STARTALK Full Scholarships for Summer Language Study


Training in Methods of Teaching Younger Learners

Arabic, Chinese, Persian, Turkish, Swahili

 WHY:           Train teachers for language instruction in community settings: Bridges 2 Children

WHAT:         ◊  Participate in intensive, professional development institute

◊  Learn appropriate teaching methods for Pre-K to grade 6

◊  Design lessons, materials, & developmentally appropriate assessment

◊  Gain skills in community-based language advocacy & twice weekly afternoon practicum experiences at different community-based sites

◊  Receive six credits for two courses – language teaching methods & practicum

 WHO:           ◊  Current or Prospective teachers of Arabic, Chinese, Farsi, Turkish, or Swahili

◊  Graduate or Undergraduates desiring a teaching credential

Class size is limited to 10 graduate & 5 undergraduate students

Online:                        May 14 – June 1          3-week online preparation and class

Onsite:                       June 8 – June 29                   3-week residential Bloomington program

Follow Up:                  July 2 – August 20      follow up online- finalization of projects

WHERE:            Residential program – School of Education, Indiana University, Bloomington, IN

PROVIDED:     Tuition, room & board, in-town transportation, program materials

IU PARTNERS:   Department of Literacy, Culture & Language Education of the School of Education | Department of Near Eastern Languages & Cultures | Center for the Study of Global Change | Center for Social Studies and International Education | Center for the Study of the Middle East

For Application Materials:


Application Deadline: April 28th, 2012

Send application to  This e-mail address is being protected from spambots. You need JavaScript enabled to view it or call (812) 855-0447 for Questions


Guide to Writing a Performance Grant

April 2, 2012, for Professor Giovanni Zanovello’s class, The Masses of Josquin des Prez

I have organized some basic principles for writing both the proposal narrative and budget portions of your grant assignment. The prezi file (a PowerPoint alternative, free for educators) outlining these guidelines is below. You can progress through the slides in order, but you can also zoom in and out and click to any location in the material. When we meet, I will elaborate on some of these guidelines with specific examples, including some of your own, ideally. I will also bring with me some grant evaluation forms that will be helpful as you read your own and each other’s proposals. I have tried to balance the information between details that are specific to your current assignment and general guidelines that will help you prepare grant proposals in the future–please don’t hesitate to contact me if you have questions!

Cassie Chambliss, GGC Consultant

Update: April 6, 2012

See Dr. Jeffrey Hass’s advice–Applying for Artistic Grants and Fellowships: Some practical suggestions learned from personal experiences, both good and bad–on our proposal writing resource page.

Structuring your grant proposal: There is no single strategy that works in all situations, but these guidelines can help you organize your narrative:

  1. Make sure reviwers know the gist of your project in the first half page. One strategy is to start with a “power intro,” a one- to three-sentence nutshell right at the top, then move into the main sections of your narrative.
  2. Make sure the narrative explicitly and obviously addresses each element of the application/instructions. Many people use them as section headings.
  3. Make sure the organization serves the primary functions of the narrative: persuade reviewers of the significance of your project, of the originality of your project or approach, and of your ability to carry out the project successfully. Details about scheduling and budget items should be put into the service of those purposes–don’t bury the point under a bunch of details.
  4. Find examples of proposals for the same or similar grants, and shamelessly steal organizational strategies.

Sample Grant Proposals:

  1. I’ve added links to some examples here, though you’ll have to translate what you find into useful principles for your field. The NEH and NEA examples on the UT Knoxville page are, unfortunately, password protected, but there is a simple performing arts proposal at the bottom of the page.
  2. Ask granting agencies and grant adminstrators if they make past applications available for review. For example, many of the past applications for Fulbright grants from IU students are available in the Office of the Vice President for International Affairs. Contact their office to make an appointment.
  3. Contact successful applicants and ask to see their proposals. Don’t be shy.


Tools for constructing a budget can be found on our Budget Resources page.

Let us know how we’re doing:

Follow this link to complete an anonymous survey that will help us serve IU graduate students more effectively: Thanks!

If the prezi window below doesn’t work, try using this link instead:

Graduate School Is a Means to a Job

Careers - Job Market Illustration #2 Close-Up

From The Chronicle of Higher Education, March 27, 2012.

By Karen Kelsky

One of the most common questions I hear from graduate students, whether they are in their first or their final year, is what they can do now to prepare for the academic job market.

Excellent question. As a graduate student, your fate is in your own hands, and every decision you make—including whether to go to graduate school at all, which program to go to, which adviser to choose, and how to conduct yourself while there—can and should be made with an eye to the job you wish to have at the end. 

