fulbrig

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svol. 18 nro 1 (47) kevät/spring 2008

Theme Issue:Intercultural Communication

•

• • • 4 Stipendihaku on alkanut

6 Twelve Institutions to Host American Fulbright Grantees

17 Kymmenen vuotta Kanada-yhteistyötä

12 Korkeakoulujen kv-ammattilaiset Yhdysvalloissa

2www.fulbright.fi

Public diplomacy has become the buzz

word in the context of international rela-

tions management. It refers to governmen-

tal exercise of influence abroad with a view

to fostering civil society’s understanding

of the government’s goals and interests by

means of culture, science and art. Recently,

public diplomacy has become increasingly

important. It is clear that neither brute force

nor traditional diplomacy alone meets the

requirements of situations where the key to

the problem lies in intercultural dialogue

and enhancement of understanding.

In the 21st century, countries want to

make themselves known, to establish a pro-

file and a brand, and to distinguish them-

selves from others in a positive manner. This

is particularly important for small countries,

such as Finland, whose geographical area

or economic or cultural influence are not

sufficiently powerful on their own to attract

the interest of audiences abroad.

An early example of effective public

diplomacy was Finland’s decision to pay

back the loans that the U.S.A. had granted

after the First World War. This action was

not only in keeping with Finnish values

but also an informed decision, part of our

image building. Finland made use of this

image capital also long after the wars by

inviting more foreign journalists to visit

the country and to learn about its people

and policy than any other Western Euro-

pean country. The idea was to underline

Finland’s strong commitment to the west-

ern value community, democracy, and the

rule of law, and Finland’s desire to maintain

warm relations with the U.S.

During recent years, Finland has featured

in the European media as a model country

of social innovations. Finland would like

to be known also in the U.S. for being the

most competitive, and at the same time, the

least corrupt economy of the world – and

also for achieving high educational stan-

dards across the board. Finland wants to be

known as a country where everyone finds it

easy and safe to live and study.

For decades, Finns have been enjoying

the opportunity to spend lengthy periods

of time in the U.S. Nearly every high-school

student born in the 1950s or 1960s consid-

ered the possibility of a year in the States as

an exchange student. In Finnish academia,

a Fulbright scholarship is a self-evident part

of the career of researchers and specialists.

As much as 80 % of the funding for the Finn-

ish-American Fulbright program comes

from Finland. The Finland-America Educa-

tional Trust Fund plays a key role in this ac-

tion. Half of the Finnish share of the funding

is financed by the Trust Fund and the rest

is obtained from private funds, Finnish uni-

versities, and the Finnish Government.

It is good to recall how the Trust Fund re-

ceived its capital. When Finland made the

final loan repayment with interest in 1976,

the U.S. government then placed the full

amount in a newly created Trust Fund. The

fund capital has been carefully managed

and has accumulated over the years while

the yield capital has enabled the operation

of the Fulbright Center. The Trust Fund is

comprised of representatives from both

the Finnish Ministries of Education and of

Foreign Affairs as well as the U.S. Embassy

in Finland. The Fund’s Board is chaired by

the Director General of the Finnish Foreign

Ministry’s Department for Communication

and Culture, the office in charge of Finnish

public diplomacy.

The Fulbright program has become an

important and valued part of the relations

between our countries. Thousands of stu-

dents and scholars have developed and

shared their knowledge and know-how in a

new environment. While it is easy enough

to read books and watch films about Fin-

land and the U.S.A., enhancing our knowl-

edge and understanding of each other, it is

really only by visiting and communicating

directly with people from the other coun-

try that a true and valid impression can be

formed.

Every Finnish student and scholar who

travels to the U.S. is also an ambassador of

Finnish culture and way of life. And Ameri-

cans coming to Finland likewise have this

opportunity to share their customs and

values with their Finnish colleagues and

friends. The Ful-

bright program is

a central part and

one of the most

appreciated ele-

ments of public

diplomacy of Fin-

land and the U.S.

Petri Tuomi-NikulaDirector General

Department for Communication and

Culture, Ministry for Foreign Affairs,

Finland

Chair of the Finland-America Educational

Trust Fund

Public diplomacy, Finland and the U.S.A.

kolumnit

From

the

Exec

utiv

e D

irect

orThe Fulbright Center’s academic ex-

change programs place a strong em-

phasis on the promotion of mutual

understanding. While supporting

our grantees in pursuit of their spe-

cific study and research goals, our

programs also aim to foster cross-

cultural personal interactions and

transnational collaborative experiences

that support global awareness, academic

freedom, and intellectual integrity.

This issue of the Fulbright Center News

has an overriding theme linking many of

the articles in an exploration of intercultur-

al communication and understanding. Our

grantees and alumni have generously pro-

vided personal experiences that highlight

their crosscultural encounters, what they

perceived to be unusual or unexpected,

and how they have reacted. We appreciat-

ed receiving an abundance of stories from

our grantees for this issue. I am pleased to

share with you that you may find even more

stories on our website www.fulbright.fi.

In this issue we also want to draw your

attention to the Finnish higher education

institutions and recognize their continu-

ous commitment to our joint programs. A

record number of Finnish HEIs are partici-

pating this year in the cost-share program

funding Finnish Fulbright students and

scholars to the U.S. (page 5). Furthermore,

the cooperation and cost-sharing from

Finnish institutions has allowed us to award

a record number of grants to U.S. students

and scholars for 2008–2009 (p. 6).

The Center constantly seeks to find new

ways to be of service to the higher educa-

tion community in Finland and to further

enhance and expand Finnish-American

exchanges – the February Study Tour is a

recent example (p. 12). We greatly value

cooperation with all our partners and look

forward to another successful year working

together.

I hope you enjoy reading this spring is-

sue of the Fulbright Center News!

Terhi Mölsä

kolumnit

Fulbright Center News on Fulbright Centerin asiakaslehti, joka ilmestyy kaksi kertaa vuodessa. Lehdestä julkaistaan myös verkkoversio osoitteessa www.fulbright.fi. Seuraava numero ilmestyy syksyllä 2008. Artikkelit ja muu aineisto pyydetään toimittamaan 15.9. mennessä. Artikkeleissa ilmaistut mielipiteet ovat kirjoittajien omia.

The Fulbright Center News is a biannual newsletter published by the Fulbright Center in Finland. The Fulbright Center News is also available online at www.fulbright.fi. The next issue will come out in Fall 2008. The submission deadline for articles and other materials is 15 September. Opinions expressed by authors are their own and do not necessarily reflect those of the Fulbright Center.

While every effort is made to ensure the accuracy of the material in this publication, the Fulbright Center does not accept liability for any errors or omissions.

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

Päätoimittaja/Editor-in-ChiefTerhi MölsäExecutive Director

Toimittajat/EditorsJohanna Lahti (toimituspäällikkö)Tanja HolopainenSuzanne Louis

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

Ulkoasu ja taitto/LayoutTanja Holopainen/Fulbright Center

Fulbright CenterOpening hoursMon-Wed, Fri 9:00–15:00Thu 9:00–17:00Summer hours 1.6.–31.8.

Please consult www.fulbright.fifor more information.

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

Levikki/Circulation: 1 700

Painopaikka/Printed byKM-Yhtymä Oy/Suomen Painotuote Oy

Kannessa:Joukko suomalaisia korkeakoulujen kv-hallinnon ammattilaisia vieraili Yhdysvalloissa opintomatkalla helmikuussa 2008. Kuvajuttu matkasta sivuilla 12–15.Valokuvat: Kimmo Kuortti

Cover:A group of international relations managers made a study tour to the U.S. in February 2008. Photo story of the tour on pages 12–15.Photos: Kimmo Kuortti

2 Kolumnit

4 Stipendiohjelmat 2009–2010

4 Luennoimaan Amerikkaan

5 The Lois Roth Endowment Award

5 An Opportunity for Finnish Institutions as well as American Grantees

5 Ennätysmäärä yliopistoja Cost-share -ohjelmaan

6 Amerikkalaiset asiantuntijavierailut Fulbright-stipendillä

6 Twelve Institutions to Host Fulbright Grantees to Finland in 2008–2009

8 Suomen kieltä ja kulttuuria New Yorkissa

9 Fulbright Finnish Language and Culture Teaching Assistant -apurahat lukuvuodelle 2008–2009

10 Donal Carbaugh: Cues, Codes, and Cultures in Conversation

12 Opintomatkalla Yhdysvalloissa

16 A Uniquely Canadian Bilingual Education

17 Kymmenen vuotta Kanada-yhteistyötä

17 Interning in Finland: A Canadian Experience

18 Alumni Notes

19 www.fulbright.fi

20 TOEFL-tulokset nopeimmin internetin kautta

20 Suomalaiset menestyvät TOEFLiBT-testissä

21 On the Importance of Communication Between Cultures

22 Uutisia

23 Fulbright Center

24 Kalenteri

in this issue

4www.fulbright.fi

Stipendiohjelmat 2009–2010Uusi hakukierros Fulbright Centerin stipendiohjelmiin on jälleen alkanut. Tänä vuonna rahoitusta voi hakea kaikkiaan yhdeksän erilaisen ohjelman kautta. Ensimmäiset hakuajat päättyvät jo huhti–toukokuussa.

International Fulbright Science and Technology Award Yhdys-valloissa suoritettavaan luonnontieteiden tai tekniikan alan toh-torintutkintoon. Stipendi kattaa mm. lukukausimaksut, matkat ja stipendin elinkustannuksiin kolmeksi vuodeksi. Hakuaika päättyy 22.5.2008.

Fulbright - Technology Industries of Finland Grant teknologia-teollisuuden edustamien toimialojen kehitystä tukeviin jatko-opintoihin. Apurahan suuruus on 35 000–50 000 dollaria tai tutkimukseen enimmillään 36 000 dollaria. Hakuaika päättyy 1.8.2008.

ASLA-Fulbright-stipendit jatko-opintoihin 15 000 tai 28 000 dolla-ria. Hakuaika päättyy 1.8.2008.

Yliopistojen kanssa yhdessä rahoitettavat Fulbright Cost-share -stipendit jatko-opintoihin nuorille tai varttuneille tutkijoille. Sti-pendin suuruus enimmillään 28 000 dollaria. Hakuaika päättyy 1.8.2008.

Luennoimaan Amerikkaan

Perinteisen opinto- ja tutkimusrahoituksen lisäksi Fulbright-ohjelma mahdollistaa luennointivierailut Yhdysvaltoihin. Fulbright Scholar-in-Residence -ohjelma (SIR) rahoittaa kan-sainvälisesti vuosittain noin 30 luennoitsijaa amerikkalaisiin korkeakouluihin.

Erityisen hyvin SIR-ohjelma soveltuu hakijoille, jotka halua-vat luennointivierailunsa aikana syventää omaa tai laitoksensa yhteistyötä yhdysvaltalaisen korkeakoulun kanssa. Hakemuk-sen jättää amerikkalainen isäntäkorkeakoulu, joka voi hakea SIR-stipendiä nimetylle suomalaiselle asiantuntijalle.

