MAKINGTHEHARD
CASEFORSOFTPOWER
AReportPreparedby:
NicoleBerney,AnaliciaCarpio,CodyKlock,andHannahShambroom
ParticipantsintheAmericanUniversitySchoolofInternationalService
Spring2016Practicum:“CulturalDiplomacyandInternationalExchange”
Submittedto:
TheFulbrightAssociation
April22,2016
Developing
EffectiveAdvocacy
Strategiesforthe
Fulbright
Association
Acknowledgments
TheauthorswouldliketothanktheFulbrightAssociation,especiallyJenniferOxleyand
ShazAkram,forgivingthemtheopportunitytoworkonthisgroundbreakingprojectandforthe
supporttheyprovidetotheFulbrightProgram.TheauthorsarealsogratefultotheU.S.Association
ofFormerMembersofCongressandSharonWitiw,withoutwhomitwouldhavebeenvery
challengingtoconnectwithformerMembersofCongress.TheHonorableHarrietFulbrightand
BettyAnnTannerwerevaluedspecialadvisors,andtheauthorsappreciatetheiradviceandthe
worktheyhavedonetoadvocateforinternationalexchangeprograms.Finally,theauthorswould
liketoextendtheirsincerestgratitudetoProfessorSherryMuellerforhervision,mentorship,and
formakingthispracticumcourseawonderfulandenrichinglearningexperience.
1
TableofContents
ExecutiveSummary............................................................................................................................................3
Introduction..........................................................................................................................................................4
HistoryandContext............................................................................................................................................5
Methodology..........................................................................................................................................................8
Goals...........................................................................................................................................................................................8
MixedMethodsApproach.................................................................................................................................................8
Interviews................................................................................................................................................................................9
SurveyInstrument................................................................................................................................................................9
Sample....................................................................................................................................................................................10
ResearchLimitations........................................................................................................................................................11
InstitutionalReviewBoardandEthicalConductofResearch........................................................................11
DiscussionandAnalysisofResults..............................................................................................................12
I.
PersonalExperiencewithInternationalExchangePrograms..............................................................12
II. ImpactandFunding...............................................................................................................................................15
III.Advocacy......................................................................................................................................................................19
Recommendations&Considerations.........................................................................................................21
I.
Recommendations...................................................................................................................................................21
II.Considerations………………………………………………………………………………............................................25
Conclusion............................................................................................................................................................26
WorksCited…………………………………………………………………………………………….....................................27
AppendixI............................................................................................................................................................28
AnnotatedBibliography..................................................................................................................................................28
AppendixII..........................................................................................................................................................32
SurveyInstrument.............................................................................................................................................................32
AppendixIII.........................................................................................................................................................39
AuthorBiographies...........................................................................................................................................................39
2
ExecutiveSummary
Sinceitsinceptionin1946,theFulbrightProgram,theUnitedStates’“flagshipinternational
exchangeprogram,”hasexpandedtoinclude160countriesandprovidedmorethan350,000
scholarshiprecipientsanopportunitytoenhancecross-culturalrelationshipsbetweenAmericans
andcitizensofothernations.1However,despitetheProgram’stremendousreach,fundinghas
remainedrelativelyflatsince2009.AstheFulbrightProgrammarksits70thyearofacademic
exchangesin2016,theauthorsofthisreportseektoascertainhowstakeholderscanbestadvocate
forincreasedfundingfortheProgramonCapitolHill.
Thisreportpresentsananalysisoftheresponsesgatheredfrominterviewsand
questionnairescompletedbyformerMembersofCongress.Keyfindingsareanalyzedinthree
categories:
1)PersonalExperiences:HalfofformerMembersofCongresssurveyedhadparticipated
inaninternationalexchangeexperience.Thosewhorespondedaffirmativelybelieved
thatinternationalexchangeleftalastingpositiveimpactontheirlivesandcareers.
2)ImpactandFunding:FormerMembersofCongresssurveyedwereunfamiliarwiththe
FulbrightProgramingeneralandsuggestedthatcurrentMembershavetrouble
justifyingfundingfortheProgrambecauseofcompetingprioritiesperceivedashavinga
greaterandmoredirectimpactonconstituents.
3)Advocacy:FormerMembersofCongressbelievethatnetworkingwithMembersof
Congress–bothinDCandlocallyintheirhomedistricts–ismoreeffectivewhen
connectionsaremadetoaMember’sprimaryinterestsforhishomedistrict.
Basedonthesefindings,theauthorsproposefiverecommendationsandsixconsiderations
toexpanduponcurrentadvocacypracticesutilizedbyalumniandothersupportersoftheFulbright
Program.Theseincludeastronger,ongoingFulbrightalumnipresenceontheHill,furthering
relationshipswithcongressionalstaffers,andconnectingFulbrightalumniwiththenew
CongressionalInternationalExchangeandStudyCaucus.Despitepoliticalgridlockandcutbackson
CapitolHill,strategicadvocacyeffortsledbytheFulbrightAssociationandFulbrightalumnimay
resultinincreasedappropriationsfortheFulbrightProgram.
1“TheFulbrightProgram,”U.S.DepartmentofStateBureauofEducationalandCulturalAffairs,
http://eca.state.gov/fulbright.
3
Introduction
“Ofallthejointventuresinwhichwemightengage,themostproductive,inmyview,iseducational
exchange.Ihavealwayshadgreatdifficulty–sincetheinitiationoftheFulbrightscholarshipsin1946
–intryingtofindthewordsthatwouldpersuasivelyexplainthateducationalexchangeisnotmerely
oneofthosenicebutmarginalactivitiesinwhichweengageininternationalaffairs,butrather,from
thestandpointoffutureworldpeaceandorder,probablythemostimportantandpotentially
rewardingofourforeignpolicyactivities.”2
SenatorJ.WilliamFulbright
Thisyearmarksthe70thanniversaryoftheFulbrightProgram,“theflagshipinternational
exchangeprogram”sponsoredbytheU.S.DepartmentofStateandadministeredbytheInstituteof
InternationalEducation.3SinceitsestablishmentbytheU.S.Congressin1946,theFulbright
Programhasprovidedscholarshipstomorethan350,000recipients.Today,theFulbrightProgram
hasexpandeditsoperationsto160countriesworldwide.Inaglobalizedworld,acitizenrywith
internationalexchangeexperienceismoreimportantthanever.However,despitetheFulbright
Program’stremendousreach,fundinghasremainedrelativelyflatsince2009.4
Theauthorsofthisreportseektobreaknewgroundinthestudyofinternationalexchange
programadvocacyandtoprovidekeyinsightstofurthertheefficacyoftheFulbrightAssociation’s
advocacyeffortsonCapitolHill.Theauthorsareateamofsecond-yearAmericanUniversitySchool
ofInternationalService(SIS)graduatestudentsenrolledintheSISPracticumentitled:“Cultural
DiplomacyandInternationalExchange.”TheSISPracticumProgramisdesignedto“providean
importantbridgebetweentheacademicsettingandtheprofessionalworld,”pairingsecond-year
Master’sstudentswithclientstogainrealworldexperienceinprojectmanagementandconsulting
inpreparationfortheirpostgraduatecareers.
ForthisSISPracticum,theauthorswereaskedtoconductresearchfortheirclient,the
FulbrightAssociation,“anindependentorganization,whichseekstobuilduponandenhancethe
Fulbrightinternationalexchangeexperiencebypromotingscholarship,collaborativeengagement
2Fulbright,J.William,ThePriceofEmpire,1989.
3“TheFulbrightProgram,”U.S.DepartmentofStateBureauofEducationalandCulturalAffairs,
http://eca.state.gov/fulbright.
4ProvingitsMerit:TheExtraordinarySuccessoftheFulbrightProgram,TheFulbrightAssociation,2015.
4
andculturaldiplomacythroughouttheglobalcommunity.”5A501(c)(3)nonprofitorganization,the
FulbrightAssociationwasestablishedFebruary27,1977andistheofficialU.S.alumniorganization
representing125,000U.S.alumniandfriendsofinternationaleducation.Theauthorsworked
directlywithExecutiveDirectorJenniferOxleyandalsocollaboratedwiththeU.S.Associationof
FormerMembersofCongress(FMC)todesignandimplementthisstudytoascertainhow
stakeholderscanbestadvocateforincreasedfundingfortheFulbrightProgramonCapitolHill.
Throughin-depthpersonalinterviewsandanonlinesurvey,theauthorssoughttofurtherthe
FulbrightAssociation’sunderstandingofcongressionalperspectivesonfundinginternational
exchangeprogramsandsharesuggestionstostrengthenadvocacyforinternationalexchange
programswithintheconstraintsoftoday'sbudgetclimate.
HistoryandContext
“Educationalexchangegoestotheveryheartofourforeignpolicyandnationalsecurity,andata
minusculefractionofthecostofasinglemajorweaponssystem.Overthelast40years,morethan
100,000alumniofeducationalexchangehavecometopositionsofpolicymakingprominenceinmany
countriesoftheworld.Everyoneoftheseindividualsknowssomethingfrompersonalexperience
abouttheUnitedStatesandisthereforeinapositiontohelpmakepoliciesbasedonaccurate
informationandclearunderstanding.”6
SenatorJ.WilliamFulbright,1986
TheFulbrightProgramwasestablishedin1946throughtheFulbrightAct,abillproposed
bySenatorJ.WilliamFulbrightandsignedintolawbyPresidentHarryS.Truman.Theproposal
calledfortheuseofproceedsfromsurpluswarpropertytofundthe“promotionofinternational
goodwillthroughtheexchangeofstudentsinthefieldsofeducation,cultureandscience.”7Today,
theprogramhasexpandedtofundstudentexchangesincludingresearch,study,andESLteaching,
alongwithprofessionalandteacherexchangesacrossavarietyoffields.
SenatorFulbright(b.1905,d.1995)wasborninMissouributraisedinFayetteville,
Arkansas.HefirsttraveledabroadasaRhodesScholartotheUnitedKingdom,wherehestudiedat
5“AboutUs,”FulbrightAssociation,http://eca.state.gov/fulbright/aboutfulbright/history#sthash.Rnr86lAw.dpuf.
6Fulbright,J.William,NotesforPressClubSpeech,1986.
