Transcript Nationally Prestigious Scholarships & Fellowships:

Nationally Prestigious
Scholarships & Fellowships:
Navigating the Opportunities and
Challenges for Scholarship and Fellowship
Advising
International Forum on Christian Education
February 23-26, 2010
Presented by
Dr Stan Rosenberg
Director
SCIO…Scholarship and
Christianity in Oxford
[email protected]
www.scio-uk.org
Nichole Fazio-Veigel
Advisor, Merit-Based
Scholarships & Fellowships
Oxford Summer Programme
Manager
[email protected]
Background: Needs and Opportunities




Graduate school numbers compared;
Provision and impact of grant offices/officers;
Typical grant office budget compared to
outcomes for students;
SCIO’s work and vision in this area.
Opportunities for Students





Hundreds of scholarships, internships, and
fellowships are available;
Information is readily available via the internet
and large databases;
Presents the opportunity for undergraduates at
liberal arts institutions to begin to seriously
consider how they can best take advantage of
the undergraduate experience in an effort to lay
the foundations for their future;
Application processes require personal
reflection, network building (i.e.; relationships
with faculty), and the development of a personal
mission statement and action plan;
Processes also demand that students assess their
position as potential leaders not only in their
fields of study but as individuals committed to
their own faith-tradition.
Challenges for Students





Students generally don’t find out about these opportunities until
it is almost too late for them to build the kind of foundation
they need to compete. They should be starting to think about
their future beyond their first four years of undergraduate
studies in their sophomore year, if not earlier (note example
later of Freshman courses aimed at getting these types of
thinking process in place);
The extensive information about these opportunities, while
available on the internet, are not in a single database which
demands students spend a lot of time just looking for
information;
Students, especially in honours programs, are unlikely to ‘selfselect’. They can be very humble and do not believe they can
compete for scholarships and fellowships at a national level;
Students may not have the opportunity to participate in
undergraduate research, service-learning, and other types of
activities which, in the last five years, have become increasingly
important to scholarship and fellowship review committees;
Students interested in applying do not know where to turn for
assistance with the difficult process of developing their
personal statements, CVs, and other parts of their applications.
Opportunities for Faculty and Staff




Collaborative organizations like the National
Association for Fellowship Advisors (NAFA), the
Council for Undergraduate Research (CUR) and the
National Council for Undergraduate Research
(NCUR) exist to support faculty advisors, circulate
ideas and distribute information;
Potential exists for developing creative solutions, like
experiential learning, which encourage their students
to begin to think about their future early in their
undergraduate career;
Opportunity to collaborate with other departments,
programs, and administration on new services to
provide to undergraduates like information about
scholarships and fellowships, undergraduate research,
etc.;
Faculty benefit in their own work by interacting with
motivated undergraduates who bring a unique level of
excitement to their subjects of interest. This is true
in the context of undergraduate research as well
mentoring for nationally prestigious grants and
scholarships.
Challenges for Faculty and Staff Advisors









Limited resources available for developing programs to
support undergraduates interested in applying for
nationally prestigious scholarships and fellowships;
Distributing information;
Establishing campus deadlines and processes;
Difficulty in securing a ‘reputation’ with the funding
bodies because of a lack of applicants;
Identifying students who have the ambition and
commitment for graduate school and the application
processes involved in applying for graduate school
and/or scholarships and fellowships;
Difficulty convincing other faculty to serve as reviewers
and panellists for mock-interviews;
Difficulty ‘training’ other faculty in writing the kinds of
letters of reference necessary for these types of
scholarships and fellowships;
An institutional culture that has only recently, if at all,
started to consider ways to expand the class-room
experience through undergraduate research, servicelearning, study abroad, etc.;
Time.
Opportunities for CCCU Institutions
Provide students with the tools and opportunities necessary to make them
strong applicants for scholarships and fellowships as well as reflective, wellprepared citizens upon graduation;
Prepare students to be, in the words of the Truman Foundation, ‘agents of
change’ in the global community;
Gain recognition as an institution developing learning environments that
extend beyond the classroom and that serve both faculty and students;
Benefit from the reputation of being an institution that is contributing to the
development of students who can compete for and win these types of
scholarships (recruitment, marketing, etc.).