SIR-ohjelmaan kuuluu 2 500–2 900 dollarin suuruinen kuu-kausistipendi, matkakulut sekä apuraha muuttokustannuksiin, materiaalihankintaan ja stipendikauden aikana tehtäviin mat-koihin. Lisäksi isäntäkorkeakoulu osallistuu usein vierailukus-tannusten kattamiseen tarjoamalla esimerkiksi lisästipendin tai asunnon.

Hakuaika lukuvuoden 2009–2010 Fulbright Scholar-in-Resi-dence -ohjelmaan päättyy 15.10.2008.

www.fulbright.fiwww.cies.org/sir

Fulbright Scholar-in-Residence -ohjelma luennointiin amerikka-laisissa korkeakouluissa. Hakuaika päättyy 15.10.2008.

Mid-Career Professional Development -apuraha työuransa keski-vaiheilla oleville ammattilaisille ja asiantuntijoille, jotka haluavat kehittää asiantuntemustaan (ei akateemiseen tutkimukseen). Apurahan suuruus on enimmillään 13 500 dollaria. Hakuaika päättyy 12.12.2008.

ASLA-Fulbright-stipendi nuorelle tutkijalle tutkimustyöhön 10 000–15 500 dollaria. Hakuaika päättyy 31.12.2008.

Fulbright Centerin apuraha perustutkinto-opintoihin enimmil-lään 10 000 dollaria. Haku lukuvuodelle 2008–2009 päättyi 14.4.2008. Seuraava haku keväällä 2009.

Finnish Language and Culture Teaching Assistant -stipendit julis-tetaan hakuun myöhemmin tänä vuonna.

Hakulomakkeet ja -ohjeet Fulbright Centerin kotisivuilta www.fulbright.fi.

5www.fulbright.fi

The Inter-Country Travel Grant pro-gram of the Fulbright matrix expands opportunities for American Fulbright-ers throughout Europe by supporting them to make a short professional visit to another country during the grant period. This program has supported many Fulbrighters to take advantage of this unique opportunity to visit Finnish higher education institutions and other organizations. Costs of this additional visit are shared between the Commis-sion of the recipient country and the inviting university or organization.

Normally, the Inter-Country visit lasts a few days to a week and involves the Fulbright lecturer in additional presentations, seminars, conferences and various professional activities. This clearly offers the opportunity to expand the Fulbrighter’s collegial net-work and has proven to be a very cost effective way to maximize the expo-sure of American Fulbrighters to more than just their host country.

During 2007–2008, 6 Fulbrighters so

An Opportunity for Finnish Institutions as well as American Grantees

The Lois Roth Endowment Award

far have come to Finland on the Inter-Country grant, from Norway, Czech Re-public, Austria, Poland and Sweden.

The Finnish host organization makes a short application to the Finn-ish Fulbright Center in Helsinki, and if approved, the visit plans are finalized. According to Helena Järvi at Seinä-joki University of Applied Sciences, “I can say from the point of view of the applying institution that the whole pro-cess was rather easy. Of course I made it a bit differently, contacting the ex-pert directly and not expecting the Ful-bright office to make the first contact. I searched the web pages of his uni-versity and found his e-mail and wrote to him. I was lucky and the expert we had chosen was interested in our offer. The whole process seems to be really easier than I expected – the most dif-ficult part was to find somebody who could make a good contribution to our teaching, and to make it possible in our scheduled academic year.”

The Lois Roth Endowment based in Washington D.C. supports the exchange of people across national and cultural barriers to enhance international communication. The Endowment works with the Finnish Fulbright Center, and each year the Lois Roth Award is granted to American Fulbright students in Finland focusing on social sciences, humanities, and the arts. This year the Lois Roth award was granted to two Fulbright students.

Carrie Schneider, a Ful-bright-CIMO grantee visiting the Finnish Academy of Fine Arts, Department of Time and Space Arts. Carrie is a photographer and her Ful-bright project is titled “Hot versus Cold: Embodying the Finnish Landscape.” While in Finland she will fuse por-traiture and landscape in a body of photographic work that pits the brisk Finnish

terrain against fiery mental states. Carrie is a grad-uate of The School of the Art Institute of Chicago.

Celia Kujala, a graduate of Dartmouth College in Econom-ics, is currently studying and doing research at the University of Helsinki and the City of Hel-sinki Archives. Her Fulbright project investigates the con-nection between educational policy and health outcome. The study makes use of a retrospec-tive natural experiment that divided Finnish students into a two-track system of education

and examines the possible link between the edu-cation data and long term health and well-being.

Fulbright Centerin kautta voi hakea amerikkalaista luennoitsijaa tai tutkijaa myös ly-hytaikaiselle vierailulle. Inter-Country Travel Grant Program -ohjelmasta korkeakoulut voivat hakea matka-apurahaa johonkin toiseen maahan sijoitetun Fulbright -profes-sorin kutsumiseksi lyhytaikaiselle, noin viikon mittaiselle vierailulle. Ohjelmaan on jatkuva haku, joten apurahaa ehtii vielä hakea myös kuluvalle kevätlukukaudelle.Lisätiedot: terhi.topi@fulbright.fi

Kaikkiaan 13 yliopistoa on ilmoittanut halukkuutensa osallistua lukuvuoden 2009–2010 ASLA-Fulbright Cost-share -ohjelmaan. Yliopistot ja Fulbright Center jakavat ohjelmassa stipendien kulut pää-sääntöisesti siten, että yliopiston osuus stipendikuluista on 35 %. Fulbright Center vastaa lopuista kuluista, vakuutuksesta, stipendiaattien neuvonnasta sekä muis-ta ohjelmaan liittyvistä lisäpalveluista ja -eduista.

Cost-share -ohjelmassa yliopisto voi tarjota stipendiä valintansa mukaan jat-ko-opiskelijoille, hiljattain väitelleille ja/tai varttuneille tutkijoille. Kaikki mukaan ilmoittautuneet yliopistot haluavat tarjota stipendin jatko-opiskelijoilleen. Yhä use-ampi yliopisto on lisäksi avannut ohjel-man myös väitelleille tutkijoilleen.

Ohjelmaan osallistuvat Helsingin kauppakorkeakoulu, Helsingin yliopisto, Jyväskylän yliopisto, Kuopion yliopisto, Lapin yliopisto, Lappeenrannan teknil-linen yliopisto, Oulun yliopisto, Hanken - Svenska handelshögskolan, Tampereen teknillinen yliopisto, Tampereen yliopisto, Teknillinen korkeakoulu, Turun yliopisto ja Vaasan yliopisto.

Yliopistojen on edelleen mahdollista il-moittautua ohjelmaan mukaan.

Lisätiedot: tuula.laurila@fulbright.fi

Ennätysmäärä yliopistoja Cost-share -ohjelmaan

6www.fulbright.fi

Fulbright Traditional Scholar Program

Bernadette BakerUniversity of Wisconsin—MadisonEducationProject: Beyond Borders: A Genealogy of an Educational Field and Nation-formation in FinlandUniversity of Tampere, Department of Teacher Education4 months, fall semester 2008

Lars BjorkUniversity of KentuckyEducationProject: Educational LeadershipUniversity of Jyväskylä,Institute of Educational Leadership5 months, spring semester 2009

Caitlin CorbettSalem State CollegeDanceProject: Teaching American Modern Dance; Exploration of Contemporary Finnish DanceTheatre Academy, Dance Department5 months, spring semester 2009

The Board of the Finnish Fulbright Center has selected 19 Americans to receive Fulbright awards to Finland for the academic year 2008–2009. Ten scholars and nine students will come to Finland to work on a variety of projects and conduct research, for example, in Environmental Sciences, Dance, Education, Information Sciences, and Music. Nearly an equal number of grantees will be selected later in the year, bringing the total close to 40.

Fulbright scholars visit Finnish institutions and contribute to the host department in several ways. In addition to lecturing, scholars may hold workshops, take part in student mentoring and supervise research. The Mid-Career Professional Development grantees carry out a professional development project in Finland and sometimes work more independently of their host institution. Graduate student grantees come to Fin-land to often pursue graduate research related to their studies in the U.S. but increas-ingly many choose to finish their degree in Finland.

Twelve Institutions to Host Fulbright Grantees to Finland in 2008–2009

Linda HoltslanderMid-Career Professional Development GrantLoudoun County Public LibraryLibrary ScienceProject: @ Library 10 - Shattering Stereotypes - Library Services in HelsinkiHelsinki City Library4 months, fall semester 2008

Gary KofinasUniversity of Alaska—FairbanksEnvironmental SciencesProject: Sustainability of Social-Ecological Systems in a Rapidly Changing NorthUniversity of Lapland, Arctic Centre5 months, spring semester 2009

James MorrisFulbright-Nokia Grant in Electronics, Information, and Telecommunications TechnologyPortland State UniversityEngineeringProject: Nanotechnology Applications in Electrically Conductive Adhesives (ECAs) for Electronics PackagingHelsinki University of Technology, Laboratory of Electronics Production Technology6 months, spring semester 2009

Amerikkalaiset asiantuntijavierailut Fulbright-stipendillä

Fulbright Center myöntää stipende-jä amerikkalaisten luennoitsijoiden, tutkijoiden ja asiantuntijoiden vie-railuihin suomalaisissa korkeakou-luissa.

Stipendejä voi hakea sekä pi-dempiaikaisiin (yhden lukukauden tai -vuoden mittaisiin) vierailuihin että lyhyemmäksi ajaksi.

Pitkäaikaisten luennoitsijavie-railujen hakukierros alkoi maalis-kuussa. Korkeakoulut voivat hakea Fulbright-luennoitsijaa lukuvuodel-le 2009–2010 yhdeksi lukukaudeksi tai koko lukuvuodeksi. Tämän ns. Traditional Fulbright Scholar -ohjel-man kautta luennoitsijastipendejä voi hakea kaikkien tieteenalojen edustajille. Lisäksi korkeakoulut voivat hakea Fulbright-Nokia-luen-noitsijaa, jonka alana on Electro-nics, Information tai Telecommuni-cations Technology. Haku päättyy 1.8.2008.

Ensi lukuvuonna Suomessa vie-railee pitkäaikaisilla luennoitsija-stipendeillä kaikkiaan 11 amerikka-laista asiantuntijaa.

