Category Archives: Faculty Development

NOVA SITE VISIT TO ACRE, BRAZIL

 

During Spring break six NOVA faculty, provosts and administrators traveled to Brazil to advance a newly established partnerships with the Federal Institute of Science and Technology in Acre, Brazil (IFAC). An MOU was signed with IFAC as a result of the English teacher training programs NOVA has been hosting for the past two years. In March 2017, a team from Acre visited NOVA and an MOU was signed between Dr. Ralls and Dr. Rosana Cavalcante, Rector of IF-Acre formally establishing the relationship. In order to further develop the relationship, NOVA was invited for a reciprocal visit to meet with the IFAC faculty, staff and students in the hopes of finding common areas of interest to establish partnerships and exchanges.

IF-Acre is part of a federally funded system of 48 Federal Institutes (IFs) of Science and Technology with over 600 campuses located in every state of Brazil. IFs serve students at the high school, undergrad and graduate level primarily in the areas of science and technology. Like community colleges, each IF has specialty areas that meet the needs of their specific community and industries.

The state of Acre is one of the most remote in northwestern Brazil, bordering Peru and Bolivia and largely within the Amazon rainforest. Given its distance from the capital and the richer metropolitan areas on the coast, Acre is often overlooked and lacks exposure to international partnerships. It is home to many indigenous tribes which also make up part of their student populations as well as some of the most pristine rainforest and wildlife in the world.

As a result of the visit, plans are being made for faculty and student collaborations between the institutions that may include opportunities for academic and service learning projects abroad.

The visit was sponsored by NOVA’s Office of International Education and Sponsored Programs with support from the Annandale, Manassas, Woodbridge campuses as well as NOVA’s Workforce Development Division.  The NOVA delegation included; Dr. Pamela Hilbert (Provost AN), Dr. Sam Hill (Provost WO), Dr. Ghada Abdelmoumin (IT Professor AN), Dr. Rebecca Hayes (History Professor and Honors Chair MA), Ms. Keila Louzada (ACLI Coordinator, Workforce) and Stacey Bustillos (Associate Director, OIESP).

NOVA Named Fulbright Top Producing Institution for 2017-18

 

The U.S. Department of State’s Bureau of Educational and Cultural Affairs recently announced the U.S. colleges and universities that produced the most 2017-2018 Fulbright U.S. Scholars. The Fulbright Program is the U.S. government’s flagship international educational exchange program. Top-producing institutions are highlighted annually in The Chronicle of Higher Education.

Professor Amy Coren from NOVA’s Alexandria campus was awarded a Fulbright grant for 2017-2018 to the University of Pecs in Hungary. NOVA was one of 25 community colleges who had Fulbright scholarships awarded this year.  NOVA faculty have consistently been awarded Fulbright scholarships over the past decade.

The Fulbright Scholar Program is supported at NOVA through the Office of International Education and Sponsored Programs.  Interested faculty can reach out to Stacey Bustillos (sbustillos@nvcc.edu) who acts as the College’s Fulbright Liaison and can assist with application strategies and country selection.

Since its inception in 1946, the Fulbright Program has provided more than 380,000 participants—chosen for their academic merit and leadership potential — with the opportunity to exchange ideas and contribute to finding solutions to shared international concerns. Over 1,100 U.S. college and university faculty and administrators, professionals, artists, journalists, scientists, lawyers, and independent scholars are awarded Fulbright grants to teach and/or conduct research annually. The Fulbright U.S. Scholar Program operates in over 125 countries throughout the world.

The Fulbright U.S. Scholar Program is a program of the U.S. Department of State, funded by an annual appropriation from the U.S. Congress to the Bureau of Educational and Cultural Affairs, and supported in its implementation by the Institute of International Education’s Council for International Exchange of Scholars.

For more information about the Fulbright Program, visit http://eca.state.gov/fulbright

 

NOVA Psychology Professor Awarded Fulbright to Hungary

NOVA professor Amy Coren arrived in Pécs, Hungary (about 100 miles southwest of Budapest) at the beginning of September to begin her Fulbright fellowship in teaching and research at the Institute of Psychology and the Faculty of Law at Hungary’s oldest university – the University of Pécs, founded in 1367.

