Fulbright Centerin tiedotuslehtiVol. 14 Nro 2 (40) Syksy/Fall 2004

Tässä numerossa / In this issue:· 360 000 dollaria opintoihin ja tutkimukseen USA:ssa .................................. (sivu 4)

· 2005-06 jatko-opiskelijastipendiaatit valittu ................................................ (sivu 5)

· Stipendejä haussa ......................................................................................... (sivu 6)

· Welcome to Finland .................................................................................. (page 20)

Fulbright Center N

ews

pages 12-13

“Hoops andHuman Nutrition”

Fulbright_2_04.p65 20.10.2004, 14:161

2

Kolumnit

From the Executive Director

International science is always a combinationof competition and cooperation. Nations areranked on the basis of the share of researchand development of their gross domesticproduct, corporations by the number ofpatents held, and universities on the basis oftheir excellence. Yet, at the same time,scientific knowledge is, and should be, acommon property that would benefiteveryone. In particular for small countries, itis of utmost importance to have an access toknowledge produced by universities andresearch institutes.

The United States is, beyond any doubt,the world leader in science and technology.Most crucial innovations have come from itstop universities and laboratories. Recently,however, a kind of gloom has been spreadingin the country; are others taking over and arethe priorities of research funding, althoughat record level, possibly distorted by politicalconsiderations? These queries, reflected also

in such non-academic media as Business Weekand N ew York Times, should be taken seriously.

It is true that scientific research is expandingrapidly outside its traditional centers. Kore-an scientists have made breakthroughs incloning, India has a strong engineeringbackground, and China is making every effortto improve postgraduate education in itsuniversities and establish centers ofexcellence. The answer to these challenges isnot to resort to worn-out strategy of nationalchampions, but deepen internationalcooperation. This means, among other things,that the international exchange of scholarsshould be linked more closely withcollaborative projects rather than be an indi-vidualistic experience.

Political barriers are always a hindrance toscientific cooperation. Therefore, it is sad tosee that the emphasis on homeland securityin the United States has resulted in perhapsunintended side effects. The scientificexcellence of the United States has relied,especially in natural sciences and engineering,heavily on foreign postgraduate students; closeto one half of the Ph.Ds minted in theseareas have come from outside the country.

However, because of visa restrictions and

delays, the number of postgraduate studentsfrom abroad has declined in the United Statesby one-fifth during the last year. In additionto practical complications, this trend has beenfostered by growing criticism of the U.S.policy and way of life even among the scholars.For reasons unrelated to the excellence of itsinstitutions of higher learning, the UnitedStates has lost some of its previousattractiveness.

This tendency should not be welcomed. Ithurts both the U.S. and the internationalscholarly community. Over the long term,science in the United States can prosper onlyif it avoids insularity and remains activelycommitted to cooperation with both the oldand rising centers of knowledge andinnovation in the world. At the same time,the U.S. government should restructure itsvisa policies in a manner that would keep thecountry open to international scholars andtechnical experts, even those who havecritical opinions of its policies. Science canonly prosper in an open environment.

Raimo Väyrynen,President of the Academy of Finland.Väyrynen was a Fulbright scholar at MIT in 1982.

Much has been debated recently regardingthe declining interest of foreign students instudying in the United States. In the midstof this discussion, the Fulbright program inFinland moves against the trend. The numberof graduate applicants, for example, hasremained relatively stabile in recent years. Thisfall it reached the highest level in five yearsand the quality of the applicants wasextremely high. The FC Board of Directorswas also particularly pleased with the diversityof the applicant pool that represented a broadvariety of institutions, topics and fields ofstudy.

The appeal of the program is defined bythe grantees themselves. One of the doctoralstudents commented last week at theFulbright Center’s pre-admission orientationtraining for the newly selected grantees:“Fulbright is really the exchange for me. A fullyear before our departures to the UnitedStates we become part of the program thatprovides all the support services andimmediately plugs us into the worldwidenetwork of Fulbrighters. The grant moneyitself is a very important part of the package,

but there is so much more to it.”In its recent strategic planning meeting,

the Fulbright Center Board renewed itscommitment to the quality and the uniquefeatures of the program. The Board also notedthe importance of developing flexibility inprogramming and the importance of workingin partnerships with other institutionsinvolved in higher education in Finland tocreate and to support activities that have abroad multiplier effect.

The Fulbright Center has recently renewedexisting collaborations and entered into anumber of new partnerships. For example,the Center signed a cooperation agreementwith the Centre for International Mobility(CIMO), an organization operating under theFinnish Ministry of Education. Thecooperation includes cost-sharing grants forUS graduate students, and offering trainingand services to support internationalizationof educational institutions and to encouragecross cultural communication.

This fall the Center was pleased to welcomenew universities to participate in theFulbright graduate student program that the

Center cost-shares with Finnish universities.Furthermore, the Center also expanded theprogram and selected the very first cost-sharedresearcher in the fall competition togetherwith a Finnish university.

Partnerships like these are very importantin our efforts to reach our strategic goals andthey help us expand the number of awardsand programs that we are able to offer. Thecollaboration is also important in increasingthe awareness within the education sector inFinland of the actual and potentialcontribution that the Fulbright Program canmake to promote international researchnetworks and the mobility of students andresearchers.

Terhi Mölsä

U.S.-European Relations:Competition and Cooperation

Fulbright_2_04.p65 20.10.2004, 14:162

www.fulbright.fi

3

www.fulbright.fi

SisällysIn this issue

Päätoimittaja/Editor-in-ChiefTerhi MölsäExecutive DirectorThe Fulbright Center

Vastaava toimittaja/EditorJohanna LahtiThe Fulbright Center

Ulkoasu ja taitto/LayoutBanzai Direct Marketing Oy

Toimituksen yhteystiedot/Contact InformationThe Fulbright CenterKaisaniemenkatu 3 B, 5th floor00100 Helsinki, FINLAND

Fulbright CenterOpening hoursMon-Wed, Fri 9:00 - 15:00Thu 9:00 - 18:00

Please consult www.fulbright.fifor exceptions in opening hours

Tel. +358 9 5494 7400Fax +358 9 5494 7474E-mail: office@fulbright.fi

Levikki/Circulation: 1 700

Painopaikka/Printed bySuomen Painotuote Oy

Fulbright Center News on Fulbright Centerin asiakas-lehti, joka ilmestyy kaksi kertaa vuodessa. Lehdestä jul-kaistaan myös verkkoversio. Seuraava numero ilmestyykeväällä 2005. Artikkelit ja muu aineisto pyydetään toi-mittamaan 15.2. mennessä. Artikkeleissa ilmaistut mieli-piteet ovat kirjoittajien omia.

The Fulbright Center News is a biannual newsletterpublished by the Fulbright Center in Finland. TheFulbright Center News is also available online. The nextissue will come out in Spring 2005. The submissiondeadline for articles and other materials is 15 February.Opinions expressed by authors are their own and donot necessarily reflect those of the Fulbright Center.

While every effort is made to ensure the accuracy of thematerial in this publication, the Fulbright Center does notaccept liability for any errors or omissions.

Aineisto vapaasti lainattavissa, lähde mainittava.Reproduction allowed, source must be cited.

Kolumnit .......................................................................................................... 2360 000 dollaria opintoihin ja tutkimukseen USA:ssa ...................................... 4ASLA-Fulbright Graduate Grant –stipendit 2005-06 ...................................... 5New Century Scholars –ohjelma 2005-06 ....................................................... 6Fulbright–NYU/CIC Fellowship in International Public Policy ..................... 6Senior Specialists -ohjelma ............................................................................... 6Alumni Initiatives Award to Sari Hannula ........................................................ 7Uusi maksu USA:n opiskelijaviisumia anoville .................................................. 7My Fulbright Experience in Finland ................................................................. 8Fulbright Senior Specialist -ohjelma – oppilaitos ohjaimissa ............................ 9Mathematics ...................................................................................................10Hoops and Human Nutrition .........................................................................12Studying in Newfoundland and Labrador .......................................................14Suomalaisten yliopistojen USA- ja Kanada –vaihdot ...................................... 15Koulutuspäivä Kanadasta ................................................................................15Uusi TOEFL syyskuussa 2005 ....................................................................... 16Fulbright Teachers Prepare for International Exchange .................................. 17New Avenues for Academia ............................................................................18Higher Education Meets the Market Forces .................................................. 19Welcome to Finland .......................................................................................20Kick-Off Celebration .................................................................................... 21Fulbright Center ja Cimo sopivat yhteistyöstä ................................................ 22Maa joka maksoi velkansa .............................................................................. 22Fulbright Center .............................................................................................23

Photo: Copyright 2004,Paralyzed Veterans of America, Inc. bypermission of SPORTS 'N SPOKES.Photo by Mark Cowan.

Fulbright grantee Mina Mojtahedi (left) divides hertime between academics and athletics at the Universityof Illinois at Urbana-Champaign. Mina sums up herFulbright experience so far on pages 12-13.

Fulbright_2_04.p65 20.10.2004, 14:163

4

Valintauutisia

Fulbright Center on jakanut stipendit opin-toihin ja tutkimustyöhön Yhdysvalloissa luku-vuodelle 2004-2005. Stipendit ovat yhteis-arvoltaan noin 360 000 dollaria.Stipendin saivat:

ASLA-Fulbright Graduate Grantjatko-opintoihin Yhdysvalloissa

Irina ChakrabortyHelsingin yliopisto, YmpäristötekniikkaUniversity of California, Davis23 000 USD

Kaari FrilanderJyväskylän yliopisto, TaidehistoriaHarriman Institute, Columbia University15 000 USD

Tuukka IlomäkiSibelius-Akatemia, Musiikin teoriaEastman School of MusicUniversity of RochesterStipendin rahoittaa Suomalais-amerikka-lainen ystävyysstipendirahastoyhdistys r.y.23 000 USD

Helena KarhuJoensuun yliopisto, YhteiskuntamaantiedeUniversity of AlaskaFairbanks Stipendi rahoitetaan yhdessäJoensuun yliopiston kanssa23 000 USD

Juho LaitinenRoyal College of Music, LondonMusiikki/Sello, Mannes College of MusicNew School University15 000 USD

Vilja LehtinenHelsingin yliopisto, HistoriaUniversity of Arizona23 000 USD

Saku NousiainenSibelius-Akatemia, Jazz-musiikki/ PianoNew York University23 000 USD

Jonathan RosengrenHelsingin yliopisto, OikeustiedeColumbia UniversityStipendi rahoitetaan yhdessäHelsingin yliopiston kanssa23 000 USD

Tommi VuorenmaaHelsingin yliopisto, KansantaloustiedeUniversity of California, San Diego23 000 USD

Lotta VäänänenHelsingin kauppakorkeakouluKansantaloustiedeUniversity of California, BerkeleyStipendin rahoittaa Citigroup23 000 USD

Mid-Career Professional Development Grantammatilliseen kehittymiseen tähtäävään projektiinYhdysvalloissa

Ulla HakalaTurun kauppakorkeakouluProjekti: “Professional andpersonal development by meansof teaching and tutoring”California State University, Stanislaus9 000 USD

Iiris HappoRovaniemen ammattikorkeakouluProjekti: “Early childhood educationis an opportunity to foster multi-culturalityand equality”, University of Georgia,9 000 USD

Merja ReijonenHelsingin ammattikorkeakoulu StadiaProjekti: “Intercultural trauma studies”New York University, 9 000 USD

Fulbright Center’s Undergraduate Grantperustutkinto-opintoihin Yhdysvalloissa

Otto AsuntaTeknillinen korkeakouluTeknillinen fysiikkaUniversity of Wisconsin-Madison,5 000 USD

Juan PrajogoTeknillinen korkeakoulu, TuotantotalousMassachusetts Institute of Technology10 000 USD

Lea TuuriSibelius-Akatemian nuoriso-osastoMusiikki/Viulu, Indiana UniversitySchool of Music, 5 000 USD

ASLA-Fulbright Grant for a Junior Scholarväitöskirjan jälkeiseen tutkimustyöhönYhdysvalloissa

Minna KeinänenKuopion yliopisto, YmpäristötiedeU.S. Environmental Protection AgencyStipendi rahoitetaan yhdessä Kuopionyliopiston kanssa23 000 USD

Jukka KorttiHelsingin yliopisto, HistoriaBrooklyn CollegeCity University of New York15 300 USDsekä matka-apuraha 1300 EUR

Oskari KuuselaHelsingin yliopisto, FilosofiaUniversity of Chicago15 300 USD sekämatka-apuraha 1300 EUR

Arno TannerTampereen yliopisto/UlkomaalaisvirastoPolitiikan tutkimusMigration Policy Institute15 300 USD sekämatka-apuraha 1300 EUR

360 000 dollaria opintoihinja tutkimukseen USA:ssa

Fulbright Centerin lukuvuoden 2004-05 suomalaisia stipendiaatteja ulkoministeriön viestintä- jakulttuuriosaston isännöimällä vastaanotolla toukokuussa.

