Jaarlijks komen er Amerikaanse studenten met een Fulbright beurs naar Nederland. Studenten doen een volledige masteropleiding, onderzoek voor hun PhD of staan voor de klas op Nederlandse scholen. Deze groep studenten deelt graag hun ervaringen aan iedereen in het basis- en middelbaar onderwijs in Nederland. ‘Amerikaan in de klas’ maakt dit mogelijk: wanneer u uw school opgeeft via onderstaand formulier, zal een van de Fulbrighters een bezoek brengen.
Waarom een ‘Amerikaan in de klas’
Al sinds 1949 zorgen academische uitwisselingsprogramma’s er voor dat Amerikanen en Nederlanders elkaars land en cultuur beter leren kennen. Wij noemen dit het creëren van wederzijds begrip, naar de missie van Senator J. William Fulbright. Natuurlijk zijn er veel meer manieren om dit doel te bereiken dan enkel via het hoger onderwijs. Fulbrighters brengen graag een bezoek aan basis- en middelbare scholen en kunnen op heel veel unieke manieren een leerzame toevoeging zijn aan uw lesprogramma:
- Fulbrighters presenteren over hun eigen onderzoek. Denk aan een geschiedenis student die wat komt vertellen over een onderwerp dat verband houdt met de Nederlandse of Amerikaanse geschiedenis of een geneeskunde student die tijdens biologie presenteert over een relevant onderwerp.
- Fulbrighters gaan in gesprek met uw klas en wisselen (culturele) ervaringen uit
- Fulbrighters leveren een bijdrage aan de Engelse spreek- en luistervaardigheid
- Fulbrighters kunnen tijdens verkiezingen meer inzicht geven in de Amerikaanse politiek
De mogelijkheden zijn eindeloos en u bent vrij om het bezoek zelf vorm te geven.
Hoe krijg ik een ‘Amerikaan in de klas’
Vul onderstaand formulier in, dan gaan wij voor u aan de slag! Wij vragen u om een korte motivatie te schrijven, waarom u een ‘Amerikaan in de klas’ wilt. Leg hier in duidelijk uit:
- Wat het doel van de ‘classroom visit is’
- Welke (gespreks)onderwerpen belangrijk zijn
- Wat de leeftijd van de leerlingen is
- Wat het adres van uw school is
- Wanneer u graag een ‘Amerikaan in de klas’ wil
Nadat wij uw aanvraag ontvangen hebben, zullen wij contact opnemen en u koppelen aan een van onze Fulbright studenten, onderzoekers of leraren. Deelname is gratis, de Fulbright Commission verzorgt de reiskosten van de studenten.
As a part of my Fulbright grant, I am currently based in ‘s-Hertogenbosch at the Master Institute of Visual Cultures where I am investigating Dutch graphic design as a cultural lens in order to understand how graphic design reflects the varying rates of social progress between the U.S. and the Netherlands. I believe design should inform, raise moral questions, and connect with the viewer through its style, subject, and compositional elements. My practice, as a graphic designer and researcher, combines graphic design with ethical critique to raise awareness and foster mutual understanding. Before graduating Meredith College in Raleigh, North Carolina with a Bachelor of Arts in Graphic Design and a minor in Marketing, I had already worked at several advertising agencies and presented research at multiple conferences in the United States. At conferences like the national meeting of the Popular Culture Association and Feminisms: Here and Now, I explained academic theories through accessible visual mediums employing graphic design as a bridge for understanding. The areas of research I have worked in, outside of graphic design, are ethical studies, women’s studies, and U.S. popular culture in relation to media and consumerism. I also enjoy visiting museums and sharing my knowledge of art history.
Rainbow Chen (she/her) is an advocate for education equality and social justice. She is currently a Fulbright English Teaching Assistant at ROC van Amsterdam Centrum, where she teaches English and American culture to Dutch students and new migrants to the Netherlands. Rainbow recently graduated from Brown University in May 2021 with a Bachelors in Education Policy and History. She proudly identifies as the first in her family to attend college, a first-generation American immigrant, and Chinese-American. She believes that these identities give her a unique perspective to both the harsh and beautiful realities of American culture and being American. Outside of education, Rainbow plays double bass in local orchestras, enjoys eating food from around the world, and learning new cultures and languages. Rainbow plans to become a secondary school social studies teacher to change how American history is taught so that the stories of people of color and the global majority are accurately shared. She specializes in the ethnic history, politics, education policy, and social inequality of America, and modern East Asian history. She is fluent in English, Cantonese Chinese, and Mandarin Chinese, while currently studying Dutch. She looks forward to visiting classrooms around the Netherlands!
