PAL

• PAL'08

  • Fellows
  • PAL Topics

• PAL'06

  • Fellows
  • PAL Topics

• PAL'05

  • Fellows
  • PAL Topics

• PAL'04

  • PAL Program
  • Fellows
  • PAL Topics

• PAL'03

  • Fellows
  • PAL Topics

• Future applicants

Future applicants

Information for future applicants to the Professional Advising Leadership (PAL) Fellows Program

The Professional Advising Leadership (PAL) Fellows Program is designed for senior-level educational advisers in the EducationUSA network sponsored by the U.S. Department of State. These individuals benefit from a competitive selection among their peers by designing and taking ownership of a personally-driven research or training project carried out in the United States that will have a formative impact on advising in their countries and regions. It builds upon the mid-level U.S. Based Training Program (USBT) as well as in-country and regional advising workshops and conferences.

To take maximum advantage from the PAL program, applicants should have several years of advising experience and at least one previous visit to the United States in a professional capacity (e.g., USBT, conference or campus visit). The program offers a professional development opportunity of approximately 15 days in the United States and is comprised of orientation, individual research, group leadership seminar and State Department visit, and conference, internship or short-term training segments. PAL projects may be grouped two or three times during the year in conjunction with relevant conferences.

PAL Fellows are nominated by their US Embassy post on the basis of their work as advisers, their plan for PAL activities, and their future potential as leaders in the field and mentors to other advisers. Candidates for the PAL Fellowship should show characteristics of leadership, demonstrating individual motivation and initiative in their work and interests. Examples of such professional engagement might include: involvement in NAFSA?s PDP trainer corps; submissions to regional advising newsletters, the Advising Quarterly or other publications; presentations at conferences or workshops; mentoring of less-experienced colleagues; exemplary outreach to home country institutions or government ministries, etc. Successful applicants are assigned a mentor from the ranks of PAL Fellow alumni, to give advice on projects and program participation.

Each PAL Fellow submits a proposal suited to his or her personal interests and training needs and carries out the program as an independent member of the PAL Fellows group. Candidates should coordinate their planning with their REAC. Some participants have a clear idea of what they hope to accomplish and how to implement their plan; others may need additional guidance from their REAC and/or the PAL program staff to achieve a successful PAL project design. The ideal candidate for a PAL Fellowship will decide on a specific research topic relevant to advising in the country or region, outline the reasons for this choice, then identify a set of practical objectives to help organize the research. This helps the adviser decide which kinds of activities will be most useful for carrying it out and gives the PAL program staff important information for ensuring appropriate program design. The proposal should suggest institutions and organizations to serve as resources and partners for the research (these can be refined later with PAL program staff). Finally, a preliminary budget and proposed timeframe are required. After selection as a PAL Fellow, each adviser is assisted in finalizing travel, appointments and conference or training registration as needed. Participants receive US government per diem based on the city they are staying in. Cost-sharing by posts, host institutions and organizations is encouraged.

Some examples of past PAL projects serve to describe the options available to PAL Fellows:

1. Fellow A researched accreditation of US institutions and programs in Nevada, Colorado, Maryland, Pennsylvania and DC by
• Meeting with national and regional accreditation bodies and accreditation experts;
• Visiting faculty and administrators at public and private higher education institutions;
• Presenting at/participating in conferences (AACRAO and NAFSA).
2. Fellow B investigated academic credential evaluation for admission and related problems of fraud in Wisconsin, Maryland and DC by
• Completing a 3-day internship with a credential evaluation agency;
• Visiting admission offices at public and private higher education institutions;
• Presenting at/participating in a conference (NAFSA).
3. Fellow C studied the role of community colleges in US higher education in Minnesota, Michigan, California and DC by
• Participating in two community-college-related conferences (ACIIE and AACC);
• Visiting 2-year institutions in a variety of settings;
• Meeting with transfer counselors and admission officers at public and private 4-year institutions and with higher education associations.
4. Fellow D examined the content and design of leadership development programs in the US by
• Enrolling in a short-term leadership development course;
• Visiting different types of leadership programs offered by universities and educational organizations;
• Participating in a 1-day leadership workshop for non-profit organization personnel.
5. Fellow E enhanced his skills in website design for a regional advising website project by
• Completing a series of short-term web design courses offered by a commercial provider;
• Meeting with technology staff at university computer centers;
• Conferring with State Department and higher education organization representatives responsible for computer operations.

If more than one PAL Fellow proposes research on the same topic or theme, the participants will be expected to coordinate their projects and focus on different aspects of that theme. Alternatively, two or more applicants can submit coordinated proposals on the same theme to cover a topic in a more comprehensive manner. Each adviser should present a coherent, specific strategy for his/her part of the theme, with minimal overlap between project plans.

The major follow-up requirement for each project, in addition to a program report, will be a written publication or training module on the chosen topic, for posting on the EducationUSA, USBT Alumni Association and other relevant websites, and/or publication in the Advising Quarterly, regional advising newsletters or other media (NAFSA publications, conference presentations, etc). Further, each participating Fellow will assist his/her REAC in planning workshops and conferences in the region, mentor to future PAL Fellowship applicants, and maintain networking relationships with other PAL Fellow alumni for the future of the profession.