Fulbright Distinguished Chairs ProgramFulbright Bicentennial Chair in American Studies

Andres Resendez University of California, Davis, Department of HistoryMexico, American Southwest and Native Americans.Project: A Global Community of Scholars of North AmericaUniversity of Helsinki, Renvall Institute, North American Studies Program9 months, academic year 2008–2009

7www.fulbright.fi

Twelve Institutions to Host Fulbright Grantees to Finland in 2008–2009

David SavolaSponsored in cooperation with University of Turku and Åbo AkademiPennsylvania State University, The Behrend CollegeAmerican LiteratureProject: Regional Identity in American LiteratureUniversity of Turku and Åbo Akademi, Departments of English 5 months, spring semester 2009

Frank RosenthalFulbright-Saastamoinen Grant in Health SciencesPurdue UniversityEnvironmental SciencesProject: Health Effects and Exposure Assessment of Air Pollutants and Physical AgentsUniversity of Kuopio, Department of Environmental Science5 months, spring semester 2009

Ece YaprakFulbright-Nokia Grant in Electronics, Information, and Telecommunications TechnologyWayne State UniversityEngineeringProject: Study of Short Range Wireless CommunicationsUniversity of Oulu, Centre for Wireless Communications6 months, spring semester 2009

U.S. Graduate Student Program

Brian Arnold University of Minnesota, Twin CitiesBotanyProject: The Genetic Basis of Local Adaptation in ArabidopsisUniversity of Oulu, Department of Biology

Brian Baek Fulbright-University of Helsinki Graduate Award University of California, Irvine BiologyProject: Genome-wide Data and Sequence Analysis of AutismUniversity of Helsinki, Finnish Institute of Molecular Medicine

Kathryn DiPalma Fulbright-University of Turku Graduate AwardProvidence CollegeBiologyMedicine Project: The Effects of Endocrine Disruptors on Spermatogenesis ex vivoUniversity of Turku, Department of Physiology, Center for Reproductive and Developmental Medicine

Ashley Duncan Fulbright-CIMO granteeUniversity of Louisville, Brandeis School of LawLawProject: Exploring the Finnish Model of Farm Animal WelfareÅbo Akademi University and Turku Law School

Geoffrey McGovern Fulbright-CIMO granteeBinghamton University, State University of New YorkPolitical ScienceProject: Civil Settlement: An Uncommon Look at Finnish LitigationUniversity of Tampere, North American Studies Program

Jeanine Markley University of Michigan-Ann ArborMusical Instrument Training, ViolinProject: Violin Performance and Pedagogy Study in FinlandSibelius Academy and East Helsinki Music Institute

Theodore Sobol Washington University in St. Louis Art and Architectural HistoryProject: Natural Light and Architecture in FinlandHelsinki University of Technology, Department of Architecture

Deborah Turner Fulbright-CIMO granteeUniversity of Washington, SeattleInformation SciencesUniversity of Tampere, Department of Information StudiesFulbright Project: Orally Based Information Practices in Finnish Information Institutions

Robert Yamasato Fulbright-CIMO granteeUniversity of California at Berkeley Music CompositionProject: An Original Composition for Large Chamber EnsembleSibelius Academy

In addition to working at their host institutions, American

grantees often visit other Finnish institutions and departments to

offer lectures.

The first Fulbright-Saastamoinen Foundation Grant in Health Sciences to Dr. Frank Rosenthal from Purdue University to research health effects of air pollutants.

The first Fulbright-University of Helsinki Graduate Award for Brian Baek from the University of California, Irvine to study at the Finnish Institute of Molecular Medicine.

The first Fulbright-University of Turku Graduate Award for Kathryn DiPalma from Providence College to study at the Center for Reproductive and Developmental Medicine.

New Sponsored Awards:

8www.fulbright.fi

sa tasoryhmässä on kussakin alle kym-menen opiskelijaa. Näin ollen opiskelijat oppivat tuntemaan hyvin toisensa ja opet-tajansa kurssin kuluessa. Tunneilla jutel-laan ja nauretaan paljon. Tunnelma on rento. Tämä toivottavasti osaltaan edes-auttaa kielen oppimista. Kaikki varmasti muistavat omilta kouluajoiltaan ainakin yhden pelottavan autoritaarisen opetta-jan, jonka tunneilla ei väärän vastauksen pelossa uskaltanut avata suutaan.

Alusta lähtien opetuskielenä on suo-mi. Tämä oli minulle uutta, sillä Suomes-sa kansainvälisten opiskelijoiden suomen kursseilla käytetään paljon englantia apukielenä. Kommunikatiivisuus ja koh-dekielen jatkuva käyttö ovat amerikka-laisyliopistojen kieltenopetuksen nykyi-siä kulmakiviä. Tämä iskostettiin tulevien opetusassistenttien päähän jo orientaatio-vaiheessa. Saimme itsekin ”shokkioppi-tunnit” mm. arabiassa ja hollannissa. Oli erittäin hyödyllistä päästä kokeilemaan oppijan osaa. Alkujärkytyksen jälkeen metodista oppi nauttimaan. Kuulo teräs-täytyy, opetukseen keskittyy kaikilla ais-teillaan ja kun aluksi käsittämättömästä puheenvirrasta alkaa poimia ja tunnistaa tuttuja sanoja, on olo voitonriemuinen. Rohkaisevan ja jännittävän orientaatioko-kemuksen jälkeen päätinkin omassa ope-tuksessani pitäytyä pelkästään suomessa. Ja sitä paitsi: jollei opettaja puhu suomea, missä ja kenen suusta opiskelijat sitä sit-ten kuulisivat? Opettajan työ on välillä kuin jatkuvaa Alias-pelin pelaamista. Jos yksi selitys ei vielä takaa ahaa-elämystä opiskelijalle, koetetaan seuraavaa. Ja seu-

Suomen kieltä ja kulttuuria New YorkissaOlen yksi niistä neljästä onnekkaasta, jotka ovat saaneet kuluvan lukuvuoden ajan tutustua suomen kielen ja kulttuurin opetukseen Yhdysvalloissa Fulbright FLTA-stipendin turvin. Oma isäntäyliopistoni on Columbia University New Yorkissa ja työ-parini Aili Flint, todellinen suomen kielen opetuksen Grand Old Lady. Olen siis hyvis-sä käsissä!

Usein minulta kysytään, kuka ihme New Yorkissa oikein haluaa opiskella suo-mea. Tekisi mieli vastata, että kukapa ei! Suomen opetuksella on Columbiassa jo pitkät perinteet. Koko Columbian kie-likoulutus on hyvin vahva, ja yliopisto kannustaa opiskelijoita monipuolisen kie-litaidon hankkimiseen. Suomen lisäksi on mahdollista valita kielirepertuaariin-sa vaikkapa yiddishia, uzbekia, zulua tai kannadaa, vain muutamia mainitakseni. Syksyllä aloittaneessa alkeisryhmässä kenelläkään ei ollut ennestään kontaktia Suomeen tai suomeen. Joku tiesi Kimi Räikkösen, toinen Abloy-lukot, kolmas muumit, mutta siinä kaikki. Aloitettiin siis aivan alusta. Tässä vaiheessa lukuvuotta saadaan jo aikaan vilkkaita keskustelu-ja. Prosessissa on ollut kiehtovaa olla mukana. Osalla edistyneemmistä opis-kelijoistamme puolestaan on toinen van-hemmista suomalainen. Kielitaito voi olla hyvinkin aktiivinen, tai sitten suomi liittyy lähinnä lapsuuden kesiin mummolassa. Suurimmat haasteet liittyvät kirjoittami-seen. Suomi on harvoin ollut koulukiele-nä, joten koko tekstimaailma on uutta.

Ryhmät ovat pieniä. Kaikissa kolmes-

Suomen kielen opiskelijoiden jatkoryhmä. Opiskelijat vasemmalta oikealle ovat Peter Wagner, Alex Harris-Hertel, Alan Fox, Kira McMenamin ja Kim McMenamin. Kuva: Tiina Herlin.

Heidi kampuksella. Kuva: Matti Pöllänen

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Suomen kieltä ja kulttuuria New Yorkissa

Heidi ToivonenFulbright Finnish Language and Culture Teaching Assistant (FLTA) -stipendiaatti 2007–2008, Columbia University

Finnish Language and Culture Teaching Assistant -apurahaohjelma (FLTA) tarjoaa suomalaisille opiskelijoille mahdollisuuden viettää yhden lukuvuo-den yhdysvaltalaisessa yliopistossa. Stipendiaatti avustaa Suomen kielen ja kulttuurin opetustehtävissä ja voi lisäksi täydentää omia opintojaan ja tutki-mustaan yliopiston kursseilla.

Ohjelman tarkoituksena on tukea ja monipuolistaa Suomen kielen ja kulttuurin opetusta Yhdysvalloissa sekä antaa samalla suomalaisille opis-kelijoille mahdollisuus tutustua amerikkalaiseen opiskelu- ja korkeakoulu-maailmaan. Suomen FLTA-ohjelma on Fulbright Centerin ja Kansainvälisen henkilövaihdon keskus CIMOn yhteistyössä rahoittama ja hallinnoima.

Lukuvuonna 2008–2009 suomalainen opetusassistentti lähetetään viiteen amerikkalaiseen yliopistoon. FLTA -ohjelmaan valitut assistentit ovat:

Leena HeikkolaÅbo Akademi, jatko-opiskelija, pääaineenaan suomen kieli ja kirjallisuusSijoitusyliopisto: Columbia University, Germanic Languages Department, suomen kielen ohjelma

Virve KahriTurun yliopisto, pääaineenaan pohjoismainen filologiaSijoitusyliopisto: University of California, Berkeley, Department of Scandinavian, suomen kielen ohjelma

Maija OhvoTampereen yliopisto, pääaineenaan suomen kieliSijoitusyliopisto: Indiana University, Department of Central Eurasian Studies

Anna RönkköOulun yliopisto, pääaineenaan kirjallisuusSijoitusyliopisto: University of Washington, Scandinavian Studies Department

Nina TikkanenJyväskylän yliopisto, pääaineenaan kirjallisuusSijoitusyliopisto: University of Minnesota German, Scandinavian and Dutch Department

FLTA-ohjelma vuodelle 2009–2010 julistetaan hakuun myöhemmin tänä vuonna. Lisätiedot: terhi.topi@fulbright.fi

Fulbright Finnish Language and Culture Teaching Assistant -apurahat lukuvuodelle 2008–2009

raavaa, ja seuraavaa. Elekieli, näyttelemi-nen, matkiminen, osoittaminen, kaikki keinot ovat käytössä. Englannista saatu-jen lainasanojen sujauttelu puheeseen tu-kee myös ymmärtämistä. Usein kaikki saavat kaupan päälle vielä hyvät naurut, sillä tuttujen sanojen suomalaistettu ään-täminen ja mukautettu kirjoitusasu eivät lakkaa huvittamasta opiskelijoita. Open piirustustaidotkin kehittyvät pikkuhiljaa pakon edessä...

Kulttuuri on keskeinen osa kursseja. Aleksis Kiven ja Runebergin päivät eivät sujahda ohi huomaamatta. Alkeiskurssis-ta lähtien tunneilla luetaan runoja, myö-hemmin myös pidempiä kaunokirjallisia tekstejä. Kursseilla katsotaan elokuvia, kuunnellaan musiikkia, luetaan lehtiä ja keskustellaan ajankohtaisista aiheista. New Yorkin suomalaisiin tapahtumiin-kin opiskelijoita koetetaan vaihtelevalla menestyksellä houkutella. Tulisin kyllä, jos vain vuorokaudessa olisi enemmän tunteja, on yleisin vastaus. Suomi on monelle täysin ylimääräinen kurssi, jota opiskellaan kaiken muun lisäksi. Aikaa ei siis yksinkertaisesti riitä kaikkiin rientoi-hin osallistumiseen. Columbiassa järjes-tetään jonkin verran myös omia suoma-laiseen kulttuuriin liittyviä tapahtumia. Kalevala-maraton oli kevään suurin pon-nistus. Osallistujia oli kaiken kaikkiaan yli sata, ja myös kaikki opiskelijat esiintyi-vät tilaisuudessa.