Fulbright_2_04.p65 20.10.2004, 14:164

www.fulbright.fi

5

www.fulbright.fi

Fulbright Teacher Exchange Program lisästipendiFulbright-opettajavaihtoon valituille opettajille

Eija Partanen-KivinenPohjois-Savon ammatillineninstituutti, KuopioPorterville College, PortervilleKalifornia1 500 USD

Jaakko SivonenNiittylahden koulu, NiittylahtiCentral Elementary SchoolBellows Falls, Vermont1 500 USD

Renewal Grant -stipendit opintojen jatkamiseenensimmäisen lukuvuoden jälkeen. Lukuvuoden2004-2005 Renewal Grant -stipendit ovat suu-ruudeltaan 2500 - 4000 dollaria

Mathias AspelinBachelor of Arts -opinnotjazz-musiikkiUniversity of Southern California

Erkko EtulaBachelor of Science -opinnottaloustiede ja fysiikkaMassachusetts Institute of Technology

Maiju KuivalainenBachelor of Fine Arts -opinnottanssiNew World School of the Arts

Ukko MetsolaMaster of Public Policy -opinnotHarvard University

Mina MojtahediPh.D. -opinnotravitsemustiedeUniversity of Illinois, Urbana-Champaign

Piia MustamäkiPh.D. -opinnotenglanti/teatteriRutgers University

Riikka PietiläinenBachelor of Fine Arts -opinnotmusiikkiCity College of New York

Näiden suomalaisille myönnettyjen stipen-dien lisäksi Fulbright Center jakaa luku-vuodelle 2004-2005 vastaavasti noin 30stipendiä amerikkalaisille opiskelijoille ja tut-kijoille opintoihin, tutkimustyöhön taivierailuihin suomalaisissa korkeakouluissa.

Fulbright Centerin johtokunta on valinnutjatko-opiskelijat lukuvuoden 2005-06stipendiohjelmaan. Hakemuksia elokuunhaussa saapui kaikkiaan 37, mikä on korkeinlukumäärä viiteen vuoteen. Erityisen ilahdut-tavana Fulbright Centerin johtokunta pitääsitä, että hakemukset edustivat laajasti eri alojaja korkeakouluja. Hakemusten yleinen tasooli erittäin korkea.

ASLA-Fulbright Graduate Grant -stipen-dit ovat suuruudeltaan 15 000 tai 28 000dollaria. Stipendin lisäksi ohjelmaan kuuluulukuisia tukipalveluja ja etuuksia, mm. va-kuutus, opiskelupaikan hakuun ja Yhdysval-toihin lähtöön liittyvät neuvontapalvelut sekämahdollisuus osallistua Fulbright-ohjelmanjärjestämiin seminaareihin ja vapaa-ajan-toimintaan Yhdysvalloissa.

Ohjelmaan valittiin seuraavat kymmenenopiskelijaa:

Kirsi HänninenTurun yliopisto, Folkloristiikka

Emilia KoivistoHelsingin yliopisto, Geofysiikka

Kirsi KuivalaOulun yliopisto, KemiaStipendi rahoitetaan yhdessäOulun yliopiston kanssa

Mikko LievonenUniversity of BristolTurvallisuuspolitiikan tutkimus

Minna NiemiTurun yliopistoAfrikkalais-amerikkalainen kirjallisuus

Maarit NissiläTaideteollinen korkeakouluElokuvaohjaus

Ari PoutiainenSibelius-AkatemiaEtnomusikologia / Jazz-musiikki

Susanna SantalaHelsingin yliopisto, TaidehistoriaStipendi rahoitetaan yhdessäHelsingin yliopiston kanssa

Samuli SeppänenHelsingin yliopisto, Oikeustiede

Jukka-Pekka StrandLondon School of EconomicsPolitiikan tutkimus / Kansainvälisetsuhteet

Lisäksi yhdessä yliopistojen kanssa rahoi-tettavista ns. Cost-Share -stipendeistä yksimyönnettiin nuorelle tutkijalle. Tampereenyliopiston Cost-Share -stipendi myönnettiinJukka Renkamalle tutkimusprojektiin “DivinePolitics; Reconstructionism, the ChristianCoalition, and the Republican Party 1992-2004”.

ASLA-FulbrightGraduate Grant-stipendit 2005-06

Fulbright-ohjelmaan kuuluu stipendin ohella monia oheispalveluja ja etuuksia. Fulbright-ohjelmaan vuodelle 2005-06 valituille jatko-opiskelijoille järjestettiin ensimmäinen opintoihin USA:ssa valmistava koulutustilaisuus lokakuussa.

Fulbright_2_04.p65 20.10.2004, 14:165

6

Stipendejä haussa

New Century Scholars -ohjelma kokoaa vuo-sittain 25-30 tutkijaa ja asiantuntijaa eri puo-lilta maailmaa työskentelemään jonkin maa-ilmanlaajuisesti merkittävän tutkimusaiheenparissa. Tutkimusaihe vaihtuu vuosittain.Ohjelmaan voivat osallistua asiantuntijat jaeri tieteenaloja edustavat tutkijat, joidenerikoistumisalue liittyy vuoden tutkimus-teemaan.

Lukuvuoden 2005-2006 teemaan “HigherEducation in the 21st Century: GlobalChallenge and National Response” liittyviätutkimusaiheita voivat olla mm: Elite and mass-access and equity The future of research The globalization of higher education Choice of institutional models Higher education and the development

of civil society The future of the academic profession The public-private mix in higher

education The technological revolution

Hakijoiden on mahdollista esittää myös muitateemaan liittyviä tutkimusaiheita.NCS -ohjelmaan valitut stipendiaatit osallis-tuvat: orientaatioon ja aloitusseminaariin, väliarviointitapaamiseen, päätösseminaariin, 3 kuukauden kansainväliseen

tutkijavierailuun, sekä ohjelmavuoden aikana jatkuvaan

yhteydenpitoon NCS-verkoston muiden tutkijoiden ja verkoston vetäjän (NCS Distinguished Scholar Leader) kanssa.

Suomalaiset hakijat järjestävät kolmen kuu-kauden tutkijavierailunsa Yhdysvaltoihin.Amerikkalaisten hakijoiden on mahdollistavierailla ohjelman puitteissa Suomessa.

NCS-stipendin suuruus on 37,000 dolla-ria. Lisäksi korvataan stipendiaatin majoitus-ja ateriakulut ohjelman seminaarien ajalta.

Suomalaisten hakijoiden hakuaika päättyy3.12.2004. Lisätietoja ohjelmasta on saata-villa Fulbright Centerin kotisivuiltawww.fulbright.fi. Amerikkalaiset hakijatsaavat lisätietoa ohjelmasta osoitteestawww.cies.org/ncs/.

NEW CENTURYSCHOLARS -OHJELMA 2005-06

The Fulbright Program offers a 10-monthgrant at New York University’s (NYU)Center for International Cooperation (CIC)for scholars in Public Policy who areresearching multilateral issues through amultilateral approach. Projects of particularinterest are those that examine the political,legal, institutional and financial bases foreffective multilateral action, including public-private partnerships and the division ofresponsibility between global and regionalmultilateral actors.

The Fulbright NYU/CIC grantee willreceive a stipend of $35,000; internationalairfare; and a subsidized studio apartment in

Fulbright-NYU/CIC Fellowshipin International Public Policy

university housing (estimated value $30,000)or an equivalent contribution toward the costof housing on the open market.

Applicants must be Finnish citizens. Theyshould hold a Ph.D. in an applicable fieldwithin ten years of applying and haveexperience in both academic research andpractice in government or an intergovernmentalor non-governmental organization.

The deadline for applications is November19, 2004. Application forms and instructionsare available at www.fulbright.fi.

For more information on the Center forInternational Cooperation, please visitwww.cic.nyu.edu.

Fulbright Senior Specialist -ohjelma tarjoaasuomalaisille korkeakouluille mahdolli-suuden hakea amerikkalaista asiantuntijaa2 - 6 viikon vierailulle Suomeen. Korkeakou-lut voivat ohjelman kautta etsiä joko tietynasiantuntemuksen omaavaa henkilöä tai esit-tää valittavaksi tiettyä henkilöä, joka on oh-jelman asiantuntijarekisterissä (CIES:n yllä-pitämä “Senior Specialists Roster”).

Ohjelman kautta myönnetään apurahojahyvin monentyyppisiin projekteihin. Asian-tuntijan ohjelma Suomessa voi sisältää esi-merkiksi opiskelijoille ja opetushenkilökun-nalle suunnattuja luentoja, seminaareja ja ta-pahtumia, korkeakoulun ja sen henkilöstönkoulutus- ja kehittämisprojekteja ja esimerkiksialueen muiden oppilaitosten kanssa yhteis-työssä toteutettuja projekteja. Ohjelmankautta ei tueta puhtaita tutkimushankkeita.

Lukuvuonna 2003-2004 Suomessa vierailiSenior Specialist -apurahan turvin kuusi ame-rikkalaista asiantuntijaa.

Dr. Gary AndersonJohns Hopkins University, Urban Planning,Urban Studies and ArchitectureTeknillinen korkeakoulu

Dr. Armen DonelianNew School University,U.S. Studies - Music /JazzJyväskylän ammattikorkeakoulu

Dr. John EavesU.S. Peace Corps, Communications andJournalism, Educational Leadership andAdministration, Lapin yliopisto

Dr. Harley JohansenUniversity of Idaho, Economics,Development Economics & InternationalDevelopment, Joensuun yliopisto

Dr. Richard PellsUniversity of Texas, Austin, U.S. Studies,History, Turun yliopisto

Dr. Moe WinMassachusetts Institute of TechnologyInformation Technology,Oulun yliopistoSuomalaiset korkeakoulut hakevat Senior

Specialist -apurahaa Fulbright Centerinkautta. Ohjelmaan on jatkuva hakuaika muttahakemus tulisi jättää viimeistään 3-4 kuu-kautta ennen toivottua vierailuajankohtaa.