Hello! My name is Meghan Crebbin-Coates and I am excited to meet you! I am currently working at the MBO College Airport assisting with the bilingual program for flight attendants. Prior to coming to the Netherlands, I completed my bachelors at the University of California Davis with a triple major in Science and Technology Studies, Theatre and Dance, and Art Studio. I have tutored and been a teaching assistant for English and Marine Science university students for several years and have worked with younger students in various camps and educational programs. I am passionate about helping students grow their skills, discover themselves as unique individuals, and step into their potential, and I am particularly interested in education policy. I choose to come to the Netherlands because the education system works very differently here and I wanted to experience education from a new perspective. Outside of my work and studies I enjoy figure skating, hiking, eating lots of bread, and exploring new foods and cultures.
Hello! I’m Katie. I was born and raised in Mission, Texas, which is a small town along the U.S.-Mexico border. Growing up on the Border strongly influenced my world view and is the force that continues to drive my desire to strengthen connections across cultural divides. After graduating high school I attended Columbia University in New York City where I studied History and Political Science. During my university studies, I also spent a semester in Barcelona, Spain studying international politics and human rights. Now I am working as an English Teaching Assistant at Da Vinci College in Dordrecht, Zuid-Holland. I have a diverse range of interests, though I am particularly passionate about international human rights, international law, and how history shapes modern societies.
Peyton grew up the daughter of a military parent – she moved every year or two and attended schools in 8 different states across the United States. Peyton got her Bachelor’s in Civil Engineering from Colorado School of Mines in 2017, and since has lived in Minneapolis, Denver, Washington, D.C., and Philadelphia. She began her career working in land development, moved into concrete dam design, then transitioned into federal infrastructure and climate change policy. She completed her Masters in Transportation Engineering in August 2021 and is currently studying Urban Economics at VU Amsterdam, hoping to work with cities to make communities more sustainable, equitable, and resilient after graduation!
In her free time, Peyton loves to read, hike, bike, run, and stay active in her local community. She just began rowing lessons on the Amstel and excited to start practicing her Dutch!
Originally from Madison, Connecticut, Erin Hallenbeck received her B.A. in English Literature and Women’s, Gender, and Sexuality Studies from Franklin & Marshall College in Lancaster, PA. Afterwards, she taught history and social justice at KIPP Academy Lynn Collegiate outside of Boston and then completed her M.A in Women’s Studies at the University of Oxford in the United Kingdom. She currently teaches at Breda University of Applied Sciences.
Her research interests include social justice education and the multicultural classroom. More broadly, she is also interested in literature, media, and the arts. Outside of the classroom, she enjoys discovering new music, running, and traveling.
My name is Danielle Johnson. I am from New Hampshire and lived there until I graduated high school. After that, I lived in Idaho, Arizona, and Wyoming for short periods of time. I completed my bachelor’s in history in 2020 and my Masters in Secondary Education in 2021. I have teacher certification in Social Studies grades five through twelve as well as Teaching English as a Second Language grades kindergarten through twelve. I have wanted to be a teacher since I was fourteen years old and there is nothing I enjoy more than connecting with my students and helping them see their potential. I struggled a lot during my adolescent years, so I have a personal interest in helping students navigate the transition from childhood to adulthood. I specifically enjoy working in diverse urban diverse areas in the United States and hope to work on education reform later in my career. I have been working with children of all ages through volunteer organizations, athletic programs, and in the traditional school setting since I was a teenager. One of the main reasons I chose to come to the Netherlands was because the education system is quite different from the education system in the United States. I am eager to discuss and observe the differences between both systems in real time. Personally, I am a big American football fan, a history nerd, a lover of the arts, and a dog fanatic. I love to travel and experience other cultures in their most authentic form.
Hello, my name is Alexia Kovatsis. I am Greek-American and from Boston, MA. I graduated with a bachelors in Elementary Education and Applied Psychology & Human Development, with concentrations in Special Education and Teaching English Language Learners, from Boston College in 2021. In university I was a Wellness Coach, a trainer for Bystander Intervention, and part of a research team studying early math education. I am completing my dual masters’ degree at BC in Moderate and Severe Special Education with a certificate in Deafblindness. One of my favorite lessons I’ve taught is on “art and activism.” I love to run and to learn so I enjoy a variety of podcasts, museums, and books. I am excited to be in the Netherlands!
