Fulbright Alumna and Team on Mission to Transform their City

Maroua with team members Slim, Wael and Soufien (from left).

After completing my Fulbright grant and graduating with a degree in Urban Design from the University of Colorado, Denver, I decided to apply my newfound skillset by planning a redesign of the center of my home city, Sfax-Tunisia. Four architects and I designed an ambitious plan to improve public spaces while preserving the city’s heritage. The name of the proposed project, Trans. Ur, was chosen because the area is a transitional space between the old city and the new, and also because “Sur” or “Soor” is the Arabic word for rampart--- a medieval defensive wall.

Strategies of the Trans-Ur Place design program.

Unfortunately, the two substantial problems in this city section are first, that it is congested with car traffic and street vendors, and second, that it is also choked by pollution. Our comprehensive plan to improve these issues is to re-structure the spaces of ancient city center by using modern principles of design. Applying new architectural theories that I learned in graduate school will create a more vibrant and enjoyable space. Our project aims to improve existing flow by encouraging green, multi-use transportation in four phases:

The Trans.Ur Hub: During this phase, my team proposes to create a transportation hub that includes space for metro lines, buses and bicycles. This change will make the area more connected, walkable and accessible.

The Trans.Ur Historic District: New features implemented during this phase will highlight historic elements such as the ramparts, the Medina, the Kriaa market and the mausoleums. Under our plans, the city’s historic center will be well-preserved and sustainable.

Trans.Ur “ACT”: The “ACT” phase will place attention on “use” and “activities.” It will focus on making the plaza the entertainment section of Sfax, and will involve creating spaces for street workouts, parkour and free-form games. Enacting these changes will ensure that people can create their own spatial practices in the downtown area.
 

Multi-use activity area to be implemented during “ACT” phase.

Trans.Ur “24”: The “24” or 24-hour phase aims to make the area an engaging 24-hour zone complete with a dynamic nightlife scene. To achieve this, we plan to create a multi-use paved area that will serve as an all-hours venue for dance, theatre and folk shows.

 

Maroua graduated from the University of Colorado, Denver in 2015 with an M.A. in Urban Design.

 

Continuing Career Connections: Alumna Speaks at Prestigious Conference through Alumni Professional Development Grant

Samia Researching in the lab

I am a Fulbright Foreign Student Visiting Researcher alumna from Tunisia and a research scientist working in the field of population genomics and bioinformatics. I recently returned from a beautiful journey to California where, through funding from a Fulbright Alumni Professional Development Grant, I had the incredible opportunity to present my research project on whiteflies at the International Plant and Animal Genome meeting, PAG XXIV, in San Diego. The whitefly is a global pest causing severe damage to agricultural crops, especially those in sub-Saharan Africa. My research uses sophisticated genomic and bioinformatics tools to better understand the spread of this insect.

Samia presenting whitefly research

As part of the conference, I presented my work in front of an audience of experts in the field of genomics (the study of cell DNA). I was thrilled by the very useful and insightful comments I received from wonderful researchers such as Professor Rosemary Gillespie at the University of California Berkley, one of the world’s leading authorities in biogeography and the study of insects. Rosemary was so encouraging and supportive. It was simply delightful to meet such a role model and perfect example of a successful female scientist.

 

Samia Visiting the Golden Gate Bridge

Fulbright was an important part of this conference experience, not only because it helped me attend the event, but also because my Fulbright exchange (2007-2008) at the University of Manoa in Hawaii shaped my personality and allowed me to become the researcher I am today. This educational exchange was a wonderful opportunity for me to meet people from various backgrounds who spoke different languages. It was such a wonderful feeling to be able to connect with different people, understand their senses of humor, celebrate their national holidays with them, and better understand how they live their lives. I could never adjust to cultures as easily, nor conduct my research as efficiently, without my Fulbright experience. To me, being a Fulbrighter is a way of life!

 

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Samia graduated from the Faculté des sciences de Tunis in 2010 with a PhD in Genetics and Molecular Biology. She plans to one day start her own research lab and continue to promote women’s empowerment in STEM fields (science, technology, engineering and mathematics) by inspiring younger female generations through her positive example of hard work, dedication and persistence.

