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

PAL Program 2004

PAL fellowship projects will take place in the U.S. throughout 2004. Advisers applying for a PAL fellowship must formulate a proposal outlining a project that will be of benefit to the adviser's center, region and profession as a whole. Proposals may fall into four broad areas: short-term training, conference attendance, specific individualized research, on-site shadowing/internship, or a combination of two or more (based on time and logistics requirements). Examples of potential projects include:

1. Specialized, short-term training in website design, management, communications, alumni relations, fundraising or leadership techniques, accompanied by a site visit for observational study to a related training association or campus-based professional development program.

Sample vendors include accredited U.S. institutions' continuing education programs or professional and nonprofit associations, e.g., the Society for Human Resource Management (SHRM) or CASE (Council for Advancement and Support of Education) in the DC area, or the U.S. Department of Agriculture Graduate School.

2. Review of graduate-level admission processes and practices, combined with university visits and attendance at the National Association of Graduate Admissions Professionals (NAGAP) conference [April 28-May 1, 2004].
3. Attendance at a professional conference for networking and continuing education, e.g., AACRAO, National Association for College Admissions Counselors (NACAC) or Overseas ACAC, College Board Summer Institute, followed by a campus visit in a related area (e.g., undergraduate admission or credential evaluation).
4. Examination of specific requirements and options for medical residencies, clinical placements or nursing study for students from a certain region. This might include researching the USMLE or CGFNS Qualifying Exam at the testing headquarters and then visiting an appropriate university program to talk with faculty, administrators and students.
5. Participation in a community college-oriented conference or seminar (e.g., CCID [2/04] or College Board/AACC international recruitment seminar [January 29-30, 2004]), combined with visits to two-year institutions in a specific U.S. region to observe the relationships in program transferability/degree articulation, course content, international student services and living conditions. The adviser could meet with American Association of Community Colleges (AACC) and State Department consular affairs staff to discuss recommendations for promotion of 2-year institution programs.
6. On-site institutional visits and observational study to review campus policy and practice for SEVIS and the impact of Homeland

Security provisions on student visa issuance, followed by meetings in Washington DC with NAFSA, the Alliance, and U.S. Department of State consular and program staff, to draft recommendations for advising/orienting students and scholars on the visa process and tracking measures.

7. Researching current practices in English language program accreditation by visiting accrediting and professional agencies, e.g., the Committee on English Language Proficiency Accreditation (CEA) or TESOL, participating in the TESOL conference [3/30-4/3/04], meeting with academic specialists at a university MAT program, making an on-site visit to an accredited ESL program, and discussing English language program issues with NAFSA ATESL representatives.

Other topic suggestions may include: the role of the testing in admission to U.S. academic programs, cross-cultural orientation and training techniques, etc.