The Fulbright Experience: How It Shaped Two Delta Kappa Gamma Members' Professional Lives
Bibliographic record
Abstract
With this issue, the Bulletin Editorial Board is launching a new column that will feature interviews conducted with Delta Kappa Gamma members or other educational leaders on a topic related to the theme of the issue. Educational travel may result in many different experiences such as studying or teaching abroad, visiting faraway places to enhance one's professional growth, or learning foreign languages. One unique educational travel opportunity is offered through a Fulbright grant. Some facts regarding the U.S. Department of State-sponsored Fulbright program include * It was initiated by Senator J. William Fulbright, who stated that Fostering leadership, learning and empathy between cultures is the main purpose of this international scholarship program. * It was established in 1946bytheU.S. Congress to enable the government of the United States to increase mutual understanding between the people of the United States and the people of other * It is the largest U.S. international exchange program offering opportunities for students, scholars, and professionals to undertake international graduate study, advanced research, university teaching, and teaching in elementary and secondary schools worldwide (see http://us.fulbrightonline.org/about.html for more). Delta Kappa Gamma has a direct connection to Fulbright. The Society offers more than 30 scholarships, among them the World Fellowship Fund, which provide opportunities for women educators to study in colleges and universities in the United States and Canada. The World fellowship Fund was started in 1960, and it has provided grants to more than 500 women from 101 countries. Applications are administered through the Institute of International Education (HE), sponsored by the Fulbright Commissions/ Foundations, and Delta Kappa Gamma World Fellowships Committees in Alberta, Ontario and Manitoba. The International World Fellowships Committee makes the final selection of recipients. Editorial Board member Dr. Andrea Honigsfeld, a Fulbright scholar herself, interviewed two Delta Kappa Gamma members who were recipients of two different Fulbright awards to ascertain how their experiences prepared them to be educational leaders, enhanced their leadership roles, and enriched their personal and professional lives. Dr. Sigrun Klara Hannesdottir started her career as a reference librarian at Oakland University, Rochester, Michigan. Before her retirement last year, she taught Library and Information Science at the University of Iceland for 27 years, first as a part-time instructor and finally as full professor and chair of the department. She finished her career as director of the National and University Library of Iceland. She has had many international experiences including working as a director of a Nordic institution, NORDINFO in Finland and as a consultant in Peru, where she learned Spanish. Within Delta Kappa Gamma, she was one of the charter members of the Alpha Chapter in Iceland in 1975 and has been a member ever since. She not only is the secretary of her chapter in Iceland, she also serves as international second vice president of the Society. Previously she filled the post of European regional director and also chaired the International World Fellowships Committee. Michelle K. Ramsey is a 5th Grade Language Arts and Mathematics teacher at Sanford Middle School in Lee County, Alabama. She has been in public education for 22 years. She is an author of two Scholastic Books, Phonics Games Kids Can't Resist (1999) and Math Games Kids Can't Resist (2007). She has been a member of Delta Kappa Gamma Pi Chapter for 10 years and served as 2000-2002 president of Pi Chapter in Auburn, Alabama. Michelle and Sigrun Klara each answered the same questions: Where did your Fulbright award take you? Sigrun Klara: I received a grant of $2,500 to pay for my master's degree tuition at Wayne State University, Detroit, Michigan. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".