Hi, I’m Kathy! I’m currently researching molecular motors at the University of Groningen. I was born in Salt Lake City, Utah, where I grew up skiing, hiking, and falling in love with the mountains and nature. I’ve also always loved tinkering and creating things, so I found my passion in using nature as an inspiration to create materials that can improve people’s lives. I studied Materials Science & Engineering at Stanford University in California. Alongside my degree, I also spent my college years making skin-inspired electronics (basically think electronics that can stretch, biodegrade, or possibly even self-heal just like your skin does!). In Groningen, I’m researching how to make tiny robots by stringing together a bunch of molecules that can each rotate (“molecular motors”). One of my dreams is to be able to make these little robots be able to perform surgery inside people’s bodies so that doctors won’t have to cut people apart for surgeries. This would be even more helpful for people who have medical complications limiting their ability to get surgery (such as many cancer patients). After my year in The Netherlands, I’m pursuing a Ph.D. in Materials Science at Harvard and extremely passionate about empowering other women and minorities who are interested in STEM fields. Outside of the lab, I’m also a dancer and lover of art and music, and I love talking about the intersection of all of these with science and being a female researcher.
Arielle Rozencwaig is a passionate educational leader, experienced in teaching, education research, and education policy. She is a double graduate of New York University. In her undergraduate career, Arielle studied Childhood and Childhood Special Education as well as Business Studies. She later attained her Master’s degree in Education and Social Policy. Arielle recently moved to the Netherlands as Fulbright award grantee, where she is teaching English as a second language and exploring Dutch education. She currently works as an English teacher at ROC Mondriaan in Delft.
Arielle has 4 years of teaching experience – working with elementary school students in ICT, special education, and general education classrooms. Arielle also has 7 years of tutoring experience, working with K-8 students, high school, and university students. Her favorite subjects to cover are literacy and mathematics. As an educator, Arielle embraces exploration and curiosity with a methodological approach, catering lessons to each learner’s individual needs. She is devoted to creating a safe, yet challenging environment where students can thrive academically and personally. In her spare time, Arielle is an avid ballroom dancer, theatre-goer, and research reader.
My name is Jacob, and I am a researcher at the Princess Máxima Center for Pediatric Oncology in Utrecht. I grew up in Boston, Massachusetts and attended the University of Rochester for my bachelor’s degree. I studied biology, statistics, computer science and chemistry. I am very interested in the intersection of biology with computer science, therefore much of my research is focused on using genetic sequencing for personalized medicine. In the future, I hope to be a pediatric oncologist and a scientist.
At the Princess Máxima Center, I am involved in projects focused on improving the outcomes of pediatric brain tumors using immunotherapies, which are treatments that target the immune system. Our immune system is designed to recognize and fight pathogens, therefore protecting us from viral or bacterial disease (for example, coronaviruses). In my research, I am looking at the possibilities to train our immune cells to recognize brain cancers as pathogens. If this is possible, then our body could fight the tumor cells itself, without the need for toxic treatments (like chemotherapy or radiotherapy). This is such an exciting field, and I would love to speak with budding scientists about medicine and research.
I graduated from the University of Connecticut in May 2021 with a degree in biomedical engineering. I am now studying at Maastricht University to pursue a master’s in European studies on Society, Science, and Technology, where I will focus on science and public policy to examine the relationship between contemporary governance and technological innovations. Although I have a strong STEM-heavy background, I have always been more interested in helping technological innovation become more human-centric. I enjoy both learning from people and teaching others, therefore I participated in several mentorship programs in my undergraduate career. The students and colleagues I have interacted with have ranged from high school students to professors- many who came from diverse upbringings, ideologies, and specialties. It was always my pleasure listening and sharing stories. Beyond mentoring, I enjoy cooking and dancing in my spare time. Currently, I am a novice at cooking but have more than 15 years of Indian dance training under my belt.
Abdulkadir immigrated to the United States from Kenya when he was 8 years old. He’s a recent graduate of Augsburg University where he received his Bachelor’s degree in International Relations and Political Science. Abdulkadir has participated in multiple leadership opportunities that have allowed him to discover his life calling. Abdulkadir has been involved with the Pan-African Student Union, undergraduate student government and residence life. He was also a Bonner Community Scholar where he worked with recent refugees from East Africa as an education tutor. Additionally, Abdulkadir was awarded a fellowship to study in Tanzania where he focused on Swahili language and issues of nation building in Tanzania. Furthermore, Abdulkadir studied abroad in South Africa and Namibia where he researched the challenges posed by underdevelopment, globalization, extreme inequality, and the legacies of apartheid in Southern Africa. While in Namibia, Abdulkadir interned with the Namibia Institute for Democracy. He’s passionate about issues of foreign policy, immigration, identity formation of refugees, education and peacebuilding.