7“History,”FulbrightU.S.StudentProgram,http://us.fulbrightonline.org/about/history.
5
PembrokeCollege,OxfordUniversity.There,hebegantounderstandthevalueofinternational
exchange,ofexperiencingplacesandlifestylesotherthanhisown.8
FollowinghistimeinEngland,SenatorFulbrightattendedTheGeorgeWashington
UniversitySchoolofLawandbeganhiscareerattheU.S.DepartmentofJustice.Helaterreturnedto
ArkansastoserveasPresidentoftheUniversityofArkansas.HeranforCongressin1941andwas
electedtotheU.S.HouseofRepresentatives,whereheservedforoneterm.Beginningin1945,he
servedintheSenateforthenext30years.
HorrifiedbythedestructionandaftermathofWorldWarII,SenatorFulbrightenvisionedan
internationalscholarshipprogramthatwouldpromotegreatermutualunderstandingamong
culturesthroughlong-termacademicexchange.Hehopedtheprogramwouldfosterpeaceand
communicationbetweennationsbyencouragingyoungleaderstobe“moreinclinedtoexchange
ideasinsteadofbullets.”9In1946,PresidentTrumansignedtheFulbrightAct,markingthe
initiationofthelargestinternationaleducationalexchangeprograminhistory.
SenatorFulbright’slegacyhasexpandedwellbeyondhisinitialvision.TheFulbright
ProgramnowsponsorsbothAmericanandforeignexchangeparticipantsinmanyfields,including
thearts,sciences,business,andpublicservice.Itcontinuestofosterandincreasemutual
understandingandcooperationbetweentheUnitedStatesandforeignnations.TheFulbright
Programoperatesin160countriesworldwide,includingareasofcriticalneedandthosedirectly
relatedtonationalsecurityobjectives.Scholarshipexperiencesofvaryinglengthsandpurposes
operateundertherubricofFulbrightreflectingitsadaptabilityandflexibilityinresponsetorapidly
developingnationalandglobalpriorities.10
8Perkins,W.D.,Jennings,Alex,&Reifenberger,William,Fulbright:TheMan,theMission,andtheMessage,
USA:HeliosEntertainment,2011,https://www.youtube.com/watch?v=qfLCS2JT4mY.
9Ibid.
10“FulbrightPrograms,”U.S.DepartmentofStateBureauofEducationalandCulturalAffairs,
http://eca.state.gov/fulbright/fulbright-programs.
6
FulbrightGrantTypes
Description
StudentProgram
Designedforundergraduateandgraduatestudents;
includestheResearch/Studygrantprogramand
EnglishTeachingAssistantshipawards.
ScholarProgram
Designedforcollegeanduniversityfaculty;scholars
conductresearchandmayparticipateinateacher
exchange.
Fulbright-ClintonPublicPolicyFellowship
Designedforcandidateswithprofessionalexperience;
fellowsserveinforeigngovernmentministrieswhile
conductinganacademicproject.
Fulbright-mtvUFellowship
Designedforstudents;fellowsconductresearchon“an
aspectofinternationalmusicculture…asacultural
forceforexpressionorchange.”11
Fulbright-NationalGeographicFellowship
Designedforstudents;fellowsworkwithNational
Geographiceditorstoproducedigitalcontentto
“developglobalnarratives.”12
FulbrightArctic
Designedforscholars;fellowsareselectedfromthe
ArcticCouncilstatestoconductresearchandattend
enrichmenteventsincludingseminars.
FulbrightNEXUS
Designedforscholarsandprofessionals;fellowsare
selectedfromWesternHemispherenationstoattend
seminarsandconductcollaborativeresearchon
regionalissues.
TeacherExchangeProgram
DesignedforK-12teachers;teachersareimmersedin
schoolsandcollaborativeprojectsabroad.
HumphreyProgram
Designedforexperiencednon-U.S.citizen
professionals;fellowsparticipateinnon-degree
academicstudyintheUnitedStates.
Fulbright-HaysProgram
Designedforprimaryschoolteachers,university
faculty,andPhDs;fellowsfocuson“non-Western
foreignlanguagesandareastudies.”13
TheUnitedStatesGovernmentistheprimaryfunderoftheFulbrightProgram,viaannual
appropriationslegislationpassedbytheU.S.Congress.In49countries,BinationalFulbright
Commissionsalsocontributesignificantlytofundingandadministerthefellowshipsoverseas.14
FY2016federalfundingfortheFulbrightProgramtotaled$236million,anamountthatremains
11“TypesofAwards,”FulbrightU.S.StudentProgram,http://us.fulbrightonline.org/about/types-of-grants.
12Ibid.
13“Fulbright-HaysProgram,”U.S.DepartmentofStateBureauofEducationalandCulturalAffairs,
http://eca.state.gov/fulbright/fulbright-programs/program-summaries/fulbright-hays-program.
14“FundingandAdministration,”U.S.DepartmentofStateBureauofEducationalandCulturalAffairs,
http://eca.state.gov/fulbright/about-fulbright/funding-and-administration.
7
unchangedsince2009.15IntermsofconstantU.S.dollars,thecurrentcongressionalappropriation
fortheFulbrightProgramisactually20%lowerthanin1965.16ForFY2017,supportersofthe
FulbrightProgram,includingtheFulbrightAssociation,areurgingCongresstorestorefundingin
constantdollarsto1965levels,whichwouldbeapproximately$250million,andtosecurefuture
fundingfortheProgram.
Methodology
Goals
Theoverarchinggoaloftheprojectwastoascertainhowstakeholderscanbestadvocatefor
increasedfundingfortheFulbrightProgramonCapitolHill.Totheauthors’knowledge,noprevious
researchershaveaskedformerMembersofCongresstheiropinionsonfundingandadvocacy
strategiesforinternationalexchangeprograms,makingthisresearchunprecedented.
Theauthorsstructuredtheirresearchtocorrespondwiththreemaincategories(“buckets”)
ofinformationrequestedbytheFulbrightAssociation:
1)Experiencewithinternationalexchange.
2)Congressionalperspectivesregardinginternationalexchangeprograms,particularlythe
FulbrightProgram,andtheirimpact.
3)Insightsoneffectiveadvocacypractices.
TheauthorsgaveapreliminaryreporttotheFulbrightAssociation’sAdvocacyWorking
GrouponApril6,2016.Thisfinalreportoffersamorein-depthexplorationofthefindingsderived
fromeachcategoryofquestionsandprovidesrecommendationsbasedonanalysisofthesefindings.
MixedMethodsApproach
Inanefforttocollectquantitativeaswellasqualitativedata,theauthorsutilizedamixed
methodsapproachtogatherinputfromformerMembersofCongress(FMs).Theauthorsconducted
in-depthinterviewswithFMs(lasting30to60minutes)anddesignedaQualtricssurveythatwas
emailedtotheU.S.AssociationofFormerMembersofCongresscommunityviatheirdistribution
list.
15ProvingitsMerit:TheExtraordinarySuccessoftheFulbrightProgram,TheFulbrightAssociation,2015.
16Ibid.
8
Interviews
OnDecember5,2015,theFulbrightAssociationsentalettertotheFMcommunitysigned
byDr.MaxBurns(FormerCongressman,H.R.GA-12)andLarryPressler(FormerSenator,South
Dakota),bothFulbrightalumni.ThisletterintroducedtheprojectandrequestedFMparticipation
intheinterviewprocess.TwelveFMsrespondedsayingthattheywerewillingtobeinterviewed.
Theauthors,incollaborationwiththeU.S.AssociationofFormerMembersofCongress,contacted
theseFMsandsetupphone,Skype,andin-personinterviewsastheirdemandingschedules
allowed.Interviewsgenerallyrangedfrom30minutestoonehour.Interviewquestionswere
structuredtoalignwiththethree“buckets”ofquestionsdescribedinthe“Goals”sectionofthis
paper.Theauthorsprobedwithadditionalquestionstogarnermorenuancedpersonalresponses.17
Allquotations,aswellasquantitativeandqualitativeresults,arepresentedanonymouslyinthis
report.
SurveyInstrument
Theauthors,afterconsultationwiththeFulbrightAssociation,decidedtobuildthesurvey
ontheQualtricssurveyplatform.Thisplatformissecure,robust,andoneoftheleadinginsight
technologyprovidersutilizedbyuniversitiesandclientsthroughouttheworld.18
Thesurveyconsistedof29questionsintotal,formulatedtobranchoffindifferent
directionsaccordingtothepreviousresponsesofsurveyparticipants.Forexample,former
MembersofCongresswereaskedwhethertheyhadeverparticipatedintheFulbrightProgram.If
FMsresponded“yes,”theywereaskedinafollow-upquestiontoelaborateontheirparticipationin
theFulbrightProgram.IfFMsresponded“no,”theyskippedthefollow-upquestionandweretaken
directlytothenextsetofquestions.AfulllistofsurveyquestionscanbefoundinAppendixIIofthis
report.
TheauthorsconstructedthesurveyinconsultationwiththeFulbrightAssociation,theU.S.
AssociationofFormerMembersofCongress,andPracticumProfessor,Dr.SherryMueller,and
obtainedfinalapprovalfromeachpartybeforetheofficiallaunchdateonMarch14,2016.19On
March14th,FMCsentoutanemailthroughtheirdistributionlistinvitingFMstoparticipateinthe
17Dependingoneachinterview,follow-upquestionswereaskedinaccordancewiththedirectionofthe
conversationandspecificinsightsofeachMember.
18Qualtrics,https://www.qualtrics.com.
19SeeAppendixIIforacopyofthesurveyinstrument.
9
surveywithadeadlineofMarch21,2016.Theauthors,incollaborationwithFMC,sentasecond
emailtotheFMCcommunityonMarch20thandextendedthedeadlinetoMarch28thinorderto
obtainmoreresponses.
Sample
Intotal,532FMsreceivedtheemailrequestingparticipationinthesurvey.Accordingto
FMCanalytics,approximately40%ofFMsopenedthefirstemailthatwassentoutbyFMC,orabout
204reads.Approximately46%ofFMsopenedthesecondemailrequestingsurveyparticipation.
FMCaffirmedthatthisemail“openrate”wasrobust.