 

 

 

 

A Foreign Fulbrighter’s Field Experience

A Yemeni Fulbright Student Travels Across U.S. for Summer Project

My name is Aziz, and I am a Yemeni Foreign Fulbright Student studying Conflict Resolution at Portland State University. A unique requirement for my degree program is completing 200 hours of practicum (in-the-field study). I am writing this blog post about my practicum experience, because it was an incredible complement to my studies and my time in the United States as a Fulbrighter.

For my field practice, I knew wanted to experience a new region of the United States. After some research, I located a community relations project near Detroit, Michigan that is managed by Global Impact, a non-governmental organization that specializes in promoting social entrepreneurship and society-based projects. The project in Michigan was perfect fit for my practicum because it involved elements of both human relations and cultural exchange.

“-A unique opportunity to provide students with my own insight into Yemeni culture and current events.” - Aziz

  The period of my practicum was summer 2015. During that time, my primary duty was to meet with student volunteers from around the United States and introduce them to life in the small town of Hamtramck, Michigan. This was a fascinating opportunity because I helped these students explore Hamtramck just as I did Portland when I began as a Fulbrighter.  Also, Hamtramck is a diverse area. In fact, a recent survey showed that 26 languages are spoken in the area’s public high schools. One of the largest international communities in the area is Yemeni, which provided me a unique opportunity to provide students with my own insight into Yemeni culture and current events.
 

Through working in such a diverse community, and with volunteers from around the U.S., I learned that people can come to an understanding and live in peace, no matter their backgrounds, as long as they have the opportunity to interact with one another on a humanistic level. The Fulbright Program created the opportunity for me to live and work in Michigan by giving me the opportunity to study in the United States and also by allowing me the flexibility to conduct my practicum in another area of the country.

 

Aziz is a Yemeni student studying Conflict Resolution at Portland State University. After graduating in May 2016, Aziz hopes to return to Yemen and implement a teaching curriculum that builds mutual understanding during conflict.

 

Egyptian Fulbright Student Experiences Iconic Thanksgiving Tradition

For years I have been watching the Macy’s Thanksgiving Parade online and marveling at the massive crowds and huge balloons marching along Manhattan’s streets. I never imagined that one day I would be there watching in-person. But, that’s exactly what happened! I traveled all the way from Elon University in North Carolina to New York City for Thanksgiving.

Needless to say, my first Thanksgiving in America was certainly an adventure. On Thanksgiving morning, my friends and I woke up at 5:30am and headed to 74th street to find a spot near the very beginning of the parade along the western side of Central Park. Even though waiting from 6am seems too early, we barely found a good spot among the crowds. We learned that some people had been staying overnight and guarding their spots in the very first row.

Visiting New York City during Thanksgiving was perfect because the weather wasn’t yet brutally cold, and the festivities (and holiday discounts) were at their peak all over the city. The main event for me, however, was definitely the parade.

The event started with confetti-throwing clowns, next there were the famous Macy’s Parade balloons that were greeted by massive cheers from thousands of spectators. Finally came the part everyone was waiting for, the popular character balloons such as Sponge Bob, Snoopy, Ronald McDonald and many others. My favorite was the Thanksgiving turkey; you'd rarely find someone who doesn't like that balloon!

Both children and adults were cheering for the floats, some featuring celebrities such as Mariah Carey, Train, Chris Daughtry and others.

 

 

 

The parade lasted until 12pm and ended in front of Macy's Herald Square. After that, the streets remained closed so cleaning vehicles could make Manhattan clean for the rest of Thanksgiving celebrations.

 

 

 

Experiencing Macy’s Thanksgiving Parade in New York City was definitely an unforgettable adventure for me and a highlight of my Fulbright experience. Adventures like these allow me to meet people from around the world and experience their cultures. It’s nice to meet those who share the same enthusiasm for travel and culture as I do.  

 

Salma Tantawi is a first-semester M.A. student in Elon University’s iMedia program. She enjoys photography, and plans to work in online, digital media publishing in the future.

 

 

Paying-it-Forward

Fulbright Student Provides Exchange for Others

 

Luma with Pakistani Scholars at Center for International Development

 

 

From June-July 2015, I had the opportunity to work at Ball State University’s Center for International Development (CID) in Muncie, Indiana, as a team member on its partnership program with the University of Quaid-i-Azam in Islamabad, Pakistan. The goal of the partnership is to foster understanding and cultural growth, as well as to raise the capacity of the Area Study Center at QAU (which is focused on English studies).

