The University of Washington made the Chronicle of Higher Education’s list of the top Fulbright producing institutions. The Fulbright U.S. Scholar and Fulbright U.S. Student Programs are sponsored by the State Department’s Bureau of Educational and Cultural Affairs to support academic exchanges between the United States and over 160 countries around the world.
Five undergraduate or recent graduates and eight graduate-level students (a total of 13 students) received Fulbright awards and six UW faculty were named Fulbright scholars. The Fulbright experience gives students and scholars the opportunity to live and work abroad, learning about their host country and developing a new community of colleagues and friends. These programs are designed to help participants gain a greater understanding of others’ viewpoints and beliefs, ultimately promoting an atmosphere of openness and mutual understanding.
Founded in 1946, the Fulbright Program is an international academic exchange program that aims to increase mutual understanding and support friendly and peaceful relations between the people of the United States and the people of other countries. The UW is proud to have had Fulbright recipients as far back as 1949.
The Office of Global Affairs is the liaison for UW faculty for the Fulbright U.S. Scholar Program. Please contact Anita Ramasastry (arama@uw.edu) if you have any questions or need support.
Join us for a spring lecture series on the international impact of the second Trump presidency.
These talks and discussions are available as an in-person 2-credit/no-credit course for UW students. It is also available and free for the public via livestream only. Faculty and guest speaker presentations will explore how different regions and global issues are affected by the policies of the Trump administration. Moderated by Danny Hoffman, Director of the Jackson School of International Studies and Stanley D. Golub Chair of International Studies.
JSIS 478 E – Trump in the World 2.0 (SLN 21568) – listed in MyPlan under Special Topics in International and Global Studies. Register in MyPlan for the course; regular attendance required if taking the course
The Office of Global Affairs is pleased to feature Kim Lovaas for our December 2024 edition of the Global Visionaries series. The Global Visionaries series highlights the UW’s global impact by featuring innovative, globally-engaged faculty, staff, students and alumni.
Kim Lovaas, Director of International Student Services, describes her experience advocating for and supporting the international student community at the University of Washington for the past 25 years.
I grew up in Bellingham, Washington -as my parents did before me – so other than growing up near the Canadian border, I wasn’t really exposed to other countries around the world or foreign languages. As a kid, my family mostly took trips within the state or down the West Coast of the United States.
I attended Western Washington University, which is also located in Bellingham but my parents wanted me to have the true college experience by living on campus. As a first year student, I learned about a Japanese exchange program that my roommate was involved with at Western called the Asia University America Program (AUAP). She was a peer adviser for a small group of AUAP students and she organized social and cultural events as well as local activities and trips. I joined her in these activities and soon also agreed to be a peer adviser, supporting my own AUAP groups for about a year and a half. During that time, I enjoyed getting to know the Japanese students, learning more about their culture, music, food and language. I have many fond memories of introducing AUAP students to my hometown, my parents, and having a family dinner at my parents’ house.
Peer Adviser with the Asia University America Program, 1991
Welcoming Japanese exchange students to the Asia University America Program, 1992
I initially thought I wanted to be a Psychologist and started taking Psychology courses at Western. I quickly realized these courses weren’t a good fit and I reflected on why I wanted to be a psychologist in the first place. The heart of why is that I have always liked working with people and helping others. So I decided to lean into my evolving interests in language, culture, and people, so I focused my efforts on East Asian Studies. I had started studying Japanese language and taking courses about the history of Japan. I also realized I wanted to understand the experience of being an exchange student and deepen my studies by actually going to Japan.
I was not sure it would be financially feasible or how my family would react since I had never been outside the U.S. before, but I realized I could afford it if I participated as an exchange student through Western directly so I was still paying only Western’s tuition. I was selected to go to Obirin University in Machida, Tokyo my junior year but because I was majoring in East Asian Studies, all of the courses that I took at Obirin transferred back and counted towards my degree requirements.
It was an amazing experience! I lived with a Japanese family that didn’t speak very much English. I was 21 years old at the time, and the family had two little kids, so I spent a lot of time with them and really improved my Japanese language skills during that year.
Obirin University in Machida, Tokyo, 1993
My host family in Japan, 1993
Teaching English in Tokyo, 1994
Before I went to Japan, I had lived in the same place my entire life. By stepping outside of my comfort zone and living outside of the United States for a year, I learned more about myself as well as my country and culture. That international experience was such a pivotal moment in my life.