Kursseilla käy runsaasti suomalaisia vieraita arkista aherrusta piristämässä. Opiskelijat haastattelevat näitä ”mysteeri-suomalaisia” yrittäen saada heistä vierai-lun aikana selville mahdollisimman pal-jon. Vieraiden ammatit ovat vaihdelleet eläinsuojeluvalvojasta juristin kautta ru-noilijaan, joten mitä moninaisinta sanas-toa ja uutta tietoa tulee vieraiden kautta esitellyksi mielekkäässä kontekstissa. Myös vieraat sitoutuvat toki puhumaan vain suomea!

Hyppäys kotoisasta systeemistä vie-raan maan yliopistomaailmaan ja etenkin erilaiseen tapaan opettaa kieltä on ollut antoisa ja opettavainen. Tärkeintä on ollut huomata, että suomea voi tosiaan opettaa suomeksi, alusta lähtien.

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The brief vignettes assembled in this Fulbright Center News capture a kind of interactional dynamic that is increasingly a part of our lives in multicultural societies, intercultural encounters. As you will see reading through them, these involve what could be called various cues and codes in conversations. The cues are the ways people present to others what they are doing as they are doing it; the codes involve the ways the cues are understood, activating values, expectations, and preferences. As we will see, some of these encounters involve “rich points,” that is, important sites of deep meaning and cultural identity. Cues and codes shape, and are shaped by social conversation. This is the place where relationships are forged, from personal to diplomatic.

Let’s look at a couple of examplesA young Finnish woman, Anna, had moved to the United States. She had enjoyed getting to know several people in the U.S., some of whom she saw routinely because they lived close to her. Early one evening on a Saturday, Anna decided to go out for a walk. She saw three familiar people coming toward her. She nodded and smiled at them, as one of the approaching acquaintances said: “Hi, Anna.” They walked another step or two, and the acquaintance said again, a bit louder, “Hi Anna!” Anna smiled and nodded again but was thinking to herself,

“That was weird. Didn’t we just do that!?”

Anna found herself wondering how odd it was that she had greeted them, but they had responded to her as if she had not.

What just happened?As it turns out, this kind of encounter happened repeatedly with Anna. It was as if her newfound acquaintances were not even seeing her! Eventually, Anna realized that in order for her to be acknowledged as a greeter in this scene, she had better use some words. So, when hearing “Hi, Anna,” she responded verbally with, “Hello.”

This kind of greeting exchange is an example of an intercultural encounter. It involves a surprising variety of cues and codes, that are active, in this case, in conversation.

If we reflect on this from Anna’s point-of-view, she had cued a greeting in a nonverbal way, with a small nod of her head, and a slight smile. From her view, this was appropriate in such a context as a greeting. This is a nice way of greeting others, she thought, without making a major production out of the occasion! She had noticed in her new U.S. town, and on the campus where she was studying, that some people greeted with elaborate ways of shaking hands, bumping shoulders, hugging, kissing, and the like. She felt all this was a bit much from her view and in some ways just ran “against her grain.” These feelings – both her preference for a nonverbal greeting, and her moderate dislike of the other ways of greeting - are consequences of her habitual coding of social conduct. Anna’s coding of this greeting sequence involves beliefs about

modesty in one’s own life, respecting other’s space, ensuring that others

have autonomy, and acting in a simple but effective way.

This often involves social interactions which can, and at times should be conducted nonverbally, rather than using words. In a nutshell, her preferred conversational moves involved the nod and

smile (the cues) built with a modesty in expression and

respect for others (the coding elements).But this is only part of the picture.

What were her acquaintances doing? Well, from their view, a proper greeting involved, minimally, some form of verbal exchange, and/or some form of nonverbal touching (their cues for greeting). As they approached Anna and said, “hello,” they

heard nothing back from Anna. Her nod and smile were simply missed as greeting cues for such cues were not customary to these acquaintances. As a result, they were invisible to them. From their view, the cues would be too subtle, both the nod and the smile. In fact from their view, the Finnish smile may not even be recognizable as such unless it was explicitly pointed out to them!

As they approached Anna, neither did they hug, shake hands, or kiss. Since Anna hadn’t said anything, nor reached for them nonverbally, they guessed she must not have heard them. So, they tried again, opening the greeting sequence again with a second, “Hi, Anna.” Even though Anna did respond (in her mind a second time) with another nod and smile, these cues were again not noticed. The acquaintances may have thought that perhaps Anna is unfriendly (or deaf!?) since she doesn’t respond when others greet her. From their view, in elements of their code, people should be verbally engaged with others, and freely expressive (two elements in their code). This can and should be done through verbal greetings and nonverbal touching (their cues).

What this exchange demonstrates are the sometimes intricate ways cues and codes can be active in conversations. The exchange above also illustrates how people may act with the very best of intentions, each wanting to be friendly with others, but in the process they can create misunderstandings or even ill feeling. While good will and open-minded action can serve positive ends, this exchange illustrates also a small tragedy in some intercultural encounters, people acting their best, but their best simply isn’t well synchronized with others from elsewhere. Knowing how this process plays out can be very difficult to discover, and then to understand.

Cues and Codes on an International StageCues and codes are active not only in greeting encounters, but also in many other situations, as with major players on an international stage. This was the case when United States President George W. Bush visited Russian President Vladimir Putin. After having a round of talks, the U.S. President was asked at a public press conference how the

Donal Carbaugh: Cues, Codes, and Cultures in Conversation

It is crucial in our multicultural

societies that we become aware of the various cues and codes that

are active in our social situations.

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meeting with the Russian President went. President Bush responded, “I looked into his eyes and saw his soul.”

When seeing, or reading about this reply, Russian viewers were amused. They said: Someone must have told Bush about “soul” (or in Russian, “dusha”). They laughed and puzzled, “who would say that?” Or “Who would put it that way?” No Russian would speak that way about it. As Russians of course know, “soul” is a crucial and dense cultural idea. With it, much is said to Russians about humanity, morality, interconnections among people, and strength of character. As Boris Pasternak put it in Doctor Zhivago, “you in others, that’s what soul is.” It captures proper action and good relations among people through an ethos of collective humanity. These are elements of a Russian code, cued by the word, “dusha” (or soul). From their view, someone might say, we had a “soul talk,” rather than I “saw his soul.”

“Soul” as a distinctively Russian concept runs deep into Russian history and character. It is like “shmah” in Austrian German, “sisu” in Finnish, or “self” in American English. Each is a culturally rich site which is dense with meaning, owned as a badge of cultural identity, and difficult to translate from one language into another. These can be called, following Michael Agar, cultural “rich points.”

Lessons to be LearnedSeveral lessons can be gleaned from examining intercultural encounters like these. First, cultural cues for the same activity, or within the same activity can vary. Whether greetings can (and should) be conducted nonverbally through nods and smiles, or more verbally through spoken words varies. Different expressive systems have different preferences. Second, codes attached to cues are different. Whether one acts in ways that value the others’ privacy and autonomy, or value connecting with others varies. Also, the same cue, such as a greeting kiss, can be coded differently. For some it is appreciated as a nice relational gesture, for others, an invasion. Third, codes involve values and rules for what is good, and preferred. Given our habits of action, we rather unknowingly expect others to act in certain ways. These expectations and preferences derive from our own coding of social life. This becomes

evident especially at a general level when some prefer, in a social context, silent interaction, while others expect speaking. Fourth, education about others must be forthcoming, but it also must be used appropriately. This involves understanding not just a word and its meanings, but how such an idea gets used in social lives.

It is crucial in our multicultural societies that we become aware of the various cues and codes that are active in our social situations. Given our busy routines, it is of course easy just to forge ahead in our customary ways, naively assuming others will understand. This may indeed be the case. But also, if we can become effective at discovering differences in cueing and coding, as these arise, we are better equipped to discover, understand, and manage the differences in a just way. Rather than unknowingly expecting others to do things our way, we can work also considerately, with theirs in view. Those in positions of power such as teachers, doctors, lawyers, and politicians among

others have a special responsibility in this regard. For this, ultimately, brings the variety of resources humans have created into view, and allows people to create a better world with them in mind, from intercultural greetings to international relations.

Donal Carbaugh, the Fulbright Bicentennial Professor in American Studies at the Renvall Institute, University of Helsinki, 2007–2008, is a renowned specialist in the field of Intercultural Communication and has published many books and articles on this topic. He holds a professorship at the University of Massachusetts, Amherst.

Further reading: Donal Carbaugh, Cultures in Conversation (Routledge, 2005). The book has several chapters in which Finnish-American dynamics are discussed. Selected works of Donal Carbaugh: http://scholarworks.umass.edu/donal_carbaugh

Donal Carbaugh: Cues, Codes, and Cultures in Conversation

Greeting Across Cultures

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Opintomatkalla Yhdysvalloissa Study Tour 2008

Joukko suomalaisten korkeakoulujen kv-hallinnon ammattilaisia vieraili Yhdysvalloissa opintomatkalla helmi-kuussa 2008. Fulbright Centerin ja ame-rikkalaisen Institute of International Educationin järjestämän matkan aihee-na oli amerikkalainen korkeakoulutus ja opiskelijaliikkuvuuden kehittäminen Suomen ja USA:n välillä.

Nelipäiväinen seminaari oli suunni-teltu erityisesti suomalaisen delegaa-tion tarpeisiin. Kahtena ensimmäisenä päivänä keskityttiin amerikkalaisen

korkeakoulutuksen yksityiskohtiin ja Suomi-USA -vaihtoihin.

Kaksi seuraavaa päivää oli varattu yliopistovierailuille. Kohteina oli neljä erilaista yliopistoa: Boston University ja University of Massachusetts sekä State University of New York, New Paltz ja New York University.

Opintomatka kulminoitui viimeisenä päivänä järjestettyyn Trends in Transat-lantic Academic Exchange Worksho-piin, jonka aikana käsiteltiin amerik-kalaisten opiskelijoiden kansainvälistä

liikkuvuutta. Päivän aikana delegaatio esitteli Suomea amerikkalaisten opis-kelijoiden kohdemaana. Workshopiin osallistui yhteensä 77 edustajaa mm. amerikkalaisista organisaatioista ja yli-opistoista.

Opetusministeriön tukemalle mat-kalle osallistui ammattilaisia yhteensä 22:sta eri korkeakoulusta.

