of Zulu. The curriculum content will reflect the U.S. national *Standards for Foreign Language Learning in the 21st Century*incorporating the 5C’s, namely, Communication, Cultures, Connections, Comparisons, and Communities. The course content will draw from various disciplines to allow students to develop an interdisciplinary perspective at the same time they are gaining competency in the language and culture of the Zulu people. Pedagogically, the course will incorporate a broad range of language learning experiences that call for both inductive and deductive reasoning as well as individual and collective thinking. Applications will be accepted nationwide and fifteen participants will be selected from juniors, seniors, graduate students and faculty each year. Selection criteria include four semesters of Zulu or an equivalent.

The University of Pennsylvania will closely collaborate with the National Council of Less Commonly Taught Languages (NCOCTL), Association of African Studies Programs (AASP), and the African Language Teachers Association (ALTA) and will rigorously advertise the program nationwide to ensure visibility and access to the program.  The project will begin with a two-day orientation program in Durban, followed by an eight-week intensive Zulu-language study at the University of Zululand. The rigorous curriculum will be comprised of seven components, namely, assessment (pre- and post-program proficiency testing), classroom instruction, lecture seminars, outreach to KwaDlangezwa community, rural and urban home stays, trips to historical/cultural sites, and program evaluation by participants and the External Evaluator. The evaluation report will be forwarded to the U.S. Department of Education.

# University of Pittsburgh

**Ethiopia: Indigenous Wisdom and Culture**

**Project Type:** Short-Term Seminar**Host Country:**Ethiopia**Amount of Time in Country:**4 weeks**Number of Participants:**17

**Abstract:** U.S. and Ethiopian educators working in teams will be exploring the issues of cultural sustainability through documenting the lives of the Wolaita people group. They will be capturing a theme of their choice through video documentation on how the Wolataina people are sustaining their language and heritage. Then teams will be building a curriculum around these themes to take back with them into the classroom. The project has been carefully designed to include the following four phases:

1. A pre‐travel orientation to build a cohesive group and prepare the participants to understand the purpose of the program in order to fully benefit from their experience;

2. A four‐week period of exposure to a rich and diverse range of experiences, allowing participants an in‐depth view of the peoples, cultures and history of Ethiopia which has three components:

a. Orientation to Ethiopia and building the teams of Ethiopian and American Educators to design their ethnographic research projects

b. Teams work collaboratively on an in‐depth ethnographic project within an urban neighborhood and a rural village where they video document cultural practices, and cultural sustainability issues

c. Participants complete the project by developing the curriculum and the resources from the ethnographic study that will be used in the lesson activities.

Post‐trip implementation in the classroom and dissemination of curriculum through the African Studies Web site, conferences, workshops, and Model Africa Union.

# The University of Texas at San Antonio 

**Multilingual Mexico: The Linguistic, Cultural, and Educational Spaces of Oaxaca**

**Project Type:** Short-Term Seminar**Host Country:**Mexico**Amount of Time in Country:**5 weeks**Number of Participants:**22 (pre-service and in-service teachers: undergraduate teacher certification and masters-level education students, currently enrolled in University of Texas at San Antonio (UTSA) College of Education & Human Development)

**Project Director:**Dr. Lucila Ek, Department of Bicultural-Bilingual Studies, The University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249, (210) 458-4426, lucila.ek@utsa.edu

**Competitive and Invitational Priorities:**Competitive Preference Priority 1 – Minority-serving Institution: UTSA is a designated Hispanic-Serving Institution (HSI), Competitive Preference Priority 4 – Inclusion of K-12 teachers: Project include 50 percent+ current teachers and administrators

**Abstract:**The five-week study abroad trip to Oaxaca in southern Mexico will provide teachers currently studying in the College of Education and Human Development at UTSA with an educational and cultural experience intended to expand their worldview and provide them with opportunities to gain professional experience in an international context. The trip will combine:

1. A 4-week practicum in Oaxacan public school classrooms working with local mentor teachers; 

2. Spanish language instruction; 

3. Homestays;

4. Learning about language teaching theory and methods from UTSA and local faculty; and

5. Excursions to explore the history and cultural and linguistic diversity of Oaxaca. 

The group project abroad will be undertaken as a local partnership with the Universidad Autónoma Benito Juárez de Oaxaca (UABJO), the main public university in the state, and with local public elementary schools, where the UTSA students will team up with local public teachers to teach either ESL (English as a Second Language) or content courses in Spanish (math, science, social studies) to elementary school students. The participants will receive 60 contact hours of proficiency-level appropriate instruction in Spanish from local university instructors in the Department of Modern Languages at the UABJO. In addition, they will live with host families and interact with pre-service teacher candidates studying at the UABJO.