After graduating from Western, I returned to Japan for several years to work for a Japanese company that I had taught English for as an exchange student. I worked in their headquarters office in the center of Tokyo. I had a lot of Japanese and American friends living nearby, I was paid well, and I really enjoyed my life living in Tokyo. After working in Japan for a few years and saving money, I still didn’t know exactly what I wanted to do for the rest of my career, but I knew it would have something to do with international students.
My approach to intercultural competence has always been to be open and to listen. I have found that people are often scared of what they don’t know or what’s different. In my work, students come from different backgrounds, languages and cultures. I try to be open to learning about their lived experiences and to their points of view. I try to be mindful of my own preconceived beliefs and to stay curious. I think it’s important to know what you believe, but not to the detriment of saying someone else is wrong. It’s vital that we remain open and not judgmental to new ideas.
We need to enter every conversation with a sense of curiosity and a willingness to learn. We may not always agree, but we must listen and be open and willing to learn.
Kim LovaasDirector, International Student Services
I am supportive, encouraging, collaborative, and aim to put students first. I try to focus on our purpose and remind myself and my team that we are here for the students. It’s so important to remember that whenever we are making decisions that impact students.
The work we do in International Student Services (ISS) is focused around immigration rules and regulations so there are many things we can’t change because we are bound by those regulations. We still try to review the regulations carefully and provide input. I gather my team to carefully review the regulations so we can work together to interpret them based on our own institutional policy. I prefer to be inclusive and seek their input before I make major decisions. I truly believe everyone has a voice. I want my team to feel like they can give input and that they are key players during the decision-making process. Although I am responsible for making the decision, I want their input.
International Student Services Team Retreat, September 2024
I also try to lead from as supportive of a place as possible. I am constantly thinking about how so much of our work is about people and how people need compassion. I am always reminding my team that there is a strong human aspect to the work that we do. We have to be consistent and fair given that we have to follow rules and regulations that protect the institution and the UW’s reputation, but we also need to remember that we are human.
Lastly, I believe strongly in creating space for my team to grow and learn on their own. I try hard not to micromanage. I am always available to help whenever I am needed but my preference is to step back and cheer my team on as they grow and learn in their roles. I want to give them opportunities to grow within their roles and take on new challenges.
When I first came to the UW in 2000, we had fewer than 500 international undergraduate student applications. Most of the international students at the UW at the time were graduate students – the undergraduate student population was almost non-existent. Fast forward to 2024, where we now have over 7,200 international students enrolled (about 16% of the total student body), close to 13,000 international freshman applications and the UW is ranked 13 in the country for international student enrollment.
Thailand, 2014
Indonesia, 2014
South Korea, 2014
I am very proud of the growth in our international student population. It’s been amazing to witness how changes in the state budget, how a shift in admitting and enrolling more non-residents (which includes international students) and a commitment to funding international recruitment have resulted in a thriving international student community.
As far as the role I have played in all of this, I am proud to have been a part of this growth and to have strategically advocated for connecting international student enrollment and international student advising at the UW.
Kim LovaasDirector, International Student Services
It has been critical to ensure we can maintain staffing levels to support the growth of international student enrollment not only within ISS but across campus. Seeing the international student community growth across campus has been an incredibly rewarding journey.
One thing I would like more people to know is that my team in International Student Services continues to work with international students after they graduate. When international students graduate from the UW, they are able to apply for optional practical training (OPT), which is an employment benefit available through the F-1 visa.
For most international students, it is a 12 month opportunity to stay and work in the US. However, if the international students are in a designated STEM eligible field, they can apply for an additional 24 month extension after the initial 12 month experience. Currently, there are over 2,000 F-1 UW alumni still in the U.S under OPT and STEM OPT whose immigration records are managed by International Student Services.
Even though they could be employed anywhere in the country, my team in International Student Services continues to maintain and report on their immigration records during their additional 12 months to 3 years in the US after graduating from the UW. We aren’t supporting them on a daily basis but they do still reach out for advice and support.
The only other thing I would like to mention is that the international student advisers on my team have limited scopes – their focus is specifically on immigration advising. Sometimes international students are referred to International Student Services for academic advising or mental health counseling or even career counseling. We do our best to direct the students to the other offices on campus that are able to support those needs.