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study tour

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Takarivissä vasemmalta oikealle: Terhi Topi, Fulbright Center, Henrik Luikko, Kymenlaakson ammattikorkeakoulu, Terhi Mölsä, Fulbright Center, Kirsi Tolvanen, Tampereen ammattikorkeakoulu, Katri Salmi, Haaga-Helia ammattikorkeakoulu, Kimmo Kuortti, Oulun yliopisto, Hanna Björkman, Stadia, Solja Ryhänen, Jyväskylän yliopisto, Mervi Rantanen, Teknillinen korkeakoulu, Terhi Kipinä, Tampereen yliopisto, Sanna Jeskanen, Pohjois-Karjalan ammattikorkeakoulu, Marja Räikkönen, Hämeen ammattikorkeakoulu, Timo Sorvoja, Humanistinen ammattikorkeakoulu, Kirsti Virtanen, Turun ammattikorkeakoulu, Monica Nylund, Åbo Akademi, Irinja Paakkanen, Turun yliopisto, Timo Ahonen, Lahden ammattikorkeakoulu, Harri Malinen, Lapin yliopisto.

Eturivissä vasemmalta oikealle: Rebekka Niskanen, Helsingin yliopisto, Arja Majakulma, Laurea ammattikorkeakoulu, Johanna Julin Lilius, Svenska Handelshögskolan, Eila Hirvonen, Tampereen teknillinen yliopisto, Anitta Etula, Kuopion yliopisto, Riitta Salmi, Kuvataideakatemia.

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Day OneAn Overview of U.S. Higher •Education – Everything You Need to KnowThe International Education •Profession in the United StatesCurrent Trends in International •Academic Exchange: U.S. Study Abroad and Insights into the Lincoln Commission and How the Goals to Increase U.S. Study Abroad May Impact Institutions AbroadStrategies for Marketing and •Linkages Panel 1: Strategies for Marketing •Your Campus to U.S. Students Panel 2: Strategies for Developing •Linkages with U.S. Campuses

Day TwoStrategies for Internationalizing •Colleges and Universities: Opportunities and ChallengesThe Admissions Process at •American Universities

Otteita ohjelmasta

Ohjelman New York -osuus järjestettiin IIE:n Kaufmann-konferenssisalissa, jonka on suunnitellut Alvar Aalto.

Opintomatka kulminoitui viimeisenä päivänä järjestettyyn Trends in Transatlantic Academic Exchange Workshopiin, jonka avasivat Fulbright Centerin toiminnanjohtaja Terhi Mölsä (oik.) ja IIE:n Executive Vice President Peggy Blumenthal.

Alla IIE:n johtaja Allan Goodman. Suomalainen korkeakouluväki muistaa Allan Goodmanin kahden vuoden takaa Lappeenrannan kv-kevätpäiviltä, missä hän oli pääpuhujana.

study tour

”Ohjelman laatuun vaikutti suuresti se että kaikki esi-tysten pitäjät olivat saaneet etukäteen kysymyslistan osallistujilta – ohjelma oli siis todellakin räätälöity meitä varten.”

Monica NylundInternational OfficerÅbo Akademi

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Days Three and FourParticipants split into two smaller groups for a two-day field experience observing university international education management in operation - one day at a private university and one day at a public university.

Group A: Boston University and University of Massachusetts •Group B: State University of New York, New Paltz and New York •University

Day FiveTrends in Transatlantic Academic Exchange Workshop

Workshop topics:Emerging Issues in Transatlantic •Academic Exchange Promoting Study Abroad in Europe: •Marketing Strategies and ChallengesThe Bologna Paradox: Competition, •Cooperation, or Both?Developing Institutional Partnerships •and the Role of Joint and Dual Degree ProgramsHigher Education in Finland: •Opportunities for U.S. Students Higher Education in Russia: A New •Destination for U.S. Students?

Yllä: Rebekka Niskanen, Helsingin yliopisto, Johanna Julin Lilius, Hanken, Terhi Kipinä, Tampereen yliopisto ja Solja Ryhänen, Jyväskylän yliopisto.

Vasemmalla: Avajaisillallisella New Yorkissa. Vasemmalla Daniel Obst, IIE ja Harri Malinen, Lapin yliopisto.

Vierailulla Boston Universityssä.

Kuvat: Kimmo Kuortti

Matkaraportti ja materiaalit:

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Matkasessio kv-kevätpäivillä:

tiistaina 13.5. klo 15.00–16.30:

”Tilannekatsaus

Suomi-USA -vaihtoihin”

“Matkan paras anti oli y-fiilis: Yhdysvallat, yhdessäolo, yhteistyö, ymmärrys. Opintomatka lisäsi ymmärrystäm-me Yhdysvalloista, sen mahdollisuuksista ja haasteista. Se tarjosi tilaisuuden yhdessäoloon, keskusteluun ja mielipiteiden vaihtoon. Ja parhaassa tapauksessa lop-putuloksena syntyy laajaa yhteistyötä.”

Hanna Björkman Kansainvälisten asioiden päällikkö, Stadia

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Fulbright Center booth at this year’s UNIEXPO student fair at the University of Helsinki, attracted high school as well as university students to ask questions on North American universities and colleges, Fulbright grant opportunities for undergraduate applicants and general entrance requirements for Finnish students.

A Uniquely Canadian Bilingual EducationCanada, similarly to Finland, is a country with two official languages. If one wishes to work for the Federal Government, private employment in bilingual areas or officially bilingual municipal government, having a working knowledge of English and French is essential. Contrary to what some may be-lieve, French speakers are not solely based in the province of Québec but rather in pockets all over the country such as South-ern Manitoba, Northern Ontario, Eastern Ontario, Labrador and New Brunswick.

Two Bilingual UniversitiesWhile the majority of universities in Can-ada offer programs in both English and French, there are two universities that have adopted the ‘Bilingual University’ designa-tion; The University of Ottawa (l’ Université d’Ottawa) in Canada’s capital and Lauren-tian University (Université Laurentienne) in Sudbury, Ontario. Both of these univer-sities have placed a strong and conscious emphasis on providing essential services to their students in either language.

A bilingual university designation has a number of meanings, but in general terms it means that there are an equal or similar number of the same programs in English or French. For example, there would be two separate undergraduate programs in Soci-ology and Sociologie that would cover the same material with one entirely in English and one entirely in French.

Having equivalent programs can also lead to a number of challenges, such as in the library where the policy is that for every

English book there will be a French one, this can be at times hard to follow since the majority of academic journals are pub-lished in English. Many faculty and staff are also obligated or politely suggested to teach classes in both official languages which can at times be very stressful but does create a very unique teaching environment where the lecturer and class dynamic is richer.

Bilingual universities also create an en-vironment of accommodation which can be extremely advantageous; it is possible to ask for your exam, no matter what the lan-guage of instruction is, to be given to you in your language of choice. This same policy is also applicable to the submission of pa-pers, which could help a French speaker who takes an English course to improve their English but would feel more comfort-able writing their paper in French.

Being enrolled in an English or French program does not limit you to only receiv-ing instruction in that language; you may also choose to take a required English course in French. Supplementing one lan-guage of instruction for another is espe-cially popular in seminar classes where the class size is between 10 to 15 people and is entirely discussion and requires active participation.

Investment in One’s FutureA great number of students choose to study at a bilingual university to improve their reading, writing and oral abilities in their second language. Due to the bilingual na-ture of the campus or the city, learning is

UNIEXPO Fair 2008

not just limited to the classroom; quite often one’s language abilities are improved sim-ply by being immersed in the environment. There are a number of tools available to the student at bilingual universities such as free language training outside of class, ESL or FSL (English as a Second Language or French as a Second Language) essay help centres, and university sponsored immer-sion programs.

It is very common to hear both languag-es used interchangeably, sometimes even in the same sentence, when walking on cam-pus or sitting in the cafeteria. Often when a lecturer or presenter is lost for a word they will say the word in the other language and immediately ten hands will shoot up in the air all volunteering synonyms to that word. Many students see the advantages of at-tending a bilingual university as being an excellent investment in their future careers after graduation or a way to improve their marketability. Text: Jordan Sauer, Fulbright Center Intern

kanada

Coping with a stale acquaintance at Turku Castle in the Jordaninkamari

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During my years studying at the University of Ottawa I developed a fascination with the Nordic countries. I was fortunate enough near the end of my studies to hear about a number of internship opportunities in Finland that were organized in cooperation with the AUCC (Association of Universities and Colleges Canada) and CIMO. Naturally, I applied in the hopes that I could rush off to Finland immediately following my graduation.

My Finland journey took some time in coming, but I was nev-ertheless very pleased when I was contacted by the Fulbright Center. Soon, while still living in Canada, I was immersing myself in all things Finland. I would check the weather daily in Helsinki, watch Finnish YLE news online and read every possible book or article concerning Finland that I could get my hands on.

I arrived in Helsinki on January 31st, 2008 and was immedi-ately in awe of nearly everything (I had a smile on my face that could not be wiped off until I saw my apartment). I initially made the mistake of comparing Helsinki to my hometown of Ottawa continuously; you simply cannot do it as they are very different from each other with a few exceptions. Even now I find myself biting my tongue when my brain wants to blurt out, “In Ottawa…” This cold Finnish demeanour I keep hearing about however, I have some disagreement with as it is no different than in Ottawa where silent bus rides are the norm.

I was quite shocked initially with the language and it is not just the Finnish language I am speaking of. Street signs are quite small here and added to the initial challenge is the fact that the signs are in both Finnish and Swedish with sometimes very dif-fering names. Ottawa is also a bilingual city however ‘Metcalfe Street’ simply changes into ‘Rue Metcalfe’ in French. On my first day in Helsinki I asked the same man at the Sokos Hotel twice how to get to the Fulbright Center office, each time seemed to be a completely different route.

My language issues ran much deeper however. I had a notion

that it would be far better to use Swedish instead of English when ordering things; this also appeared to be a great opportunity for me to use my broken Swedish. Nervously I approached the coun-ter to order my first coffee in Helsinki and ordered in my best Swedish – the confused look on the server’s face told me that maybe English was more acceptable. I have tried to order items in Finnish but they are limited to single words where I’ll repeat the word ten times in my head and still manage to not pronounce the ‘H’ in ‘Kahvi’.

In keeping with the truly Canadian stereotype of being very polite to everyone eh? I have done my best to uphold the stereo-type, even going as far as ordering drinks in Finnish or with a Finnish accent at bars to then feel like a complete fool when the bartender is in fact Australian at the Aussiebar and Irish at the pub. On top of all this, I am still caught saying the English infor-mal ‘hey’ to then have it interpreted by Finnish speakers as ‘hei’ and then throw myself into a position where I have to backtrack apologetically after receiving a barrage of Finnish.

When asked by friends and relatives what initial challenges I foresaw prior to arriving in Finland I would often say, “Oh, prob-ably the quiet people and adjusting to the food.” I could not have been more wrong, Helsinki is a very vibrant city (again com-pared with Ottawa which is often called ‘the city that fun forgot’) and I have had a very easy time buying food, in general it is much healthier. Language, even though I felt that I was prepared for it, has been the hardest adjustment for me; that said however, I will still use the Swedish cooking instructions instead.

Jordan Sauer is working as an intern at the Fulbright Center from February–August 2008 as part of the Finnish-Canadian Trainee Exchange Program administered jointly between the As-sociation of Universities and Colleges of Canada (AUCC) and the Finnish Centre for International Mobility (CIMO).