Tarkemmat tiedot ohjelmasta sekä haku-lomakkeet ohjeineen saa Fulbright Centerin koti-sivuilta www.fulbright.fi (seuraa linkkiä“stipendiohjelmat”-“korkeakouluille”- “seniorspecialists program”).

Amerikkalaiset asiantuntijat, jotka haluavathakeutua ohjelman asiantuntijarekisteriin,saavat lisätietoa ja hakuohjeet CIES:n kotisivuiltawww.cies.org/specialists.

Lapin yliopiston kokemuksia Senior Specialists-ohjelmasta tässä lehdessä sivuilla 8-9.

Senior Specialists -ohjelma

Fulbright_2_04.p65 20.10.2004, 14:166

www.fulbright.fi

7

www.fulbright.fi

Ms. Sari Hannula, a 2002-03 Mid-CareerProfessional Development grantee, has beenawarded an Alumni Initiative Award (AIA).This is the first time a Fulbright Center’sgrantee receives the award. Out of theapproximately 200 applications 31 proposalsreceived funding.

The Alumni Initiative Awards (AIA) aredesigned to enhance the visibility of theFulbright Senior Scholar Program and tosustain the Fulbright experience for theparticipants. The grant is designed to translatethe individual Fulbright scholar experienceinto an institutional partnership with a long-term, broad impact rather than simply providefollow-on opportunities to continue an

Alumni InitiativesAward toSari Hannula

alumnus’ original research or teaching project.Ms. Hannula, a professional dancer and

Director of the Dance Department at theTurku Conservatory, visited José LimónDance Foundation in New York on aFulbright MCPD grant during the fall term2002. During that time she studied dancefrom various perspectives and created a soloperformance in collaboration with StudioDirector Alan Danielson. The major goal ofher project was, however, to bring new ideasfor the development of the dance program ather home institution. Her AIA proposalbuilds on the collaboration already startedand broadens it to a wider faculty and studentexchange between the two institutions.

InfotilaisuuksiaFulbright Center järjestää opiskelijoille suun-nattuja infotilaisuuksia TOEFL -kielitestistäsekä opiskelusta Yhdysvalloissa ja Kanadassa.Tarkat aiheet ja aikataulun löytää FulbrightCenterin kotisivun ajankohtaista -osiostawww.fulbright.fi.

Fulbright CenterStudiassaFulbright Center osallistuu näytteilleasetta-jana Studia-messuille Helsingin WanhassaSatamassa 26. - 28.10.2004. Studia on nuo-rille ja erityisesti lukiolaisille suunnattu ta-pahtuma koti- ja ulkomaisista opiskelu-vaihtoehdoista, opiskelujen rahoituksesta,asumisesta, palveluista ja järjestötoimin-nasta. Osastoltamme (A11ab) saa tietoaopiskelusta Yhdysvalloissa ja Kanadassa,kieli- ja tasotesteistä, sekä FulbrightCenterin stipendiohjelmista.

Luennoitsija viikonvierailullematka-apurahanturvinVuosittain noin 800 eri tieteenalojen ame-rikkalaista luennoitsijaa ja tutkijaa osallis-tuu Fulbight -vaihtoon eri puolilla maailmaa,mm. Euroopassa. Tämä asiantuntemus onmyös suomalaisten yliopistojen ja korkea-koulujen käytettävissä Inter-Country TravelGrant -ohjelman kautta.

Suomalaiset yliopistot ja korkeakoulutvoivat hakea Fulbright Centeristä matka-apurahaa ja kutsua toiseen maahan sijoite-tun Fulbright-luennoitsijan Suomeen lyhyt-aikaiselle, noin viikon kestävälle vierailulle.Matka-apuraha kattaa vierailevan luennoit-sijan edestakaisen lentomatkan Suomeenkorkeakoulupaikkakunnalle, edullisintalentohintaa käyttäen. Vierailun muista kus-tannuksista vastaa kutsun esittänyt korkea-koulu. Matka-apurahaa ei myönnetä lääke-tieteen aloille.

Syyyskuun 2004 alusta astui voimaan säädös,jonka mukaan F-, J- ja M –viisumia anoviltaopiskelijoilta peritään ns. SEVIS I-901 mak-su. Tutkinto- ja vaihto-opiskelijoiden maksuon suuruudeltaan $100, au-pairien, leiri-ohjaajien ja kesätyöharjoittelijoiden maksu on$35. Maksu suoritetaan ennen viisumin ano-mista esimerkiksi internetin kautta. Opiskeli-jan perheenjäseniltä ja mm. Fulbright –stipendiaateilta ei maksua peritä.

SEVIS I-901 on hallinnollinen maksu eikävarsinaisesti osa konsulaatin viisumi-anomusta. Yhdysvalloissa otettiin vuonna2003 käyttöön ns. SEVIS –seuranta-järjestelmä, jonka päätarkoitus on antaa Yh-dysvaltain valtiolle, kouluille ja ohjelmansponsoreille ajan tasalla olevaa ja luotettavaa

tietoa opiskelijoista ja heidän perheenjäse-nistään. I-901 -maksu on SEVIS –järjestel-mään liittyvä maksu eikä se poista viisumi-anomukseen liittyvää viisumimaksua, joka ontällä hetkellä 85 euroa.

Lisätietoja Yhdysvaltainsuurlähetystön kotisivultawww.usembassy.fi

ja seuraavilta webbisivuilta:www.ice.gov/graphics/sevis/i901/faq.htmwww.fmjfee.com/index.jhtml

Lisä

tiet

oja

Uusi maksu USA:nopiskelijaviisumia anoville

Fulbright_2_04.p65 20.10.2004, 14:167

8

In a sense, my Fulbright Senior Specialistexperience in Finland was this way for me.For five weeks during this past summer, Iworked with officials at the University ofLapland in its efforts to make it one of thebest known universities in Finland on

international markets. TheUniversity hopes to achievethis by creating an imagethat perfectly complimentsthe name of the Universi-ty—Lapland, an exoticregion of Finland, knownfor its beauty, nature, andwilderness. While the Uni-versity of Lapland is alreadyknown for its attractivepublication materials and

availability of courses taught in English, theuniversity has set an ambitious goal to have astudent enrollment of 10% foreign studentsand offer English instruction in 20% of itsclasses by 2010.

I was selected as a Fulbright SeniorSpecialist to provide an external perspectiveon the University of Lapland’s marketing andrecruiting strategy. During my visit, I metwith various university officials, including theRector, Deans of Faculties, InternationalCoordinators of Faculties, and representa-tives from the International Office. I alsomet with Finnish students as well asinternational students from Canada,England, Germany, France, Kazakhstan,Spain, Tanzania, and the United States.Based on these meetings, I was able to get astrong sense of the university’s strengthsand challenges. Then, drawing on myprofessional experiences with the Peace Corpsand various administrative positions that Ihave held in higher education, I was able toprovide a list of recommendations tofacilitate the university’s efforts to meet itsinternational related goals. Some of theserecommendations included establishing astronger student support structure that will

Fulbright Senior Specialist Program

For the past five years, I have served as theRegional Manager of the U.S. Peace Corpsin Atlanta, Georgia. My job requires me torecruit Americans to perform variousvolunteer work assignments in developingcountries around the world. One of the mostgratifying experiences ofmy job is to talk withPeace Corps Volunteersafter they have completedtheir overseas work andreturned to the UnitedStates. Almost withoutexception, these men andwomen remark that thegreatest value of their PeaceCorps experience was notso much the technicalassistance that they provided to the localcommunities, but how much they gainedpersonally from the experience as they learnedabout the culture of the people that theyserved.

John Eaves (left) provided an external perspective on the University of Lapland's marketing and recruiting strategy during his five weeks as a Fulbright SeniorSpecialist. Karen Hibbard-Rode is a 2004-05 Fulbright student in environmental studies at the University of Lapland's Arctic Center, and Fulbright ProfessorStanley Witkin teaches social work during fall 2004. Harri Malinen (right) is the Director of International Relations at the University of Lapland.

My Fulbright Experiencein Finland

“I was selectedas a Fulbright SeniorSpecialist to provide

an external perspectiveon the University

of Lapland’s marketingand recruiting

strategy.”

Fulbright_2_04.p65 20.10.2004, 14:168

www.fulbright.fi

9

www.fulbright.fi

facilitate international students’ academic andsocial integration into the campus community,incorporating more strategic targeting ofrecruitment at universities in the northernregions of the world, and developing a morediverse offerings of English-based courses.

While the purpose of my Fulbright visitwas for me to offer technical assistance tothe University of Lapland, the greatest valuewas the impact on me personally. As a resultof my time in Finland, I can honestly say thatI see the world a little differently. I was ableto challenge the boundaries of my comfortzone by listening, observing, interacting, anddialoguing with many Finns. Most Americans,including myself, have limited knowledgeabout Finland. Our knowledge is restrictedto the legendary Rudolf the Red NoseReindeer, Santa Claus, the frigid winters, andthe 1952 Helsinki Summer Olympics.Obviously, Finland is much, much more thanthat.

There are many fond memories that I havetaken home with me when I returned to theUnited States. One of them is observingpeople in the city center of Helsinki wait ata red cross walk even when no cars werecoming on the street. Another was my firsttaste of reindeer, which by the way wasdelicious. I also cherish my first saunaexperience, which I found tantalizing, and Iam still awed by a weekend scenic drive thatI took from Rovaniemi to the northern borderof Norway, where lakes, streams, andreindeer seemed to be at every turn. I treasuremy visit to Santa Claus Land, and my photoop with St. Nick. Additionally, I am veryintrigued by my discovery of the Sami culturein Inari, and lastly, I am amazed that I learnedhow to sleep through the brightness of themid-night sun.

My family, friends, and associates backhome are amazed that I experienced all ofthis and more. Because of my experience,Finland is now on the map. People in myimmediate surroundings are nowknowledgeable about the country, and somehave even inquired about the possibility ofvisiting one day. Yes, Finland is a well-keptsecret that will soon be discovered!

I applaud the University of Lapland forworking with the Finnish Fulbright Officeto arrange this opportunity. I also wish toacknowledge the hospitality and friendshipthat I enjoyed with my host Mr. Harri Mali-nen, Director of International Relations andhis colleagues at the University of Lapland.

Text: John EavesPhoto: Niina Huuskonen

Kerron lyhyesti hyvin onnistuneesta yhteis-työstä Fulbright Senior Specialist Programstipendiaatti John Eavesin kanssa. Marraskuunlopulla 2003 Lapin yliopiston viestintä-yksikkö ja kansainväliset asiat jätti hakemuk-sen Senior Specialist -ohjelmaan. Kuluvanvuoden tammikuussa saimme tiedonprojektistamme kiinnostuneesta henkilöstä.John Eaves vieraili Lapin yliopistossa kaksikertaa kesän 2004 aikana.

Yhteistyömme taustalla oli syksyllä 2003mieleeni tullut haaste, joka liittyi viestintä-strategiaamme. Minun olisi yhteistyössäviestintäyksikön kanssa kehitettävä em. stra-tegiaan osio kansainvälisestä viestinnästä jamarkkinointiviestinnästä. Lapin yliopiston jovarsin selkeä profiili kaipasi systemaattistaimagon yhtenäistämistä kansainvälisilletoimintakentille. Fulbright Senior Specialist-ohjelma tarjosi meille mahdollisuudenkohtuukustannuksin hankkia ulkomainen’konsultti’ yhteistyöhön asian tiimoilta.

