Classroom Visit Program: Amerikaan in de klas

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.

Participants 2022-2023

Raychel Bahnick

Hi, I am Raychel and currently living in Delft, NL. I am a researcher at TU Delft where I am studying how land subsidence (the sinking of the ground) impacts flood resilience of dikes and communities protected by dikes in the Netherlands. I am from the state of Kentucky in the United States and studied civil engineering in my bachelors at the University of Louisville and studied environmental engineering in my master’s at Rice University. In my free time I enjoy reading, running, cooking, and exploring the beautiful country of the Netherlands by bicycle!

Samantha Berry

My name is Samantha Berry (she/her). I’m 23 years old and from the United States. I have a Bachelor’s in Physics from Bryn Mawr College, a historically women’s college in Pennsylvania, USA. I have an unconventional academic background in the way that I dropped out of high-school because of family circumstances. I’m currently receiving a Fulbright grant to earn a 2 year masters at Radboud University studying Physics and Astronomy with a specialization in Science, Management, and Innovation. I had previous internships at Perimeter Institute for Theoretical Physics, NASA Langley, and Northwestern University. I was in Canada briefly this summer, but other than that being here in Nijmegen is the first time I’m living and visiting outside of the US! My passions are astrophysics, cosmology, the intersection of science and society, and human innovation that is sustainable for the world!

Tanner DeYoung

Tanner DeYoung is an Master’s student and Fulbright Scholar at Utrecht University studying the History of Politics and Society. Tanner graduated from Mississippi State University in 2022 with a B.S. in biochemistry and minors in political science and chemistry. He hopes to use his education to drive healthcare reform in the United States. In his free time, Tanner enjoys watching sports in the U.S. and the Netherlands and catching up on his favorite television shows.

Addoley Dzegede

Addoley Dzegede is a Ghanaian-American artist currently based in Rotterdam as a Fulbright awardee in Craft for the 2022-2023 year. She grew up primarily in the United States of America in Florida, and received a Bachelor of Fine Arts degree from Maryland Institute College of Art and a Master of Fine Arts from Washington University in St. Louis. She has exhibited her art in the US, Europe, and Africa and has an advice podcast collaboration with Norwegian artist, Anna Ihle. For the past six years, she has worked mostly with textiles and is researching textile histories in the Netherlands as well as expanding her knowledge on natural dyeing.

Llona Kavege

My name is Llona. I am a researcher, I’ve lived on four continents and I am passionate about science, philosophy, medicine and everything in between. My background is in biology and philosophy research and I also have a master in Bioetics and Society from King’s College London. I’ve done research on cancer, infectious disease, ethics of live organ transplantation, philosophical bioetics, sex robots, COVID-19 both wet lab and science advice, and more recently I got really interested in the philosophy of technology methods and how to apply them to bioetics and medicine. I am based at TU Delft and will be  following up on my interests and investigate the advent of artificial womb technology in collabroation with experts from the research program om the Ethics of Socially Disruptive Technologies (ESDIT).

When I am not in the lab or the ivory tower I practice TKD (Tae Kwon Do), and I really enjoy reading, deep conversations and random encounters. I’m an avid tea drinker, indefatigable beach goer, and I love to watch and analyze anime. Follow me

Kaden Loring

I am born and raised in the very rural state of Kansas. After high school I moved to Miami, Florida where I began my university studies in sports administration while competing as a student-athlete in cross country and track. After my second year of university, I transferred to the University of Florida (UF) and officially changed my major to physics. In May 2020, I graduated with a B.S. in physics from UF. I then accepted a job offer which was to take me to Perth, Australia to do remote sensing research for physical oceanography in the Indian Ocean. However, the pandemic prevented this job from coming to fruition. I spent January – September 2021 adventuring across America, including a three month backpacking trip through the Mountain West (having now visited 47 U.S. states).

In September 2021, I began my PhD studies in Applied Physics at Stanford University. My PhD studies concentrate on nuclear fusion energy research. In the course of my undergraduate and graduate studies, I have had the pleasure to work or intern with the Ohio State University (designing hybrid electric vehicles), NASA Goddard (analyzing failures and anomalies on satellites), Stanford Linear Accelerator (a Department of Energy Lab, doing nuclear fusion research), and Lawrence Livermore National Lab (another Dept of Energy lab, nuclear fusion research). While in the Netherlands, I will be working at the Dutch Institute for Fundamental Energy Research (DIFFER) and completing a few relevant nuclear fusion courses at the Technical University of Eindhoven. My project at DIFFER involves making measurements on the Magnum-PSI linear plasma device that are relevant to keeping future nuclear fusion devices (like the tokamak, ITER, being built in Cadarache, France) safe during operation.