Atotalof27individualFMschosetoparticipateinthestudy.Elevenin-personandphone
interviewswereconducted,drawingfromthetwelveFMswhoagreedtobecontactedasaresultof
theDecember5thletter.FourFMsparticipatedinboththein-personinterviewandthesurvey.
TwentyFMscompletedthesurvey,ninedidnotcompletethesurvey,andfouroftheuncompleted
surveysrangedfrom14%-60%completion.Thesepartialresponseswerenotincludedinthe
analysis.Overall,approximately10%ofFMswhoreadtheemailrequestingparticipationinthe
surveychosetoparticipateinthestudy.The20FMswhocompletedthesurveyservedinfourteen
differentstatesforvariouslengthsoftimebetween1975and2013(fig.1).Furtherdemographic
breakdownofpoliticalaffiliationcanbeseeninFigure2.
Figure1.FMStatesRepresentedinSurvey
10
Figure2.DemographicBreakdownofSurveyParticipants.
ResearchLimitations
●
Giventhelengthofthesemester,theauthorswereundertimeconstraintswithonly
threemonthstodesigninterviewquestions,developthesurveyinstrument,
scheduleandconductinterviewswithformerMembersofCongress,andanalyzethe
datacollected.
●
Thesurveyandinterviewrespondentswereself-selecting;thosewhoalreadyhad
someexperiencewithinternationalexchangemayhavebeenmoreinclinedto
participate.
●
Outof55femaleformerMembersofCongresswhoreceivedtheemailrequesting
surveyparticipation,nonerespondedsotherewasnotproportionalgender
representationamongrespondents.
●
TherewerechallengescoordinatinginterviewswithFMsduetotheirbusy
schedules.Ideallythesamplesizewouldhavebeenlarger.
●
Thisresearchisclient-focusedandnotpureacademicresearch.Thesurveyand
interviewsfocusedontheclient’sgoalsofobtainingusefulinformationinorderto
helpthembetteradvocatefortheFulbrightProgramandinternationalexchange
programswritlargeonCapitolHill.
InstitutionalReviewBoardandEthicalConductofResearch
Someuniversityresearchrequiresapprovalfromthatuniversity’sInstitutionalReview
Board(IRB).UponconsultingAmericanUniversity’sguidelinesforclassroomresearchandthe
practicumprofessor,itwasdeterminedthatclient-focusedresearchisakinto“marketresearch”
anddoesnotfallundertheIRB’sdefinitionof“humansubjectsresearch.”20Inaddition,theresearch
20“ResearchThatDoesNotRequireIRBReview,”AmericanUniversity.
http://www.american.edu/irb/noreview.cfm.
11
doesnotinvolvevulnerablepopulationsandposedminimalrisktotheparticipants.Becauseformer
MembersofCongressarenotupforre-election,theycanbemorecandidandcomprehensivein
theirresponses.
DiscussionandAnalysisofResults
"Educationalexchangecanturnnationsintopeople,contributingasnootherformofcommunication
cantothehumanizingofinternationalrelations."21
J.WilliamFulbright,1983
Inthissection,theauthorspresentananalysisoftheresultsgatheredfromthesurveyand
interviewswithformerMembersofCongress.Theresultsareanalyzedbasedonthethree
categoriesoutlinedinthe“Goals”sectionofthispaper:1)PersonalExperiences,2)Impactand
Fundingand3)Advocacy.Thisconceptualframeworkenabledtheauthorstoremainconsistentand
focustheirresearchonthethreecategoriesutilizedforboththesurveyandinterviews.
I.
PersonalExperiencewithInternationalExchangePrograms
BeforeaskingformerMembersofCongressabouttheirviewsoninternationalexchange
fundingandadvocacy,itwasparamounttogaininsightintowhetherFMshavehadpersonal
experiencesparticipatingininternationalexchangeprogramsorhostingparticipantsin
internationalexchangeprograms.Withthisinformation,theauthorscouldbetterunderstandthe
contextinwhichFMsviewinternationalexchange,andwhetherpersonalexperienceswith
internationalexchangeinfluencedFMperspectivesonthesupportandfundingofinternational
exchangeprogramsonCapitolHill.
Basedonthesurveyresults,55%offormerMembersofCongressparticipatedinan
internationalexchangeprogram(eitherhostingorworkingwithaforeignstudent/professional,or
goingabroadthemselves).OfthoseFMs,18%participatedinaFulbrightProgram.Oneformer
MemberofCongressstatedthathisFulbrightfellowshipwas“oneofthemostenjoyableand
educationalexperiencesofmyinternationallife.”
21“AboutFulbright,”U.S.DepartmentofStateBureauofEducationalandCulturalAffairs,
http://eca.state.gov/fulbright/about-fulbright#sthash.mR6Aa2v5.dpuf.
12
Amongthe55%ofFMssurveyedwhohadparticipatedinaninternationalexchange
program,90%eitherstronglyagreedoragreedthatithadalastingimpactontheirlivesand/or
careers(fig.3).ThisdatasupportstheaimoftheFulbrightProgram,whichistofacilitateand
increaseongoingmutualunderstandingandcooperationbetweenpeoplefromdifferentcultures.
OnewayFMsnotedbeingpositivelyimpactedbyexchangeprogramswasthroughexperiences
interactingwithorhostinginternationalexchangestudents.Whenaskedaboutthelastingimpactof
hisexperiencehostinginternationalvisitors,oneFMstated,“Thetwo[international]studentsmy
familyhostedare–tothisday–lifelongfriends.”Anothercommented,“Learningaboutother
culturesfirsthand,bothbytravelingandhostingforeignstudentstoworkinmyoffice,hastaught
meinsightsthatIwouldnothavelearnedotherwise.”StillanotherFMwhogrewupinasmall,rural
townmentionedthathishighschoolreceivedanexchangestudentfromaScandinaviancountry,
withwhomhestillstaysintouch.Theinternationalstudentwasthetown’sfirst,andheofferedthe
FM,whohadnevertraveledabroadhimself,afirstglimpseoftheworldbeyondU.S.borders.
Figure3.TheLastingImpactofInternationalExchange.
ThirtypercentofFMswhoparticipatedinaprogramnoted“broaderunderstanding”of
worldaffairs,globalproblems,andculturaldifferencesasaresultoftheirexperiences.Throughthe
survey,oneparticipantcommentedthathisinternationalexchangeexperienceshelpedhim
understandculturaldifferencesandgavehimnewinsightintointernationalissues.Heexplained,
“[Travelingto]Swedengavemeacloseuplookatadifferentsocietyandanappreciationofthe
viewsofothers.Greecegavemeagoodlookatacurrentsituationthatisofvitalimportancetothe
world.Bothexperiencesimpresseduponmetherealitythattherearemajordifferencesfrom
countrytocountry;however,therearealsocommonalitiesthatmakeitusefulandimperativeto
understand/accepteachother.”AnotherFMrecalled,“Ididtravelinternationallyextensivelyon
bipartisantrips,andIbelievemeetingmycounterpartsinothercountrieswasverybeneficialto
me.”
13
SeveralformerMembersofCongresselaboratedontheimpactoftheirinternational
exchangeexperiencethroughthein-personinterviews,aswell.OneFMaffirmedthathis
internationalexchangeexperiencegavehiminsightintothecomplicationsofinternational
relationshipsandconflicts.Thisinturncausedhimtobemoreawareofnewsmediabias,andhe
statedthathefelthisexperienceallowedhimtosupport“moreeven-handedU.S.policy.”Along
similarlines,twoFMsdiscussedwiththeinterviewersthattheystrengthenedtheirinternational
negotiationskillsthroughtheirinternationalexchangeexperiences,andonenotedthathewasable
toutilizetheseskillsduringhistenureinCongress.
InadditiontothepersonalexperiencesofindividualFMs,theauthorsgainedinsightinto
theinternationalexperiencesofcongressionalstaff.TheFMsindicatedthatitwasasimportantto
reachouttocongressionalstaffasitistobuildrelationshipswiththeMembersthemselves.Thus,it
wasessentialtogaugewhetherFMsknewabouttheinternationalexchangeexperiencesoftheir
congressionalstaffandhowmuchtheyvaluedtheseexperiences.
Whenaskedwhatpercentoftheirstaffhadparticipatedinaninternationalexchange
program,themajorityresponded“lessthanhalf”or“none”(fig.4).However,FMswhosestaffhad
participatedinanexchangeunanimouslyagreedthattheexperiencewasavaluableassettothem
asemployees.OneFMnotedthathisstaffmemberswithinternationalexperience“hadabetter
understandingofourrelationshipswithothercountries”thanthosewithout.Anotherexplained,
“Theseprogramstendtobroadenaperson’sknowledgeandabilitytounderstanddifferencesin
perceptionandvalues.”Thosesurveyedandinterviewedagreedthatinternationalexchange
experiencesfosterincreasedglobalknowledgeandenhancedcross-culturalunderstanding–skills
thatarevaluableintheworkplace.OneFMdescribedinternationalexchangeasa“broadening
experience.Iconsidereditsimilartotheexperiencesharedbyastronautswholookedbackthe
earthfromspace.ThesepeoplewereseeingAmericadifferentlyforthefirsttime.”
OneFMstatedthathisstaffhavinginternationalexperiencewassoimportanttohimduring
histimeinCongress,thatinjobinterviewsheonlyaskedthreequestions:twonon-negotiable
policyquestionsand“Wherehaveyoutraveled?”TheFMfurtherexplainedthatinchoosinghis
staff,he“thoughtthatwasthekey…it’sabouttheirunderstanding.”Heelaborated:“Mostpeoplein
theworldrespectAmerica.Theymightnotlikesomeofourpoliciesbuttheywanttoemulateour
14
economy,ourwayoflife,ourruleoflaw.Soifyouhavestaffpeoplethatdon’tunderstandthat,you
havetoeducatethem.Theyshouldbeeducatingyou.”
TheFMalsoasserted,“Irealizedfrommyownlimitedtravelsthatthere’sabigworldout
there.Peoplelookatyoudifferentlyifyou’reAmericanthanifyou’resomebodyelse.Youlookat
thingsdifferently.Youseethattherearedifferentchoicesandwaysofdoingsomethingandit’snot
necessarilyworseorbetter-it’sjustdifferent.”