Projektin ensisijainen tavoite oli saada ul-kopuolinen arvio nykyisestä profiilista ja sii-tä, millaisen imagon me painotuotteillammeja Internetsivuillamme luomme ulkomailla.Halusimme saada kriittisen arvion siitä,kerrommeko itsestämme oikeita asioita oi-kealla tavalla oikeille kohderyhmille. Projek-tin toissijainen tarkoitus oli saada konkreet-tisia toimenpide-ehdotuksia olemassa olevi-en toimintojen ja rakenteiden parantamisek-si ja vahvistamiseksi.

Senior Specialist -ohjelmassa oli mahdolli-suus hakea rahoitusta kahteen vierailuun.Tämä sopi erinomaisesti projektin luontee-seen. Ensimmäisen vierailun aikana John Eavestutustui Rovaniemeen, Lappiin ja Lapin yli-opistoon ja sen toimintaan varsin perinpoh-jaisesti. Hän sai luoda itse oman mielikuvansaympäristöstä ja yliopistosta, jonka perusteel-la hän suoriutuisi tehtävästään. John osoit-tautui hyväksi valinnaksi jo ensimmäisen

käyntikertansa aikana, jolloin hän tuotti meil-le uutta, varsin helposti sovellettavaa tietoa.

Vierailujen välissä kommunikaatiommetoimi hyvin ja sainkin varsin mieluisan ja so-pivasti työllistävän väliraportin Johnilta. Sii-tä johtuen toisen vierailun odotukset olivat-kin varsin suuret. Hän sai ohjeekseen sel-keyttää yliopiston profiilia ulkoisilla mark-kinoilla ja tunnistaa Lapin yliopistonvahvuudet kansainvälisillä markkinoilla sekäkeinoja näiden vahvuuksien esille tuomiseen.Lisäksi tehtäviin kuului pohtia Lapin yliopis-ton uhkia ja heikkouksia ulospäin suuntau-tuvan markkinoinnin kannalta, antaa meillekehittämisehdotuksia kaikkiin yllä mainit-tuihin kohtiin sekä arvioida ja analysoidanykyinen tiedotusmateriaalimme nettisivui-neen suhteessa tavoitteisiimme ja hänen omiinhavaintoihinsa.

Siinäpä riitti työsarkaa – ja riittää vielä-kin. Me saimme mielestäni kaivettua todellahyvät lähtökuopat projektillemme, jonka aionosaltani saattaa päätökseen kuluvan vuodenaikana.

Senior Specialist -ohjelma tarjosi Lapinyliopistolle konkreettisen avun meille tär-keästä ja meitä koskettavasta toiminnasta.Projekti palveli yliopistoamme ja kokonai-suudessaan projekti onnistui mielestäni pa-remmin kuin osasin suunnitella tai toivoa.

Senior Specialist ohjelmasta sanoisin ole-van seuraavanlaisia etuja:- Ohjelman tavoite ja toiminta on muokat-tavissa omien tarpeiden mukaiseksi- Toiminta on konkreettista ja tulokset sel-keitä ja ne ovat välittömästi arvioitavissa- Ohjelma on hakuprosessiltaan nopea jajoustava sekä sen hallinnointi on kevyt jakokonaisuudessaan kustannustehokas

Harri MalinenKansainvälisten asiain päällikköLapin yliopisto

Fulbright SeniorSpecialist –ohjelma– oppilaitos ohjaimissa

Fulbright_2_04.p65 20.10.2004, 14:169

10

Alat ja ammatit

Ala

t ja

amm

atit Alat ja ammatit -sarjassa amerik-

kalaiset Fulbright-stipendiaatitkirjoittavat omasta opiskelustaanYhdysvalloissa. Miten alallekouluttaudutaan ja mistä saa tie-toa opinnoista?

As in any country, the word mathematics in

the U.S. is a blanket term for what is really a

large and diverse discipline. Graduate study

in mathematics in the U.S. can be pursued

anywhere in the spectrum of mathematics from

applied math to pure math, and

interdisciplinary research is also available.

© Ed Alcock, www.edalcock.com

As in any country, the word mathematics inthe U.S. is a blanket term for what is really alarge and diverse discipline. Graduate studyin mathematics in the U.S. can be pursuedanywhere in the spectrum of mathematicsfrom applied math to pure math, andinterdisciplinary research is also available.

The number of universities and varietiesof research in the US is vast.For example, one can findprograms that include coursesin biology, as well as programsthat are focused on purelyabstract mathematics. Someuniversities have mathematicsdepartments closely associ-ated with their computerscience programs. Chances areexcellent that one can find a universitywith active research in any given area.However, not all universities will have astrong program or active research in one’sparticular area of work or interest.

Mathematician typically receives a Bachelor’sdegree and then proceeds directly to agraduate program without taking time offfrom their studies. A Bachelor’s degree usuallytakes 4 years, and a PhD program 5 to 6years. A master’s degree is usually considered2 to 3 years long. The time to complete aPh.D. if one already has a Master’s might beabout 3 years.

Undergraduate StudyIn the US, mathematics education at someschools is more fluid than in Finland.That means that while many studentsentering college (17 or 18 years old) havetaken a course in calculus, many students whoend up concentrating on mathematics havealready taken classes such as linear algebra,

multivariable calculus, or realanalysis. Such students whoare interested in mathematicstend to attend competitivetechnical universities, and thereare students who graduatewith a bachelor’s degree earlyas they have taken college levelcourses already in secondaryschool. The effect of this is

that there is sometimes a great variety of theage of students and their mathematicalbackgrounds in a graduate program.

Typically, students declare their major atthe end of the second of four years of college.Study in the last two years tends toconcentrate on the chosen major subject,culminating in graduation with a B.S. or B.A.degree in mathematics. The difference ofdegree usually depends on the type of insti-tution the student attended. Many collegeshave different tracks for undergraduatemathematics. Most typically there is a puremath track, applied math track, math of

finance track, and a general math track. Thereis a higher level of difficulty of course selectionand academic performance expected of thoseplanning to continue to graduated school.

PhD Programs andSpecializationStudents tend to enter a Ph.D. Programdirectly from undergraduate school. It ispossible to apply only for a Master’s, butfunding is usually reserved for studentsintending to complete a doctorate. Master’sdegrees are awarded at different points alongthe way to a Ph.D., and this depends on theprogram. Some programs give a master’s afterthe successful completion of two years ofgraduate school, which would usually becomprised mostly of course work.

While some students enter a PhD programwith a particular research interest, area, oreven professor in mind, many students don’tchoose their area of specialty until the first

“Chances areexcellent thatone can find auniversity with

active research inany given area.”

Mathematics

Photos:Reportage photos of theMathematical Sciences ResearchInstitute by Ed Alcock. He is anaward winning photographerliving in Paris, France. He is aregular contributor to The NewYork Times, The Guardian andThe Independent on SundayReview. More of his work can beseen at www.edalcock.com .

Fulbright_2_04.p65 20.10.2004, 14:1610

www.fulbright.fi

11

www.fulbright.fi

or second year of graduate school. This isoften done by choosing a professor they arealready familiar with to advise their thesisresearch, and after taking alarge class selection in varioustopics. Research work thentakes 3 to 4 years, sometimeslonger, depending on theresearch, the program, and thestudent. This is the pointwhere mathematicians mostoften fix on what will be theirspecialization.

Funding and TeachingThe Ph.D. studies for a student are mostusually funded in the form of a tuition waiverand stipend that is dependent on some sortof work for the department. Exceptionalstudents may receive research based grants,but the majority of graduate students are

expected to have some sort of teachingresponsibilities. The quality and availabilityof these positions varies from department to

department.Teaching is considered a

valuable and beneficialexperience for most graduatestudents. While some professor-ships are given mostly on thebasis of research, the teachingability of a professor is valuedhighly in the U.S. and without

experience teaching in graduate school; itwould be difficult to get a permanent positionin a university or private college. Theexception, as always, is given to those withoutstanding research.

Text: Jennifer von Reis, Fulbright Graduate Grantee2003-2004 at the University of Turku.

“Teaching isconsidered avaluable and

beneficialexperience formost graduate

students.”

© Ed Alcock, www.edalcock.com© Ed Alcock, www.edalcock.com

ProfessionalOrganizations:

American Mathematical SocietyThe AMS is the most importantmathematical organization in the US,particularly for those involved in research.www.ams.org

Mathematics Association of AmericaThe AMS is considered the society forserious researchers while the MAA has moreemphasis on teaching and methodology.www.maa.org

Association for Womenin Mathematicswww.awm-math.org

Institute for Mathematicsand its Applicationswww.ima.umn.edu/industrial/

Includes information on post docs:www.math.fsu.edu/~jmann/links.html

Again, for a list of programs:www.math.hmc.edu/misc/gradschools.html

The Wall Street Journal graduateschool finder:www.collegejournal.com/toolkit/findgradschool.html

.

Undergraduate Studyhttp://educationusa.state.gov/undergrad/pubs/iywts1.pdfGraduate and Professional Study andResearchhttp://educationusa.state.gov/graduate/pubs/iywts2.pdfShort-Term Study, English LanguagePrograms, Distance Education andAccreditationhttp://educationusa.state.gov/study/pubs/iywts3.pdfGetting Ready to Go: PracticalInformation for Living and Studying inthe United Stateshttp://educationusa.state.gov/predeparture/pubs/iywts4.pdf

U.S. Classroom Culture: MichaelSmithee, Sidney L. Greenblatt, and AlisaEland, NAFSA

Introduction to American Life: LanieDenslow, Mary Tinkham, and PatriciaWiller, NAFSA

Managing Your Money: Nancy Youngand Suzanne Drolesky, NAFSA

NAFSA:n oppaiden osoite on:http://www.nafsa.org/content/ProfessionalandEducationalResources/Publications/advising.htm

FC:N JULKAISU-POIMINTOJA

Webbilinkkejäopiskelusta USA:ssa

Fulbright_2_04.p65 20.10.2004, 14:1611

12

Fulbright Grantees

Diversity is one of the foundations of

American academia, and high numbers

of international students continue to

enrich this fundamental feature. Mina

Mojtahedi makes good use of her skills

in two fields: the study of human

nutrition and the game of basketball.

Hoops and Human Nutrition

to complete her studies. August marked thefirst milestone toward her goal, as she passedthe qualifying examination for the doctoraldegree program in her field.

Crash coursesin society and cultureMina uses superlatives to describe herexperience thus far: inspiring, enriching,

exciting, fun. She admits,though, that adapting to a newculture can be arduous at times,and the occasional bouts ofhomesickness are inevitable.

“There are just so manythings you have to take care ofright after your arrival,” sheexplains.

“For instance, you have to find anapartment and make all the necessarycontracts for water, electricity and communi-cations; you have to buy a car, maybe, andtake out car insurance; you have to get a So-cial Security number; you have to enroll incourses, and find out where and when thefirst class will be held and how to get there—all this in a matter of days.”

Naturally, navigating in a new culturalcontext is perplexing. On the other hand, thiscrash course in the new culture holds an

undeniable upside: with the help of tried andtested student services, university staff, and abunch of helpful new friends, this initialfrenzy facilitates a faster adaptation.

Jokingly, Mina confesses that her experiencealso had a surreal side.

“At first, I felt as though I had ended up inthe middle of an American movie. I wassuddenly amidst events and settings I had onlyseen on screen: campuses, dormitories,fraternity parties, sports events with super-energetic cheerleaders... I hadn’t realizedmoviemakers were that true to reality!”

