Field of Study USA: Education

Courtney Fulcher

Courtney Fulcher graduated from Columbia College of Columbia University in the City of New York in 2021 where she majored in comparative literature. She worked as a classroom and administrative assistant at The Red Balloon Early Learning Center, a community preschool in West Harlem. She previously studied abroad, in India, through the NSLI-Y Hindi Academic Year Program 2016–2017 and in the fall of 2019 through the University of Wisconsin where she conducted an independent research project on alternative early childhood education in Varanasi. While in Varanasi, she studied traditional Banarasi pit-loom weaving under Salim Sahib, a weaver in Sonarpura, a weaving center in the city. Courtney is also an on-air host at WKCR-FM, a non-commercial radio station in New York City. Among other shows, she regularly programs for Raag aur Taal, a weekly showcase of classical Hindustani music.

Prior to Fulbright, she worked at a publicity agency as an audio business coordinator, working with companies in both the entertainment and audio industries.

Colleen Choate

Colleen Choate graduated from Appalachian State University in 2017 with a bachelor’s in dance studies and a minor in Spanish. Deeply connected to the creative and expressive art communities on campus, she has performed in the fall and spring Appalachian Dance Ensemble for multiple years, organized and performed in public poetry readings, held concerts for her own choreographies, and served on The Peel Literature & Arts Review poetry committee. The focus of her scholarly work and thesis was the connection between language and the body as a somatic and expressive experience. As a choreographer and as a yoga instructor, she has realized that her greatest strength lies in facilitating experiences and in holding space for others to express themselves.

Colleen was introduced to Indian philosophy in a yoga class during her freshman year in college, and she has never looked back. She began reading such texts as the Bhagavad Gita and Devi Mahatmya. Her desire for deeper connection and authentic relationship with these teachings led her to India in 2019, where she toured its southern part, visiting temples, exploring places, and of course, eating amazing food.

In 2020, she decided to switch career paths and took a TEFL course to receive her teaching certification and began working with the English Language Program students at Virginia Commonwealth University. She quickly took to the role, especially in terms of building relationships with students, which led to her current role as the global learning coordinator in the Global Education Office at Virginia Commonwealth University.

In this role, she works daily with international students studying in the United States. This includes planning and implementing cultural events and social programs to support these students. These programs help them connect with one another, as well as with domestic students, and foster community, cultural competence, and personal growth. Colleen is excited about the opportunity that the Fulbright-Nehru grant offers to work with students every day, learn from them, and find rewarding ways to build relationships through education.

Ren Birnholz

Ren Birnholz (they/them/theirs) is an honors graduate of Northeastern University where they majored in cultural anthropology and theatre and minored in women, gender, and sexuality studies. During Ren’s time at Northeastern, they worked as a research assistant in two creative practice research labs focused on the intersections of performing arts, education, identity, and social justice. Ren’s fascination with this field led them to complete an ethnographic thesis entitled “Creating Community through Interrupted Dialogue on TransTok”, which explored how young content creators use social media to build community. They also explored how creative content is utilized to educate individuals outside of a community.

In addition to their academics, Ren spent their time as a campus leader and student advocate. Most notably, Ren led initiatives that expanded access to mental healthcare and reproductive healthcare for the entire student body. They also worked as a resident assistant for three years, mentoring first-year students as they entered the university landscape.

Ren discovered their passion for teaching at a young age. In secondary school, they worked as a theatre and dance camp counselor and as a religious schoolteacher at their local synagogue. As an undergraduate student, they completed two six-month internships: the first as a full-time elementary music teacher; and the second as the sexual misconduct and bias case manager for Boston Public Schools. Outside of a formal educational setting, Ren designs curriculum and leads workshops for reproductive justice and LGBTQ+ organizations.

After studying at Ashoka University in Sonipat, Haryana, in the summer of 2022, Ren is excited to be returning to India as an English teaching assistant through the Fulbright-Nehru grant. While Ren has explored the American education system in depth, through this program they will further their capability as an educator tied to experiences of cultural exchange.