Professor Coren is proud to be one of only five Americans from U.S. universities who were selected by the Fulbright Commission to teach and carry out research in Hungary for the 2017-2018 academic year. As a result of her unique qualifications (Ph.D. in Psychology, and J.D.), she has been engaged with both the faculty of law and the psychology department in teaching courses – an advanced undergraduate and M.A. level course in cross-cultural psychology, a seminar for Ph.D. students on the psychology of consciousness, and a lecture series in forensic psychology.

In addition to her teaching responsibility, Prof. Coren is also a thesis advisor for several undergraduate research projects spanning the fields of law and psychology (including one project examining the correlation between criminality and frontal lobe processing).

During her time in Hungary, Prof. Coren has attended several conferences on neuroscience (specifically the Regional European Neuroscience Conference, FENS), and will be delivering additional lectures to students and faculty interested in the US educational system.

At the end of October, she will be delivering a keynote address on the mental health challenges facing migrants at a conference sponsored by the University of Pécs Medical School and U.S. State Department. In addition to her ongoing teaching responsibilities, the rest of the semester spent in Hungary will involve collecting data for an international collaborative research project on positive youth development and continuing to lay the groundwork for exchange programs bringing Hungarian scholars and students to the US for academic exchanges.

The Fulbright Scholar Program is funded by the U.S. Department of State’s Bureau of Educational and Cultural Affairs and offers over 500 teaching, research or combination teaching/research awards annually in over 125 countries. For more information on the Fulbright application process faculty can contact Stacey Bustillos (sbustillos@nvcc.edu) in the Office of International Education and Sponsored Programs for tips and guidance.

NOVA Fulbright Scholar to Receive Honorary Doctorate from Host Institution in Russia

Phillip Imel, associate accounting professor and a Fulbright Scholar who taught at Ural State University of Economics in Yekaterinburg, Russia, from September 2012 to June 2013, will be returning there to accept an honorary Doctor of Economics degree.

Professor Natalia Vlasova, the vice rector for international relations at the University, informed him of the honor. The decision to award the diploma was made by the University’s Academic Council. Imel and his wife will travel to the city of about 1.4 million residents in the Ural Mountains of central Russia, near Siberia, in June for the ceremony.

“Since my Fulbright experience, Russia has become my second home with Yekaterinburg and the Ural State University of Economics both holding a special place in my heart,” said Imel.

“We congratulate Phillip on this great honor, and thank him for all of his hard work and dedication,” said Celeste Dubeck-Smith, Annandale Business and Public Services Division dean.

Imel’s Fulbright project was titled “Comparative Analysis of the Russian and American Business Systems.” He taught three regular courses and several seminars at the university while performing research for a paper he presented at an international conference on global capital markets at the university.

He worked to introduce methods and techniques to the finance and accounting curricula at Ural State University to allow students to transfer their academic credentials to other countries. This came out of his experience meeting students at NOVA who were respected professionals in their home countries, but had to take remedial courses to qualify for positions in the U.S.

Imel and his wife also helped students planning to transfer to U.S. colleges prepare to take the ACT college readiness assessment test. He noted that Ural State University is more international than most Russian universities.

Imel attended Ashland Community College and Morehead State University in Kentucky and has done doctoral work at the University of Virginia. Prior to coming to NOVA, he taught at Southwest Virginia Community College where he had the opportunity to travel to Russia five times through a U.S. State Department exchange program with Russian universities.

In the process, he learned to speak Russian and says he fell in love with the country. “I enjoyed Yekaterinburg so much because it is near Siberia about a thousand miles from Moscow, and you are among the real true Russian people,” he said.