Praise with a few butsMina first learned about the University ofIllinois many years back in Switzerland, whereshe was participating in an athletic event.From her fellow athletes, she heard goodthings about the university—so good thatshe wanted to learn more.

“I found out that their training programfor disabled athletes was world-renowned,and many of the best disabled athletes in theworld either were attending the Universityof Illinois or had graduated from there.

“I also learned that, overall, the Universityof Illinois ranks among the best universitiesin the United States. When I found out thatthey had a nutritional sciences department, I

Last fall, Mina Mojtahedi canceled the leaseon her apartment, sold her car and furniture,packed her bags and bade farewell to herfriends. She had made an important decisionin her life: she was to become an Illini.

Hold on... she was to become a what?An Illini, a student of the University of

Illinois—more precisely, Mina Mojtahedi hadgained acceptance to pursue graduate studiesin human nutrition at the Uni-versity of Illinois at Urbana-Champaign. This long-timedream of hers was realized bymeans of a Fulbright grant.

Mojtahedi is now a fewmonths into her second yearof study at the University ofIllinois, a town in its own rightbetween the small towns of Urbana andChampaign. During her first year, Minamainly completed coursework in nutritionalsciences; this year, the emphasis will be moreon her research project, which will graduallydevelop into a dissertation.

“I specialize in nutrition matters of specialimportance to disabled people; in particular,nutrition for people with spinal cord injuries.Furthermore, I am currently exploring theoption of qualifying as a dietician,” Mina says.

She believes it will take her four more years

The University of Illinois took home the national championship in wheelchair basketball, andthey also took home the net from the hoop. Mina's skillful use of the scissors obtained this souvenir.

"Mina usessuperlatives to describeher experience thus far.

She admits, though,that adapting to a newculture can be arduous

at times."

Photo

: Min

a Mojt

ahed

i

Fulbright_2_04.p65 20.10.2004, 14:1612

www.fulbright.fi

13

www.fulbright.fiwww.fulbright.fi

The Fighting Illini Women's Wheelchair Basketball Team secured the national championship. Mina Mojtahedi is in front on the left.

Photo Copyright 2004, Paralyzed Veterans of America Inc., by permission of SPORTS 'N SPOKES. Photo by Mark Cowan.

was about to burst with joy: at that time, Iwas studying nutrition at the University ofHelsinki.”

The University of Illinois seemed like adream place for her to continue her studies.However, her dream involved the inevitableifs and buts and maybes.

“I was not familiar with the Americansystem of higher education, and the tuitionfees seemed like an insurmountable problem.I deemed it best to forget all about my bigplans for a while.”

Dream revisitedSeveral years later, with the completion ofher master’s degree drawing near, she had todecide what to do after graduation. At thatpoint, she began to reconsider the Illinoisoption.

“This time around, it appeared that thepieces might well fall into place. I hadswitched from wheelchair track racing tobasketball, and I found out that the universi-ty had an excellent team in wheelchairbasketball, not to mention some of the bestcoaches in the world.

“I researched the various sources offinancial aid thoroughly, and I realized thatthe situation was not at all as desperate as Ihad thought: there was a fair choice of grantsavailable for graduate students.”

Mina decided to give the Fulbright Program

a try, for you never know.“After all the paperwork and interviews,

when I opened what turned out to be a letterof acceptance, I almost fell off the chair!”

Lessons in life andtime managementAt the University of Illinois, Mina dividesher time between academics and athletics.

Her days usually start withbasketball practice at 6:30; inaddition, her team trains withweights three times a week.After the two-hour morningpractices, she has time for aquick shower before her classesbegin.

“On weekends, we usuallyplay tournaments, so spare time really isn’t aproblem,” she says with a laugh.

“But the early mornings and all the hardwork paid off. Our team won the nationalchampionship in women’s wheelchairbasketball, and we placed fifth in the CentralIntercollegiate Conference, in which we playagainst men’s teams.”

Mina regards the friends and acquaintancesshe has made on both the academic andathletic fronts as one of the highlights of herexperience so far. On campus, culturaldiversity is nothing like the platitudes inadvertising copy—it is an everyday reality.

Careful preparationspells successHer advice to those interested in the Fulbrightexperience is to persevere, and she stressesthe importance of starting the search forinformation early enough. Patience is likewisea virtue: in her particular case, the time spanbetween making the application for aFulbright grant and boarding an airplane was

eighteen months.Furthermore, it is important

not to be discouraged by thepaperwork. Bureaucratic as itmay seem, it is essential incarefully matching the rightpeople with the right programsand universities.

“Before I got to the pointwhere I was packing my suitcases, I must havefilled out at least a suitcaseful of forms andapplications of all imaginable sorts,” Minafigures.

And was it worth it? No need to ask.“Here, I’ve learned firsthand that the

Fulbright Program has a good name, whichopens many doors. Now that I have settledinto the new culture and university life in thenew environment, I am ready to take on moreresponsibility—both in my research groupand my basketball team.”

Text: Timo Luhtanen

“On campus,cultural diversityis nothing like

the platitudes inadvertising copy

—it is an everydayreality.”

“On campus,cultural diversityis nothing like

the platitudes inadvertising copy

—it is an everydayreality.”

Fulbright_2_04.p65 20.10.2004, 14:1613

14

Opiskelemaan Kanadaan

Located on the edge of the continent,Newfoundland and Labrador is themost easterly province in Canada (andNorth America) and a place where youcan experience the old world and thenew, visit the past, present and futurein the same day.

Once England’s oldest colony, Newfoundlandand Labrador joined Canada in 1949 andbecame the country’s youngest province.Influenced strongly by England, Ireland, Fran-ce, Portugal and Spain, the province’s cultureis highly unique and can be seen in itsarchitecture, arts, music and the friendlynature of its people. Newfoundland andLabrador is 405,720 sq. km. and has apopulation of over 500,000. Home to morethan 19,300 km of rugged coastline, theprovince has been shaped by its sheer size andgeographic characteristics which includeglacier-carved fjords and scenic forests.

Newfoundland and Labrador has one uni-versity and an extensive vocational collegesystem. As the province’s only university,Memorial University of Newfoundland is acomprehensive university with approximately17,000 students, 1000 faculty members and1,500 support staff, the largest in the region.More than 100 undergraduate and graduatedegrees are offered through the faculties (arts,science, education, medicine, engineering andapplied science, business) and schools (music,human kinetics and recreation, nursing,pharmacy, social work, graduate studies).

Memorial is distributed over fourcampuses, the largest located inNewfoundland and Labrador’s capital cityof St. John’s, the oldest city in North America.Memorial’s Marine Institute, also in St. John’s,is Canada’s largest and most comprehensivemarine training institute. On the west coastof the island is Sir Wilfred Grenfell College,a small, liberal arts and science campus thatspecializes in the fine arts and environmentalprogramming. Memorial also has a campusin Harlow, England.

Memorial University is one of the region’smost important research organizations. Theuniversity’s teaching and research efforts

Studying in Newfoundlandand Labrador

Mor

e in

form

atio

n

reflect, to a large degree, the unique needs,opportunities and challenges of its NorthAtlantic location. Today, research activitiesspan all disciplines including science,medicine, arts, social sciences, engineering,education and business.

Students attending Memorial have accessto one of Canada’s best university libraries,computer labs and many specialized academichelp centers. Health and counseling servicesare also available on-campus. The Inter-national Student Advising Office (ISA) helpsinternational students with everything fromacademics, health and finances to employmentand cultural issues.

International students at Memorial maybe eligible for a variety of scholarships. Forexample, an international student enteringMemorial is automatically considered fornon-renewable entrance scholarships on an

individual basis. These scholarships are basedon a number of criteria including academicstanding.

For more informationon studyingin Newfoundland and Labrador:

www.mun.cawww.mun.ca/intl_studentswww.gov.nl.ca/edu

Kristine HamlynCommunications Coordinator, Office of StudentRecruitment, Memorial University of Newfoundland

© Memorial University of Newfoundland

Fulbright_2_04.p65 20.10.2004, 14:1614

www.fulbright.fi

15

www.fulbright.fi

Suomalaisten yliopistojenUSA ja Kanada -vaihdot

YhdysvallatKyselyyn vastanneilla yliopistoilla on yhteen-sä 75 kahdenvälistä vaihtosopimusta 57 ame-rikkalaisen yliopiston kanssa. Päällekäisyyksiäon siis verrattain vähän. Kaikilla yliopistoillaon vähintään yksi kahdenvälinen vaihto-oh-jelma. Keskimäärin vaihtopartnereita on neljämutta hajonta on suuri.

Vaihtopartnerit sijaitsevat ympäri Yhdys-valtoja 31 eri osavaltiossa. Maantieteellisestiitäinen ja erityisesti koillis-Yhdysvallat onkuitenkin selkeästi vahvimmin edustettuna.Michigan on suosituin sopimuskohde, perätikahdeksalla yliopistolla on vaihtosopimusmichiganilaisen yliopiston kanssa. Tämän jäl-keen tulevat Kalifornia ja Ohio sekä Pohjois-Carolina, Pennsylvania, New York ja Virginia.

Suomesta lähtee yliopistovaihtoon vuosit-tain noin 190 opiskelijaa ja Suomeen saapuuYhdysvalloista noin 90 opiskelijaa. Kyselys-tä saatujen arvioiden mukaan noin puoletsuomalaisista lähtee Yhdysvaltoihin nimen-omaan kahdenvälisten vaihto-ohjelmien puit-teissa. Monenkeskisten ohjelmien kauttalähtee vaihtoon noin 22 % opiskelijoista ja23 % joko ns. free movereina tai yliopistojentarjoamien muiden väylien kautta. Näitä väy-liä ovat esimerkiksi ASLA-Fulbright -vaihtoja laitoksien sekä professoreiden omat yhtey-det esim. tutkijatasolla. Suurin osa yliopis-toista tarjoaa mahdollisuuksia myös väitelleilletutkijoille, luennoitsijoille ja yliopiston hal-lintohenkilöstölle.

Yliopistot osallistuvat mm. seuraaviinmonenkeskisiin vaihto-ohjelmiin: InternationalStudent Exchange Program (ISEP), Mid-America Universities International (MAUI),Global Education for European Engineersand Entrepreneurs (GE4), The University ofNorth Carolina Exchange Program (UNC-EP), Finnish Medical Students’ InternationalCommittee (FiMSIC), EU-USA –ohjelma.

Fulbright Center teki selvityksen suomalaisten yliopistojen USA- ja Kanada-vaihdosta ja sen tilanteesta kesällä 2004.Kartoitimme yhteistyökumppaneita, yhteistyön laajuutta ja sujuvuutta sekä vaihtojen välistä tasapainoa. Selvitykseen kuuluvaankyselyyn vastasi yhteensä 18 suomalaista yliopistoa. Olemme saaneet paljon tietoa vaihdon suuntauksista ja haasteista sekäongelmakohdista. Selvityksen tuloksista julkaistaan tarkempi raportti loppuvuodesta.

KanadaKyselyyn vastanneilla yliopistoilla on yhteen-sä 30 kahdenvälistä vaihtosopimusta 24 ka-nadalaisen yliopiston kanssa. Lähes kolman-neksella Kanadan 90:stä yliopistosta on siisSuomi-yhteyksiä. Kohdeyliopistopäällek-käisyyksiä on verrattain vähän. Suomessa vaih-to on kuitenkin jonkin verran keskittynyt tie-tyille yliopistoille. Kahdeksalla yliopistollaei ole ollenkaan kahdenvälisiä vaihto-sopimuksia Kanadaan. Kahdeksalla on 1-3vaihtopartneria. Kaksi yliopistoa erottuu sel-keästi joukosta, toinen seitsemällä ja toinenkahdeksalla partnerilla.

