Fulbright-Schuman

Program
A Presentation for EU Applicants
 Overview
Purpose of the award
Fulbright Schuman Program History
Financing
Eligibility Criteria
Application Process
Type of Grants
Examples
to increase mutual
understanding between the
people of the United States
and people of other countries

former U.S. Senator J. William Fulbright

 Fulbright-Schuman History
The first exchanges under the auspices of the new Fulbright exchange program
between the U.S. and the European Union were realized during the academic
year 1991-92.
Due to its location in Brussels, this Fulbright Commission was asked to
administer the new program, with the support and help of the U.S. Mission to
the European Communities and the Task Force on Human Resources,
Education and Youth (now the Directorate general for Education and Culture.)
The Fulbright-Schuman Program - administered by the Commission for
Educational Exchange between the United States, Belgium and Luxembourg - is
jointly financed by the U.S. State Department and the Directorate-General for
Education and Culture of the European Commission.
 Value of the Award
Monthly stipend of the $ equivalent of 2.000 for students and
3.000 for post-docs and professors (max. 29.000)
Travel and relocation allowance of the $ equivalent of 2.000
Sickness and accident insurance (up to $100.000)
J1-visa sponsorship
Prestigious title and alumni network
For students: Gateway Orientations, Enrichment Seminars
For scholars: Occasional Lecturer Fund
 J1-Visa
Grantees must go to the U.S. on a J1-visa

We file the paperwork and pay the costs

You are required to return to your country of permanent legal residency for at
least 2 years before returning to the United States as an immigrant or on a H, L,
or K visa

Does not prevent you from re-entering the U.S. on an ESTA or with an F-1
student, B-1/B-2 (tourist) or J-1 student visa (or some other categories) in the
future.
 Program Eligibility
Graduate Study, Pre-Doctoral Research, Post-Doctoral Research,
or University Lecturing
Be a citizen of one of the 28 EU member states
Projects relate to U.S.-EU relations, EU policy, or EU institutions
Minimum of 3 months experience in two or more Member States
(e.g. Erasmus, research stay,)
Preference is given to candidates with 2 years of academic or
professional experience beyond the Bachelors degree
Proficiency in English.
 Application Process
Online application process
Application opens September 15:
http://www.fulbrightschuman.eu/grants-eu-citizens/
Application deadline: December 1 (at noon CET)
Supporting documents include: CV, project statement, personal essay
(students), test of English proficiency (if the program requires it),
diplomas, letter of admission/affiliation (student) / letter of affiliation
from a U.S. institution (scholars),
IMPORTANT: choose European Union as program country!!
General grants for research or university study
Student grants (no PhD) are normally for a period of 9 months. However,
applications for pre-doctoral research for a minimum period of 6 months will
also be considered.
Research scholar and lecturing awards (PhD or 5+ years of professional
experience) are for a minimum period of 3 months and a maximum of 9
months, with preference being given to projects of 4 months duration.
Applicants are responsible for arranging their own placement. You need to
submit a letter of admission or invitation/affiliation (needs to be on university
letterhead and include the details of the stay, e.g. dates, facilities available,)
Open to all academic disciplines but topic must relate to U.S.-EU relations, EU
policy, or EU institutions
 Innovation Grants
Purpose of the new innovation award? To support researchers and mid-career professionals from the U.S. and
the EU who work at the intersection of technology and policy, allowing for a transatlantic approach to
harnessing the potential of new technologies.
Topic: The 2017-18 Innovation Grants will give preference to proposals focused on EU or U.S.-EU approaches
to the issues of data privacy and protection.
Procedure & benefits: The procedure and benefits are the same as for the general category.
Eligibility: Innovation Grants will go to proposals covering topics related to the intersection of technology and
policy. Candidates do not need to have developed a new technology; the purpose of the grant is for
candidates to explore the nexus of policy and technology. How can the U.S. and EU work together to adapt to
the challenges and opportunities created by new technologies? There is no template for the ideal candidate; it
is up to each applicant to demonstrate their expertise and the relevance of their work to this grant opportunity
through their application
Target group: Anywhere from mid-career professionals to post docs to full professors.
Open to all academic disciplines ? Yes, with a focus on innovation and, for the 2017-2018 academic year,
data privacy.
 Grants for international educators
For professionals in international education administration:
E.g.:
International exchange professionals, study abroad or admissions
officers
To work in similar offices in the U.S. (e.g. to team up with a NAFSA
member for instance)
Min. 3 months and max. 9 months / PhD not required
http://www.fulbrightschuman.eu/grants-eu-citizens/international-
educator-grants/
 Timeline
September 15 Competition opens
December 1 Competition closes
Dec/Jan Panel review of application files
January Skype interviews with a selection of applicants
February Review committee meets in Brussels and
decides on final selection
March Commission in Brussels notifies applicants
August 1 through March 31 Departures to the U.S.
 Skype interview
The goal of the interview is to assess what is not seen in the application form.
We look for the following items in the applicants:
Ambassadorial qualities;
Motivation for studying/doing research in the U.S.;
English proficiency ;
How you plan to use the knowledge learned in the U.S. when you return to the
EU;

