by Tony Moore
Four Dickinsonians have received 2025 Fulbright awards, continuing the college’s long-standing success as a Fulbright Top Producer. This year’s recipients include two graduating seniors, a recent alumna and a senior alum administrator, each representing a strong commitment to global engagement and cross-cultural learning.
Amina West ’25
Amina West ’25 (American studies, Russian) has been awarded an English Teaching Assistantship (ETA) to Latvia. She’ll return to Daugavpils, where she previously studied Russian through the National Security Language Initiative for Youth.
“That experience had a profound impact on my life,” West says on the program that inspired her to apply for a Fulbright. “Much of what we learn at Dickinson emphasizes global perspectives and intercultural understanding, and immersing myself in another country will allow me to put those values into practice. It will push me out of my comfort zone, help me become more adaptable, and give me the chance to engage with different communities firsthand.”
Gabriel McGough ’25
Gabriel McGough ’25 (law & policy, German) will serve as an ETA in Germany. McGough’s experiences as a paraeducator and his family’s background in education inspired him to pursue the award.
“I plan to use what I’ve learned at Dickinson, my teaching experience in Germany and my passion for public education to eventually pursue a career in educational law or advocacy,” he says, noting that he’s long harbored a fascination with international law. “This Fulbright opportunity is the cherry on top of my Dickinson experience.”
Shannon Nolan ’19
Shannon Nolan ’19 (international studies, English) also received an ETA award and will teach English in Belgium. She visited Brussels for the first time while doing research for her M.Phil. dissertation at Trinity College Dublin, which included a study of the global history of comic books. Now, five years later, she’s looking forward to returning to continue exploring the area’s rich comics history while learning how to teach English as an additional language at the university level.
“I have used both parts of my degree in every position I have held since graduating,” says Nolan, noting that Associate Professor of English Sarah Kersh was invaluable during the Fulbright application process. “I would not have this opportunity without Dr. Kersh. I graduated from Dickinson six years ago and maintain that how deeply the professors care about their students is what sets the college apart.”
Tara Fischer ’02
Tara Fischer ’02, Dickinson’s associate provost for student success & academic advising, received a Fulbright U.S. International Education Administrators Award. She will join a seminar in Germany designed for leaders in international education.
“I’m thrilled to have this opportunity to learn from Germany’s forward-thinking approach to skillset development, digital education and access to higher ed,” Fischer says. “It’s a chance to explore how institutions like Dickinson can be both impacted by and contribute to global educational innovation.”
Fischer, a first-generation college student who never had the chance to study abroad as a student, sees this opportunity as deeply personal and professionally meaningful.
“Over the course of my career, Dickinson has given me the runway to grow, make connections and think strategically about how to improve the student experience,” she says. “I work with students and encourage them to reach higher and to see possibilities for themselves they never could have imagined. This is that for me. I have always dreamed of an opportunity like this.”
A Dickinson Strength
The Fulbright U.S. Student Program provides grants for individually designed study, research and teaching projects in more than 140 countries. Dickinson’s Fulbright advising team works closely with students and alumni to develop competitive applications.
“The success of this year’s Fulbright recipients is a testament to the strength of Dickinson’s global engagement and our continued distinction as a Fulbright top producer,” says Melissa-Sturm Smith, senior associate provost for integrated student academic success. “It reflects not only the talent of our students but the thoughtful support they receive from faculty and staff throughout the application process.”
]]>“The atmosphere and support was amazing,” says Sam Orzolek ’26 (law & policy, Russian), a defensive lineman on Dickinson’s football team. He’s also a recipient of an ROTC scholarship and the Sergeant Harry Goldberg Prize who aspires to become a leader in the U.S. Army, and during the past summer, Sam participated in the U.S. Army Airborne School. As he learned the basics of military parachuting, he completed three jumps out of an aircraft, including at night! On campus, Sam hones his leadership skills as an Admissions Fellow, tour guide and member of the Student Athlete Advisory Committee (SAAC).
Hometown:
Reading, Pennsylvania.
Majors:
Law & policy and Russian, with a minor in military science.
Clubs/organizations:
Varsity football, Liberty Cap Society (tour guides), ROTC, SAAC and Admissions Fellows.
Scholarships/honors/awards:
Army ROTC scholarship, 1783 scholarship and the Sergeant Harry Goldberg Prize.