Challenges for CCCU Institutions


Resources;
Institutional culture.
The Role of CCCU Institutions with the
support of SCIO and the CCCU







Develop programs for first and second year undergraduates which encourage
them to begin thinking about their future and take an active role in shaping their
undergraduate experience;
Disseminate information about scholarships and fellowships through student
groups within honours, with faculty and departments;
Participate in relevant conferences about scholarships, fellowships, and
undergraduate research;
Develop ways to collaborate with the CCCU and other institutions as well as
departments and other campus programs, in order to provide key experiences for
undergraduates;
Facilitate local and regional training and workshop opportunities for staff and
faculty who may be in a position to advise students about fellowships and other
post-undergraduate opportunities;
Contact funding bodies about establishing a campus representative and begin to
develop a formal process for applications for the Rhodes, Marshal, Fulbright, etc.;
Research faculty, staff, and student alumni who have been recipients of a
nationally prestigious fellowships and grants. Honor the accomplishment of these
individuals and utilize them in application processes as review committee and
interview committee members;






Consider an annual ‘Fellowship Fair’ and invite representatives from funding
bodies to attend and lead workshops about their programs;
Encourage honours students who are academically prepared to participate in
programs like the Scholars’ Semester or Summer Program in Oxford where
they will get a sense of the rigour of graduate studies as well as benefit from
advising on the opportunities beyond their undergraduate career;
Develop student research opportunities and encourages students to present at
NCUR and other similar conferences;
Consider offering a thesis option which could be integrated into work done in
Oxford or at a similar institution;
Revisit policies and positions regarding study abroad and what value that
brings to the undergraduate experience;
Get involved with supporting the development of undergraduate research
journals like the one at Indiana Wesleyan. An undergraduate research journal
is also being developed by the Oregon Independent Colleges Association
with Warner Pacific College leading those efforts. Encourage students to
submit work to these kinds of journals and consider taking students to
relevant conferences, even if they are professional level conferences. More
and more organizations are organizing and even funding undergraduate
participation. NCHC is a good example of this model.
Opportunities for SCIO to support students at member
institutions and program alumni








Workshops and information sessions about scholarships and fellowships
provided in Oxford to students participating in the Scholars Semester in
Oxford programme. This includes workshops on how to get started in the
search, writing a personal statement and crafting a CV;
Information sessions on applying to graduate school and studying in the US
and UK provided in Oxford to students participating in the Scholars Semester
in Oxford (SSO) and the Oxford Summer Program (OSP);
SCIO staff and tutors are able to write the kind of letters of reference
needed to compete for scholarships and fellowships;
A thesis track for two-term option in SSO;
Methodology seminars and experience with both thesis and long-essay
writing;
Access to extensive resources for their research available through the
University of Oxford’s library system and archives;
Membership in the National Association for Fellowship Advisors, which
provides extensive information and support on developing candidates for
these awards as well as a community of support for advisors;
The launch of SCIO’s scholarship and fellowship database which will be
available for use as students and staff begin to look for these opportunities.
The website is housed at: http://sso.bestsemester.com/grants/
Opportunities for SCIO and the CCCU
to support faculty and staff at member institutions



SCIO membership in organizations like the National
Association for Fellowship Advisors (NAFA), the Council
for Undergraduate Research (CUR) and the National
Council for Undergraduate Research (NCUR) which will
support faculty on campus who may not be able to
become members of any or all of these organizations. The
bodies exist to support faculty advisors, circulate ideas and
distribute information as many faculty and staff are in the
same position of trying to catch up with trends;
The SCIO/CCCU database of fellowships and
scholarships would also be of value to faculty and staff as
they advise;
SCIO staff along with those at member institutions are
working together to facilitate regional training and
information sessions to help campuses get started in
developing ways to creatively support their students’
efforts.
A sampling of nationally prestigious scholarships and fellowships to
support advanced studies in the United Kingdom

Winston Churchill Foundation Scholarship
The Winston Churchill Foundation Scholarship provides full
support to approximately ten students to study engineering,
mathematics, or natural science at Churchill College, University
of Cambridge, England for one year.
http://www.winstonchurchillfoundation.org

The Marshall Scholarship
The Marshall Scholarship is a full support given to
approximately 40 students for up to three years of study in any
discipline at any university in the United Kingdom.
http://www.marshallscholarship.org/

The George J. Mitchell Scholarship
The George J. Mitchell Scholarship grants full support for up to
one year of graduate study or research at one of the seven
universities in the Republic of Ireland and the two universities
in Northern Ireland. The award is given to 12 American
citizens between the ages of 18 and 30 who have shown
academic distinction, commitment to service, and potential for
leadership. http://www.usirelandalliance.org/wmspage.cfm?parm1=2