Amariyah Ayee

Amariyah Ayee is a recent graduate of Duke University with a master’s degree in biomedical science. While at Duke, she volunteered with seniors in the Durham community and also served on the volunteer committee. She graduated from Claflin University as a valedictorian in 2022 with a degree in biology and a minor in chemistry. At Claflin, she enjoyed tutoring students as a supplemental instructor and also volunteered at the University Writing Center and Boys and Girls Club.

Amariyah has always desired to be a physician and serve individuals in underserved communities. She has been accepted to medical school on a full tuition scholarship, which she plans to pursue following her Fulbright experience. She is excited to serve as a cultural ambassador and share her love for learning with her students.

Devan Barker

Dr. Devan Barker is currently a professor of history at Brigham Young University (BYU)-Idaho where he teaches courses in world history and philosophy. Dr. Barker received a bachelor’s in Italian and a master’s in organizational behavior from Brigham Young University in Provo, Utah. His PhD was from the University of Wuerzburg in Germany where he studied intellectual history with an emphasis on the history of educational philosophy. Before pursuing his doctoral work, Dr. Barker was involved in starting and administering several private and charter schools, including a high school completion program in Mexico, a performing and fine arts school in Utah, Utah’s first charter school placed in a multimillion-dollar performing arts facility, and the national flagship school in the United States for Montessori education at the adolescent level. He has also worked in the corporate world for companies like Novell and PepsiCo.

Dr. Barker is a founding director of the Office of Instructional Development at BYU-Idaho where he oversaw faculty development and training programs for a decade while the school transitioned from a two-year college to a four-year university and tripled in size, adding over 700 new faculty. He continues his involvement in university pedagogy as a faculty fellow for the development office.

Over the course of his career, Dr. Barker has taught middle school, high school, undergraduate, and master’s students, has mentored several doctoral candidates, and has consulted with numerous other universities. He has presented workshops on a wide array of topics relevant to faculty development and has published articles and chapters on intellectual history as well as on university pedagogy.

The Fulbright-Nehru project involves partnering with an expert in the literature around university pedagogy and organizational change with a leading Indian university promoting educational reform. The goal is to support a university-wide culture shift from education-for-certification to knowledge production pursued as an end in the tradition of liberal arts institutions.

Audra Anjum

Dr. Audra Anjum is an instructional designer at Ohio University in Athens, Ohio. She earned a PhD in instructional technology and an MA in applied linguistics, both from Ohio University, and a BA in English from Wilmington College, Ohio. Dr. Anjum’s teaching experience includes teaching undergraduate courses at Ohio University and at institutions abroad. She has taught in many different teaching modalities across different types of learners. Over the past decade of her professional practice, Dr. Anjum’s work as an instructional designer has mainly centered around faculty development and course design. She has delivered several faculty development workshops both in the United States and India, as well as collaborated with over one 100 faculty members and subject-matter experts on all or parts of hundreds of courses, seminars, and other transformative learning experiences.

Dr. Anjum’s primary research focus is on investigating the individual differences and factors that influence instructors’ decisions to use technology in university settings, wherein the integration of enterprise-wide solutions is implicitly mandatory. The impetus to pursue this line of research mainly stems from her efforts to reframe current approaches to faculty support initiatives with greater empathy, by leveraging differences among instructors’ varying coping responses to workplace stressors (like the use of technology) rather than through instructional best practices and institutional mandates. She is also involved in capacity-building efforts for promoting teacher training at Ohio University wherein she frequently collaborates with both pre- and in-service instructors across a wide range of disciplines who are interested in contributing to the scholarship of teaching and learning within their areas of expertise.

Dr. Anjum’s Fulbright-Nehru project is facilitating a capacity-building program for instructional design and faculty development at the JSS Medical College in Mysuru, India. She is carrying this out in collaboration with the faculty and administration. She is also teaching classes and opening up a series of professional development opportunities to enhance teaching practices and student engagement, with specific focus on topics such as technology use, accessibility and inclusivity, active learning strategies, and multimedia development.