# Virginia State University

**Gender, Tradition, and Transformation in Contemporary Senegal:**

**A Professional Development Seminar, June 23 - July 22, 2017**

**Project Type:** Short-Term Seminar**Host Country:**Senegal**Amount of Time in Country:**4 weeks**Number of Participants:**13

**Abstract:**In collaboration with the West African Research Association and in partnership with two rural Virginia school districts—Southampton County Public Schools and Sussex County Public School—Virginia State University (VSU), proposes to send an interdisciplinary group of 12 educators (six university faculty and six K-12 teachers) along with the Project Director to Senegal for a four-week GPA Short Term Seminar. This area studies seminar focuses on cultural and historical contexts for understanding the complexities of contemporary Senegal and its position in West Africa today. The educators will explore ways that urbanization and globalization have challenged traditional social structures and cultural paradigms in Senegal, with particular attention to gender. One component of the seminar, “Mapping Culture through Language Study,” will include Wolof language instruction to enhance participants’ understanding of and accessibility to Senegal’s urban and rural cultures and its people. In addition to increasing global awareness, the program provides educators resources for curricular enrichment, an opportunity to build global competence, and networking for future student and faculty engagement and collaboration with Africa. A cultural immersion experience composed of theme-based lectures and seminars, meetings with Senegalese educators and representatives from community groups, and travel to sites of historical and cultural significance will enable Virginia’s educators to experience life in an African culture and obtain a greater awareness of the West African region’s significance in the global community and its importance to United States –Africa relations.

The proposed project recognizes that international experiential learning can provide educators with resources to globalize the curriculum and teach students in culturally responsive ways. The Standards of Learning (SOLs) established by the Virginia Department of Education and the Global Learning Outcomes (GLOs) recently passed by the VSU Faculty Senate as part of the institution’s progress toward becoming a comprehensively internationalized university are central to the design of the program. Participants will be required to draw upon their experience to create student-centered learning modules that address the overarching goal of enhanced cross-cultural understanding and global awareness. The project components will include the cultivation of a pre-departure learning community built around a country-focused orientation program, followed by an intensive language and culture immersion experience coordinated by the WARC in the host country, and culminate with resource sharing and classroom application upon return. The instructional modules will be expected to:  (1) develop students’ awareness of and appreciation for another people’s unique way of life, the patterns of behavior which order their world, and the ideas, artistic expression, and cultural perspectives which guide their behaviors; (2) develop students’ understanding of other cultures’ contributions to the world and how these contributions and events have shaped both national and international perspectives; and (3) develop students’ critical thinking, writing, and research skills.  Along with the Absolute Priority (geographical location/Africa), the project addresses Competitive Preference Priority 1 (Minority Service Institution), Priority 3 (substantive training in a Less Commonly Taught Language), and Priority 4 (Inclusion of K-12 educators).

# William Paterson University of New Jersey 

**Constructing Global Awareness through Multimodal Interdisciplinary Educational Platforms in Israel**

**Project Type:** Short-Term Seminar**Host Country:**Israel**Amount of Time in Country:**4 weeks**Number of Participants:**14 (one EdD; one PhD; 12 pre-service or minimally Bachelor’s level in-service teachers)

**Project Directors:** Sandra Alon, 973-720-3973, alons@wpunj.edu and Laura Fattal, 973-720- 3949, fattall@wpunj.edu

**Abstract:**William Paterson University of New Jersey’s (WP) College of Education proposes a four-week Fulbright-Hays Group Projects Abroad (GPA) program to Israel. Designated as a Hispanic-Serving Institution (HSI) of Higher Education, we meet Competitive Preference Priority 1. The focus of the project is to advance global awareness through participants’ active participation in pre-trip, overseas and post-trip transformative experiences. The overseas experiential learning will include visits to UNESCO historical sites, unique environmental landscapes, museums, seminars and lectures at prominent educational institutes, and hands-on learning with innovators of educational technology. The pre-trip learning experience will involve museum visits to gain a visual understanding of Near Eastern and specifically Israeli culture. In a pre-visit workshop, there will be an introduction to Modern Hebrew (Competitive Preference Priority 3) and emergent bilingual teaching strategies. The post-trip activities will further students’ understanding of global awareness with the full development of a handbook of interdisciplinary lessons and an online photo-essay, an aesthetic and personal reflection of experiential learning in Israel.