Staff Training Week participants in front of the Dipoli building at Aalto University. Photo by Júli Moon.
Last month, the Finnish-American Research and Innovation Accelerator (FARIA) network, jointly coordinated by Aalto University and the University of Helsinki, hosted a Sustainable Development Goals (SDG)-themed Staff Training Week in Finland.
The FARIA network is a strategic U.S.-focused collaboration platform that integrates and supports joint actions between Finnish member institutions and American partners. The Staff Training Week, held from June 3 to June 7, brought together 19 academics and researchers from prestigious U.S. institutions to collaborate with their Finnish counterparts to discuss transatlantic efforts to foster innovation and address global challenges through sustainable practices. Learn more about the event below from three of the eight participants who represented the University of Washington at the Staff Training Week.
Seung-Jin Lee, Ph.D.
Seung-Jin Lee
What inspired you to participate?
Much of my teaching and research involves environmental sustainability. In particular, I developed new content on the SDGs in my Sustainable Engineering and Design course this past quarter. With Finland being one of the pioneers in the SDG community, I did not hesitate in wanting to learn from Finnish administrators, faculty and researchers and to potentially collaborate with them to develop mutually beneficial opportunities for our institutions.
Did you learn about any new or innovative best practices for integrating the SDGs into university strategies and teaching?
Aalto University’s work in integrating the SDGs into their curriculum and course development is something I’d like to help replicate at UWT and UW overall. With the overall goal of supporting students’ ability to contribute to a more sustainable world, I believe the focus on understanding linkages and interactions of the SDG targets is highly beneficial. Students at UW would find the implementation of sustainability labels in course descriptions useful. The various opportunities through the Fulbright program can foster numerous collaborations for students and faculty alike. I personally would love to pursue a fellowship in the future.
What are you key takeaways from the experience?
I was particularly impressed with LUT University’s passion and enthusiasm for prioritizing the SDGs in various programs, including those that traditionally don’t consider it much in the U.S. I felt there was much for our U.S. institutions to learn that it is very much possible and important.
How do you plan to collaborate with your Finnish counterparts moving forward?
I plan on engaging with the UW participants as well as my colleagues at UWT to discuss developing exchange programs for graduate and research students and study abroad programs for our undergraduates.
Hiwot Zewdie
Hiwot Zewdie
What inspired you to participate?
I was interested in participating to learn more about SDG implementation to improve as a researcher and to contribute effectively to urban health research in line with global objectives. I thought that it would provide an ideal opportunity for networking and developing potential collaborations, which would be valuable at my stage of training as a doctoral student. I also thought that this training would align well with my overall career objectives, as I intend to continue working alongside transdisciplinary and multi-country teams that are similarly committed to addressing complex urban health challenges.
Did you learn about any new or innovative best practices for integrating the SDGs into university strategies and teaching?
Yes, we were introduced to SDG activities that encouraged us to think about the interdependence of the SDGs. Specifically, these exercises helped us think through potential conflicting impacts of achieving the SDGs in our own efforts. I thought this was a valuable exercise to critically engage with the SDGs, allowing us to better understand how to minimize unintended consequences, and where it was not possible, where there is opportunity for innovation. I found this approach to thinking holistically about SDG implementation to be informative and practical.
What are you key takeaways from the experience?
My key takeaway was the impressive commitment of Finnish universities to integrating the SDGs as a framework guiding their institutional efforts. This includes teaching, research, campus design and infrastructure, and even investment decisions. Learning about their comprehensive approach was inspiring and demonstrated what is possible with shared commitment and collaboration towards a common goal. This experience has broadened my perspective on the role academic institutions can play in catalyzing positive change, particularly with respect to sustainable development.
How do you plan to collaborate with your Finnish counterparts moving forward?
I plan to collaborate with my Finnish counterparts primarily through research initiatives. Learning about financial mechanisms, such as the Research Council of Finland-National Institutes of Health Partnership Program, was particularly exciting. These mechanisms can significantly amplify the scope of our research projects. I am eager to explore these opportunities and work together on projects that address urban health challenges, leveraging the strengths, expertise, and existing partnerships of both teams.
Lindi Rubadiri-Mujugira
Lindi Rubadiri-Mujugira
What inspired you to participate?