My role was planning and implementing a visit to Ball State University and New York City for Pakistani scholars, as a culmination of the three-year partnership. First, I served on the screening and selection process, which required a deep understanding of the requirements of the program. Then I helped establish the criteria for selection, develop the six week itinerary, and liaise with the students prior to and during the program.

 

 

Day trip to Conner Prairie Interactive History Park in Muncie

I am very proud to have been a part of this initiative, as it was an enriching experience for myself and the students. In fact, I was really impressed by the Pakistani scholars’ pride and great sense of humor. They were very passionate about educating students in Indiana about their own values and beliefs. Also, they successfully bridged the gap between the two cultures and showed a level of religious and cultural tolerance that was admirable.

 

 

“They successfully bridged the gap between the two cultures.” – Luma reflecting on her Pakistani scholars.

 

Cultural excursion to Times Square

The Fulbright Program made working at the CID and witnessing the exchange journeys of these students possible. I was grateful to have the unique opportunity to apply my cross-cultural and interpersonal skills learned during my time as a Fulbright Foreign Student. In addition, it was a formative experience to collaborate with CID staff whose expertise was focused on peace studies, conflict studies, and international relations/diplomacy.

 

Luma Bashmi is a Bahraini student studying Psychological Research at California State University, Long Beach. Luma hopes to found a psychological research lab in Bahrain that will facilitate the study of public health and public policy phenomena.

 

 

 

Yemeni Fulbrighter Engages University through Forum on the Middle East



Students engaging in after lecture Q&A

~

I am a current Yemeni Fulbright graduate student in the Department of Communications and Journalism at the University of New Mexico, Albuquerque. Recently, I had the opportunity to work with my academic advisor to develop and organize a cross-disciplinary colloquium series titled, “Islam and the Middle East after Arab Spring,” the first of its kind at UNM.

Professor Kassem discusses key events leading to the Arab Spring

I became involved with the colloquium because I was one of only two students in the department from the Middle East. My advisor and I thought that the lecture series would be an opportunity for me to share my first-hand knowledge, and also for the University of New Mexico community to learn about my region of the world.

The best aspects of organizing this event were getting more involved with the community of the UNM, contacting different people from the different schools, looking for speakers and announcing the lectures. Importantly, I had the opportunity to introduce the speakers before lectures, which offered me the chance to stress the importance of the series to the UNM community.  Eventually, seven speakers agreed to attend; all of them from different social, academic, ethnic and political backgrounds. All speakers adopted a variety of perspectives and held Q&A with both professors and students from the different colleges of the UNM.



Professor Gilboa discusses media coverage of the Middle East

Some Topics Covered:

-    Roots of failure: Failed states of the Middle East. Speaker: Dr. Sami Shakir.

-   The root causes for the Arab Spring. Speaker: Dr. Khaled Kassem

-    Western media coverage of the Middle East. Speaker: Prof. Eytan Gilboa

As a Fulbrighter, I was uniquely prepared to serve as organizer because I had the opportunity receive academic training at UNM. Importantly, being a Fulbrighter also allowed me to embrace the Fulbright spirit of engaging and exchanging with a new culture. Additionally, as a Middle Eastern student, it was important for me to organize the lecture series because I believed that the community of the UNM needs to hear and learn more about Middle Eastern issues and their impacts on regional and international politics.

 

Fatima studies at the University of New Mexico in Albuquerque and will complete her M.A. in Communication in 2016.

Teaching Kids about Green Healthy Homes



The project team from left to right

(Shireen Khaldi, Maiss Razem, Zein Razem)

Since being awarded the Alumni Community Action Grant for the project ‘Teaching Kids about Green Healthy Homes’ in July 2015, I have been thrilled at the passionate responses from students in exhibiting genuine concern for our environment. This project represents an initiative to teach 14-year-old students about green healthy homes. By showing a model of a green home, showcasing energy saving devices in the classroom, and distributing water-saving devices, the students are engaged and learn the positive role they can play to become environmentally conscientious citizens of Jordan, which is a country that is scarce in energy and water resources.

The project, which I named ‘Bayti-Bee’ati’, which translates to English as ‘My Home is My Environment’, is run by a team of three that includes myself and Shireen Khaldi as the architects and presenters of the sessions, and Zein Razem who is a co-presenter and activity coordinator.