The American Rhodes Scholarship
The American Rhodes Scholarship provides full support for up
to three years of study at University of Oxford, England,
awarded to 32 American citizens between the ages of 18 and 24
with proven intellectual and academic achievement of a high
standard and a strong case for pursuing an Oxford degree
program. http://www.rhodesscholar.org/

The Fulbright Program
The Fulbright Program is designed to give students, artists, and
other professional opportunities to pursue graduate study and
research in over 100 nations. http://www.fulbrightonline.org/

The Gates Cambridge Scholarship
The Gates Cambridge Scholarship offers a substantial number
of scholarships for graduate study or for study for a second
bachelor's degree at the University of Cambridge. Established by
the Bill and Melinda Gates Foundation, the intention of the
scholarship is to create a network of future leaders from around
the world who will bring new vision and commitment to
improving the life circumstances of citizens in their respective
countries. Applicants from every country of the world except
the United Kingdom are eligible to apply.
http://trust.gatesscholar.org/
New opportunities for students interested in pursuing
advanced degrees in Ireland


Ireland has recently announced increased efforts by the
Irish government to attract foreign students for its
Master’s and Ph.D. programs. There appear to be more
funded positions available than can be met by Irish
students and extensive recruitment is underway. While the
University College Cork is only one of the Irish
consortiums, it is a place to start for those students
considering studies in Ireland. For further advising
contact Louise Tobin, Director of International
Recruitment and Strategy at UCC, [email protected].
The Fulbright organization is also looking at funding
more opportunities for study in Ireland over the next
couple of years.
Example of Freshman seminar focused on
mapping the future
UW Undergraduate Scholarship Office
 Collaboration with University Honours Program in developing “Making the
Most of the UW Experience” for incoming freshman and sophomores.
“Making the Most of Your UW Experience" Seminar
HA&S 397 - Making the Most of Your UW Experience
Tue-Wed-Thu, 3:30-4:20 p.m.
206 Mary Gates Hall
Course Description:
This seminar offers you a venue to explore opportunities and resources available
at UW to support your personal and professional goals. At an early stage in your
UW experience, you will actively engage in the development of a personal vision
for your future. Through interaction with faculty, staff, and students, you will
craft a mission statement and investigate opportunities and programs in
leadership, service, research, mentorship, and scholarships. You will begin to
develop the tools necessary to craft a cohesive, evolving plan of action to use
while at the UW and in your future – in graduate school, professional fields, and
careers.
Course Objectives:
 Develop a better sense of the responsibilities of academic success;
 Become more engaged and take a proactive role in achieving your goals by
understanding the resources available to you and how to use them well;
 Develop a map or plan of action;
 Develop a mission statement, which will lead to a personal statement;
 Effectively present your academic and personal goals to mentors and faculty;
and
 Prepare to effectively present your academic and personal goals to scholarship
committees and graduate school.
2008
The Making the Most of Your UW Experience Seminar Speaker Series starts this
week. Eric Liu will speak tomorrow, Tuesday, Oct. 14 at 3:30-4:20pm in MGH
231 about the importance and impact of mentoring to students’ lives. Mr. Liu
teaches courses through the Evans School, is the former speech writer and
Deputy Domestic Policy advisor to President Bill Clinton, co-founder of the
True Patriot Network and writer of several books including Guiding Lights:
How to Mentor and Find Life's Purpose.

All students, faculty and staff are welcome to attend any or all of the lectures.
Please share this information with students and consider attending yourself.
The series will continue every Tuesday afternoon, through Nov. 4, 3:30-4:20 in MGH 231.
Future speakers are:

October 21 - Dr. Peggy Eaton, Carolyn Downs Family Medical Center: Dr. Peggy
Eaton comes from an extensive medical background at the University of Washington.
Today she holds true to her philosophy of comprehensive care to all patients through
community and preventative education. Dr. Eaton will share information about her
path to service at the Carolyn Downs Family Medical Center, its mission, and how her
career choices have affected her life.

October 28 - David Okimoto, King County United Way: Founder of the Ethnic
Minority Human Services Coalition, David Okimoto has received countless local
awards including, the Distinguished Alumnus Award from the UW School of Social
Work and KOMO TV and Radio’s Hometown Hero Award. Mr. Okimoto will speak
about the United Way of King County and leadership through service and community
engagement.