A major part of my role is partnership and program management. The responsibilities under this category are provision of oversight and coordination of the WA MESA STEM curriculum for grade-level MESA Programs. In addition, I am required to lead continuous improvement efforts to refine systems and processes, and address gaps in partnership support services. I meet regularly with our directors to share information, solicit input and address needs.
This past year I have been pulling together a resource base and curriculum to help them support their teachers and students as they prepare to engage on a national platform. My goals for the year include engagement with our 18 directors (including site visits to the MESA centers) in my endeavor to develop a program repository. In one portion of my work, the comprehensive build-up to showcase the Washington MESA standards and goals operates through the signature National Engineering Design Competition (NEDC) is held every June. All MESA states participate in this event. The current theme is “Designing for Equity Locally to Affect Sustainability Globally”. This buildup is not limited to the event but engages students comprehensively through the year using our logic model as they engage in academic enrichment, high-impact STEM practice, mentoring, STEM career exposure etc. through in-class instruction and after school programs.
Per the mission, the NEDC asks students to identify an individual or group who experiences an inequity (i.e., a user). Then, using a coding element as the main component of their design, employ human-centered design practices to engineer a solution. Students must also align their projects to the SDGs in an effort that leads to meeting the mandated theme. The SDGs are embedded in the requirements every year. Teams must use the SDGs in a community-centered capacity for their project. In my role, I am required to plan and oversee our WA MESA state competition and support the students that proceed to the national event.
My intention for attending the Staff Training Week in Finland was to expand on our curriculum reach. I planned to return with tools that we could add to our resource database. WA MESA Crosscutting Activity also requires the development of a WA MESA Resource Library – a collection of resources to help centers implement programs and services that will be available on the digital platform. Our MESA College Prep Logic Model (Program Toolkit) requires, “high-quality STEM integration problems that promote inquiry and problem solving, incorporate technology and provide students with multi-cultural and multi-perspective viewpoints”. My goal was also to add this global perspective that will ultimately help our MESA students extend their exposure to global solutions in their curriculum offerings.
Did you learn about any new or innovative best practices for integrating the SDGs into university strategies and teaching?
I learned a lot about best practices for integrating the SDGs into university and also pre-university strategies and teaching. The Finnish Universities “live and breathe” SDG goal-implementation and this is evident in the design and operation of facilities and in their educational structure. The SDG focus is woven into their programs and courses in an intentional and structured manner. One example is the tagging of courses that address specific SDGs and make it easy for students to select SDG-themed courses in the registration system. Professors infuse the SDGs into their courses in a way that flows and shows their application seamlessly.
I also loved hearing about the collaborations between other universities (some of them in Africa). They relate to the researchers outside as equal partners even as they lead the world in SDG implementation. The project examples were very practical and community-oriented. It was interesting to see how the Junior University functions at LUT – Lappeenranta. Since one section of our MESA program provides pathways for students from the K-12 system into the post- secondary domain, it was good to be able to see how they do outreach and share the framework of our MESA program. The Jamie Hyneman Prototype lab was also very inspiring among several other initiatives across the campuses. The invitation for students to be creative in this environment and this build skills outside the classroom is similar to our UW MILL (McCarty Innovation Learning Lab). It was great to see the prototype lab there initiated by a world – famous scientist.
What are you key takeaways from the experience?
In a nutshell, Finland has a lot to showcase as an example. Collaboration with the U.S. and other regions is a great way to share and have an ongoing exchange of information in educational practices.
How do you plan to collaborate with your Finnish counterparts moving forward?
I plan to collaborate with other UW campuses on a study abroad program to Finland (marketing to all students but with a focus on under-represented students in STEM). I also intend to co-teach on sustainability courses and incorporate SDG examples into local projects (Washington MESA curriculum). Lastly, I aim to continue sharing ideas with my Finnish colleagues during possible visits by them to U.S. universities to continue the relationships and networking that have already begun.
Originally published July 22, 2024
Engaging with the SDGs
Curious how other faculty at the UW are engaging with the Sustainable Development Goals?
When Yasir Zaidan embarked on his research journey to Sudan, he never anticipated that the peaceful pursuit of knowledge would be disrupted by the chaos of war. As conflict erupted in April 2023, his experience transformed into a harrowing tale of survival and resilience, illustrating the unpredictable nature of global events and their far-reaching impacts.