                     Model of a Green House showing shadows  in summertime                     



                            Team presenting at Haya Cultural Center                   

 

So far we have held six sessions: four at UNRWA Schools for Girls, and two at community centers. Unlike most schools in Jordan, community centers provide a meeting space for many students from various schools to widen our circle of influence, and reach out to both boys and girls. The experience thus far has been rewarding for us and the kids.

Children learning to make miniature home models



 

 

 

In Jordan, the United Nations Relief and Works Agency (UNRWA) provides basic education to over 115,000 students from Palestinian refugee families at 172 UNRWA schools, with girls making up around half of UNRWA students. By networking with staff members who worked at these four schools the project was warmly received. Three sessions were held,  at UNRWA Schools of Marka district in September, and one at Zarqa district where three took place during October; the first of which at Haya Cultural Center for kids, the second at Zaha Cultural Center to Princess Rahma and the team of Greener Amman 2020, and the third one at the UNRWA School of Nazzal district. In total, 205 students attended these sessions. They were especially interested in the model (pictured below) that embodied all the environmental aspects of what represents a green home.

The Team with HRH Princess Rahma &                                                                                        

Mr. Imad Dabbas, Head of ‘Green Amman 2020’ Committee

Throughout our presentations, I noticed how the students were captivated by the view of the model in front of them—leaning from their desks to capture every detail of the model’s exterior. Many students asked incredulously: ”Did you make the model yourselves? It is really amazing!” When I assured them that we made did them from scratch, several of students announced that now they aspire to become architects! It is in these special moments that my team and I feel most proud. We are serving as models of professional and creative women for students still finding their paths.

 

"Several students announced they now aspire to become architects!" ~ Riman

 

Students discovering design features of models

When asked what a green home is, the majority of the kids answered that it is a home with a lot of plants, which shows the limits of the literal use of the word ‘green’ in their environmental vocabulary. Once the roof of the house was removed, the students were divided into groups to view the house’s interior and brainstorm about the environmental features they think are unique to the house which included furniture materials, colors, room layout and zoning.

 

The model proved to be a thought-provoking tool and a source of admiration by all such as Nada who reflected, “I liked the model, since it is well-made and very beautiful and I hope to make one just like it in the future.” Not only was the message of the importance of environmental architecture delivered to the children, but the joy of contemplating the design and artistry of the house also brought them a deeper understanding of architecture as a profession.

 

Eager students answering questions about the environment

Next, a thermal imaging camera was passed along the desks showing the areas where heat was emitted in the classroom from possible sources such as artificial lighting and windows, which added another visual conceptualization for the kids to learn of the need of thermal insulation and the use of non-heat emitting lamps.  The students were thrilled to see the environment of their classroom transformed into heat emitting objects, as they were shown how the classroom’s light bulbs and windows were bright yellow/red compared to their blue surroundings.

 

 

Maiss showing the heat detected by the thermal imaging camera

 

In general, the students easily understood some environmental concepts such as the value of recycling, use of energy-saving lamps, and the importance of planting (since most of these practices are taught and/or implemented in their schools). It was evident; however, that many were oblivious to the energy and water shortage problems Jordan faces today. The term ‘grey water’ was a new concept for them. One student remarked, ”Why do we need to use grey water if I can simply open the water tap and get clean water instead?” This made me realize that the water crisis in Jordan is not understood, and that it is not enough only to deliver a message that we need to save water, but also to communicate the extent of efforts and financial burden the government has undertaken to provide potable water with very limited resources.

Students from First Marka School showing water saving devices

In the end we hope and truly aspire to instigate behavioral change through the knowledge gained by these kids to positively influence their households.  After analyzing the responses from 136 evaluation forms filled by the students, 71% answered they had no prior knowledge of green homes, and 60% did not know about what an architect does; an insight that warrants further attempts at spreading awareness through this project. While the grant ends in October 2015, ‘Bayti-Bee’ati’ is only in its startup phase. In fact, organizations such as Zaha Cultural Center and Amman Ahlia University, have expressed interest in partnering with us in the future. In order for this movement to spread and to become a national campaign, not only targeting schools of Amman but other governorates as well, we will need partner organizations’ help. I am hopeful and eager to continue this impactful mission that is stirring ripples of change in my beloved Jordan.





For more information on what has been achieved so far, visit ‘Bayti-Bee’ati’ Facebook page at: https://www.facebook.com/envirohabitation Maiss Razem is a Jordanian alumna who received a Master’s degree in Architecture from Virginia Tech.