Vaihtopartnerit sijaitsevat kuudessa eriprovinssissa ja kahdessa territoriossa. Onta-rio on selkeästi suosituin kohde. Seitsemälläyliopistolla kymmenestä on siellä vaihto-partneri. Toisena tulee British Columbia jakolmantana Quebec. Muut kohteet ovatAlberta, Saskatchewan, Nova Scotia, Yokonja Nunavut.

Suomesta lähtee yliopistovaihtoon vuosit-tain noin 70 opiskelijaa ja Suomeen saapuuKanadasta noin 60 opiskelijaa. Kahdenvälisetvaihdot ovat tärkeitä myös Kanadan kanssakoska kyselystä saatujen arvioiden mukaanlähes puolet opiskelijoista lähtee vaihtoon ni-menomaan kahdenvälisten ohjelmien puitteis-sa. Yliopiston monenkeskisten ohjelmien kaut-ta lähtee vaihtoon noin 19 % opiskelijoista ja15 % joko ns. free movereina tai yliopistojentarjoamien muiden väylien kautta.

Yliopistot osallistuvat mm. seuraaviinmonenkeskisiin vaihto-ohjelmiin: InternationalStudent Exchange Program (ISEPMultilateral), Finnish Medical Students’International Committee (FiMSIC),North2North, CRÉPUQ (Conférence desrecteurs et principaux des universités duQuébec), EU-Kanada -ohjelma.Terhi Topi

A Survey onFinnish-North AmericanExchangesThe Fulbright Center has conducted asurvey on Finnish university exchangeswith American and Canadian institutions.The purpose of the survey was to assess thelevel, quality and balance of cooperation.A report on results will be published at theend of the year. A synopsis in English willalso be available upon request from theFulbright Center.

KoulutuspäiväKanadastaFulbright Center järjestää koulutus-päivän korkeakoulujen kansainvälistenasiain opintoneuvojille opiskelusta Ka-nadassa. Koulutuspäivä järjestetään tors-taina 13.1. ja toistetaan perjantaina 14.1.Koulutuspäivän puhujina ovat mm. PariJohnston AUCC:stä, Peter MörkebergKanadan suurlähetystön konsulaattiosas-tolta Tukholmasta, Samu Seitsalo CIMO:staja Terhi Topi Fulbright Centeristä.

Lisätietoja koulutuspäivästä: Terhi Topi,puh. (09) 5494 7400. Tarkemmat tiedotja ilmoittautumisohjeet julkaistaan mar-raskuun lopussa. Tilaisuus järjestetäänFulbright Centerissä, Kaisaniemenkatu 3B, 5. krs., 00100 Helsinki.

Fulbright_2_04.p65 20.10.2004, 14:1615

16

Testit

Educational Testing Service:n (ETS) SeniorVice President Paul Ramsey vieraili Suomes-sa ja Fulbright Centerissä syyskuun lopulla.Vierailunsa aikana Ramsey muun muassapuhui opetusministeriön järjestämässäyliopistojen opiskelijavalintoja koskevassakutsuseminaarissa. Hän kertoi esitelmässääntasotestien käytöstä amerikkalaisten yliopis-tojen opiskelijavalinnoissa. Lisäksi hän esit-teli syksyllä 2005 käyttöön tulevaa uuttainternet-pohjaista TOEFL-testiä FulbrightCenterin kv-asiantuntijoille järjestämässä kes-kustelutilaisuudessa.

Amerikkalaisissa yliopistoissa ei ole pääsy-kokeita. Opiskelijavalintojen yhtenä kritee-rinä käytetään sen sijaan standartoituja taso-testejä, joista yleisin on SAT. Se on perus-tutkintoa suorittamaan hakeville opiskelijoil-

Uusi TOEFL syyskuussa 2005

le tarkoitettu tasotesti, joka mittaa kielellisiäja matemaattisia taitoja. Standartoidun tes-tin tulos auttaa opiskelijavalintalautakuntiavertailemaan eripuolilta maata ja maailmaatulevia opiskelijoita keskenään.

Testituloksia käytetään myös ensimmäisenvuoden opintomenestyksen ennustamiseen.Tulosta yksinään ei kuitenkaan suositellamittariksi vaan ennusteeseen on liitettävämyös muita tekijöitä: esimerkiksi päästötodis-tuksen arvosanat ja testitulos yhdessä ovattutkimusten mukaan parempi mittari kuinkumpikaan yksin.

Fulbright Centerin järjestämässä keskus-telutilaisuudessa Paul Ramsey kertoi uudes-ta internet-pohjaisesta TOEFL –testistä,jonka on määrä korvata nykyinen testi syys-kuussa 2005.

Internet-pohjainen TOEFL –testi koos-tuu luetun- ja kuullunymmärtämisestä, kir-joitus-osiosta sekä uutuutena testiin tulevas-ta puheosiosta. Testi mittaa entistä parem-min opiskelijoiden kommunikatiivisia taito-ja. Testintekijät sekä oppilaitokset saavat tu-lokset internetin kautta.

Uutta TOEFL –testiä järjestetään keski-määrin muutaman kerran kuukaudessa ny-kyisen viikoittaisen testauksen sijaan. Testi-keskuksia tulee lisää, ETS selvittää parhail-laan muun muassa eri maiden oppilaitoksienmahdollisuuksia toimia testikeskuksina.

Internet-pohjaisesta TOEFL –testistä saalisätietoa osoitteesta www.ets/toefl.org.Kysymyksiä ja kommentteja voi lähettää osoit-teeseen toeflnews@ets.org.Teksti ja kuva: Johanna Lahti

Fulbright Centerissä järjestettyyn News from the ETS –keskustelutilaisuuteen osallistui lähes parikymmentä korkeakoulujen kansainvälisten asiain ammattilaistaympäri Suomea. ETS:n Senior Vice President Paul Ramsey (oik.) esitteli mm. uutta TOEFL –testiä.

Fulbright_2_04.p65 20.10.2004, 14:1616

www.fulbright.fi

17

www.fulbright.fiwww.fulbright.fi

The State Department’s Fulbright Teacherand Administrator Exchange Programconducted its annual orientation for incomingand outgoing U.S. and international Fulbrightteachers for the 2004-2005 year in August,in Alexandria, Virginia. The orientationoffered sessions on cross-cultural issues andcomparative educational systems.

Since 1946, the program has providedopportunities for teachers, and administratorsto participate in direct exchanges withcolleagues from other countries. Foreignteachers teach in schools throughout theUnited States for a year, while their Americancounterparts travel abroad to teach. Theprogram is sponsored by the StateDepartment’s Bureau of Educational andCultural Affairs (ECA).

“Our Fulbright teachers and administratorsestablish relationships in their exchange hostcommunities that form the foundation ofstrong, mutually beneficial partnerships in theyears ahead,” said Patricia S. Harrison,Assistant Secretary of State for Educationaland Cultural Affairs. “Their efforts arecritical to the future of communities,countries and the world, and I am confidentthat each will use his or her Fulbright

Fulbright Teachers Preparefor International Exchange

experience to make a positive difference.”According to Jennifer Gibson, chief of

ECA’s Teacher Exchange Branch, there are300 participants in the 2004 program. Thisincludes 140 international teachers who willteach in 42 U.S. states and 160 U.S. educatorsteaching in 24 foreign countries.

“This exchange is an opportunity to gainfirsthand knowledge of another culture,expand your professional knowledge aseducators, and help others learn about yourcountry and its traditions and values,” Mari-anne Craven, ECA’s managing director ofacademic programs said at the orientationreception to honor the 2004-2005 Fulbrightteachers.

Craven also noted ECA’s recent effort to bringthree groups of women teachers who defiedthe Taliban to teach Afghan girls in unofficialschools to the University of Nebraska forteachers training. She said in 2005 ECA alsoplans to bring a group of teachers from Iraq tothe United States and launch a joint teacherexchange with India and Pakistan.

Mary Mellor, the U.S. 2004 NationalTeacher of the Year, delivered the keynoteaddress at the orientation session, saying,“Curiosity, respect of others, and a desire to

teach and learn, those are the foundations ofthe Fulbright program.”

Mellor also advocated the expansion ofteacher exchange programs into the MiddleEast and South Asia.

“I am looking forward to experiencing theculture and diversity of the United Statesand learning more about the rich Hispanicculture in California,” said Eija Partanen-Ki-vinen, a physical education teacher from Fin-land.

Partanen-Kivinen spoke about her plansto share aspects of Finland’s Nordic culturewith her American students by introducingunique sporting events. She also discussedhow she planned to teach her students in Fin-land about U.S. culture when she returns.

More information about the FulbrightProgram is available on the World Wide Webat: http://exchanges.state.gov/education/fulbright

Text: An abridged version of a text byTodd Bullock, Washington File Staff Writer. TheWashington File is a product of the Bureau ofInternational Information Programs, U.S.Department of State. Web site: http://usinfo.state.govPhoto: Harri Kivinen

Fulbright Teacher Exchange jaAdministrator Exchange -ohjelmienhakuaika lukuvuodelle 2005-2006päättyy 31.10.2004. Lukuvuoden kes-tävä Fulbright Teacher Exchange -ohjel-ma on tarkoitettu yläasteen, lukion,ammattioppilaitosten ja ammatti-korkeakoulujen opettajille. Kuudenviikon Administrator Exchange -ohjel-maan voivat hakea opetusalan hallin-nollisissa tehtävissä työskentelevät. Li-sätietoja ohjelmista saa Yhdysvaltainsuurlähetystön lehdistö- ja kulttuuri-osastolta, p. (09) 6162 5559, tai sähkö-postitse mcintiremh@state.gov. Lisä-tietoja löytyy myös lähetystön internet-sivuilta osoitteesta www.usembassy.fi.

Eija Partanen-Kivinen and children at Niagara Falls.

Fulbright_2_04.p65 20.10.2004, 14:1617

18

Fulbright Grantees

One of the primary aspirations of theFulbright Program is to leave a lasting effecton the lives of the participating people andinstitutions. Professor James Fairweather’sstay at the University of Tampere did justthat: his work facilitated a new unit andreinforced the structure of the doctoralprogram in higher education administration.

The Higher Education Group wasestablished last spring, at the end of ProfessorFairweather’s stay in Finland, and—well, it’sa long story, which is easier to follow if wefirst go back a few years.

Higher learningin times of transitionIn the late 1980s, Finnish higher educationwas one of the most centralized educationalsystems in Europe. Since then, profoundreforms have taken place. These include, forexample, performance-based budgets andmanagement by result, as well as enhancedcooperation between academia, business andsociety—not to mention the polytechnics,an entirely new section of higher education.

These changes have resulted in increasedautonomy for Finnish universities. Forexample, the role of the Ministry ofEducation has broadened from regulation toencouraging and initiating change andinnovation.

The Department of AdministrativeScience at the University of Tampere has donesome research into changes in Finnish highereducation. However, the far-reaching reformsin administration and management, as wellas the changes in the structure of highereducation, brought about a need for a moresystematic approach.

“In addition to the need for research, therewas a distinct need for further education and

New Avenuesfor AcademiaA Case Study of the Ripple Effect

professional development programs for thoseworking in higher education administration,”says professor Seppo Hölttä.