“Yasir’s journey to the University of Washington began in 2020 amidst the challenges of the COVID-19 pandemic. As a PhD student in International Studies with the Henry M. Jackson School of International Studies, he embarked on a unique research endeavor focused on port cities and their interactions with global investment projects. With a prestigious fellowship from the Social Science Research Council, Yasir’s path led him back to his homeland of Sudan, where he intended to conduct critical field research on port development dynamics. However, his plans took an unforeseen turn as the eruption of war in Sudan in April 2023 disrupted his academic pursuits and necessitated his evacuation.”
Join us this Thursday for Falling Walls Lab in Seattle at CoMotion! Our finalists will pitch their cutting-edge ideas that have a positive impact on science & society and have a chance to win a trip to the Falling Walls Science Summit in Berlin this November.
📆 Thursday, May 16 | 4-8 pm (PST)
📍 CoMotion at the University of Washington
👉Register here
We are pleased to announce that Courtney Kroll, Associate Director, Study Abroad, Office of Global Affairs, UW Tacoma has been selected to receive the 2024 UW Excellence in Global Engagement Award. The award alternates yearly between faculty and staff and recognizes UW faculty and staff for their leadership in fostering global connections through teaching, research and service.
Courtney Kroll
Courtney Kroll is a dedicated educator and advocate for inclusive international education, recognized for her commitment to diversity and equity in global engagement. Holding an M.Ed. in International Higher Education from Loyola University Chicago, with a B.A. in French and Elementary Education from Albion College, Courtney’s extensive experience includes advising and managing study abroad programs at institutions like the University of Washington Tacoma and Marquette University. Her innovative approach integrates identity-based advising strategies, pre-departure orientation programs, and scholarship workshops to make study abroad accessible to underrepresented student groups. Courtney’s passion for social justice extends beyond campus borders, as demonstrated by her advocacy for Native American students and the development of identity-based study abroad programs. Through publications, presentations, and workshops, she actively contributes to the advancement of inclusive practices in international education, striving to decolonize traditional models and empower students to engage authentically with global experiences.
We invite you to celebrate her at the Awards of Excellence ceremony at 3:30 p.m. on June 6 in Meany Hall.
The Office of Global Affairs is pleased to announce the eight nominees for the 2024 award.
From top left: Natalia Dyba, John C. Hermanson, Courtney Kroll, Meighan Krows, Jennifer Lenga-Long, Ruth Levine, Suzanne Peyer, Cara Sucher
The UW Excellence in Global Engagement Award recognizes UW faculty and staff for their leadership in fostering global connections through teaching, research, and service. The award launched in 2023 and alternates yearly between faculty and staff recipients.
The 2024 award will honor a UW staff member that has led or undertaken activities that connect UW students, faculty, and staff to global communities locally, nationally, and internationally. The recipient will be recognized at the Awards of Excellence ceremony on June 6 at 3:30 p.m. at the Meany Center for the Performing Arts.
UW faculty, doctoral students and staff working with students on international programming are invited to join a virtual information session about the Fulbright U.S. Scholar Program.
Learn about Fulbright’s award opportunities and what resources are available to applicants. Speakers will include Dr. Julie Taylor, Fulbright’s Director of Academic Relations and UW faculty who have previously participated in the Fulbright Program.
The Fulbright U.S. Scholar Program offers over 400 awards in more than 135 countries for U.S. citizens to teach, conduct research and carry out professional projects around the world.
Friday, May 10 // 1 :00-5:00 PM // William H. Gates Hall (LAW)
Join us for a research showcase featuring the projects and scholarship of faculty members who work in/on or collaboratively with scholars from India.
University of Washington faculty are engaged in a broad array of research and collaboration relating to India. On May 10th the UW South Asia Center and UW Office of Global Affairs are gathering to showcase their work. Come hear lightning talks on Indian painting, Bollywood films, Unicorn ventures, global health and more. Free and open to the UW community and members of the Seattle community.
University of Washington faculty are engaged in a broad array of research and collaboration relating to India. On May 10th the UW South Asia Center and UW Office of Global Affairs are gathering to showcase their work. Come hear lightning talks on Indian painting, Bollywood films, Unicorn ventures, global health and more. Free and open to the UW community and members of the Seattle community.