Published May 12, 2017
UB’s aspiration to become a “top-producing Fulbright institution” took another significant step forward this month when a record number of undergraduates were chosen as recipients of Fulbright awards.
This year’s UB Fulbright honorees include seven winners, as well as one student chosen as an alternate. These winners include six students chosen for the prestigious Fulbright English Teacher Assistantship.
Also among the elite scholarships awarded to UB students this year are two Boren Scholarships, which support international study for undergraduate students with an emphasis on learning foreign languages.
“This year, UB has won more Fulbright awards and Boren awards than we ever have,” says Elizabeth Colucci, director of the Office of Fellowships and Scholarships.
“The Fulbrights are significant in that we have students winning at both the undergraduate and graduate level,” Colucci says. “In past years, UB has had between one and three Fulbright English Teaching Assistantships, and this year we have six.”
UB’s success in the Boren Scholarship competition is equally impressive, according to Colucci.
“We have two Boren scholars this year,” she says. “UB has only had three in the past five years, so this, too, is significant.
Colucci credits Megan Stewart, fellowship adviser, and Colleen Culleton, assistant professor of Spanish and UB’s Fulbright program administrator, with raising awareness of these awards among students and working with them to strengthen their applications.
She also acknowledged the contribution of Walt Hakala, assistant professor in the Department of English and the Asian Studies Program.
“His assistance can be seen in our Fulbright, Boren and Critical Language results,” Colucci says. “Students become fascinated with East Asian history and languages as a result of Walt’s classes. Our two Boren and Critical Language winners were mentored and encouraged to apply by Walt.”
The roll call of UB’s latest class of elite scholarship and fellowship recipients is as diverse as it is deep.
The seven Fulbright Scholars and their areas of study:
“I chose Latvia because of the Eastern European heritage of my late-grandmother and an interest in the countries of the former Soviet Union,” Gagnon wrote in her Fulbright application.
“The creative arts are powerful. Music, literature, art and dance not only cross cultural and linguistic boundaries, but also represent the very best of one’s own culture. During my English Teaching Assistantship experience, I hope to learn about and appreciate Latvian literature and music and my own heritage, as well as offer a new view of American culture to the students so they can better understand their own lives.”
“I aspire to research how the English classroom can become a place for critically examining the social processes that inform language use,” Gelda wrote in her application. “I plan to develop English curriculum that teaches students from diverse socioeconomic contexts to blend academic discourse with out-of-school literacy practice.”
“I will travel around the country to excavate archaeological sites to create a digital, internationally available database, both in English and Bulgarian, for published archeological finds,” Hart wrote in her Fulbright application. “This will allow archaeologists, students, local Bulgarians and the world at large to see what Bulgarian history has to offer.”
“My specific civic engagement idea is to host a nature writing club,” she wrote in her application. “I would like to host local excursions in the natural environment and have students of any age read and write descriptively about the setting. Not only will this club establish basic scientific knowledge of the student, but it will train the student to analyze, notice details and inspire creativity.”
Hasan wrote that a visit to see her grandmother in Bangladesh when she was 10 changed her life’s perspective. “It opened my eyes to the brutal reality of starving children, child labor and unsanitary environments,” Hasan wrote. “But it also allowed me to discover and appreciate the diversity of my ancestry.”
“With the large numbers of Muslim and Southeast Asian refugees coming into the United States, I hope to learn more about this religion and area of the world,” Stanford wrote in her application. “I plan to engage the host community through a bilingual interview project. Students will interview their families in their native language about topics of their choice. They then will work in groups to present their experience in English and to explore classroom diversity. I also plan to create a class blog in which students will share the interesting events and thoughts in their lives.”
“I propose to study how the Papuans who have resettled in Maluku re-established their communities, reinvented traditions and subsequently built new local identities advantageous to them for different purposes in a complex and growing Indonesia,” he wrote in his application.
“I will use American football to support health and learning at my placement,” Caldwell wrote in his application. “An after-school flag football program requires little equipment while introducing a key piece of the U.S. identity. Showing football films and games will complement the physical activity. Introducing the variety of cities that host professional teams will display the variety of American society. Finally, I will play soccer as well, in order to ensure an equal exchange of culture.”
Caldwell intends to pursue a PhD in biomedical engineering when he returns to the U.S.
“By working with students in a local secondary school, I would like to introduce to them the work that biomedical researchers are conducting in universities,” Majumdar wrote in her application. “In turn, these students will engage in digital literacy projects in which they discuss issues in their communities with students in India and America.”
UB’s two Boren Scholarships winners also will study abroad. They are:
Santanam also received a Critical Language Scholarship to study in Jaipur. The CLS is a fully funded, summer overseas language and cultural immersion program designed to increase the number of American students mastering languages and building relationships between the U.S. and other key countries.
She accepted the Critical Language Scholarship instead of the Boren, and will travel to Jaipur for 10 weeks this summer to study Hindi. She will return to UB for the fall semester.
Santanam plans to use her new language skills to access the archive of Hindi films in the George Eastman Museum in Rochester, which is the world’s largest collection of contemporary Indian cinema held by a museum or film archive.
“I will be able to use my knowledge of Hindi to further my expertise of the history of Bollywood film as it pertains to political and cultural change in India,” she wrote in her application.
She will study Hindi at the American Institute of Indian Studies in Jaipur, Rajasthan. While there, her course study will focus on conversation, vocabulary, grammar and reading. She also will take part in such cultural activities as cooking, dance, photography and drama class throughout the rest of the week.
Hamernik plans to use her training in Hindi to supplement her interest in the effects of climate change.
“India’s rapidly growing economy, coupled with its huge population of over 1.2 billion people, has created an alarming, yet predictable result: tons upon tons of waste,” she wrote in her fellowship application. “The rate of garbage generation raises not only immediate health concerns for India’s citizens, but environmental concerns for all global citizens.”
Learning Hindi, Hamernik wrote, “is the first step toward a career that will allow me to do what I love. While I am in Jaipur for the semester, I will push myself to speak with as many locals as I can and conduct interviews with them on their experiences interacting with waste.”