Nicole Occidental

I’m originally from Little Rock, Arkansas, but I went to school at Northeastern University in Boston, Massachusetts, where I graduated in May 2022. I majored in Behavioral Neuroscience with a minor in Health, Humanities, and Society. As an undergraduate, I worked at research labs at Northeastern, Harvard Medical School, and Massachusetts General Hospital studying a wide range of topics from how exercise affects our cognitive health to the neural circuits underlying prosocial behaviors and theft. I’m currently pursuing my Master’s in Psychology specializing in Cognitive Neuroscience at Maastricht University as part of the Fulbright U.S. Student Program, and I hope to later study for an MD-PhD. Outside of school, I enjoy going to art museums, learning how to longboard dance, travel, and run my food Instagram (@nibbles_and_noms).

Sidny Schlosser

I am from Tampa, Florida where I grew up and graduated from the University of South Florida with two bachelors: a B.S. in Molecular Biology and a B.A. in Economics in Spring 2021. During my bachelor’s studies I worked in neuroscience research, clinical research and health economics research while volunteering at a horse therapy farm. I am now pursing a master’s in Health Economics at Erasmus University Rotterdam and am involved in Health Economics research in quality of life for long term care in the Dutch Healthcare system as part of my Fulbright grant.

My personal hobbies are free diving and paddle boarding as well as yoga and bouldering. Growing up in Florida I was always in the water so I learned to free dive at a pretty young age. I am hoping to get involved in some water-based sports in Rotterdam now that I am settled here! Looking forward to hearing from you soon!

Natascha Stamler

Natasha is a New Yorker passionate about improving the resiliency and sustainability of cities in the face of climate change-induced hazards, especially heat and air pollution. She recently graduated with a Bachelor of Science from the Massachusetts Institute of Technology (MIT), where she double majored in Mechanical Engineering and [Urban] Planning. During her time at MIT, Natasha worked on projects at the intersection of engineering and planning, including designing a greenhouse for Mars, optimizing the energy usage of a concrete building, and analyzing heat mitigation strategies for New York City. Natasha is currently a Fulbright Scholar at TU Eindhoven in the Netherlands, where she is researching how existing buildings can be renovated to improve their energy efficiency and the experience of the people using them. She will be returning to MIT next year to complete her MS/PhD in Mechanical Engineering, focusing on Energy. Outside of research, Natasha enjoys exploring new places, cooking, and playing soccer.

Claire Swedberg

Claire Swedberg grew up in Chicago, U.S., and obtained bachelor’s degree in Biobehavioral Health with a specialization in Global Health from Pennsylvania State University in the United States. ​She received a Fulbright Study Grant to complete a master’s in Global Health at Maastricht University in Maastricht this school year. In her free time, she loves to play sports, bake, and explore new cafés. Her favorite thing about the Netherlands so far is Limburgse vlaai and riding her bike every day!

Daniel Zhang

Hello! My name is Daniel and I’m currently a Fulbright Scholar from the United States working in Jarno Drost’s group at the Princess Maxima Center for Pediatric Oncology. During my time at the institute, I’ll be working on developing co-culture systems for malignant rhabdoid tumors, a deadly pediatric cancer, in hopes of finding therapeutic vulnerabilities of the disease. Previously, I graduated from the Massachusetts Institute of Technology with a Bachelor of Science in Biology and minor in Comparative Media Studies. During my time there, I worked for four years in the laboratory of Professor Tyler Jacks at the Koch Institute for Integrative Cancer Research, developing robust model systems for colorectal cancer. Outside of cancer research, I’m also very passionate about scientific outreach, having been involved with numerous stem educational pipelines such as MIT Global Teaching Labs, Seren International Mentoring program, and Future African Scientist. In my free time, I enjoy listening to podcasts, playing sports, and exploring new places.

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.

Aanvraag classroom visit program

  • We will send information about the School Visit to this email, so we can help you begin to coordinate the visit.
  • Example: ages 16-18
  • Example: Gymnasium, Primary school, MBO
  • This can be written in Dutch or English.