November 4 - Judge Judith Hightower, Seattle Municipal Court: A graduate of the
University of Washington, Judith Hightower has worked extensively in the King
County community, as a member of NEW Leadership Puget Sound Institute. Judge
Hightower will discuss her connection to community from the bench through her
involvement with Community Justice Centers.
Permission granted by the University of Washington Scholarship Office and Honors Program to reproduce syllabus and additions to
the 2008 course offering. 01 October 2008.
The Importance of Undergraduate Research



It has become increasingly evident in recent years of
the necessity of undergraduate research experiences
in developing a strong candidate for nationally
prestigious scholarships and fellowships. Even most
leadership focused grants require some type of
advanced research.
Beyond winning any fellowship or scholarship,
undergraduate education and overall academic
training is clearly enhanced by the pursuit of
undergraduate research regardless of discipline or
manner in which that research experience is carried
out.
The sciences have generally out-paced the humanities
and social sciences finding it easier to integrate
undergraduates into faculty work. Funding is more
readily available for undergraduate research in the
sciences through programs like the NSF’s ‘REU’
(Research Experience for Undergraduates) program.


But that hasn’t stopped efforts to increase opportunities
in the social sciences and humanities by encouraging
high-level senior theses, the creation of research
institutes, and the development of independent study
which allow students to chart their own course of
research work under the guidance of a faculty member.
The recognition of the importance of undergraduate
research in the development of critical thinking skills,
openness to failure as well as success, collaboration and
cross-disciplinary approaches to problems has been
addressed at various levels and over the course of many
years at research-1 institutions, liberal arts colleges, and
community colleges
However, in spite of such progress, challenges remain
for many CCCU member institutions as they look at
how to shift institution culture, namely integrating
teaching functions with research, and how find the
resources to get programs started. Therefore, SCIO
and the CCCU have begun to look at new initiatives and
partnerships that will ease such burdens while helping to
build momentum in developing undergraduate research
opportunities as well as new areas for faculty
development.
The Historic Landscape of Undergraduate Research

Council on Undergraduate Research – founded 1978
Mission Statement: ‘The mission of the Council on Undergraduate Research is to support
and promoted high-quality undergraduate student-faculty collaborative research and
scholarship.’ http://www.cur.org/
National Council on Undergraduate Research – founded 1987
Extracts from the NCUR Joint Statement of Principles, 2005: ‘We believe that
undergraduate research is the pedagogy for the 21st century. As an increasing
body of evidence makes clear, inquiry-based learning, scholarship, and
creative accomplishments can and do foster effective, high levels of student
learning at a variety of public and private postsecondary locations, including
doctoral and research institutions, comprehensive universities, and liberal arts
colleges.’

‘Undergraduate research is a comprehensive curricular innovation and major
reform in contemporary American undergraduate education and scholarship.
Its central premise is the formation of a collaborative enterprise between
student and faculty member-most often one mentor and one burgeoning
scholar but sometimes (particularly in the social and natural sciences) a team
of either or both.
‘The workplace, like the academy, is increasingly interdisciplinary; research often
occurs at the boundaries of disciplines. Guided discovery, solution-directed study, and
problem-based learning are all advancing rapidly. Undergraduate research occurs in
different forms in different disciplines and is at differing stages at different institutions.
Undergraduate education, however, is an essential mission of virtually all institutions,
as both the Boyer Commission and the Carnegie Commission reports have made clear,
calling for the vertical integration of research faculty and teams and those who teach
undergraduates.’
http://www.ncur.org/ugresearch.htm

Boyer Report
Summary at http://www.as.wvu.edu/~lbrady/boyer-report.html
Full report at –
http://naples.cc.sunysb.edu/Pres/boyer.nsf/
Commissioned in 1998 by the Carnegie Foundation.
Sample URP Programs and Symposia







University of California, Irvine - http://www.urop.uci.edu/
Hope College (REU) -http://www.cs.hope.edu/reu/announcements/reu08.html
University of Washington -http://www.washington.edu/research/urp/; Mary Gates
Endowment; Summer Institute in the Arts and Humanities; Undergraduate Research
Symposium - http://www.washington.edu/research/urp/symp/index.html
Seattle Pacific University - O. Karl Krienke Undergraduate Research Endowment
The purpose of this endowment is to provide summer stipends for undergraduate
research students and their Seattle Pacific faculty mentors, to fund research supplies,
and to support the dissemination of undergraduate research findings in print and at
local, regional, and national conferences. http://advance.spu.edu/spfoundation/; SPU
also holds a symposium for its science students involved in undergraduate research.
Seattle Pacific University’s Center for Scholarship and Development http://www.spu.edu/depts/csfd/about.html
23rd Annual National Council on Undergraduate Research Conference http://www.uwlax.edu/ncur2009/
Center for Experiential Learning - http://exp.washington.edu/
 CUR Posters on the Hill http://www.cur.org/pohcall.html
 Council on Undergraduate Research (CUR) http://www.cur.org/
 UW Summer Institute in the Arts and Humanities -
http://www.washington.edu/research/urp/sinst/
An approach to introducing research to undergraduates
early in their academic career