My name is Emma Spiegel, and I’m from Atlanta, GA. I went to the University of Georgia for both undergraduate and graduate school. In college, I studied Ecology, Environmental Health, and Anthropology, and in graduate school I studied Secondary Science Education specializing in Biology. My hobbies include rock-climbing, hiking, reading, and playing the ukulele. I also love visiting national parks and have been on two road trips across the United States to hike and camp in many different places.
Currently in the Fulbright program I’m working as an English Teaching Assistant at the ROC van Amsterdam MBO College Zuid in both the Makeup Art and Urban Sports Training departments. One of my favorite things about the Netherlands is that I can bike anywhere and everywhere, but if I don’t feel like biking, the public transportation systems are fantastic too. This is different from where I grew up in Atlanta, where I pretty much needed a car to get anywhere. And even though the Netherlands isn’t well-known for their cuisine, I’m a fan of a lot of Dutch snack foods like Bitterballen, Rozijnen Krenten Bollen, and Paprika chips.
Hi – My name is Sandy. I completed both my undergrad (’20) and masters (’21) in Mechanical Engineering at MIT. Over the course of my undergraduate degree, I became interested in education: I took more education classes, worked for several outreach programs, and became a teaching assistant for an undergraduate thermo-fluids class. Education became the center of my studies when I focused my masters research in Engineering Education. Right now, I teach at two secondary schools around Alkmaar. Over the course of my grant, I hope to form meaningful connections with my students, better understand them in the context of their day to day school life, and learn about the ways they interact with new material. In addition, I hope to learn about Dutch culture through the lens of my students; seeing how they grow and find themselves within the context of their culture reveals so many amazing aspects of the world they live in! After my grant, I hope to use what I have learned to inform my future graduate research in engineering education. Outside of work, my hobbies include music (I took several classes in world music, got a minor in ethnomusicology, and play Sabar and violin), writing, and travel.
Originally from Atlantic Highlands, New Jersey, Olivia Ward recently graduated from Tufts University in Medford, Massachusetts. She obtained a B.S. in Clinical Psychology and a B.A. in Child Development. She is currently pursuing a Master’s degree in Clinical Psychology at Erasmus University Rotterdam.
Her research interests include adequate mental health care and equality for minority populations. She is interested in supporting individuals with disabilities and mental illnesses. Olivia enjoys reading books for pleasure, exploring new places, and baking.
Ervaringen van deelnemers
Benieuwd naar de ervaringen van Fulbrighters? Lees hieronder een verslag van een recent bezoek in de klas.
Samuel Chen, Julia Jung & Catherine Knox
How would you explain America’s upcoming election in fifty minutes or less? Could you do it across a language barrier, across a cultural barrier, in a country accustomed to over a dozen political parties, instead of just two? Doing so would require a kind of Rosetta Stone: something to translate not just the words electoral college and absentee ballot, but also their implications, what they might mean for Americans and Europeans alike.
My fellow Fulbrighters Julia Jung (Utrecht University), Catherine Knox (Vrije Universiteit Amsterdam) and I tried our hands at translation last month. Set to teach a short class on the U.S. election system at Dorenweerd College in Gelderland, we tried to create a lesson plan that would encourage a more nuanced understanding of the imminent vote. We included definitions for the relevant vocabulary – nationalism, political platform, etc. – and activities to help illustrate the “winner takes all” logic of electoral points. But we were writing for an invisible audience, with no way of knowing how the lesson would be received, or if it would be understood.
Arriving at the school, we received encouragement. The space itself seemed reassuring – set back on a tree-studded hill, the high school was open, bright, filled with the same type of nervous energy we remember from our own teenage years. Inside, the teachers who had answered our late-night emails and deciphered COVID regulations to bring us in all assured us that the students were excited and receptive. The students themselves – somehow already taller than us at just fifteen – took their seats respectfully, listened closely, participated tentatively. As the lesson marched along, we loosened, seeing that the words were being absorbed. But the concepts? Did they translate? We couldn’t know until the final minutes of the class, the time when we asked “Any questions?” and waited, nervously, for signs of comprehension.
In each class, the silence after the question seemed to stretch impossibly long. Twenty or so students, suddenly hushed, as if a cleared throat or muffled cough would be met with an invitation to speak. We waited with tightened stomachs, wondering whether we spoke too quickly, too slowly, too softly. But a hand eventually found itself raised, and a question issued forth with thoughtfulness and engagement beyond what we had expected. With the question, the classroom shifted from monologue to dialogue, and we remembered the reason for our time here, both in Gelderland, and in the Netherlands in general: to foster dialogue in every interaction, and to connect despite barriers.
Speaking with the students at the end of the lesson, we felt this connection, and are grateful to Dorenweerd College for letting us into their lives, and to the Netherlands’ Fulbright commission for allowing us to forge such connections in a time of such uncertainty.