Best thing about my Dickinson experience:
The best thing about my Dickinson experience so far was winning the Conestoga Wagon against F&M my sophomore year on a Friday night under the lights. The atmosphere and support we got from the campus was amazing!
Favorite place on campus:
East Asian Study Room in the Waidner-Spahr Library.
Favorite Dining Hall food:
An MTO wrap.
Favorite professor:
Associate Professor of Political Science and International Studies Andy Wolff.
On jumping out of planes:
Over the summer I was fortunate enough to go to the U.S. Army Airborne School at Ft. Moore, Ga., and go to basic camp at Fort Knox, Kentucky, through our ROTC program. Both training events were exciting and different, but the highlights included jumping out of a C-130 at night, completing the night infiltration course and firing multiple different weapon systems.
Post-Dickinson plans:
After Dickinson, I plan to serve in the US Army as an infantry officer in the active-duty component.
Advice for younger students:
Find a system that works for you to manage your time, and don’t forget to have fun!
]]>What was the Fulbright application process like?
The Fulbright application process was long, time-intensive, and above all, collaborative. Working with Dickinson’s Fulbright Program advisors, professors, and past grant recipients, I revised my Statement of Grant Purpose and Personal Statement nearly a dozen times each. By the national deadline, I was confident I had effectively articulated my commitment to teaching in Uzbekistan.
What are you most excited about?
I am most excited about being immersed in a Russian-speaking community, especially since I did not get to study abroad in Moscow. As a language enthusiast, the opportunity to learn Uzbek is also exciting!
What are you most nervous about?
I am most nervous about where Fulbright decides to place me. Depending on the linguistic landscape of my host city, there may be a significant language barrier, at least at first. I could be teaching anywhere from a public high school to a university.
What has been your favorite Russian class at Dickinson?
I would say that my favorite Russian class at Dickinson was “Philosophy and Literature” with Professors DeBlasio and Mastrangelo. It was a uniquely interdisciplinary course connecting Russian literature to ancient Greek philosophy and drama. Meanwhile, my favorite language course was “Russian for Narration and Analysis” with Professor Dudina.
What are your plans for after your Fulbright year?
After Fulbright, I plan to pursue an MA in Strategy, Cybersecurity, and Intelligence at the Johns Hopkins School of Advanced International Studies.
In Fall 2023, Dickinson College launched its new study abroad program in Tbilisi, Georgia, in partnership with SRAS. Students on the program take intensive classes in the Russian language, while also immersing themselves in the Caucasus/Black Sea region by enrolling in an ICON elective, which stands for Identity and Conflict in the Caucuses. Classes are taught by professors from different institutions and backgrounds, exposing students to varied approaches in their study of the region. The course has a significant travel component; students travel around Georgia, as well as to Armenia and Azerbaijan after studying these countries.
Students in the identity course also participated in lectures on the history of countries in the Caucasus and Eastern Europe that were a part of the Soviet Union, learning about the histories and identities of their residents. Of the lecture component of the course, Dorian McElrone ’25 said: “Our lecturers are extremely varied, all with different fields and regions of expertise. This enhances our learning of each region, as many of our lecturers are from the region they talk about or have studied it extensively.” For Dorian, a highlight from her trip to Armenia was a lecture by political activist Garegin Chukaszyan, who spoke about lessons that can be learned from Armenia’s history.
Dickinson students Dorian, Colby, and Ava listening to a tour guide at the Heydar Aliyev Centre in Baku, Azerbaijan
The ICON course also has a written component; students produce reflections and short papers over the semester. In the first half of the semester, students must write page-long summaries of their trips in the context of their study of the identity, culture, and conflicts of those places. In the latter half of the semester, students develop longer papers comparing identity in the Caucuses and on identity in Ukraine.
Not only does the ICON course provide students the opportunities to learn from professors and speakers at the top of their fields, but they also visit, explore, and interact with the cultures and communities they are learning about. For Colby Fewster ‘25, his favorite trip was the class visit to Armenia, where they stayed in its capital, Yerevan. The trip lasted a week as they explored the country, drawing connections between their coursework and the local context.
A view of the Garni Temple, the last pagan temple in Armenia. Photo courtesy of Colby Fewster.
1) What is your favorite thing about Dickinson?
My favorite thing about Dickinson is the atmosphere of student life and friendliness of almost all students and people here. I enjoy being here and attending my classes, talking to people, and participating in various activities.
2) What has surprised you the most about the American education system?