Interning in Finland: A Canadian Experience

Tänä keväänä tuli kuluneeksi kymmenen vuotta siitä, kun Fulbright Center ja Kana-dan suurlähetystö solmivat yhteistyösopi-muksen, jolla Kanadaa koskeva opinto-neuvonta keskitettiin Fulbright Centeriin.

Yhteistyön juuret ulottuvat 1990-luvun alkuun, jolloin Kanadan suurlähetystö toi-mitti Fulbright Centeriin vuosittain mm. Kanadan korkeakoulujen opinto-oppaita ja kanadalaista korkeakoulujärjestelmää koskevaa aineistoa. Opiskelijat pääsivät tutustumaan materiaaliin Fulbright Cen-terin asiakaskirjastossa, mutta opintoneu-vontaa ei vielä tarjottu.

Yhteistyötä laajennettiin maaliskuussa 1998 sopimuksella, joka aloitti Fulbright Centerin säännöllisen Kanada-neuvon-nan. Tästä alkoi myös Kanadan suurlä-hetystön vuosittainen taloudellinen tuki Fulbright Centerin Kanada-neuvonnalle. Hieman myöhemmin myös opetusminis-

Kymmenen vuotta Kanada-yhteistyötäteriö liittyi mukaan vastaavalla vuotui-sella tuella.

Nykyisin Kanada-neuvonta on oleellinen osa Fulbright Centerin toimintaa. Fulbright Centerin henkilökunta auttaa opiskelijoita Kanadaan liittyvissä kysymyksissä ja ker-too opiskelumahdollisuuksista mm. useissa infotilaisuuksissa vuoden mittaan.

Fulbright Centerin asiakaskirjaston Kanada-kokoelmaan kuuluu kanadalais-ten yliopistojen opinto-oppaita sekä muita Kanadassa opiskelua ja kanadalaisia kor-keakouluja koskevia teoksia. Tärkeä virs-tanpylväs oli vuosi 2003, jolloin julkaistiin ensimmäinen Suuntana Kanada -opas. Opas suunniteltiin ensimmäiseksi tiedon-lähteeksi kaikille Kanadassa opiskelusta kiinnostuneille. Myös Fulbright Centerin kotisivusta www.fulbright.fi on vuosien saatossa kehittynyt keskeinen Kanada-tie-don lähde.

I am delighted by the 10th anniversary of excellent and fruitful collaboration between the Fulbright Center and the Canadian Embassy. Canada as a destination has certainly been brought to the attention of Finnish students interested in studying abroad, thanks to the numerous outreach activities of the Fulbright Center over the years and the excellent advisory service available at the Center. We are looking forward to further developing our partnership.

Ambassador of Canada to Finland Scott Fraser

17www.fulbright.fi

18www.fulbright.fi

Antti Lehtomäki in Puerto Rico

It was a short road for me to develop a strong liking for Finland, Finnish people and traditions. Early on I learned how to appreciate Finnish winter, working with the natural forces, that is snow, ice, cold. I became an avanto enthusiast.

My initiation came through a trusted colleague who was an avid winter swim-mer, sans sauna! And after my first ex-ploratory experience, when I had to be reminded to turn around and walk back toward the shore, I was hooked. Especial-ly seeing the ageless ladies in the chang-ing room, who had practiced avanto for many decades, I was convinced that at last I had discovered my extreme sport.

There is a mental component to prepar-ing yourself for the freezing water, and of

course you do need to be in good health. With some dedication you can find

your skin improving, your circulation be-coming stronger, and your bad fat turning into the good fat that keeps internal or-gans warm and protected.

A great winter swim experience in-cludes friends, a group dip, and some sort of imposing weather – snowfall or brilliant sun, even blowing rain. When the air temperature is below freezing and the water close to freezing, guess what feels warm! Electric even. I like to say after a really perfect avanto, I feel like a baked Alaska, melted on the inside with a crispy covering of electrified net. If you have the chance to do it, make an avanto ex-cursion and see how you describe it. My

American friends back home just don’t get it, with a puckered-up face they will always say, “but I don’t like cold water.” Avanto is not cold water…it’s a complete body, mind, spirit encounter with Nature.

Text: Suzanne Louis

Avantouinti: Winter “swimming” through a hole in the ice

AVANTO, Exercise in Self-discovery

How are Fulbrighters communicating their experiences with family and friends nowadays? Staying in touch with your im-portant people while traveling traditional-

Intercultural Communication and Blogging

alumni notes

Friends of Fulbright-Finland (FoFF)

CroneInHelsinkiElizabeth Cronehttp://elizabeth-crone.blogspot.com

Fans of Finland WeblogCheryl Greenbergclgreenberg.wordpress.com/about

Fulbrighter in FinlandKenneth Lee Kolsonwww.fulbrighterinfinland.blogspot.com

ly has been accomplished by journaling, postcards, and snail mail. But as elec-tronic communication has invaded most households, e-mail and text messaging, and more recently interactive blogging, seem to be the norm. Real time com-mentary permits the immediate sharing of experiences and realization of cultural understanding. This new way of sharing cultural insights, including photographs e-mailed en masse, is taking over the Fulbright grantee experience. We invite you to peruse several blogs created since 2006 that provide a vast array of ideas about what life in Finland is like through the eyes of our American grantees.

…you have an opportunity to connect with the Finnish Fulbright Center through our grantee alumni network and through a first-ever survey currently making its rounds in the U.S. post. This survey is intended to gather current contact data on American former grantees who have come to Finland through a Fulbright award. If you have not received a survey, please let us know. FoFF is an alumni-based network, with plans in the making to help promote Finland and Fulbright

opportunities for Americans. Members will be able to gather at periodic events held throughout the U.S., geared toward highlighting the Finnish experience. The next get-together will be a Memorial Day picnic for alumni living in the D.C. area on May 26, 2008, hosted by Kenneth Kol-son, University of Oulu, 2006.

FoFF project coordinator, Suzanne Louis (Helsinki University of Technology, 2001) suzanne.louis@fulbright.fi Pictures from Elizabeth Crone’s blog

19www.fulbright.fi

Antti Lehtomäki in Puerto Rico

Undergraduate Colum

n

After receiving a Fulbright grant, graduate students tend to spend a lot of time and energy trying to find the best university, the best department and the best faculty for their academic needs. But there is an-other way. Going out of the campus works magnificently for some of us due to the freedom to pursue our personal career and study goals, although at times it in-volves a certain amount of extra effort.

After calling and e-mailing some prom-ising departments of history of science in the U.S., I was still not able to find my ideal match. Thus, I quit trying to find the perfect place for me and set out to find the perfect advisor instead. I gave a pa-per at an international conference on my field and through this networking effort, I

Off-Campus Fulbrighting

Antti Lehtomäki: Life in Puerto Rico

After finishing the first semester at Univer-sity of Puerto Rico, I went back to Finland to see my close-ones, and I have to admit that the contrast was quite huge, from trop-ical island to Finnish winter. After the three weeks in Finland, I was getting anxious to go search for some new adventures, new cities, new people and most important of all, new challenges.

What keeps surprising me are the peo-ple that you meet traveling. You do not nor-mally pay very close attention to strangers around you, but when you do strike up a conversation with them, it is amazing how similar thoughts they may have even though they have grown up in a totally dif-ferent culture.

Read more about Taika, Sara, Antti and other Fulbright grantees online

www.fulbright.fi

One special occasion that struck me happened when I was visiting San Juan, the capital of Puerto Rico, during my stay in a local guesthouse. I was preparing to go to sleep and was walking with my tooth brush towards the restrooms, when I met this Japanese woman who was stay-ing there. We started talking and before I noticed we had talked half an hour and had exchanged thoughts about things like traveling, family, individualism, priorities, happiness, living to the max and success. Most of the time when you meet new peo-ple, quite rarely do you really share your views about the world, but when it does happen, it’s a moment that you shouldn’t overlook.

Even though I am not feeling home-sickness, I do feel that when it is time to return to Finland, it’s going to be amazing to put my new abilities to use, increased optimism, entrepreneurship, and the most important of them all, the idea that “Every-thing is possible.”

Antti “Salsa” LehtomäkiFulbright Center Undergraduate

grantee 2007–2008 University of Puerto Rico, Mayaguez

Sara Slama: Spending my time doing what I want at Brown University

The philosophy of Brown University’s lib-eral arts college, in my interpretation, is that you can do what you want, all you want and nothing but what you want. Having spent a semester at this, in some ways, utopian college I have discovered two catches in its philosophy. The first is that doing what you want can be very difficult when nobody is going to tell you what you should be wanting. The second is that you only have 24 hours a day. There is, luckily, a solution to the first catch. It is called experimentation. But this compli-cates the second catch, for which there is no solution other than appreciating the immense value of time. These challenges run through every aspect of life at Brown and enhance its distinct character of pas-sion and energy... More online.

Sara SlamaFulbright Center Undergraduate

grantee 2007–2008.

found myself talking with the director of the Institutional History Department at the Smithsonian Institution Archives who was not only interested in my study, but very supportive and enthusiastic about it. As I had my own funding through the Fulbright, an office was easy for her to ar-range….

There are both perks and pitfalls to be-ing an off-campus Fulbrighter….You will miss the American campus athmosphere. However, the off-campus Fulbrighter ex-periences an interesting and valuable transition from studenthood to a more professional mode of existence.

As there is no or very little mandatory coursework, everything you do is highly relevant to your own research and career

goals. The flexible institutional environ-ment enables a grad student to specialize in their research or professional field full-time. The open schedule gives you time to network with the professionals both within your institution and without. All this builds towards your future in your profession with relevant, substantial ex-pertise in your field and a solid basis for your future career.

Taika Dahlbom ASLA-Fulbright Graduate grantee Smithsonian Institution Archives, Washington, D.C., 2007–2008.

www.fulbright.fi

Sara

on the r

ight

20www.fulbright.fi

TOEFL-tulokset valmistuvat noin kolmen viikon kuluttua testin suorittamisesta. Jos testattava on pyytänyt Educational Testing Serviceä (ETS) lähettämään tulosraport-tinsa oppilaitoksille, se on perillä kirjepos-tina tavallisesti noin kuukauden kuluttua testistä. Internetin välityksellä tulosraportti voi ehtiä oppilaitokseen jo kolmen viikon kuluttua testin suorittamisesta.

Nopein keino saada tiedot oppilaitoksil-le on Scorelink-ohjelma, joka lähettää TOEFL-tulokset internetin välityksellä. Scorelink-tulospalvelu on maksuton, jos oppilaitos valitsee sen ainoaksi tavakseen vastaanottaa tulosraportteja. Jos raportte-ja otetaan edelleen vastaan myös perin-teisenä kirjepostina, palvelun vuosimaksu on USD 300.

Testitulosten valmistuttua ETS lähettää sähköpostitse internet-osoitteen, josta op-pilaitos voi ladata tulostiedot. Kun Score-link-ohjelma on otettu käyttöön, tulokset tulevat automaattisesti myös kirjepostina vielä seuraavien kahden kuukauden ajan.