Changes on paperand in practiceThis incentive led to an initiative whichgarnered a positive reaction from the Ministryof Education. Thus, the Finnish Networkfor Higher Education Research and Training(FINHERT) was established in 2002 toprovide research and training support for thereform in administration and management.

“The essence of our initiative was that thestructural changes had been formallyimplemented, but these changes had notnecessarily reached all organizational levelswithin the institution; in particular, facultyand administrators had not internalized thesystemic change,” Seppo Hölttä says.

The FINHERT network is a partnershipbetween three universities: Tampere, Turkuand Jyväskylä. The Higher Education Groupwas established to coordinate research andtraining within the FINHERT program atthe University of Tampere—and so, we havecome back to where we started from.

One question remains, though. How doesJames Fairweather fit into this equation?

Transatlantic takeon higher educationSeppo Hölttä says the first two years ofFINHERT cooperation have showedpromising results: the market demand forsystematic research, training programs andconsultancy services related to higher educationadministration and finance is indisputable.

“More than half of the students in ourone-year training program are administratorsfrom universities, polytechnics and the

Ministry of Education. The program providesthe participants with a deeper understandingof the dynamics of higher education and helpsthem with career planning.”

The doctoral program employs a practicalapproach.

“Graduate students pursue a mandatorycore program, which includes courses atvarious research centers. In addition, theyundertake short research and developmentassignments, as well as teaching with senioracademics, which initiates them into the roleand tasks of a higher education specialist.”

To further develop the relatively newFINHERT program in Tampere, theDepartment of Administrative Sciencesdecided to participate in the Fulbright Programby requesting the appointment of a lecturer.

“This was done to include an essentialaspect in both research and training:international comparison. We were pioneersin the field in Finland; on the other hand, theUnited States has one of the strongesttraditions in research into higher educationadministration,” Seppo Hölttä says.

Enter James Fairweather.

Mutual interests,mutual benefitsJames Fairweather is a professor of higher,adult and lifelong education at the Collegeof Education at Michigan State University.His primary interests lie in research designand policy analysis, faculty roles and rewards,industry-university partnerships, educationalreforms and quality assessment.

He says the nature of the work was thereason behind his applying for the positionoffered by the University of Tampere throughthe Fulbright Program.

“The opportunity to help build a new

Professor James Fairweather’s time as a Fulbright lecturer at the

University of Tampere left an imprint: the Higher Education Group, a

new unit focusing on the future of higher education.

Fulbright_2_04.p65 20.10.2004, 14:1618

www.fulbright.fi

19

www.fulbright.fi

The Higher Education Group at the University of Tampere was established to study thefuture of Finnish higher education. What lies ahead, then?

Professor James Fairweather foresees a shift from the Humboldtian ideal of research-based universities to more flexible institutions, which facilitates a faster response to marketdemands.

“With the ongoing tendency to decentralize control from the Ministry of Education touniversities, understanding the role of markets in academic work is now more importantthan ever,” he says.

Even though many nations in Europe have adopted a more market-oriented approach tohigher education, the role of markets still remains unclear in the steering of universities.On occasion, market demands seem to clash with regulations set by the Ministry ofEducation.

In Finland, for example, universities are not allowed to decide independently on openinga new field of study, such as business or engineering. However, if a university has the rightto award degrees in a certain field of study, it also has the right to establish new programsin that particular field.

As a result, some universities have been unable to respond directly to the demands ofregional labor markets and industries. Lately, these regulations have created controversy,particularly in engineering.

Reflections on reformThe administrative reform in Finnish higher education has produced visible results, but, asoften happens in the context of change, it has also generated dispute. In other words,Finnish higher education has issues—and some of them are hot.

Some claim that management by result has turned academic institutions into degreefactories that compromise on quality and focus on quantity—that is, on fulfilling theirquota of degrees completed. Professor Seppo Hölttä from the Higher Education Group atthe University of Tampere regards these claims as unfounded.

“The introduction of management by result in Finnish higher education is one of theareas on which we have focused in our research, and the results seem not to back up thispopular claim,” he says.

“Nonetheless, the worry about compromised quality is understandable, since the dangerof a shift from quality to quantity is inherent in management by result. Creating a qualityassessment system which would counterbalance this risk is one of the greatest challenges ofFinnish higher education.”

Higher education with a price tagThus far, Finland has boasted a free higher education system. In recent years, however, thetopic of tuition fees has regularly made the public debate and turned it into a heateddiscussion.

James Fairweather takes no stand; however, he says that changes in the funding model ofFinnish higher education seem inevitable. Partnerships with industry, as well as fee-basedprograms in continuing education, professional development and international education,generate income for universities—but not enough to solve the problem.

“The funding model of Finnish higher education dates back to the 1960s and ’70s, to anentirely different reality,” Fairweather says.

“The basic issue is that Finland has greatly increased access to higher education whiledecreasing the role and funding level from the Ministry of Education. Finland almostcertainly cannot continue to use the same funding apparatus as when it had much lowerparticipation rates.”

More informationFINHERT........................................... http://www.uta.fi/finhert/index_en.htmlHedda ............................................. http://www.uv.uio.no/hedda/Higher Education Group ............ http://www.uta.fi/finhert (in Finnish)

e Effect

doctoral program was unique.”In Tampere, James Fairweather delivered a

series of lectures in comparative highereducation. He also lectured at the Universityof Jyväskylä, one of the partners in theFINHERT network.

Fairweather’s exper tise and inputfacilitated the Higher Education Group. Theripple effect being a pivotal feature of theFulbright Program, what were the signs ofsynergy in this particular instance?

“I already have incorporated somecomparative aspects to the courses I teach hereat Michigan State University, and I anticipatereturning to teach again at Tampere.”

WorldwidepartnershipsSpeaking of synergy, the focus of the HigherEducation Group extends beyond Finland.Within the Hedda network, the Universityof Tampere cooperates with the Universityof Oslo in Norway and the University ofAveiro in Portugal to offer one of the firstpan-European degrees.

The European Master Program in HigherEducation delves into the processes offundamental change that higher educationsystems and institutions are undergoing allover the world. This program falls into thecategory of international education to theletter: the participants pursue studies in allthree universities.

Quite recently, the program entered a newlevel.

“In late September, the master’s programwas included in the Erasmus Mundusnetwork, which opens the program to studentsfrom all over the world,” says a seeminglypleased Seppo Hölttä. The Hedda programwas selected from among 14 high-qualityprograms seeking Erasmus Mundus status.

Launched by the European Commission atthe beginning of the year, Erasmus Mundus isa new network of cooperation, which aims atenhancing the quality of European educationand promoting intercultural understanding.

How are the high ideals implemented inpractice?

“The program enables student and teachermobility between Europe and the rest of theworld. Students from other continents are offeredan opportunity to pursue master-level programsin European universities, and vice versa.”

Within this wider context, the HigherEducation Group already has programdevelopment plans that involve JamesFairweather. The ripple effect tends toproduce remarkable results.

Higher EducationMeets the Market Forces

Text: Timo Luhtanen

Fulbright_2_04.p65 20.10.2004, 14:1619

20

American Grantees

Welcome to Finland

American Fulbrighters in Finland. This year therewill be ten Fulbright lecturers, eight students, and twoteachers visiting Finland. With the short-term granteescoming over later in the year, there will be a total ofapproximately 30 US grantees in Finland during2004-2005.

Front l-r:Jennifer Hartel, Ann Bishop, Heather Mae EricksonCenter l-r:Karen Hibbard-Rode, Venu Nadella, Ronald Glahn,Debra Glahn, Debra Swanson,Fawna Korhonen, Catherine SchulerBack l-r:Kelly Rounds, Patty Huang, Daniel Benesh,Carol Darling, Stanley Witkin, Chris Peterson,Charles Kamm

All Fulbrighters traditionally start their grantyear with orientations arranged by theFulbright Center. This year’s new Americangrantees gathered in Helsinki for the two-day Arrival Orientation Seminar in late Au-gust. The days were packed with informationon the Finnish educational system, Finnishculture, and society, as well as many practicaltips on Fulbright opportunities and benefits.The seminar also gave the grantees an

opportunity to meet and network with fellowgrantees as well as representatives oforganizations and institutions involved in Fin-nish-American exchanges and relations.

The seminar speakers included a numberof prominent experts from a broad range ofinstitutions from Finnish universities to thegovernment and the private sector. The specialspeaker at the Ministry for Foreign AffairsLuncheon was Dr. Risto Volanen, State

Secretary at the Prime Minister’s Office, anda former Fulbright Grantee at Boston Uni-versity. The US Ambassador to Finland, Mr.Earle I. Mack and Mrs. Carol Dickey Mackhosted a reception in honor of the Americangrantees at the Ambassador’s Residence inHelsinki. At the reception, remarks weregiven also by the Speaker of the Parliament,Mr. Paavo Lipponen, and the FinnishAmbassador to the United States, Mr. JukkaValtasaari.

The Fulbright Center seminar wasorganized with the cooperation of the manypartners of the Center. The Center wishes toparticularly acknowledge the support fromthe Department for Communication and

His Excellency Ambassador Earle I. Mack and Mrs. Carol D. Mack hosted areception in honor of the 2004-05 American Fulbright Grantees. In hiswelcoming words Ambassador Mack emphasized the role of cultural exchange asa means of adding understanding between our nations.

Executive Director Terhi Mölsä (left) welcomed the grantees and the audienceon behalf of the Fulbright Center. State Secretary Risto Volanen’s presentationearlier in the day revealed the secrets on “What Finns Really Think of Themselvesand of the World”.

Fulbright_2_04.p65 20.10.2004, 14:1620

www.fulbright.fi

21

www.fulbright.fi

Fulbright has played an important role in thefamily of the Finnish Ambassador to the UnitedStates, Mr. Jukka Valtasaari. Both his mother and hiswife are former Fulbright grantees.

ASLA-Fulbright AlumniAssociation Board MemberSarah Schauss (left),President Chris Hobbs,and Board Member Natasha Seeleyseemed to enjoy spotlight beforedrawing the winning raffle tickets.

Charles Kamm and his buddy Diana Tsaliovich. "The buddy system has been brilliant for me", saysCharles Kamm. "Both my buddy and I are musicians, and she, a working violinist, has been able to make anumber of nice connections [for me], particularly regarding attending rehearsals at the opera."

Kick-Off CelebrationASLA-Fulbright Alumni Association

Amidst the old-world charm of Kaarle XII’smain ballroom, the ASLA-Fulbright AlumniAssociation welcomed the 2004-2005American grantees and celebrated the secondyear of the Fulbright Buddy System with awonderful event, the now annual Kick-OffCelebration. In addition to celebrating theBuddy system and welcoming in the newgrantees, the party was organized to developfurther the fine network of Fulbrightalumni and friends in Finland in a host offields including business, finance, law,entrepreneurship, academia, government,engineering, and many others.

Each attendee received a drink ticket atthe door after signing in and enjoyed theplethora of tasty treats available at the buffet.Natasha Seeley welcomed all those inattendance with warm words, challengedthem broaden their networks by meeting newpeople that very evening. Throughout theevening, Alumni Association board memberscirculated through the crowd, selling enoughraffle tickets to raise fund to support futureevents. The excitement reached its peak whenAlumni Association president, Chris Hobbsdrew the winning raffle tickets and gave awaya series of amazing prizes.

The ASLA-Fulbright Alumni Associati-on cordially thanks business partners Han-nes Snellman Attorneys at Law, Nokia, andFinexus Advisors for their generosity inmaking the 2004 Kick-Off Celebration

possible. Thanks also go out to all whocontributed prizes to the raffle.