I was surprised by the clarity of requirements. Here, I never get the feeling that I don’t understand something. If something’s wrong, I can merely spend more time on it and that is enough to learn it. Thus, there is much less stress and I have more free time.
3) What have you learned through your work with students in the Russian Department?
Through work with students in the Russian Department I have learned about cultural similarities and differences, including differences in how we use language. I have learned more about the difficulties that students face in the process of studying Russian. My goal is to help them speak more and to make them feel more comfortable when using Russian.
4) What advice would you give to students considering studying Russian?
Motivation and desire are most important. If a student is interested in studying Russian and has the motivation to do so, then I would recommend that they try to be consistent. It’s better to practice every day than to do a lot of work one day and then never come back to it. I would say: “Keep practicing using different methods and never be afraid of mistakes.” Mistakes make us better. If you are not making any mistakes, it means that the work is not challenging enough and that you are not getting anything out of it.
5) What are your favorite things to do at Dickinson or events that you have enjoyed?
I really like going to events organized by various clubs or by Dickinson itself. While I haven’t formally joined any clubs, I am enjoying the fencing club and attend it regularly. Also, I like the Arts Collective. I’m trying to expand my experiences and am open to new things and ideas.
]]>Yadukha is a translator and artist from Ukraine specializing in intersemiotic translation, or the translation of one artistic medium into another. Here on Dickinson’s campus, she is continuing her project of translating Richard Brautigan’s poetry collection All Watched Over by Machines of Loving Grace into a series of ceramic tea bowls, tracing the manifestations of Zen Buddhism and American counterculture in Brautigan’s poems. Her show is on view in Gallery 204, Weiss Center for the Arts, through December 1. Her work is supported by the Mellon Foundation and co-sponsored by the Department of Art & Art History and the Department of Russian.
]]>Congratulations to Grace Ingle ’20 (Russian, Middle East Studies & Security Studies), who was accepted to the Eurasia Foundation’s Young Professionals Network program for 2023-2024!
]]>On October 6, 2023, students in Prof. DeBlasio’s advanced-level course (taught in Russian) on “Popular Culture and New Media” connected with university students from Moscow, including from the Higher School of Economics and the Peoples’ Friendship University.
Language exchanges are organized and supported by Irina Filippova, the Dickinson director of the Dickinson Center in Tbilisi, Georgia.
]]>Ekaterina Ausheva is joining the Russian Department as a Visiting International Scholar for the Fall 2023 and Spring 2024 semesters. She has worked at the International Prep-Year program at the Higher School of Economics (HSE) in Moscow, teaching beginner and intermediate level Russian, and she also served as a tutor and lecturer for SRAS programs, providing remote Russian language classes to U.S. university students from elementary to advanced levels. This year at Dickinson she will be teaching Russian 101, 201, Russian for Discussion, and a course in Phonetics for students at all levels.
1. You’ve taught Russian at different institutions and in different cultural contexts. What stands out to you about Russian at Dickinson?
The Russian Department at Dickinson helps students immerse themselves in language and culture by offering a wide variety of extracurricular events like Russian table, cooking classes, meetings, lectures with native speakers, etc. My colleagues truly invest themselves in their students’ success, and the students here have a passion for learning.
2. What is your favorite Russian novel, and who is your favorite Russian writer?
My favorite novel is Fathers and Sons by Ivan Turgenev. It discusses the topic of generational gaps and their universality across time and geography. My favorite writer is Anton Chekhov. His short stories and plays are deliberately simple but extremely insightful.
3. What is your favorite thing about Carlisle?
My favorite thing about Carlisle is that it’s cozy and the people are friendly. I always lived in a big city; this small-town atmosphere is new for me, and I enjoy it.
4. You are working on a textbook on teaching writing. Why does writing remain an important skill for students learning Russian, even in the era of AI and ChatGPT?
Writing is not about the result, it’s about the process. Synthesizing thoughts into coherent ideas is essential for learning, especially a foreign language. Writing also improves your fluency in other language skills, i.e. reading, listening, and speaking.
5. What advice would you give to students considering taking Russian?
Have the confidence to learn a new language. Russian needs patience and practice, but if you have an interest it will come naturally. Everyone starts somewhere.
6. What are you most looking forward to in your year at Dickinson?
I look forward to meeting many talented students who have chosen to learn Russian and am excited to share my knowledge and culture with them. I also look forward to learning from my new colleagues and friends.
Welcome to Dickinson, Ekaterina!
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