He added that it is much like the mountainous rural Kentucky where he grew up.

http://blogs.nvcc.edu/intercom/2015/02/16/phillip-imel-to-receive-honorary-doctorate-in-russia/

NOVA Fulbrights Highlighted in Chronicle for Higher Education article

Fulbright Program Seeks to Get More Community Colleges Involved in Exchanges

When someone mentions the Fulbright Program, it often evokes images of venerable researchers from elite institutions traveling to far-flung corners of the world. But the U.S. State Department is doing more to make sure that faculty members and others from community colleges also benefit from the exchange program, with the goal of getting more international perspectives into community-college campuses and classrooms.

Like those enrolled at four-year colleges, community-college students will be entering an increasingly globalized work force. But they often have fewer opportunities to study abroad because many of them work, have families, or face financial hardships. What’s more, while more international students are coming to community colleges in recent years, students from overseas tend to enroll at research institutions—meaning students at two-year institutions have far fewer opportunities to meet or share views with a foreign peer.

To help bridge that global-knowledge gap, the department’s Bureau of Educational and Cultural Affairs, which administers Fulbright, says it plans to step up efforts to promote opportunities to students, instructors, and administrators at two-year institutions. In emails, webinars, and presentations at community-college events, it’s pitching exchanges, like one that sends community-college administrators to Russia for two weeks to share ideas about vocational education.

The Fulbright Program, which is actually a collection of a dozen or sodifferent exchanges, is also promoting several that bring foreign scholars or language instructors to teach at community colleges, minority-serving institutions, and small liberal-arts colleges.

‘International Awareness’

Hosting foreign participants helps campuses enhance language instruction, while “sending faculty and administrators abroad provides them with the skills needed to jump-start campus internationalization and build long-term connections abroad,” Meghann Curtis, the department’s deputy assistant secretary of state for academic programs, wrote in an email to The Chronicle. The department says the focus on community colleges dovetails with the White House’s recent spotlight on the important role played by two-year institutions.

To be sure, top-tier universities will probably always produce the most scholars who win Fulbright awards to go abroad. Applicants generally need a Ph.D. to participate in the core U.S. Scholar program, but community-college instructors lacking doctorates can apply for grants through thestudent program, which requires only a bachelor’s degree.

Community colleges are working to make sure that instructors on their campuses are aware of such opportunities.

“We’re trying to get the word out that not all Fulbrights require Ph.D.’s and that community-college faculty can be just as competitive,” said Stacey Bustillos, a former Fulbright program officer who coordinates international programs for Northern Virginia Community College. Because their main focus is on teaching, “their experiences will have a direct impact in the classroom.”

Ms. Bustillos has posted notices and co-hosted events with the college’s Center for Excellence in Teaching and Learning, and has offered sessions at pedagogy workshops on how to apply for grants.

With 1,900 international students and a growing immigrant population in the region, Northern Virginia has jumped on the opportunity Fulbright provides to expand its global reach. Four faculty members have won grants to study abroad—in Russia, Bosnia, and South Korea—in the past few years, and the system’s six campuses have taken turns hosting scholars from China and India.

“We have 180 countries represented across our students, faculty, and staff, so bringing in outside perspectives and cultural sensitivities is extremely important,” Ms. Bustillos said.

Miguel B. Corrigan, an associate professor of business at Northern Virginia’s Loudoun campus, spent last year teaching entrepreneurship and related topics at a college in Saratov, Russia. Next year a scholar he linked up with there, whose academic interests include fighting corruption, will come to the Virginia college to teach public administration.

Among other participating institutions, Broward College, in Florida, has developed partnerships with campuses in Russia; Skyline College, in California, offers Tagalog classes taught by teaching assistants from the Philippines; and Davidson County Community College, in North Carolina, has Arabic and Russian instruction taught by native speakers.

“About 40 percent of our students will go directly into the work force, where globalization is becoming increasingly important,” said Wayne C. Wheeler, director of international programs and services for the American Association of Community Colleges. “Since study abroad isn’t a viable option for many of our students, the Fulbright Program is one way colleges can bring the world to their campuses.”

Katherine Mangan writes about community colleges, completion efforts, and job training, as well as other topics in daily news. Follow her on Twitter@KatherineMangan, or email her at katherine.mangan@chronicle.com.