Research Exposed! Approaches to Inquiry An Introductory Course to
Research SLN:13950 - GEN ST 391 D SUP STDY SEL FIELDS
Wednesdays, 12:30 – 1:20, Room: EEB 125
Complete description, schedule and syllabus available at
http://www.washington.edu/research/urp/courses/researchexposed/autumn08.ht
ml
‘Made possible by the Odegaard Undergraduate Library and Learning
Commons , the Undergraduate Research Program, and Undergraduate Academic
Affairs , Research Exposed! (GEN ST 391) offers the undergraduate an
opportunity to learn about current, exciting research in a wide variety of
disciplines, including the process of discovery, how faculty come up with an idea
for research, how inquiry is structured in the different disciplines, and how students
can become involved in the knowledge-making process. Panel presentations by UW
faculty focus on specific issues such as ethics and the culture of research. Students
attend weekly, fifty-minute discussions and have the opportunity to ask the speaker
questions following each presentation. This course may be repeated for credit (1
credit/quarter-3 quarters max); speakers and topics will vary. Public Welcome!’
SCIO Research Initiative – ‘Oxford Summer Research Institutes’



The purpose of SCIO’s Oxford Summer Institutes is to facilitate an opportunity
for undergraduates and faculty at CCCU-member and affiliate institutions to
participate in advanced research at Oxford. These institutes could take a variety of
forms and would be built around the Scholar’s Semester in Oxford and the Oxford
Summer Programme, using SCIO facilities for part of April through August.
In order to become competitive applicants for prestigious national fellowships,
graduate school, internships, and other post-undergraduate opportunities, students
at CCCU institutions need to be trained in methodologies and primary research
practices that may otherwise be unavailable to them at Christian liberal arts
institutions. Having access, along with the support of their faculty member, to the
libraries, archives, and collections at Oxford would provide an opportunity that, as
one faculty member has stated, ‘would add a dimension [to the academic
experience] largely undreamed of ’.
SCIO’s role: Initially, these Institutes would be largely run by the faculty and
campuses sending their respective groups. SCIO staff would provide support
through arranging accommodation, general orientation, and guidance to gaining
access to the University’s collections. Affiliation with SCIO would also provide
greater access to the university’s libraries and collections. All teaching, social
activities, grading, awarding of credit, etc., would be the responsibility of the
individual campus. Where appropriate SCIO staff could assist with certain
planning based on the collective knowledge of staff regarding the area, field-trips,
etc. Future initiatives may lead to greater collaboration between existing
programmes and staff in Oxford with CCCU research institutes.
Proposed Models for ‘Oxford Summer Research Institutes’






Faculty member with 1-2 students working as research assistants for the
faculty’s larger research objective. A combination of undergraduates and
graduates could provide an additional dimension of learning. The duration
of this experience would be determined by the faculty. Four to six weeks
would be recommended. Eight weeks ideal for some.
2-4 Faculty members from within a single institution leading a group of 10-20
students on the completion of their senior theses with disciplinary ties,
though not necessarily all from within the same discipline. Four to eight
weeks of working with relevant primary source materials. In addition to
supporting the students’ efforts, faculty could be using the time to conduct
their own research.
2-4 Faculty members from within a single institution leading a group of 10-20
students with a specific theme in mind. This is the model used by the
University of Washington which has achieved great success.
2-4 Faculty members from different institutions who establish a theme and
bring equal numbers of their own students with them to Oxford.
Combining any of the models described above with an existing international
experience. For example, 5 weeks in Oxford followed by 5 weeks in Italy or 5
weeks of a service-learning effort in India followed by 4-5 weeks in Oxford
working through the collections at the Indian Institute, etc.
Further ideas?
Benefits of the ‘Oxford Summer Research Institutes’