Teknillinen korkeakoulu alkoi käyttää Scorelink-ohjelmaa alkuvuodesta 2008.

– Luimme Scorelink-palvelusta ETS:n verkkosivuilta jo kesällä 2006, mutta aloim-me perehtyä asiaan tarkemmin vasta vii-me kesänä, kertoo suunnittelija Sinikka Tamminen Teknillisestä korkeakoulusta.

TOEFL-tulokset nopeimmin internetin kautta– Koko prosessi kesti puolisen vuotta.

Paljon aikaa meni sen selvittämiseen, mistä ohjelmassa on kyse, mitä meidän täytyy tie-tää siitä ja mitä asioita on oleellista kysyä. Lähetimme ETS:lle lukuisia sähköposteja.

Testituloksia ei lähetetä sähköpostilla, vaan tiedosto ladataan suojatun yhteyden kautta. ETS käyttää PGP-nimistä salausoh-jelmaa, johon tutustuminen oli TKK:ssa yksi eniten aikaa vievistä vaiheista.

– Atk-keskuksemme selvitti ensin, mikä ETS:n edellyttämä ohjelma on, saako sitä ladata meidän koneillemme ja joko meillä mahdollisesti on vastaava salausohjelma, jota voisi käyttää, Sinikka Tamminen kertoo.

ETS:n ohjelma osoittautui kuitenkin ainoaksi vaihtoehdoksi. – PGP on varsin järeän luokan salausohjelma, eikä sitä kovin yleisesti tunneta tai käytetä. Atk-keskuksemme työntekijä opetteli uuden ohjelman, ja nyt meillä on Scorelink käy-tössämme, Tamminen iloitsee.

TKK on ollut Scorelinkiin tyytyväinen. Vaikka asioihin perehtyminen vei aikaa eikä tarvittava salausohjelma ole aivan yksinkertainen, itse Scorelink-toiminto on kätevä, kun se lopulta on käytössä.

– ETS lähettää tulosraportteja kahden viikon välein. Osa opiskelijoiden tulosra-porteista on meillä jo kolmen viikon kulut-tua testistä, joten uusi käytäntö on paljon

Kieli lukeminen kuuntelu puhuminen kirjoitus kokonaispisteet

30 30 30 30 120

hollanti 25 27 25 25 102

konkani 25 26 24 26 101

tanska 24 27 26 24 101

saksa 23 26 24 24 97

suomi 23 27 23 24 97

viro 23 26 23 24 97

assami 24 24 23 25 96

kannada 24 25 23 25 96

oriya 24 24 23 25 96

slovenia 23 25 23 24 96

tamil 24 24 23 24 96

Suomalaiset menestyvät TOEFLiBT-testissä

nopeampi kuin perinteinen paperiraport-ti, Tamminen sanoo.

Testitulokset saadaan tekstitiedostona, jossa kaikki testintekijää koskeva tieto on yhdellä rivillä. ETS:n mukaan tietoa ei voi esittää muulla tavoin.

– Onneksi meillä on teekkareita. Yksi heistä teki nopeasti ohjelman, joka muun-taa tekstitiedoston excel-taulukkoon pal-jon luettavampaan muotoon, suunnittelija kiittää.

Scorelinkin käyttöönottoon on Sinikka Tammisen mukaan syytä varata noin kak-si kuukautta.

– Meillä siihen tarvittiin enemmän, kos-ka käytännön kokemuksia ei oikein ollut vielä missään, ja kaikenlainen selvittely ja ohjelmiin tutustuminen vei oman aikansa.

Kv-kevätpäivien Kielitesti-infossa keskus-tellaan mm. Scorelinkistä, sen käyttöön-otosta ja käytöstä.

Scorelink-ohjelman edellyttämät tekniset vaatimukset sekä tarkemmat tiedot mm. PGP-salausohjelmasta ja sen hankkimises-ta saa TOEFLin verkkosivulta www.ets.org/toefl sekä osoitteesta codecontrol@ets.org.

Lisätietoja: johanna.lahti@fulbright.fi

Educational Testing Service julkaisee vuosittain yhteenvedon TOEFL-testin tuloksista. Suomea äidinkielenään käyt-tävien keskiarvotulos on ollut vuodesta toiseen korkea, niin myös viimeisimmän, vuoden 2007 tilaston mukaan: suomalais-ten keskiarvopiste on 97 (maksimi 120).

TOEFL-testi, Test of English as a Fo-reign Language, on englantia vieraana kielenä käyttäville tarkoitettu kielitesti. Testi toimii kansainvälisen opiskelijavaih-don peruskriteerinä, ja opiskelijan tulee saavuttaa tietty, oppilaitoksesta ja opis-kelualasta riippuva vähimmäispisteraja päästäkseen mukaan opiskelijavalintaan.

Taulukossa on esitetty vuonna 2007 internet-pohjaisen TOEFL-testin suoritta-neiden 11 parasta kieliryhmää. Yksittäis-ten testiosioiden maksimipistemäärä on 30, ja testin kokonaispisteet 120.Koko raportti: Test and Score Data Summary for TOEFL Internet-based and

Paper-based Tests, January 2007-December 2007 Test Data (PDF) www.ets.org/toefl >>TOEFL Research >>Test and Score Data Summaries.

testit

21www.fulbright.fi

On the Importance of Communication Between Cultures Observations from Southern CaliforniaRichard D. Lewis has labelled Finland a ‘Cultural Lone Wolf’ in the title of his fa-mous book. Being the sole Finnish ‘wolf’ among a large number of Fulbright Post-doctoral Scholars based in Orange County in early 2007 did not make me howl out of loneliness. On the contrary, not meeting fel-low Finns for four months provided me with the extremely valuable opportunity to get together with people from all over the globe staying in California on Fulbright scholar-ships and engage in cross-cultural commu-nication. And do not forget the locals…

This communication and the insight gained from the numerous conversations I was able to conduct, in my view, forms an essential part of what you can learn while in the U.S.. It’s not all about scholarly work, but I, however, think that rarely in your aca-demic career will you enjoy more peace working on your research.

Do not get carried away and make it a mere tourist vacation. That is not the purpose of being a cultural ambassador of your country. The conversations with scholars from the U.S. and all around the

world, the views you will encounter, the friendships you make, the new contacts you will establish, all this is something money cannot buy. My experience is that people, both from the United States and abroad, are genuinely interested why you have made it to the U.S. all the way from your home country.

And, most likely, you will find out some-thing new about the way your country is perceived abroad. I was approached by a Japanese scholar during a Fulbright bar-becue in picturesque Pacific Palisades, as part of the Los Angeles Area Metropolitan Enrichment Program. He had seen my name and country tag and immediately told me how much he had enjoyed his visit to the Moominworld in Naantali, the place I had left to come to Irvine for. This was a moment to remember.

As far as more ‘serious’ conversations are concerned, I had the honour of talking to scholars from Korea, Egypt, Pakistan, Kazakhstan, India, Japan, among many other countries. Most of these talks took place in rather informal settings as the bar-becue mentioned above. Working on your personal network thus does not always re-quire a formal setting, even though there were more formal occasions as well. I was honoured to be invited to UCLA’s Fulbright dinner, which brought together all the Ful-

UCLA’s Charles E. Young Library www.library.ucla.edu/libraries/yrlHuntington Library www.huntington.orgHarvard’s Department of German www.fas.harvard.edu/~germanUniversity of California, Irvine www.uci.edu

Michael Szurawitzki, Ph.D., 31, is currently Lecturer at the German Department of Åbo Akademi University. In 2007, he spent four months as a Fulbright Postdoctoral Fellow at the Dept. of Comparative Literature at the University of California, Irvine. He is married and a father of two.

bright scholars from Southern California for one night to enjoy theatre performanc-es, conversations and good food.

It is not merely about enjoying the bene-fits of the well-moulded Fulbright channels to make the most out of your prospective trip to the United States. Being a Fulbright grantee opens doors in many places, at least from the point of view of my experi-ence. Be advised to contact scholars you’d like to meet or institutions you want to go to for research or lecturing at least 4–6 months in advance, otherwise the schedule for the upcoming academic year is already full. In any case, you will be likely to estab-lish good contacts and opportunities to see more scholarly institutions than ‘just’ your host institution in the U.S. I was able to visit places such as UCLA’s Charles E. Young Li-brary and the Huntington Library and have accepted an invitation to Harvard’s Dept. of German for April–May 2008.

As you see from my report, it’s up to you. A Fulbright experience can indeed be ‘changing your life’, as former grant-ees promised during our orientation prior to departure. For me as an academic, the Fulbright grant has marked the starting point for a fruitful transatlantic exchange of ideas. To put it in Californian ‘Governa-tor’ Arnold Schwarzenegger’s words: “I’ll be back.” I will.

Fulbright Center kutsuu vuosittain koolle yliopistojen Pohjois-Amerikan tut-kimuksen ohjelmakokonaisuuksista vastaavat professorit ja koordinaattorit keskustelemaan ohjelmien nykytilanteesta ja niiden kehittämisestä sekä alan toimijoiden uusista yhteistyömahdollisuuksista. Järjestyksessään jo neljäs vuosittainen Roundtable kokoontui huhtikuussa ja tällä kertaa tilaisuus järjes-tettiin Yhdysvaltain suurlähettilään residenssissä Helsingin Kaivopuistossa.

4th Fulbright Center North American Studies Roundtable

Kuvassa (vas.) Helsingin yliopiston Pohjois-Amerikan tutkimuksen yliopistonlehtori Mikko Saikku, Tampereen yliopiston yleisen historian professori ja North American Studies -ohjelman johtaja Marjatta Hietala, Tampereen yliopiston englantilaisen filologian professori Matti Savolainen, Tampereen yliopiston North American Studies -ohjelman koordinaattori Touko Berry, Helsingin yliopiston Yhdysvaltain tutkimuksen professori Markku Henriksson, Yhdysvaltain Helsingin suurlähetystön varatiedottaja Kimberly G. Hargan, Fulbright Centerin toiminnanjohtaja Terhi Mölsä ja Turun yliopiston englantilaisen filologian yliopistonlehtori ja North American Studies -ohjelman koordinaattori Keith Battarbee.

22www.fulbright.fi

Fulbright Center kevätpäivillä 2008

Sessio 2.8Tilannekatsaus Suomi-USA vaihtoihin ja maiden väliseen opiskelijaliikkuvuuteenSuomalaisten korkeakoulujen kv-hallinnon henkilöstöstä koostuva delegaatio teki hel-mikuussa 2008 opintomatkan Yhdysvaltoi-hin. Opetusministeriön tukeman hankkeen toteutti Fulbright Center yhteistyössä ame-rikkalaisen Institute of International Edu-cationin kanssa. Opintomatkan aiheena oli amerikkalainen korkeakoulutus ja opis-kelijavaihtojen kehittäminen Suomen ja USA:n välillä. Tämän session tarkoitus on jakaa opintomatkan kokemuksia. Aiheina erityisesti opiskelijaliikkuvuus Suomen ja Yhdysvaltain välillä sekä Suomen korkea-koulujen markkinointi Yhdysvalloissa.