Figure4.CongressionalStaffInternationalExchangeExperience.
Conclusions:
1. OnlyhalfofformerMembersofCongresssurveyedhadparticipatedinan
internationalexchangeexperience.
2. Thosewhoparticipatedinaninternationalexchangeexperiencerespondedthat
internationalexchangehadleftalastingpositiveimpactontheirlivesandcareers.
3. FormerMembersofCongressfoundtheircongressionalstaffwithinternational
experiencetobeespeciallyvaluableemployees.
II.
ImpactandFunding
IdentifyingthecomponentsandoutcomesoftheFulbrightProgramthatformerMembersof
CongressfoundmostimportantcanprovideinsightsonbestadvocacypracticesfortheFulbright
Program.Thesurveyindicatedthat70%ofFMsbelievethatinternationalexchangeprogramsare
“valuable…fromanationalperspective”(fig.5).Promotionofcross-culturalcommunication,
developmentofaplatformforculturalunderstanding,andpromotionofAmericanvaluesabroad
werethetopthreeselectedadvantagestocountries.Fromanationalperspective,theseadvantages
alignwiththemissionoftheFulbrightProgramasreferencedinthe“HistoryandContext”section
ofthisreport.Attheindividuallevel,theFMsselectedthefollowingasthethreetopadvantages:the
15
opportunitytoseeone’sownculturefromanewperspective,enhancedabilitytocooperatewith
peoplefromothercultures,andincreasedculturalsensitivity.Again,theseadvantagesdirectly
correlatewiththeFulbrightProgram’smission.
Figure5.ValueoftheFulbrightProgram.
Ninety-fivepercentofFMssurveyed“stronglyagree”or“agree”thattheFulbright
Programhasanoverallpositiveimpact,bothfortheindividualandonanationallevel(fig.6).In
boththesurveysandinterviews,FMsemphasizedthatFulbrightersgainamorenuanced
internationalunderstandingandcanseeboththeirownandotherculturesfromnewperspectives.
SeveralFMscommentedthattheywitnessedFulbrightparticipantstaketheskillstheygained
throughtheirfellowshipsandusethemtobenefittheircountryuponreturning.Forexample,one
FMwrote,“Thepersonalrelationshipsdeveloped,coupledwiththepoweroftheexperience,lasts
forever.Thereisampleevidenceofpublicpolicybeingaffectedyearslaterthroughthe
‘ambassadoring’offormerFulbrightscholars.”Anotherstated,“Ihavevisitedwithparticipantsand
havefoundthemhighlycompetent,knowledgeableandseenhowtheyhavebenefitedfromthe
Program...Manymorewillbecomefutureleadersofourcountry.”
Figure6.ImpactoftheFulbrightProgram.
However,basedonboththesurveyandin-personinterviews,manyFMsrevealedthatwhile
theyknewtheFulbrightProgrambyname,theyweregenerallynotfamiliarwiththespecific
programsoffered.OneFMwrote,“Itisaprestigiousprogram,sopeoplehonorthat,butknowlittle
aboutwhyit'sprestigious.”Outofthosesurveyed,50%werefamiliarwiththeScholarProgram,
16
and40%werefamiliarwiththeFulbright-ClintonPublicPolicyFellowship.However,only30%
knewoftheStudy/Researchprogram,and20%orfewerFMswerefamiliarwithallotherexisting
programs(fig.7).Twenty-fivepercentofFMssurveyeddidnotrecognizeanyspecific
FulbrightProgramatall.ThelackofknowledgeabouttheFulbrightProgramwasreaffirmed
throughthein-personinterviews.WhenaskedabouttheFulbrightProgram’sspecificimpact,one
FMstatedthathedidn’tfeelheknewenoughabouttheProgramtorespond.
Figure7.MostandLeastWell-KnownFulbrightPrograms.
WhenaskedaboutthelargestbarrierstocongressionalfinancialsupportforU.S.
DepartmentofState-sponsoredexchangeprograms,only20%ofFMssurveyedstatedlackof
knowledge/informationasabarrier.However,oneFMlistedthisasamajorbarrierduringhistime
inCongress,explaining,“MostpeopleinmytimeontheHillhadverylittleinclinationtohaveor
supportexchangestudents.Ibelievetheyknewthenamesoftheprogramsbutdidnotknow
enoughaboutthemtoreachoutandconnectwithstudents.”
ThemajorityofFMscitedpoliticalbarrierstofundingincludingthebudgetdeficit,national
debt,andcutbacks.Throughinterviewsandsurveyresults,FMsidentifiedstringentbudget
constraintsandpoliticalgridlockasthelargestbarrierstofunding.OneFMwrotethat“theoverall
climateinwhichcutbacks,nomatterhowworthwhileandsuccessfultheprogram,arethe
buzzwordsoftheday,contributedgreatlytoalackofincreasedsupportforinternationalexchange
programs,includingtheFulbrightProgram.”Anothersuggestedthat“allthedemandsputonthe
budget,particularlywhenthecountryisrunningsuchahugedeficit”asareasonforthelackof
support.Helistedtheeconomyasthemainbarrier,elaborating,“Taxpayersaremorereceptiveto
programssuchasFulbrightwhentheeconomyisperkingalongpositively.”OneFMrespondedthat
thereare“toomanyfederaleducationprograms.”
Inadditiontopoliticalgridlockandlimitedresourcesforfunding,FMsexplainedthattheir
peersprioritizeissuesthattheyviewashavingadirectandimmediatebenefittotheirconstituents.
17
OneFMstated,“MembersoftheHousetendtobedistrictandre-electionoriented…Furthermore,
Memberstendtohaveashort-termhorizononmosttemporalquestions.Insum,theincentivesfor
aHousememberdonotencouragedetached,long-term,internationalrelationsthinking.”Asstated
above,mostFMsfoundthebenefitsofinternationalexchangeprogramsincludingtheFulbright
Programtobelong-term,resultinginhard-to-quantifyoutcomessuchasincreasedunderstanding,
bettercommunicationsskills,andincreasedculturalsensitivity.Whileresearchverifiesthese
positiveresultsofinternationalexchangeprogramsinthelongrun,itisdifficulttoseethe
immediateimpactofthesecharacteristicsintermsofnationalsecurity,enhancedrelationships
withothercountries,orothercongressionalpriorities.2223FMresponsesillustratethatitmaybe
challengingforcurrentMembersofCongresstojustifyfundingforprogramswithoutseeingan
immediatereturnontheinvestment.Thecurrentcontentiouspoliticalclimatemayalsoplayarole;
oneFMstatedbluntlythatthe“idiocyofthecurrentmembersofCongress”isthebiggestbarrierto
internationalexchangeprogramsreceivingmorefunding.AnotherFMcited“theTeaParty
mentality”asthelargestconstraint.
Inaddition,anumberofFMssuggestedincreasedcriticismofcongressionaltravelas
anotherpossiblereasonthatCongressviewsinternationalexchangeasalowpriority.OneFM
observedthatcongressionalinterestininternationaleducationhaswanedascriticismof
congressionaltravelhasincreasedinthefaceofanincreasingbudgetdeficit.AnotherFMadded
thatithasalsobecomeincreasinglydifficulttouseprivatefundingforcongressionaltravel,which
hasresultedinfewerbipartisaninternationalexperiencesbyMembersofCongressthemselves.
OneFMcitedthemedia’sroleininfluencingconstituentsbyportrayinginternationaltravel
negatively,oftencallingthem“junkets.”Throughthesestatements,FMssuggestedthatCongressis
lesslikelytoplaceahighpriorityoninternationalexchangewhentheyhavenothaddirect
experiencewithinternationalexchangeprogramsthemselves.
22Atkinson,Carol,“DoesSoftPowerMatter?AComparativeAnalysisofStudentExchangePrograms1980–
2006,”ForeignPolicyAnalysis6(1),2010,1-22,April3,2016.
23Fulbright,J.William,“LettertothePresident[LettertoRonaldReagan],”September22,1981.
18
Conclusions:
1. Atthenationallevel,formerMembersofCongressidentifiedthepromotionof
Americandemocracyandvaluesabroadandthepromotionofcross-cultural
understandingandcommunicationasthetopadvantagesofinternationalexchange
programs.
2. FMsareunfamiliarwiththeFulbrightProgramingeneralandlackknowledgeofthe
varietyoffellowshipsofferedthroughtheProgram.
3. Thelargestbarriertosupportforthefundingofinternationalexchangeisthe
constrainednationalbudget.
4. MembersofCongressfacechallengeswhenjustifyingfundingfortheFulbright
Programbecauseofcompetingprioritiesthatareperceivedashavingamoredirect
andimmediateimpactonconstituents.
III.
Advocacy
ThemajorityofFMssaidthatinternationalexchangewasa“lowpriority”or“notapriority”
duringtheirtenureinCongress(fig.8).However,85%ofFMssurveyedsaidtheybelievedthat
internationalexchangeshouldbeahighpriorityforCongresstoday.OneFMcalled
internationalexchange“thebestapproachtosoftdiplomacy.”Anothersuccinctlysummarizedthree
reasonsforgivinggreaterattentiontointernationalexchangeprograms:“1.Cultural
divisions/tensionsappeartobegrowingasworld‘shrinks.’2.Conflictsfueledbycultural
misunderstandingaremoredangerousthanever.3.Theworldneedsgreaterglobalcooperationin
ordertosurviveandprosper.”OnemoreFMnoted,“Weliveinamuchmoreglobalworld,yetmany
ofourcitizenswanttocloseourborders.Weneedmoreexchangestocounterthesetrends.”Allof
thesecommentscanbeusedtoinformbetterapproachestoadvocacyforprogramssuchas
Fulbright.
Figure8.PrioritizationofInternationalExchangeontheHill.
19
Equallyimportantwerecommentsfromthosewhoexpressedskepticismtoward
prioritizinginternationalexchangeprograms.OneFMcommented,“Iamnotsosureaboutthisone.
TherearesomanyworthwhilethingsCongressshouldfund,butwhataboutthe19trilliondeficit?”