When someone mentions the Fulbright Program, it often evokes images of venerable researchers from elite institutions traveling to far-flung corners of the world. But the U.S. State Department is doing more to make sure that faculty members and others from community colleges also benefit from the exchange program, with the goal of getting more international perspectives into community-college campuses and classrooms.

Like those enrolled at four-year colleges, community-college students will be entering an increasingly globalized work force. But they often have fewer opportunities to study abroad because many of them work, have families, or face financial hardships. What’s more, while more international students are coming to community colleges in recent years, students from overseas tend to enroll at research institutions—meaning students at two-year institutions have far fewer opportunities to meet or share views with a foreign peer.

To help bridge that global-knowledge gap, the department’s Bureau of Educational and Cultural Affairs, which administers Fulbright, says it plans to step up efforts to promote opportunities to students, instructors, and administrators at two-year institutions. In emails, webinars, and presentations at community-college events, it’s pitching exchanges, like one that sends community-college administrators to Russia for two weeks to share ideas about vocational education.

The Fulbright Program, which is actually a collection of a dozen or sodifferent exchanges, is also promoting several that bring foreign scholars or language instructors to teach at community colleges, minority-serving institutions, and small liberal-arts colleges.

‘International Awareness’

Hosting foreign participants helps campuses enhance language instruction, while “sending faculty and administrators abroad provides them with the skills needed to jump-start campus internationalization and build long-term connections abroad,” Meghann Curtis, the department’s deputy assistant secretary of state for academic programs, wrote in an email to The Chronicle. The department says the focus on community colleges dovetails with the White House’s recent spotlight on the important role played by two-year institutions.

To be sure, top-tier universities will probably always produce the most scholars who win Fulbright awards to go abroad. Applicants generally need a Ph.D. to participate in the core U.S. Scholar program, but community-college instructors lacking doctorates can apply for grants through thestudent program, which requires only a bachelor’s degree.

Community colleges are working to make sure that instructors on their campuses are aware of such opportunities.

“We’re trying to get the word out that not all Fulbrights require Ph.D.’s and that community-college faculty can be just as competitive,” said Stacey Bustillos, a former Fulbright program officer who coordinates international programs for Northern Virginia Community College. Because their main focus is on teaching, “their experiences will have a direct impact in the classroom.”

Ms. Bustillos has posted notices and co-hosted events with the college’s Center for Excellence in Teaching and Learning, and has offered sessions at pedagogy workshops on how to apply for grants.

With 1,900 international students and a growing immigrant population in the region, Northern Virginia has jumped on the opportunity Fulbright provides to expand its global reach. Four faculty members have won grants to study abroad—in Russia, Bosnia, and South Korea—in the past few years, and the system’s six campuses have taken turns hosting scholars from China and India.

“We have 180 countries represented across our students, faculty, and staff, so bringing in outside perspectives and cultural sensitivities is extremely important,” Ms. Bustillos said.

Miguel B. Corrigan, an associate professor of business at Northern Virginia’s Loudoun campus, spent last year teaching entrepreneurship and related topics at a college in Saratov, Russia. Next year a scholar he linked up with there, whose academic interests include fighting corruption, will come to the Virginia college to teach public administration.

Among other participating institutions, Broward College, in Florida, has developed partnerships with campuses in Russia; Skyline College, in California, offers Tagalog classes taught by teaching assistants from the Philippines; and Davidson County Community College, in North Carolina, has Arabic and Russian instruction taught by native speakers.

“About 40 percent of our students will go directly into the work force, where globalization is becoming increasingly important,” said Wayne C. Wheeler, director of international programs and services for the American Association of Community Colleges. “Since study abroad isn’t a viable option for many of our students, the Fulbright Program is one way colleges can bring the world to their campuses.”

Katherine Mangan writes about community colleges, completion efforts, and job training, as well as other topics in daily news. Follow her on Twitter@KatherineMangan, or email her at katherine.mangan@chronicle.com.

http://chronicle.com/article/Fulbright-Program-Seeks-to-Get/189977/