Alumni Buddy SystemIn 2003, the ASLA-Fulbright Alumni Asso-ciation Board created the Fulbright BuddySystem to help welcome American granteesto Finland and to expand the alumni network.Because of our own Fulbright experiences,we all remember how important it was to knowsomeone on the ground. With the BuddySystem, the Alumni Association has providedthat someone. A buddy’s role is simple...he’sthere to welcome his buddy to Finland and tohelp him settle in. In addition to easing thecurrent grantees’ transition into life in Fin-land, the Buddy System provides our alumni afun, easy way of getting and staying involved.

The 2004-2005 American grantees hadplenty of positive things to say about theBuddy System. Charles Kamm, a currentgrantee commented, “The buddy system hasbeen brilliant for me. Both my buddy and Iare musicians, and she, a working violinist,has been able to make a number of niceconnections [for me], particularly regardingattending rehearsals of the opera.” Anothercurrent grantee remarked, “Our Finnishcounterparts are wonderful…This is really agreat thing to do.”

Text: Sarah Schauss , Member of the ASLA-FulbrightAlumni Association, Photos: Päivi Urmas

ASLA-Fulbright Alumni Association is an independentvolunteer organization of former grantees. For more information,please see www.fulbright-alumni.net

Culture of the Finnish Ministry for ForeignAffairs, the American Embassy in Helsinki,and the City of Helsinki.

And after the two-day Orientation Programwas over, there was one more special event leftawaiting the American grantees: they were allinvited to a “Kick-Off” party given by the ASLA-Fulbright Alumni Association in Finland.

Text: Johanna LahtiPhotos: Heidi Day and Pauliina Lehtomäki

Speaker of the Parliament, Mr. Paavo Lipponen,also a former grantee, reminded the audience about theFulbright program’s major role in post World War IIrecovery. Mr. Lipponen pointed out that thanks to newinnovations the program in Finland continues strongtoday.

Fulbright_2_04.p65 20.10.2004, 14:1621

22

Ajankohtaista / Current

Maa joka maksoivelkansa

Suomen Pankin rahamuseon näyttely ”Maa jokamaksoi velkansa” on esillä Fulbright Centerissä.

Näyttely esittelee Yhdysvaltain lehdistössä1930-luvulla julkaistuja uutisia ja pilapiirroksia,jotka saivat alkunsa niin sanotusta Hooverinmoratoriosta. Tällä julistuksella Yhdysvallatmyönsi vuonna 1931 vuoden lykkäystä euroop-palaisten maiden sota- ja jälleenrakennuslainojenmaksuun. Velat olivat syntyneet ensimmäisenmaailmansodan aikana ja sen jälkeen.

Hooverin moratorion jälkeen Suomi oli ai-noa maa, joka maksoi velkansa loppuun.Tämä herätti valtavasti myönteistä huomio-ta Yhdysvalloissa. Vuonna 1949 Yhdysvaltainkongressi päätti ohjata Suomen maksamatlainan korot ja lyhennykset Suomen kansa-laisten opiskeluun ja harjoitteluun Yhdysval-loissa. Tämä päätös oli kunnianosoitus Suo-melle, joka oli ainoana Euroopan maana jat-kanut lainansa takaisinmaksua taloudellises-ta lamasta ja käynnissä olevasta sodasta huo-limatta. Fulbright Centerin stipenditoimin-nan juuret ulottuvat tähän vuonna 1950käynnistyneeseen Suomen ja Yhdysvaltainväliseen akateemisen vaihdon ohjelmaan,ASLA:an (Amerikan Suomen Lainan Apurahat).

Näyttely on avoinna 31.8.2005 saakkama - ke ja pe 9 - 15 sekä to 9 -18. Vapaa pääsy.

The Country ThatPaid Its Debts

The Bank of Finland Museum’s exhibition“The Country that paid its debts” is on displayat the Fulbright Center.

The exhibition presents news articles andcartoons published in newspapers in the Uni-ted States in the 1930’s. These articles andcartoons originated from the so-called Hoovermoratorium, a declaration of the USGovernment whereby European countries wereallowed to suspend repayment of war andreconstruction debts. These debts had incurredduring and after the First World War.

After the Hoover moratorium, Finland wasthe only country to repay its war debt in full.This received wide positive attention in thepress in the US. Even today elder US citizensassociate Finns with “the country that paidits debts”. In recognition of Finland’scommitment, the US Congress voted in 1949to redirect the loan payments to educationalexchanges. This was the beginnings of theASLA-Fulbright program in Finland. ASLAstands for Amerikan Suomen Lainan Apura-hat, Finnish for “Grants from the AmericanLoan to Finland”.

The exhibition is on display until Au-gust 31, 2005, Mon -Wed and Fri 9 - 15,Thu 9 - 18. Free entrance.

TyöharjoittelussaFulbright CenterissäPauliina Lehtomäki tekee opintoihinsa liit-tyvää viiden kuukauden pituista työ-harjoitteluaan Fulbright Centerissä. Hänopiskelee Keski-Pohjanmaan ammatti-korkeakoulussa englanninkielisessä liike-talouden koulutusohjelmassa.

Fulbright Centerja CIMO sopivatyhteistyöstäFulbright Center ja Kansainvälisen henki-lövaihdon keskus CIMO ovat allekirjoit-taneet yhteistyösopimuksen, joka vahvis-taa nykyiset yhteistyömuodot sekä avaauusia mahdollisuuksia lisätä yhteistyötä.

Sopimuksen mukaan Fulbright Centerinstipendeistä vuosittain vähintään kolme onns. Fulbright-CIMO -stipendiä. Nämäovat Fulbright Centerin ja CIMOn yhteis-työssä rahoittamia stipendejä amerikkalai-sille opiskelijoille Suomessa tapahtuvaaopiskelua ja/tai tutkimustyötä varten. Sti-pendit on tarkoitettu ensisijaisesti väitös-kirjaa valmisteleville jatko-opiskelijoille jane myönnetään yhdeksi lukuvuodeksi.

Fulbright Center ja CIMO toimivatyhteistyössä myös opintoneuvonnan jaohjauksen alueella. Yhteistyömuotoja ovatmm. tiedotus ja tiedon tuottaminen opis-kelusta ulkomailla. Lisäksi FulbrightCenter ja CIMO kehittävät yhteistyössäneuvontatoimintaa ja järjestävät asiantun-tijakoulutusta.

Fulbright_2_04.p65 20.10.2004, 14:1622

www.fulbright.fi

23

www.fulbright.fi

Henkilökunta/Staff

Ms. Terhi MölsäToiminnanjohtajaExecutive Director

Ms. Leena MatilainenTalouspäällikköFinancial Specialist

Ms. Katariina KeskinenAssistenttiAssistant

Ms. Tuula LaurilaOhjelmapäällikköProgram Manager

Ms. Terhi TopiKoulutusasiantuntijaAcademic Specialist

Ms. Johanna LahtiTestikoordinaattoriTest Specialist

Ms. Anni LemiläinenTestivalvojaTest Center Administrator

Johtokunta/Board of Directors

Honorary Chairperson

His ExcellencyEarle I. MackAmbassador of the UnitedStates to Finland

Finnish members:

Ms. Anita LehikoinenCounsellor of EducationDepartment of Education andScience Policy/University DivisionFinnish Ministry of EducationTreasurer

Dr. Raija SollamoProfessor of Biblical LanguagesDepartment of Biblical StudiesUniversity of HelsinkiVice-Chair

Dr. Krista VarantolaRectorUniversity of Tampere

Fulbright Center on voittoa tavoittelematon organisaatio, jonka toimintaa rahoittavat Suomen, Yhdysvaltain ja Kanadan valtiotsekä Suomen ja Yhdysvaltain hallitusten perustama tukisäätiö.

The Fulbright Center is a non-profit organization funded by the Finnish, American and Canadian governments, and the Finland-America Educational Trust Fund.

The Fulbright CenterKaisaniemenkatu 3 B, 00100 Helsinki, Finland, Tel. +358 9 5494 7400, Fax +358 9 5494 7474, office@fulbright.fi, www.fulbright.fi

Phot

o: T

erhi

Möl

sä

Dr. Ossi V. LindqvistProfessor emeritusInstitute of AppliedBiotechnologyUniversity of KuopioChair of the Finnish HigherEducation Evaluation Council

American members:

Dr. Victoria MiddletonDirector for Public AffairsAmerican EmbassyChair

Mr. John HallChief of Political SectionAmerican Embassy

Mr. Curt RichterLecturer in PhotographyUniversity of Art and DesignHelsinki

Dr. Robert WhitingDocent in AssyriologyUniversity of Helsinki

The Finland-AmericaEducational Trust FundBoard of Directors

Finnish members:

Mr. Yrjö LänsipuroDirector GeneralMinistry for Foreign AffairsChair

Mr. Kristian SlotteDirector General forInternational RelationsMinistry of Education

American members:

Mr. Robert WeisbergDeputy Chief of MissionAmerican EmbassyVice-Chair

Dr. Victoria MiddletonDirector for Public AffairsAmerican Embassy

Fulbright Center

Fulbright_2_04.p65 20.10.2004, 14:1623

24

LOKAKUU

8.10. Ensimmäinen orientaatioASLA-Fulbright Graduate-ohjelmaan valituille stipendiaateille

9.10. Lauantaitesti

14.10. klo 16:00, Info: Perustutkinto -opis-kelu Yhdysvalloissa ja Kanadassa

26. - 28.10.Fulbright Center Studia -messuilla

29. - 30.10.American Voices -seminaariTurun yliopistossa

MARRASKUU

11.11. klo 16.00, TOEFL -info

13.11. Lauantaitesti

18.11. klo 16.00, Info: Opiskelupaikanhaku amerikkalaisesta collegesta

19.11. Hakuaika Fulbright - NYU/CICFellowship in International PublicPolicy -ohjelmaan päättyy

15.-19.11.International Education WeekYhdysvalloissa

25.11. Fulbright Center kiinni

Suomen Pankin rahamuseon näyttely"Maa joka maksoi velkansa" esilläFulbright Centerissä 31.8.2005 asti.

JOULUKUU

3.12. Hakuaika ASLA-Fulbright ResearchGrant for a Junior Scholar-ohjelmaan päättyy

3.12. Hakuaika New Century Scholars-ohjelmaan 2005-06 päättyy

6.12. Fulbright Center kiinni

9.12. klo 16.00, TOEFL -info

10.12. Hakuaika Mid-Career ProfessionalDevelopment -ohjelmaan päättyy

11.12. Lauantaitesti

23.12.- 2.1.Fulbright Center kiinni

TAMMIKUU

6.1. Fulbright Center kiinni

8.1. Lauantaitesti

13.1. ja 14.1.Koulutuspäivä korkeakoulujenkv-opintoneuvojille opiskelustaKanadassa

HELMIKUU

12.2. Lauantaitesti

Amerikkalaiset luennoitsijat ja opiskelijatlukuvuodelle 2005-06 valitaan

Stipendiaatit ASLA-Fulbright ResearchGrant for a Junior Scholar -ohjelmaan jaMid-Career Professional Development -oh-jelmaan 2005-06 valitaan

MAALISKUU

12.3. Lauantaitesti

2004 2004 2005

Tulevista tapahtumista tiedotetaansivulla www.fulbright.fi

Fulbright_2_04.p65 20.10.2004, 14:1624