CommentslikethisindicateaneedforsupportersofprogramssuchasFulbrighttoarticulatemore
clearlythepositiveimpacttheyhave-individually,locally,andnationally.Ifparticipants,alumni,
andsupportersbelievethatFulbrightisoneofthe“worthwhilethings”Congressshouldfund,these
commentsrevealalackofknowledgeaboutwhyitisworthwhile.
WhenaskedtoselectthreetopstrategiesthatsupportersofFulbrightcouldusetobetter
advocateforinternationalexchangeprograms,FMsselected:1)networkingontheHill(50%),2)
engagingactivelywiththenewCongressionalInternationalExchangeandStudyCaucus(40%),and
3)mobilizingchapterstoadvocatelocally(40%).Alongsimilarlines,FMsselectedMembersof
Congressonkeycommitteesandcongressionalstaffasthetargetaudiencesforinternational
exchangeadvocacyontheHill.Duringtheinterviews,FMsaffirmedthesestrategiesandcited
additionaltacticsthatcouldbeeffectivewhenadvocatinginCongress.SeveralFMsinterviewed
expressedthatMembersofCongressneedtohearmoreclearexplanationsabouthowFulbrightand
internationalexchangerelatestotheirprioritiesandbenefitstheirconstituents.
Conclusions:
1. TheFulbrightProgramhasbeenalowpriorityinCongresslargelyduetothelackof
knowledgeabouttheProgram.
2. FulbrightadvocacycanbemoreeffectivewhenconnectionsaremadetoMembersof
Congressandtheirprimaryinterests.AdvocatesfortheFulbrightProgramneedto
increaseoverallawarenessoftheFulbrightProgramonCapitolHill.
3. FormerMembersofCongressbelievethatnetworkingwithMembersofCongress
andtheirstaff–bothinDCandlocallyintheirhomedistricts–areeffective
methodsofadvocacy.
20
Recommendations&Considerations
I.
Recommendations
“Formyownpart,atanadvancedageandafteralongcareerinpolitics,Icanthinkofnothing
betterandmoreeffective.AndthatiswhyIconcludethattheproperplaceofinternational
educationisnotattheperipherybutattheverycoreofourforeignpolicy.”24
SenatorJ.WilliamFulbright
Basedonresultsofthesurveyandin-personinterviews,theauthorsproposefive
recommendationsforimprovingadvocacypracticesfortheFulbrightProgram.Theauthors
recognizethatseveraloftherecommendationsconfirminformationthatisalreadyknownorinuse
bytheFulbrightProgram.Therecommendationsaimtoreaffirmandexpanduponcurrent
advocacypracticesutilizedbysupportersandalumnioftheFulbrightProgram.
1. “DescendonthehallsofCongress”–Haveastronger,ongoingFulbrightalumni
presenceontheHill.AdvocacyshouldextendbeyondtargetedAdvocacyDaysandbe
ongoinginordertobuildandsustainrelationshipswithkeyMembersofCongress.
FiftypercentofformerMembersofCongresssurveyedselected‘NetworkontheHill’asthe
bestadvocacypractice.TwentypercentofformerMembersofCongresssurveyedstated
thatalackofknowledgeandinformationabouttheprogramsandtheirimpactasthe
largestbarriertofinancialsupport.Ashighlightedinthe“DiscussionandAnalysisof
Results”section,oneformerMemberstated,“MostpeopleinmytimeontheHillhadvery
littleinclinationtohaveorsupportexchangestudents.Ibelievetheyknewthenamesofthe
programsbutdidnotknowenoughaboutthemtoreachoutandconnectwithstudents.”
ThereisaneedformoredirectcommunicationwithMembersofCongressandtheirstaff,
emphasizingthevalueandimpactofFulbrightprograms.OneFMsaidFulbrightersshould
“descendonthehallsofCongress.”ThesameFMcitedtheAmericanIsraelPublicAffairs
Committee(AIPAC)asoneofthemosteffectivelobbyingorganizationsonCapitolHill:
“Theyhaveaverysophisticatedapproach.Theyareallconstituentsandknoweverything
youhavesaidandeverypieceoflegislationyouhavevotedon.Duringtheirfly-instheyare
24Fulbright,J.William,NotesforPressClubSpeech,1986.
21
everywhereandsometimesyoucan’tevenfitallofthemintoyouroffice.”TheFulbright
Association,totheextentpossible,shouldtakeasimilarapproachinitsadvocacyefforts,
addinglong-termengagementtoitsexistingdaylongadvocacyevents,andencouraging
overwhelmingparticipationfromitsalumni.
2. MobilizelocalalumnichapterstoengageMembersofCongressintheirowndistricts.
ThemajorityofformerMembersofCongresssurveyedandinterviewedstressedthat
theefforttomobilizeandincreasefundingmustcomefromalumnithemselvesandmustreach
localdistricts.Inaddition,40%ofFMssurveyedsuggestedmobilizinglocalchaptersto
advocatedirectlytotheirlocalMemberofCongress.SeveralFMsinterviewedstatedthe
needforFulbrightalumnito“keeptellingthestory”oftheirFulbrightexperienceandhow
theyareusingittoimpacttheirlocalcommunities.
AsoneFMstated,“Thereisampleevidenceofpublicpolicybeingaffectedyearslater
throughthe‘ambassadoring’offormerFulbrightscholars.”This“ambassadoring”can,and
should,takeplaceintheFulbrightalumni’slocalcommunityaswellasdirectlyontheHill.
Fulbrightalumniandadvocatesshouldbeencouragedtoattendlocalpublicforumsand
townmeetingstopromotetheFulbrightProgramandaskinternationallyfocusedquestions
togenerateawarenessforexchanges.
Inaddition,currentinternationalFulbrightstudentsshouldalsobeencouragedtoattend
localandtownmeetingsinthecommunitieswheretheyarestudying,allowingthemto
becomepartoftheir(adopted)localcommunity,whileinteractingandlearningmoreabout
theAmericandemocraticsystem.AnotherFMsuggestedintroducing“statementoring
programs,”whereformerMembersofCongresscouldvolunteerwithormentorFulbright
alumniandinternationalstudents,asakeywayforFulbrightalumnitoengagewiththeir
localMemberofCongress.
3. Itisequallyimportanttoadvocatetocongressionalstaffmembersasitistothe
MemberofCongress.Thefocusshouldbe“friendraising”before“fundraising.”OneFM
notedthatprogramssuchasFulbright“canbeveryhelpfultothosefromforeignnations
butalsocansignificantlybenefitthecongressionalstaffersthatwouldinteractwiththem.”
Asnotedinthesurveyresults,FMsvaluedtheinternationalexperiencesoftheirstaff.
22
BecausecongressionalstafferscompileinformationonissuesfortheirMember,providing
themwithinformationontheFulbrightProgramisacriticalsteptohavingthisinformation
includedinbriefingsandreports.AsoneFMstated,“Theyloveitwhenyoudotheirwork
forthem.”Finally,engagingwithcongressionalstaffmembersisaninvestmentinfuture
advocacyefforts.SomestafferswillmoveontootherofficesorworkforMembersinother
districtsandcancarrythatinformationonwiththem.Otherswillgoontotheirown
positionsofprominence,betterinformedontheFulbrightProgram.Onamoreimmediate
level,staffersholdthekeytogettingonaMember’scalendarandengagingwiththemnot
onlyinformsanotherpersonintheofficeaboutFulbright,butalsoincreasesthechancesof
anin-personmeetingwiththeMember.
4. ConnectFulbrightalumniwiththenewCongressionalInternationalExchangeand
StudyCaucus,establishedbyU.S.RepresentativesStevePearce(R-NM)andJimHimes
(D-CT).Successfulsupportofinternationalexchangeprogramsmustcomeequallyfrom
withinCongress,throughcurrentMembers,aswellasoutsideCongress,throughalumni
andotheradvocates.ThechiefofstaffforaMemberofCongressassociatedwiththenew
CongressionalInternationalExchangeandStudyCaucusexplainedthatthisCaucusaimsto
be“avenuetoshowapublicdisplayofsupportforinternationalexchange.”Fulbright
supportersshouldbeencouragedtocontinuetheircollaborationwithorganizationssuchas
theAllianceforInternationalExchangeinutilizingthisnewplatformtoincreaseawareness
ofinternationalexchangesonCapitolHillandtohelptheCaucusrecruitnewmembers.
5. Advocacystrategiesshouldbepersonalandtargetedtotheprioritiesofindividual
MembersofCongress.
a)“KnowhowyourCongressmanthinksandspeaks”-Takeapersonableand
humbleapproachtoengagingwithMembersofCongress.OneformerMemberof
Congressadvised,whenapproachingaMember,“knowhowyouraudiencethinks
andspeaks.”SeveralFMssaidthat,whiletheyhavegoodrelationshipswithand
perceptionsofFulbrighters,sometimesFulbrightersruntheriskofbeingperceived
aselitistortooacademicandnotintouchwiththerealandmessyworldofpolitics.
FulbrightalumnishouldapproachMembersofCongress,notasanacademic(Dr.X),
butwiththeirfirstnamesandinahumbleandrespectfulmanner.
23
b)“Getyourargumentdowntoonepage.”TwoformerMembersofCongress
notedthatthebestwaytogetaMemberofCongress’(orhis/herstaff’s)attentionis
tomakeyourargumentsuccinctandimpactful.Chooseyourwordscarefullyanddo
notincludeunnecessaryinformation.
c)FrametheissueintermsofwhatyoucandofortheMember.Alumnishould
encourageMembersofCongresstoconsiderthemresourcestobetapped.Approach
theMemberofCongressasking,“WhatcanIdoforyou?”Fulbrighterscanmake
theircasefortheProgramwhilealsohelpingtheMemberstayinformedoncurrent
positions.OneFMnoted,“Memberswanttobeconsistent…Iftheymakeamistake,if
theyenduptakingapositiononanissuetoosoon,thentheygetlettersfromhome
saying‘Whatareyoudoing?!...’Andsowhatwe’vegottohaveissomenew
informationsowecanchangeourposition.”Fulbrightershaveawealthof
knowledgeandintellectualcapitalandareinagreatpositiontobeabletoprovide
thisnewinformation.
d)DirectlyrelatetheFulbrightexperiencetocongressionalpriorities,including
nationalsecurity.Atatimewhenthenationfacesabudgetdeficitandcritical
globalchallenges,theimpactofFulbrightneedstobeclearlyandexplicitlylinkedto
congressionalpriorities.MembersofCongresshavespecificgoalswhentheyare
elected,andadvocacyismosteffectivewhentheirgoalscanbeclearlyalignedwith
Fulbright’sobjectives.NationalsecurityisacriticalpriorityforeveryMemberof
Congress.WhenFulbrightisdiscussedintermsofspreadingAmericanvaluesand
democracyabroadandbuildinginternationalcoalitions,anationalsecurity
connectioncanbedrawn.