 Application statistics
2015-2016
Scholars: 42 applications, 6 grants
Students: 29 applications, 7 grants
Home countries: Austria, Belgium, Finland, Italy, Lithuania, Poland, Portugal, Romania, Spain,
UK
Disciplines: European Studies, Political Sciences, Law, Engineering, Theater, Public
Administration
2016-2017
Scholars: 32 applications, 6 grants
Students: 41 applicants, 9 grants
Home countries: Cyprus, France, Germany, Greece, Ireland, Italy, Romania, UK
Disciplines: Economics, Engineering, Interdisciplinary studies, Law, Political Science, Public
Policy
 Examples
Gonalo Coelho Student Researcher
2011-2012, New York University
My research focuses on the interplay between regulatory and competition law in ensuring access to natural resources
in the electricity and telecommunications section. In particular, I tend to focus on the role of the principle of equality of
opportunity as a tool used to foster access to upstream markets in regulated sectors. [...] I plan to compare the
allocation of energy natural resources in Europe and the U.S. in order to ascertain if equality of opportunity in terms of
access to scarce resources is a feasible policy and whether it is up for Competition law to promote it.
Ana Isabel Afonso Research Scholar
2013-2014, University of Massachussets - Amherst
Wind Power, Greening Society and Environmental Justice. Socio-cultural Impacts of Renewable Energies in European
and American Landscap(es).
Following previous research in 3 European countries, wind parks were taken as a starting point from which to reflect on
systems of knowledge that frame local practices concerning landscape construction, destruction, fruition and
negotiation. Proliferation of wind power and other renewable energies is more than a local or regional phenomenon;
global discourses on environment and the future of the planet are an important part of its production. Considering the
contrast between European and American policies, as regards environment, climate change and global warming, the
research will be enriched by incorporating comparison with controversial case-studies from the United States.
 Examples
Christine Cadot
2014-2015, University of Maryland
Designing electricity markets to facilitate electricity de-carbonisation and tackle global warming
EU climate policy has two main aims: to cut emissions of greenhouse gases within the EU, and also to encourage other countries
and regions in the world to similarly adopt measures to cut greenhouse gas emissions. So far EU policies have had varying
degrees of success in the first aim, making the achievement of the latter increasingly difficult. The decarbonisation of electricity is
one of the routes through which Europe is cutting emissions, in fact if the EU is to reach its 2050 carbon-reduction targets, it has
been estimated that a 95-100% decarbonisation of electricity generation is needed. While large sums of money have been spent
subsidising renewable-generation technologies, the largest reduction in greenhouse gas emissions in recent years has been a
result of the recent economic downturn, rather than any specific policy.

Claire Hamilton
2014-2015, City University of New York
In light of suggestions that the European Union is poised on the brink of a more punitive approach in its criminal justice policy,
this research seeks to compare counter-terrorism law and policy in the US and Europe for the period 2001-2014. The research
has the twin objectives of mapping and evaluating the different paths taken by these two confederations in their security policy
with the ultimate aim of making recommendations on the correct balance to be struck between security and justice. The research
will be undertaken largely through a desk-top analysis of EU and Federal US law and policy, although importantly this will be
incorporated within an action research framework.
 Examples
Sarah Wolff
2014-2015, Transatlantic Academy (Washington DC)
Does religion matter in transatlantic partners engagement with Islamist political parties? So far, the role of religion
has been overlooked in the study of US and EU foreign policies. Until the Arab Spring, concerns for instability in the
Middle East and Northern Africa (MENA) region and for Islamist political parties allegedly not adhering to Western
liberal democratic values, explained the lack of transatlantic engagement. Yet empirical evidence shows that
transatlantic partners do engage with those actors in their aid and foreign policies. The rationale and the nature of this
engagement will be explored and recommendations for transatlantic foreign policies will be drawn comparatively.
Carolina Berghammer
2014-2015, Princeton University
My research will investigate comparatively for approximately 15 European Union countries and the United States how the
relationship between parents education and their work arrangement changed between 1998 and 2010. Highly educated
parents make different decisions about their employment than their lower-educated peers. Across a range of countries,
a positive relationship, albeit varying in strength, is seen between womens and mens education and their labor force
participation. This research question is timely against the backdrop of the recent recession. The analyses will be based
on the European Unions labour force surveys and the Current Population Survey from the U.S.
 Examples
Lorenzo Pace
2015-2016, Atlantic Council
Banking Crisis Management in Europe and in the USA: what Europe can learn from the USA, what the USA can learn from Europe
Efforts to resolve the 2009 euro crisis in Europe led to the 2014 establishment of an EU Banking Union, which creates for the first time a Europe-wide crisis
management system for Euro-zone banks. The EU Banking Union framework is being scrutinized in Europe mainly from an EU law/EU Member State Law point
of view. The proposed project aims to add to that discussion a comparative EU-US evaluation. So far this represents unprecedented research: no such
comparative study has yet been taken into consideration in the scientific literature.

Monika Pozek
2014-2015, Full Radious Dance Company (Atlanta, GA), International Education Grant
Integrated Dance Education- Joint best practices between the EU and US
The main purpose of the integrated dance project is to analyse and compare present initiatives, educational programs and methodology developed in the US,
to successfully transition integrated dance practice and education in the EU into a more developed and better known art-form. The chosen Full Radius Dance
Company has a specific integrated dance education and elaborated educational model for young and adults with disabilities that provides artistic
development and strong community engagement. To establish an US connection with future possibilities of international exchanges, workshops and new
knowledge about integrated dance education and strengthen integrated dance and community work in EU.

Ciara McGrath
2016-2017, Massachusetts Institute of Technology
Reconfigurable Federated Satellite Systems for Global Rapid Response focusing on European and US Assets
 Questions?

www.fulbrightschuman.eu
Students: adviser@fulbright.be | Scholars: fulbright@fulbright.be