Info 3.1Kielitesti -infoTOEFL- ja IELTS -testeihin keskittyvä info alkaa kuuden minuutin alustuksella. Sen jälkeen osallistujat voivat keskustella TO-EFL- ja IELTS -testien tulosrajojen määritte-lystä, tulosten vertailusta ja tulosten oikeel-lisuuden varmentamisesta. Puhutaan myös eri tavoista saada testitulokset omalle oppi-laitokselle mahdollisimman tehokkaasti ja kuullaan käytännön kokemuksia aiheesta. Keskustelevan infon tarkoituksena on, että osallistujat jakavat tietoa, kokemuksia ja vinkkejä sekä tuovat esille kohtaamiaan testeihin liittyviä käytännön haasteita. Osallistujien tulisi tuntea TOEFL- ja IELTS -testit ja heillä tulisi olla kokemusta testitu-losten kanssa työskentelystä.

Info 4.1Tutkijoiden liikkuvuuden tukeminen: Pohjois-AmerikkaMitä tukea on tarjolla Pohjois-Amerikkaan suuntaaville tutkijoille? Entä sieltä Suo-meen saapuville? Infossa esitellään Poh-jois-Kalifornian Piilaaksossa sijaitsevan innovaatiokeskus FinNoden toimintaa sekä Suomen Akatemian, Tekesin ja Ful-bright Centerin palveluita ja tukimuotoja Suomen ja Pohjois-Amerikan välillä liik-kuville tutkijoille.

www.palmenia.helsinki.fi/congress/kevatpaivat2008

Krista Varantola rehtorien neuvoston puheenjohtajaksi

Barbara M. Barrett has been nominated by President George Bush to serve as the new American Ambassador to Finland. The former Ambassador, Marilyn Ware, who served in that capacity for nearly two years until March 2008 has returned to private life follow-ing her ambassadorial term.

Mrs. Barrett, who has wide experience in business, international relations, law and serves on numerous boards, including Raytheon and The Aerospace Corporation, is president of Triple Creek Guest Ranch in Montana. Early in her career she was active in the field of aviation, serving on the U.S. Civil Aeronautics Board and the Federal Aviation Administration. She became chairman of the U.S. Advisory Commission on Public Diplomacy in 2003. Mrs. Barrett received her education at Arizona State University. The American Ambassador to Finland serves as the Honorary Chair of the Fulbright Center.

Rehtorien neuvosto valitsi puheenjohtajakseen vuosiksi 2008–2009 Tampe-reen yliopiston rehtori Krista Varantolan. Varantola on englannin kielen, erityisesti kääntämisen teorian ja käytännön professori, ja hän on toiminut yliopistonsa rehtorina vuodesta 2004. Krista Varantola on yksi pisimpään palvelleista Fulbright Centerin johtokunnan jäsenistä. Hän on ollut Fulbright Centerin johtokunnassa vuodesta 2002.

Suomen yliopistojen rehtorien neuvosto on vuonna 1969 perustettu yliopis-tojen yhteistyöelin. Se käsittelee yliopistoja koskevia periaatteellisia ja laajakan-toisia yhteisiä kysymyksiä korkeimman opetuksen, tutkimuksen ja taiteellisen toiminnan edistämiseksi.

New Ambassador Nominated

Korkeakoulujen kansainvälisten asioiden hallinnon kevätpäivät järjestetään tänä vuonna 12.–14.5. Helsin-gissä. Fulbright Center järjestää tapahtumassa kaksi infoa ja yhden session. Tilaisuuksien aika ja paikka löytyvät kv-päivien verkkosivuilta. Tervetuloa mukaan kuuntelemaan ja keskustelemaan!

Kuva: Jonne Renvall

Euroopan Fulbright-puheenjohtajuus SuomeenFulbright Centerin toiminnanjohtaja Terhi Mölsä on valittu Euroopan Fulbright-komissioiden johtajien verkoston puheen-johtajaksi seuraavaksi kolmivuotiskaudeksi. Mölsä valittiin teh-täväänsä verkoston kokouksessa huhtikuussa Ateenassa.

Verkostoon kuuluu 26 maata. Verkosto tekee työtä yhteistyön lisäämiseksi komissioiden välillä, järjestää koulutusta sekä ottaa kantaa Euroopan tasolla nouseviin Fulbright-liikkuvuuden kysy-myksiin. Puheenjohtaja toimii verkoston edustajana kansainvä-lisissä yhteyksissä. Lisäksi tehtäviin kuuluvat mm. toimikauden aikana järjestettävät eurooppalaiset Fulbright-konferenssit, joiden järjestelytoimikuntien puheenjohtajana verkoston pu-heenjohtaja samalla toimii. Kolmivuotiskauteen mahtuu kaksi konferenssia, joista ensimmäinen järjestetään syyskuussa 2009 Berliinissä.

uutisia

Honorary Chairperson:Ambassador of the United Statesto Finland

Finnish Members:

Mr. Ilkka TurunenSpecial Government AdvisorDivision for Higher Education and ScienceFinnish Ministry of EducationTreasurer

Dr. Ossi V. LindqvistProfessor EmeritusInstitute of AppliedBiotechnologyUniversity of KuopioVice-Chair

Ms. Petra HeleniusProjektiassistenttiProject Assistant

Ms. Tanja HolopainenSuunnittelijaCoordinatorp. (09) 5494 7451

Verkkopalvelut•Fulbright Center News•Julkaisut•Neuvonta opiskelusta •USA:ssa ja Kanadassa

Ms. Johanna LahtiSuunnittelijaInformation Managerp. (09) 5494 7431

Undergraduate-stipendit •suomalaisilleTestaus ja testeihin liittyvä •neuvontaNeuvonta opiskelusta •USA:ssaFulbright Center News•

Finnish members(appointed by the Ministry of Education and the Ministry for Foreign Affairs):

Mr. Petri Tuomi-Nikula Director GeneralDepartment for Communicationand CultureMinistry for Foreign AffairsChair

Vaihtotoimikunnan jäsenet / Fulbright Center Board of Directors

Toimikunnan sihteeristö / Fulbright Center Staff

Dr. Raija SollamoProfessor EmeritaDepartment of Biblical StudiesUniversity of Helsinki

Dr. Krista VarantolaRectorProfessor of EnglishUniversity of TampereChair of the Finnish Council of University Rectors

American Members :

Ms. Nicole ConnPublic Affairs OfficerAmerican EmbassyChair

Dr. Bruce ForbesResearch Professor Arctic CentreUniversity of LaplandMr. Kimberly G. HarganAssistant Public Affairs OfficerAmerican Embassy

Dr. Laura StarkProfessor of EthnologyUniversity of Jyväskylä

Ex-officio:Ms. Terhi MölsäExecutive DirectorFulbright Center

Ms. Tuula LaurilaOhjelmapäällikköProgram Managerp. (09) 5494 7402

Suomalaiset jatko-opiske-•lija-, tutkija- ja asiantuntija-stipenditPitkät luennoitsija- ja asian-•tuntijastipendit amerikka-laisilleToimistopalvelut•Neuvonta opiskelusta •USA:ssa

Ms. Suzanne LouisProject ConsultantProjektikonsulttip. (09) 5494 7454

Friends of Fulbright Fin-•land -verkostoFulbright Center News•

Mr. Jordan SauerHarjoittelijaIntern

Ms. Terhi TopiOhjelmapäällikköProgram Managerp. (09) 5494 7408

Amerikkalaiset opiskelija-•stipenditLyhyet luennoitsija- ja •asiantuntijastipendit ame-rikkalaisilleBicentennial Chair -ohjelma•FLTA•Neuvonta opiskelusta •USA:ssa ja Kanadassa

Ms. Terhi MölsäToiminnanjohtajaExecutive Directorp. (09) 5494 7403

E-mails: firstname.lastname@fulbright.fi

Ms. Jaana PalojärviHead of International RelationsFinnish Ministry of Education

American members(appointed by the AmericanEmbassy):

Ms. Amy HyattDeputy Chief of MissionAmerican Embassy

Vice-ChairMs. Nicole ConnPublic Affairs OfficerAmerican Embassy

AgentSäätiön asiamies:Ms. Terhi MölsäExecutive DirectorFUSEEC/Fulbright Center

FUSEEC/Fulbright Centerin toimintaa rahoittaaSuomen ja Yhdysvaltain Stipenditoiminnan Tukisäätiö / The Finland-America Educational Trust Fund

23www.fulbright.fi

suomen ja yhdysvaltain opetusalan vaihtotoimikuntaFinland-US Educational Exchange Commission (FUSEEC)

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Fulbright Center Kaisaniemenkatu 3B, 5th floor 00100 HelsinkiFINLAND

www.fulbright.fi

Toimintaamme tukee mm.

TOEFL-testi26.4. klo 9.00

14.4.Hakuaika Fulbright Center Under-graduate Grant -ohjelmaan 2008−2009 päättyy

17.4.INFO: Opiskele-maan Pohjois-Amerikkaan − kyselytunti lähtöön liitty-vistä asioista

28.−29.4.Undergraduate Grant -haastat-telut

30.4.Toimisto suljetaan klo 12.00

TOEFL-testi3.5. klo 9.009.5. klo 9.0016.5. klo 9.0030.5. klo 9.00

Vaihtotoimi-kunnan kokous toukokuussa 2008Fulbright Center Board Meeting May 2008

12.−14.5.Korkeakoulujen kansainvälis-ten asioiden hallinnon kevätpäivätHelsingissä

19.5.Suomalaisten stipendiaattien lähtöorientaa-tio. Fulbright Center suljettu yleisöltä.

22.5.INFO: Opiskele-maan Pohjois-Amerikkaan − kyselytunti lähtöön liitty-vistä asioista

22.5.Hakuaika 2008−2009 In-ternational Ful-bright Science and Technology Award -ohjel-maan päättyy

26.5.Friends of Fulbright Fin-land Picnic @ Alexandria, VA

TOEFL-testi6.6. klo 9.0028.6. klo 9.00

Kesäauki-oloajat 1.6.−31.8.

JuhannusFulbright Center menee kiinni to 19.6. klo 12.00

Fulbright Center kiinni 30.6.−25.7.

TOEFL-testi2.8. klo 9.008.8. klo 9.0016.8. klo 9.00

1.8. Hakuaika päättyy seuraaviin lukuvuoden 2009−2010 stipendiohjelmiin:

ASLA-Fulbright Graduate Grants, •Fulbright Technology Industries of Finland Grants,•Fulbrigh Cost-share Grants.•

27.−29.8.Amerikkalais-ten Fulbright-stipendiaattien tulo-orientaa-tio. Fulbright Center suljettu yleisöltä.

TOEFL-testit20.9. klo 9.0027.9. klo 9.00

Vaihtotoimi-kunnan kokous syyskuussa 2008Fulbright Cen-ter Board Meet-ing September 2008

Syksyn infotilaisuudet julkaistaan Ful-bright Centerin verkkosivuilla elokuun aikana

17.–18.10.American Voices -semi-naari Turun yliopistossa