24
II.Considerations
ThesurveyresultsrevealedanoverallneedfortheFulbrightProgramtoincreaseits
visibilityontheHill,particularlythroughtherecommendationsabove.However,theauthorsalso
proposesixconsiderationstofacilitateincreasedengagementbetweenFulbrightalumniand
MembersofCongress.TheconsiderationsarenotdirectsuggestionsoftheformerMembersbut
arederivedinsightsgainedthroughanalyzingtheresultsofthisresearch.
1. InviteMembersofCongressandtheirstafftoFulbrightAssociationevents.
ItisparticularlyimportanttoinviteMembersofCongresstoplayanactiveroleinFulbright
Associationevents,suchasspeakingorintroducingakeyfigure.Theseeventsare
opportunitiesforpositivepublicityforMembersofCongressandservetostrengthentheir
relationshipwiththeFulbrightAssociation.
2. OrganizeFulbrightalumnitochallengemediaforcastingnegativeattentionon
congressionaltravel.Fulbrightalumnicancollectivelycallattentiontothenegativemedia
attentionandlocalin-districtstigmaofinternationaltravelforMembersofCongress.One
FMcitedthemedia’sroleininfluencingconstituentsbyportrayinginternationaltravel
negatively,oftencallingthem“junkets.”FulbrightalumnicanwritelettersorOp-Edpieces
insupportofcongressionaltraveltonewspapersandmagazines.
3. ReduceFulbrightalumnimembershipandeventfees.Reducingmembershipandevent
fees,particularlyforrecentalumni,willreducethecostbarriertoentryforalumniwho
wouldliketoadvocateonbehalfoftheFulbrightAssociation.RecentFulbrightalumnican
bepassionateadvocatesfortheprogramgiventhefreshnessoftheirexperiences.
4. IncreaseFulbrightAssociationengagementwithcurrentFulbrighters,notjust
alumni.CurrentFulbrightfellowsshouldfeelasthoughtheyarealreadyapartofanalumni
networkastheirfellowshipwindsdown.Thissenseofcommunitycouldincreasethe
numberofalumniwillingtoadvocateonbehalfoftheFulbrightAssociation.Fulbright
conferencesandseminarsconductedinWashington,DCandinindividualdistrictsshould
inviteMembersofCongressandtheirstaff.
25
5. PresentanannualawardforExcellenceinAdvocacy.Thosewhodedicatethetimeand
resourcestoadvocacyshouldbehonoredfortheircontributions.Thiscanalsoserveasa
platformforlearningaboutbestpracticesforadvocatingfortheFulbrightProgram.
6. Trackalumniaccomplishments.Createasurveytosendouttofellowshiprecipientsone
yearandthreeyearsaftertheirfellowship.Thesurveyresponseswillillustratethereturn
oninvestmentfromfundingtheFulbrightProgram.Thiscanresultinareportofpersuasive
datatopresenttoCongressdisplayingaccomplishmentsofalumni.Thus,Membersof
Congresscanhaveaccesstoinformationontheshort-termbenefitsoftheFulbright
Program.
Conclusion
Inthisreport,theSISPracticumTeamsurveyedandinterviewedformerMembersof
Congresstobetterunderstandtheirperspectivesoninternationalexchangeprogramsand
advocacyfortheFulbrightProgram.Theauthorswereabletoidentifyareaswhereformer
MembersofCongresswerepersonallyinfluencedbyparticipationininternationalexchange
programs,theirexperienceinCongressfundingtheseprograms,andtheirsuggestionsforbest
advocacypractices.ThesefindingsprovideaclearpathforwardtoengageCapitolHill–the
FulbrightProgram’sstrategymustframeinternationalexchangeinrelationtotheprioritiesthat
aremostvaluedbybothMembersofCongressandtheirstaff,forexample,nationalsecurity.
Fulbrightalumnishouldkeep“tellingthestory”ofhowtheFulbrightProgrampromotesAmerican
democracyandvaluesabroadalongwithcross-culturalunderstandingandcommunication.
DespitepoliticalgridlockandcutbacksonCapitolHill,theFulbrightAssociation,throughcarefully
craftedstrategies,willbeabletoraisethevisibilityoftheFulbrightProgramwithintheU.S.
Congressandarguepersuasivelyforincreasedfundingofthisvitalprogram.
26
WorksCited
“AboutUs,”FulbrightAssociation,http://eca.state.gov/fulbright/aboutfulbright/
history#sthash.Rnr86lAw.dpuf.
“Fulbright-HaysProgram,”U.S.DepartmentofStateBureauofEducationalandCulturalAffairs,
http://eca.state.gov/fulbright/fulbright-programs/program-summaries/
fulbright-hays-program.
Fulbright,J.William,NotesforPressClubSpeech,1986.
Fulbright,J.William,ThePriceofEmpire,1989.
“TheFulbrightProgram,”U.S.DepartmentofStateBureauofEducationalandCulturalAffairs,
http://eca.state.gov/fulbright.
“FulbrightPrograms,”U.S.DepartmentofStateBureauofEducationalandCulturalAffairs,
http://eca.state.gov/fulbright/fulbright-programs.
“FundingandAdministration,”U.S.DepartmentofStateBureauofEducationalandCulturalAffairs,
http://eca.state.gov/fulbright/about-fulbright/funding-and-administration.
“History,”FulbrightU.S.StudentProgram,http://us.fulbrightonline.org/about/history.
Perkins,W.D.,Jennings,Alex,andReifenberger,William,Fulbright:TheMan,theMission,andthe
Message,USA:HeliosEntertainment,2011,https://www.youtube.com/
watch?v=qfLCS2JT4mY.
ProvingitsMerit:TheExtraordinarySuccessoftheFulbrightProgram,TheFulbrightAssociation,
2015.
“TypesofAwards,”FulbrightU.S.StudentProgram,http://us.fulbrightonline.org/about/
types-of-grants.
27
AppendixI.
AnnotatedBibliography
Subtopic
Source&Description
Biraimah, Karen L., and Jotia, Agreement L, “The Longitudinal Effects of
Study Abroad Programs on Teachers’ Content Knowledge and
Perspectives: Fulbright-Hays Group Projects Abroad in Botswana and
Southeast Asia.” Journal Of Studies In International Education, 17(4),
2013,433-454.
Biraimah and Jotia compared teachers’ “content knowledge and
professional perspectives” before and after their participation in
Fulbright-HaysGroupProjectsAbroadinSoutheastAsia(1995)and
Botswana (2011). Their findings illustrate a “sustained growth” in
“professional development, cultural awareness, teaching
methodologies,andchoiceofcurricularcontent”frompre-Fulbright
evaluationstoevaluationsconductedpost-Fulbrightcompletion.
EurekaFacts, LLC, “Evaluation of ECA’s English Language Programs:
Fulbright
Teaching
Assistant
Program,”
June
2014,
http://eca.state.gov/files/bureau/fulbright_eta_june_2014_report.pdf
Statistics,Trends,and
Outcomes
Throughonlinesurveysandqualitativefieldwork,EurekaFacts,LLC
(commissioned by the U.S. Department of State’s Bureau of
Educational and Cultural Affairs) aimed to assess whether the
FulbrightEnglishTeachingAssistantship(ETA)programfulfilledits
objectivesof“mutualunderstanding,Englishteachingandlearning,
and ETAs professional development.” The study found that the
Fulbright ETA program meets its objectives. For example, the
majorityofETAsfeltthey“brokestereotypesaboutAmericans”and
“changedpeople’simpressionsoftheUnitedStates”toamoderate
or great extent – illustrating Fulbright ETAs’ role as cultural
ambassadors. The majority of ETA participants also believed they
increased their students’ knowledge of “U.S. democracy and
politicalsystem”and“civilrightsandracialdiversityintheU.S.”to
a moderate or great extent, promoting mutual understanding.
Additionally, ETAs witnessed improvement in their students’
English abilities. Regarding professional development, more than
halfofFulbrightETAsreportedthattheirexperience“helpedthem
obtainanewjob”uponcompletionoftheFulbrightETAprogram.
Goodman, Allan E, “Study Abroad Cultivates Global Leadership,”
February 8, 2013, http://www.diplomaticourier.com/study-abroadcultivates-global-leadership/.
Dr. Allan Goodman, President of the Institute of International
Education, highlights the importance of providing college students
with study abroad opportunities. As of 2013, approximately 14
percent of all undergraduates study abroad before receiving their
Bachelor’sdegree.Only1percentofstudentsenrolledinanyformof
28
higher education study abroad each year. The article highlights the
role of various international exchange scholarships including the
Fulbright Program, the Benjamin A. Gilman International
Scholarship, and the Boren Awards, in allowing more students to
studyabroad.
Luo,Jiali,andJamieson-Drake,David,“PredictorsofStudyAbroadIntent,
Participation, and College Outcomes,” Research In Higher Education,
56(1),2013,29-56.
Using logistic regression analysis, Luo and Jamieson-Drake
identified factors that influenced participation in study abroad
programsduringstudents’undergraduateeducation.Theirresearch
found that gender, race or ethnicity, and field of study significantly
influenced participation in study abroad programs. Women,
Caucasianstudents,andhumanitiesmajorsaremorelikelytostudy
abroad. Additionally, “students with high artistic ability and
studentswhoconsidereditimportanttoimproveunderstandingof
other countries and cultures” were more likely to study abroad.
Students who participated in extracurricular activities were less
likelytostudyabroad.
Fulbright, J. William, Letter to the President [Letter to Ronald Reagan],
September22,1981.