Focused on advancing classroom and pre-service teachers’ interdisciplinary understanding of area studies in Israel and the Near East, the project will build democratic thinking and global awareness for K-12 pre-service and classroom teachers (Competitive Preference Priority 4) working with emergent bilingual learners in multicultural communities. The objectives of this project are: 

1. To facilitate interdisciplinary/area studies instruction for cultural competence in the dynamic region of the Near East and Israel;

2. To develop targeted language acquisition pedagogies for emergent bilingual learners; 

3. To utilize and interact through innovative technology in inclusive classrooms to advance global education; and 

4. To enhance global awareness and conflict resolution strategies through the communicative aesthetics of the visual and performing arts, a contextual aesthetic reflection of the diversity of Israeli’s citizens, culture and geography. 

The GPA is a project of the College of Education but will also have benefits for the College of Humanities and Social Sciences, which offers a Middle East Studies minor. The prospective participants will be pre-service and classroom teachers with attention to the ‘high needs’ school districts of Paterson and Passaic. The goal of the project is to enable participants to have a transformative educational and cultural experience that will focus on the above mentioned educational imperatives. It is anticipated that GPA participants will become mentors and leaders in their schools in interdisciplinary teaching and emergent bilingual learning regionally and throughout the country.  WP has a history of global educational exchanges for almost a decade. WP has had student/teacher cross-cultural programming in the Netherlands, India, Namibia, and South Korea.

Research on communicative strategies used by effective teachers of non-native language learners is ongoing between WP and the Western Galilee College in Israel disseminated through publications and conference presentations. Implementation of technology has been pivotal in creating intercultural dialogue, innovative lessons and advancing inquiry-based educational global teaching and learning. Participants will be exposed to best practices in cutting-edge technological tools for educational investigations.

# Xavier University 

**Language Study and Cultural Immersion in Peru**

**Project Type:** Short-Term Seminar**Host Country:**Peru**Amount of Time in Country:**4 weeks**Number of Participants:**13 (K-12 teachers and teacher educators)

**Project Director:****Delane Bender-Slack, benderslackd@xavier.edu

**Abstract:**Teacher education must play a crucial role in preparing teachers who can meet the challenges of globalized classrooms. The School of Education at Xavier University, with in-country support from the University Antonio Ruiz de Montoya, is proposing a short-term program targeting Peru, as a place where university faculty in collaboration with local K-12 teachers will explore language study and cultural immersion in order to impact their classrooms. This seminar offers an opportunity for K-12 teachers and teacher educators to work together, collaborating on ways to identify and implement internationalization in university and K-12 classrooms that better meet the needs of students. The learning of the teachers and teacher educators can work symbiotically, informing the other. Through this seminar, we plan to interrogate educational issues such as language learning, assessment, the impact of socioeconomic groups, curriculum, and pedagogy through the lens of internationalizing our teacher education programs.

The goals and objectives for the seminar are as follows: to expand participants’ use and ability in non-English language through intensive Spanish language study; to develop intercultural competence through immersive experiences; to interrogate educational issues at home and abroad using critical pedagogy; and to internationalize education using a multiplicity of perspectives. The four week in-country seminar will be offered for 12 participants comprised of at least six K-12 in-service teachers, and up to six full-time Xavier University education faculty during the summer of 2017. The goal of the seminar is to create internationally-minded educators by moving beyond traditional, local views of multicultural education to a greater emphasis on international perspectives. The proposal meets Competitive Preference Priority 1 and Competitive Preference Priority 4.

For the first three weeks, participants will live and study in Lima, Peru, visiting the host university each day to engage in language study (9am -12pm). The thematic focus for week one is that participants gain an understanding of the local context of our host university and then the larger city of Lima, visiting different areas of Lima. Participants will attend lectures regarding various cultures of the host country. The thematic focus for week two is that participants closely examine the educational issues in Lima and their implications for teaching. Participants will meet with UARM teacher education faculty and visit a variety of K-12 schools around the city, meeting educators to discuss schooling and initiate collaborations. The thematic focus for week three is that participants concretize ideas they are having with regard to internationalizing education in the United States. Participants will work on their projects to revise courses. Participants will choose a course and invest several hours each day where they will work to internationalize their curriculum. The thematic focus for week four is on multiple cultures and perspectives within Peru. While continuing their language study, participants will travel to Cusco and the rural village of Andahuaylillas, where they will continue to learn about indigenous cultures and Jesuit social projects that impact educational opportunities. Next, participants will visit cultural and historical archeological sites throughout the Sacred Valley in order to study the history and the culture within that context. Participants will keep a daily journal throughout the in-country program.

[12/02/2016]

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