There are a number of possible outcomes in addition to simply earning
credit. Work in Oxford could serve as a significant contribution to senior or
honours theses work; it could lead to contribution to any scholarly work that
students may be assisting the faculty member with, etc.; all with the goal in
mind of submitting a paper for presentation at a conference or for
publication in a scholarly journal. This kind of work can also support the
development of strong sample essays for graduate school admissions, etc.;
Provides faculty development opportunities as they would be pursuing their
own research interests as well as guiding undergraduates and graduates;
Allows students and faculty to work among some of the finest collections of
primary and secondary materials available in the world;
Encourages collaboration among scholars at varying levels, across disciplines,
among departments and potentially among institutions.
Oxford’s Libraries and Collections



Oxford University Library Services, which manages most of the main
University libraries, holds over 9 million printed items, and vast quantities of
materials in many other formats. It is comprised of over 100 libraries. Its
collections grow by three miles of shelving a year.
The Bodleian Library, the University’s main research library, is over 400 years
old and is globally acknowledged to be one of the greatest libraries in the
world. Its priceless collections include the papers of six British Prime Ministers;
a Gutenberg Bible; the earliest surviving book written wholly in English; a
quarter of the world’s original copies of the Magna Carta; and almost 10,000
western medieval and renaissance manuscripts.
The Bodleian Group of Libraries have 120 miles of occupied shelving, 29
reading rooms and 2,490 places for readers.
Special Collections
Oxford's museums and collections are world renowned and provide an important resource
for scholars around the world.









The Ashmolean Museum of Art and Archaeology houses the University’s extensive
collections of art and antiquities. Established in 1683, it is the oldest museum in the UK and
one of the oldest in the world. It also houses an exceptional collection of prints which can be
viewed by any member of the public upon special arrangement.
The University Museum of Natural History houses the University's scientific collections.
With 4.5 million specimens it is the largest collection of its type outside of the national
collections.
The Pitt Rivers Museum holds one of the finest collections of anthropology and
archaeology.
The Museum of the History of Science is housed in the world’s oldest surviving purposebuilt museum building. It contains an excellent collection of historic scientific instruments
from around the world.
The Bate Collection of Musical Instruments celebrates the development of musical
instruments in the Western Classical tradition, from the medieval period to the present.
The University of Oxford Botanic Garden is the oldest botanic garden in Britain. It
contains the most compact yet diverse collection of plants in the world.
The Harcourt Arboretum is an informal garden, where the public can enjoy walks and
riding their bicycles. It is six miles south of Oxford and forms an integral part of the Botanic
Garden’s plant collection.
The Christ Church Picture Gallery houses an important collection of Old Master paintings
and almost 2,000 drawings in a gallery of considerable architectural interest.
Modern Art Oxford is the largest collection of modern and contemporary art in the
Southeast region of Britain.
SCIO Properties in Oxford available for research groups
Crick Road

The Crick Road house is situated 10 minutes walk away from the
centre of town (5 minutes to Wycliffe Hall). Spread over
four floors, the house has two kitchens, and each floor has its
own bathroom facilities. The ground floor has a common room
that is accessible to all students, and there are laundry facilities in
the basement. There is an IT room on the top floor, with one
computer and a networked printer. The entire house is wireless,
and there is a garden at the back. Laundry facilities are in the
basement. The property can house up to 24 staff and students in
single, shared double, triple and quad student accommodations.
Most rooms are triples and quads.
The Vines

The Vines is a grand house on the crest of Headington Hill, situated
on 1.5 acres of garden with views of the stunning Oxford
spires. Along the path of C.S. Lewis’ former commute, The Vines is
a 35-minute walk into Oxford city centre, or a 5-minute walk to the
nearest bus stop with busses passing by every 6—7 minutes. It has
a large kitchen, laundry facilities, a well-appointed common room,
wireless capabilities, an IT room and bathrooms for every 2—3
rooms. The property can accommodate up to 40 staff in single,
shared double, triple and quad student accommodations. Most
rooms are triples and quads.
Questions? Where do we go from here?
This presentation is based on a compilation of materials developed by Mona Pitre-Collins, Nichole Fazio-Veigel, and Vega Subramaniam , University of Washington
(UW), 2001-2005; Julie Villegas, UW Honours Program, 2001-2007; Janice DeCosmo and Jennifer Harris, UW Undergraduate Research Program, 1999-2007; Said
Shokair, University of California Irvine, Undergraduate Research Program; and resources from the National Association for Fellowship Advisors, 2007; additions have
been made by Nichole Fazio- Veigel, SCIO, 2008. All permissions for dissemination of these materials have been granted. Descriptions of specific scholarships,
fellowships, and national bodies like NCUR are taken directly from each programme’s website. This presentation is copyright with SCIO, UK, 2008-2009. Permission
must be obtained to reproduce any of these materials.