Fulbright:Program&
History
Inthis1981lettertoPresidentRonaldReagan,J.WilliamFulbright
advocates for international educational exchange programs. He
arguesthatsuchprogramshaveadirectimpactonnationalsecurity,
andisa“basicingredient”oftheUnitedStates’relationswithother
countries, through those who make governmental decisions both
directly and indirectly. The letter articulately presents Senator
Fulbright’s views, in his own words, on the importance of
international educational exchange. Central to his argument is the
idea that foreign relations are most effective when the parties
involved have knowledge and understanding of each other’s
cultures. Fulbright calls for a balance of soft and hard power when
conductingforeignrelations,butnotesthatmilitarystrengthcanbe
enhanced with the cultural understanding achieved through
educational exchange programs. The purpose of the letter is to
underscore to President Reagan how important government
supportistothesuccessofsuchprograms.
Fulbright,J.William,"TheFirstFifteenYearsoftheFulbrightProgram."
The Annals of the American Academy of Political and Social Science 335,
1961,21-27.
FifteenyearsafterthepassingofPublicLaw584,theFulbrightAct,J.
William Fulbright reflects on the program - its strengths and
weaknesses,whatitaccomplishesinservicetothecountry,andthe
role it fills in global foreign affairs. He also makes the case for the
continued funding of the Fulbright Program, a topic of particular
interesttothisstudy.WhentheFulbrightActwaspassedin1946,in
the immediate aftermath of WWII, there was an urgent need to
develop better and deeper understanding between America and
29
other nations. As Senator Fulbright points out in the article, the
adoption of the Fulbright Act by Congress was an important step
taken by the U.S. in the post-war period to contribute to
peacemaking activities and participate in foreign affairs. Fulbright
analyzes the funding of the program, pointing out that joint
governmental and private sponsorship are essential to the
program’ssuccess.Manyofthecentralfundingissueshighlightedby
Fulbright in this 1961 article, such as caps on government
contributions and the potential for bilateral funding opportunities,
areonesthatarestillbeingexploredtoday.
Perkins, W. D., Jennings, Alex, and Reifenberger, William, Fulbright: The
Man,theMission,andtheMessage[Videofile],USA:HeliosEntertainment,
2011,https://www.youtube.com/watch?v=qfLCS2JT4mY
“Fulbright: The Man, the Mission, and the Message” presents a
history of Senator J. William Fulbright from his childhood in
Arkansas through his time in the U.S. Senate and beyond. The
documentary looks at his politics, his achievements, and his
missteps,framingSenatorFulbrightasamanwhodevotedhislifeto
serving his country with an aim of fostering peaceful international
relations. One of Fulbright’s greatest accomplishments was the
creation of the Fulbright Act in 1946, the flagship international
education exchange program sponsored by the United States
government. Still in existence today, the Fulbright program has
served hundreds of thousands of students and professionals. In
1993,PresidentClintonawardedSenatorFulbrightthePresidential
Medal of Freedom for his efforts to foster peaceful international
relationsthrougheducationalexchange.
Woods, Randall Bennett, "J. William Fulbright 1905-1995," Academe
81.3,1995,20-22.
The article “J. William Fulbright 1905-1995” looks at Senator
Fulbright’spoliticalcareerfromthetimeheenteredpoliticsin1942
through the end of his career and his falling out with President
Lyndon B. Johnson. It highlights the themes that dominated his life
andcareer,namelyculturaltoleranceandinternationalcooperation,
showing how he dedicated himself to public service with a
commitmenttoadvancingAmerica’srelationshipwithothernations
through international educational exchange. The article also
includes an excerpt from “Tilting at Myths” in The Fulbright
Difference,inwhichRichardT.Arndt,aFulbrightrecipientinDijon,
France, recounts a moment during his fellowship that marked a
changeinhisviewoftheworld.Throughanencounterwithapoor
Frenchmechanic,Arndtovercomeshis“romanticvisions”ofFrance
and begins to see a new reality. The excerpt provides an excellent
example of how the program Senator Fulbright devoted his life to
can change lives and forward America’s relations with other
countries.
SoftPower
Atkinson,C.,DoesSoftPowerMatter?AComparativeAnalysisofStudent
ExchangePrograms1980–2006.ForeignPolicyAnalysis,6(1),2010,1-22.
30
Carol Atkinson’s research empirically evaluates the impact of both
militaryandcivilianexchangesbylookingatdatafrom1980-2006.
The aim is to test evidence from academic and popular sources
claiming U.S.-hosted educational exchanges play an important role
insupportingthedevelopmentofliberalvaluesabroad.Theresults
show that student exchanges do have a positive impact on home
governments and their human rights records such as protecting
speech, religion and political participation. This article also found
that extending exchanges to political elites in authoritarian states
would provide a channel to extend liberal ideas across diverse
regions.
Nye, Joseph S., “The Decline of America's Soft Power: Why Washington
ShouldWorry,”ForeignAffairs,83(3),2004,16.
Inthisarticle,JosephNye,formerAssistantSecretaryofDefenseand
Dean of Harvard University’s John F. Kennedy School of
Government, makes a case of the increased Anti-Americanism and
the negative realities of a decline of the United States’ soft power.
Joseph Nye traces the decline in soft power expenditures following
theendoftheColdWar.Hediscussesthedevelopmentofdemocracy
via gradual political changes, which requires time and skillful
deploymentofsoftpowerresourcesbytheUnitedStatesandallies.
JosephNyearguesthatoneofthelargestfailuresisthelowpriority
of resources allocated to United States Department of State public
diplomacyprograms.
“SucceedingGloballyThroughInternationalEducationandEngagement,”
November 2012, http://www2.ed.gov/about/inits/ed/internationaled/
international-strategy-2012-16.pdf
TheU.S.DepartmentofEducation’sInternationalStrategyfor201216 affirms the Department’s commitment for preparing youth for
the globalized world and engaging the international community to
improve education. The strategy was developed through
consultation within the Department of Education and other U.S.
government agencies, non-governmental organizations and many
stakeholders offering their perspectives and recommendations.
Reflected in this document is the commitment to the Department’s
international focus because of: economic competitiveness and jobs,
global challenges, national security and diplomacy and growing
diverse U.S. society. Through integrated and coordinated activities,
theobjectivesaretoincreaseglobalcompetencies,learnfromother
countriesandengageineducationdiplomacy.
31
AppendixII.
SurveyInstrument
"TheHardCaseforSoftPower"
Q1"TheHardCaseforSoftPower"AnAmericanUniversitySchoolofInternationalService
CapstoneStudy
WeinviteyoutoparticipateinashortsurveyconductedbygraduatestudentsatAmerican
University’sSchoolofInternationalServiceaspartoftheircapstonepracticum,“CulturalDiplomacy
andInternationalExchange."Thedatagatheredwillbeaggregatedandanalyzedalongwithother
materialinareporttotheFulbrightAssociation,theofficialAlumniAssociationforU.S.Fulbright
granteeswith60state-widechapters,supportingover135,000AmericanFulbrightalumni.This
year,theFulbrightProgramcelebratesits70thAnniversaryofacademicexchangesbetween
Americanstudents,professors,researchers,andtheircounterpartsabroad.Weseektoobtainyour
insightsonthepositionofinternationalexchangewithintheU.S.Congressandprovidestrategic
counselregardingfundingfortheprogram.
Inthisstudy,wewillcoverthreekeyareas:
1) Experiencewithinternationalexchange;
2) Congressionalperspectivesregardinginternationalexchangeprograms,particularlythe
FulbrightProgram,andtheirimpact;
3) Insightsoneffectiveadvocacypractices.
Thissurveyisvoluntaryandanyfindingssharedwillbeaggregatedtoprotecttheconfidentialityof
yourresponses.Onceyouhavecommencedthisshortsurvey,weencourageyoutocompletethe
surveyinonesittingasitwilltakejust8-10minutes.Thesurveydeadlinehasbeenextendedto
March28,2016.
Foradditionalfeedbackorquestionsaboutthissurveypleasecontactourpracticumteam’s
congressionalliaison,NicoleBerney(berneynicole@gmail.com).Ourresearchwillbenefitgreatly
fromyourknowledgeandperspectivesonthesetopics.Thankyouforsharingyourtimeand
expertise.
32
Q2Whatstate(ortheDistrictofColumbia)didyourepresentwhileservinginCongress?
m AL
m AK
m AZ
m AR
m CA
m CO
m CT
m DC
m DE
m FL
m GA
m HI
m ID
m IL
m IN
m IA
m KS
m KY
m LA
m ME
m MD
m MA
m MI
m MN
m MS
m MO
m MT
m NE
m NV
m NH
m NJ
m NM
m NY
m NC
m ND
m OH
m OK
m OR
m PA
m RI
m SC
m SD
33
m TN
m TX
m UT
m VT
m VA
m WA
m WV
m WI
m WY
m Prefernottoanswer
Q3WereyouintheHouseortheSenate?
m House
m Senate
Q4Whatisyourpoliticalpartyaffiliation?
m Democrat
m Republican
m Independent
m Prefernottoanswer
Q5DatesofService(mm/yyyy-mm/yyyy):
Q6Pleaselistall(orkey)committeesonwhichyouserved:
Q7Haveyoueverparticipatedinaninternationalexchangeprogram(eitherhostingor
workingwithaforeignstudent/professional,orgoingabroadyourself)?
m Yes
m No
Q8Whichinternationalexchangeprogram(s)haveyouparticipatedin,andwhere?
Q9Towhatextentdoyouagreethatyourinternationalexchangeexperiencehashada
lastingimpactonyourlifeand/orcareer?
m Stronglyagree
m Agree
m Neitheragreenordisagree
m Disagree
m Stronglydisagree
m Idon'tknow
34
Q10Pleaseprovideexamplesofwhyyouagreeordisagreethatyourinternationalexchange
experiencehashadalastingimpactonyourlifeand/orcareer.
Q11AreyouaFulbrightalumnus/alumna?
m Yes
m No
Q12PleasestatewhichFulbrightProgramyouparticipatedinalongwiththecountryand
datesbelow:
FulbrightProgram:
Country:
Dates:
Q13Pleasecommentbelowifyouwouldliketoshareanythingaboutyourexperience.
Q14Approximatelywhatpercentageofyourcongressionalstaffhadparticipatedinan
internationalexchangeexperience?
m None
m Lessthanhalf
m Morethanhalf
m All
m Idon'tknow
Q15Doyoubelievethattheexperiencewasanassettothem?
m Yes
m No
m Idon'tknow
Q16Ifyes,pleasegiveanexampleofhowyouremployees'internationalexchange
experiencewasanassettothem.
Q17Fromanationalperspective,howvaluableareinternationalexchangeprograms?
m Veryvaluable
m Somewhatvaluable
m Notatallvaluable
m Idon'tknow
35
Q18WhichoftheFulbrightprogramsareyoufamiliarwith?(Pleasecheckallthatapply)
q Study/Research
q ETA(EnglishTeachingAssistantship)
q ScholarProgram
q Fulbright-ClintonPublicPolicyFellowship
q Fulbright-mtvUFellowship
q Fulbright-NationalGeographicFellowship
q FulbrightArctic
q FulbrightNEXUS
q TeacherExchangeProgram
q HumphreyProgram
q Fulbright-HaysPrograms
q IamnotfamiliarwithanyoftheseFulbrightPrograms
Q19WhatisthelargestbarriertoCongressionalfinancialsupportforUSDepartmentof
Statesponsoredinternationalexchangeprograms,especiallytheFulbrightProgram?
Q20TowhatextentdoyouagreethattheFulbrightProgramhasapositiveimpact?
m Stronglyagree
m Agree
m Neitheragreenordisagree
m Disagree
m Stronglydisagree
m Idon'tknow
Q21Whyorwhynot?Pleasegiveexamples.
Q22Pleaseselectthetopthreeadvantagestoindividualswhoparticipateininternational
exchangeprograms.
q Increasedleadershipskills
q Enhancedlanguageskills
q Betterabilitytocooperatewithpeoplefromothercultures
q Increasedculturalsensitivity
q Enhancedabilitytocompeteforjobsinaglobalmarket
q Rewardingpersonalfriendshipswithpeoplefromothercountries
q Valuableinternationalprofessionalrelationships
q Abilitytoseeownculturefromanewperspective
q Senseofglobalcitizenship
q Idonotbelievethereareanyadvantages
q Other____________________
36
Q23Pleaseselectthetopthreeadvantagestocountries(especiallytheUS)thatsponsor
internationalexchangeprograms
q Contributestoamoreprosperousworld
q PromotesAmericandemocracyandvaluesabroad
q Facilitatespeacefulnegotiationsandcontributestonationalsecurityinitiatives
q Enhancescapacitytotackleglobalissuesthroughcoalitions
q Promotescross-culturalcommunication
q Createswebofcollaborativeinternationalinstitutions(academicandprofessional)
q Buildsamoregloballyawareandcompetitiveworkforce
q Developsaplatformforculturalunderstanding
q Createsopportunitytocollaboratebilaterallywithothernations
q Promotesinnovation,research,andeconomicprosperity
q Idonotbelievethereareanyadvantages
q Other____________________
Q24DuringyourtenureinCongress,howwasinternationalexchangeprioritizedontheHill?
m Highpriority
m Moderatepriority
m Neutralpriority
m Lowpriority
m Notapriority
m Idon'tknow
Q25ShouldinternationalexchangebeahighpriorityforCongresstoday?
m Yes(pleaselistyourreasonsbelow)____________________
m No(pleaselistyourreasonsbelow)____________________
m Idon'tknow
Q26HowcouldsupportersoftheFulbrightProgrambetteradvocateforinternational
exchangetoday?(Selecttoptwo)
q IncreasevisibilityoftheFulbrightProgramandFulbrightalumniinthepress
q Increasealumniadvocacyefforts
q NetworkontheHill
q MobilizeState-widechapterstoadvocatelocally
q EngagewiththenewCongressionalInternationalExchangeandStudyCaucus(establishedby
U.S.RepresentativesStevePearce(R-NM)andJimHimes(D-CT)inFall2015).
q Distributemorematerialswithinformationabouttheprograms'impact
q IncreasecollaborationwithcountrieswhosponsortheFulbrightProgrambilaterally
q Other____________________
37
Q27Whoarethetopadvocacyaudiencesforinternationalexchange,especiallytheFulbright
Program,tocultivate?(Checkallthatapply)
q Congressmen/Congresswomenonkeycommittees(ForeignRelations,Appropriations,
HomelandSecurity)
q Congressionalstaff(direct)-DC
q Congressionalstaff(oncommittees)-DC
q Congressionalstaffindistrict
q Administration
q OfficeofManagementandBudget
q Ambassadors
q Media/Press
q DepartmentofState
q USAID
q DepartmentofEducation
q Other____________________
Q28Anylaststories,suggestions,orquestions?
Q29Thankyoufortakingthissurveyandsharingyourtimeandexpertise.Ifyouwouldlike
toshareadditionalinformationpleaseincludeyournameande-mailaddressbelow.Survey
resultswillbepresentedinaggregateandnoattributionwillbemadetoindividual
responsesunlessspecifiedbelow.
Name
E-mailAddress
38
AppendixIII.
AbouttheAuthors
NicoleBerney
NicoleBerney’sinterestininternationaleducationalprogramsbeganwhenshevolunteeredatage
fourteenattheHogarDelNiño,aschoolintheDominicanRepublicthatprovidesservicestomeet
basichumanneedsandprovideeducationalopportunitiestomorethanonethousand
underprivilegedchildren.NicoleearnedherBAinPoliticalScienceconcentratinginInternational
RelationsatSUNYAlbanyandspentherjunioryearabroadinFlorence,Italy.Shethenreturnedto
Florencewhereshedevelopedandledshort-termculturalprogramsthroughoutEuropewith
studenttravelagency,FlorenceForFun.In2014,NicolemovedtoWashington,D.C.andbeganher
master’sdegreeinInternationalAffairsatAmericanUniversity.Nicolementoredinternational
studentsfortheMEPIStudentLeadersProgramwhereshefacilitatedcross-culturaldialogueat
GeorgetownUniversity.ShehasinternedfortheOfficeofAcademicExchangesattheU.S.
DepartmentofState,supportingtheAfghanistanandPakistanFulbrightprogramsandtheOfficeof
EnglishLanguagePrograms.NicolespentlastsummerworkingasaStudentAmbassadorattheUSA
PavilionatExpoMilano,engaginginculturaldialogueatthisglobalevent.Inspiredbyherextensive
travelandseekingtoexploreremoteworkingcommunicationandtechnologicalinnovation,Nicole
currentlyworksataburgeoningvacationrentalbusiness.
AnaliciaCarpio
AnaliciaCarpioisanInternationalCommunicationmaster’sdegreestudentandgraduateresearch
assistantatAmericanUniversity’sSchoolofInternationalService.SheearnedherBAfromGeorge
MasonUniversity,whereshedouble-majoredinMusicandConflictAnalysisandResolutionand
hadtheopportunitytostudyabroadinChinaandIsrael.Shealsoconductedethnomusicology
researchinTaiwan,whichshepresentedatthe2011PostersontheHillConference,anannual
CouncilonUndergraduateResearcheventattendedbyMembersofCongressandcongressional
staff.Upongraduation,sheembarkedonanincredibleyearservingasa2011-2012FulbrightETA
inTaiwanandsubsequentlyinternedattheAllianceforPeacebuildingandInternationalJustice
Mission.SincecomingtoSIS,shehashostedasessionatthe2015FulbrightAfghanistanFall
EnrichmentSeminar,co-conductedandpresentedacomparativestudyoftheAfghanistanand
PakistanFulbrightProgramsatthe2015NAFSAAnnualConference,andservedasaU.S.
DepartmentofStateVirtualStudentForeignServiceeInternforEducationUSA.Analiciaisa2015
DiplomacyandDiversityFellowand2002WinterOlympicsTorchbearer.Sheaspirestoworkatthe
nexusofinternationaleducation,peacebuilding,anddiplomacy.
39
CodyKlock
As a student at Pitzer College, Cody Klock first engaged in cultural exchange through the Critical
LanguageScholarshipprograminSouthKorea.AftergraduatingwithBAdegreesinEconomicsand
Psychology, she returned to South Korea as a Fulbright ETA where she designed a multi-level
English conversation curriculum and engaged more than one thousand high school students in
collaborativeEnglishprojects.TheseprojectsincludedappearingforthefirsttimeinU.S.Embassy
Seoul’s “Ask the Ambassador!” series and participating in Korean Students Speak. As a Kathryn
Davis Fellow for Peace, Cody continued her Korean study at Middlebury's inaugural Korean
program.Thissummer,shewillreceiveherMaster’sdegreeinInternationalAffairsfromAmerican
University, focusing on international negotiation and East Asia. She has worked at the U.S.
Department of State for almost three years and has been awarded a Franklin Award for special
projects. Cody currentlyserves as Staff Assistant in the Office of the Special Representative for
NorthKoreaPolicy.ShehopestocontinueherstudyofKoreaninordertoengageinhumanrights
andreunificationissuesontheKoreanpeninsula.
HannahShambroom
Hannah Shambroom has lived in Washington, D.C. since 2012, focusing her professional career in
thefieldsofartsandculture.AsanundergraduateatConnecticutCollege,HannahmajoredinArt
HistoryandFrench,centeringherstudiesontheintersectionofart,heritage,andpoliticsinpostcolonial West Africa. While conducting research for her undergraduate thesis, a study on cultural
policyandidentitypoliticsinSenegal,shereceivedagranttoliveandworkatacontemporaryart
galleryinSaint-Louis,Senegalforfourmonths.There,shebecameinterestedintheroleofcultural
exchange in international communication. Since completing her BA in 2011, Hannah has pursued
this subject through a career in art museums, while also working towards a master’s degree in
International Communication at American University. As an arts professional in the D.C. area,
Hannahworksprimarilyinmuseumeducation,engagingaudiencesandvisitorsindialogueabout
the historical and cultural significance of various artistic movements and works. Currently she
worksfortheSmithsonianInstitutionattheFreerandSacklerGalleriesasanEducationAssistant.
Hannah hopes to finish her master’s degree in 2016 and continue working for international arts
organizationstohelppromoteexchangeandcollaborationbetweenlocalandinternationalartists.
40