 To do otherwise is pure madness. I have no patience whatsoever with the “love” narrative (we do what we do because we love it and money/jobs play no role) that prevails among some advisers, departments, and profoundly mystified graduate students. But for those graduate students and Ph.D.’s who actually want a paying tenure-track job and the things that go with it—health insurance, benefits, and financial security—here is my list of graduate-school rules, forged after years of working in academe as a former tenured professor and now running my own career-advising business for doctoral students. 

Before Graduate School

Ask yourself what job you want and whether an advanced degree is actually necessary for it.

Choose your graduate program based both on its focus on your scholarly interests and its tenure-track placement rate. If it doesn’t keep careful records of its placement rate, or does not have an impressive record of placing its Ph.D.’s in tenure-track positions, do not consider attending that program.

Choose your adviser the same way. Before committing to an adviser, find out how many Ph.D.’s that potential mentor has placed in tenure-track positions in recent years.

Go to the highest-ranked graduate department you can get into—so long as it funds you fully. That is not actually because of the “snob factor” of the name itself, but rather because of the ethos of the best departments. They typically are the best financed, which means they have more scholars with national reputations to serve as your mentors and letter writers, and they maintain lively brown-bag and seminar series that bring in major visiting scholars with whom you can network. The placement history of a top program tends to produce its own momentum, so that departments around the country with faculty members from that program will then look kindly on new applications from its latest Ph.D.’s. That, my friends, is how privilege reproduces itself. It may be distasteful, but you deny or ignore it at your peril.

Never assume that the elite, Ivy League departments are the highest-ranked or have the best placement rates. Some of the worst-prepared job candidates with whom I’ve worked have been from humanities departments at Yale, Harvard, and Princeton. Do not be dazzled by abstract institutional reputations. Ask steely-eyed questions about individual advisers and their actual (not illusory) placement rates in recent years.

Meet, or at least correspond, with your potential adviser ahead of time so that you understand whether he or she has a hands-on approach to professionalization training and will be personally invested in your success.

Do not attend graduate school unless you are fully supported by—at minimum—a multiyear teaching assistantship that provides a tuition waiver, a stipend, and health insurance that covers most of the years of your program. The stipend needs to be generous enough to support your actual living expenses for the location. Do not take out new debt to attend graduate school. Because the tenure-track job market is so bleak, graduate school in the humanities and social sciences is, in most cases, not worth going into debt for.

Apply to 6 to 10 graduate programs. If you are admitted with funding to more than one, negotiate to get the best possible package at your top choice.

Be entrepreneurial before even entering graduate school to locate and apply for multiple sources of financial support. Do not forget the law of increasing returns: Success breeds success and large follows small. A $500 book scholarship makes you more competitive for a $1,000 conference grant, which situates you for a $3,000 summer-research fellowship, which puts you in the running for a $10,000 fieldwork grant, which then makes you competitive for a $30,000 dissertation writing grant.

Early in Graduate School

Never forget this primary rule: Graduate school is not your job; graduate school is a means to the job you want. Do not settle in to your graduate department like a little hamster burrowing in the wood shavings. Stay alert with your eye always on a national stage, poised for the next opportunity, whatever it is: to present a paper, attend a conference, meet a scholar in your field, forge a connection, gain a professional skill.

In year one and every year thereafter, read the job ads in your field, and track the predominant and emerging emphases of the listed jobs. Ask yourself how you can incorporate those into your own project, directly or indirectly. You don’t have to slavishly follow trends, but you have to be familiar with them and be prepared to relate your own work to them in some way.

Have a beautifully organized and professional CV starting in your first year and in every subsequent year. When I was a young assistant professor, a senior colleague told me that her philosophy was to add one line a month to her CV. Set that same goal for yourself. As a junior graduate student, you may or may not be able to maintain that pace, but keep it in the back of your mind, and keep your eye out for opportunities that add lines to your CV at a brisk pace.

Make strong connections with your adviser and other faculty members in your department, and in affiliated departments. Interact with them as a young professional, respectfully but confidently. Eschew excessive humility; it inspires contempt. Do not forget the letters of recommendation that you will one day need them to write.

Minimize your work as a TA. Your first year will be grueling, but learn the efficiency techniques of teaching as fast as you can, and make absolutely, categorically, sure that you do not volunteer your labor beyond the hours paid. Believe me, resisting will take vigilance. But do it. You are not a volunteer and the university is not a charity. You are paid for hours of work; do not exceed them. Teach well, but do not make teaching the core of your identity.

Be aware that faculty members in a variety of departments will be able to direct you to different grant sources, which, over time, will help you to continue paying for your studies without accruing crushing debt. Not all faculty members are familiar with the same grant sources, so breadth is important.

Strategize your writing projects in your courses, theses, and dissertation, to form the basis of potentially publishable papers. If offered the option of writing a master’s thesis, seriously consider taking it, as it can form the core of your first refereed journal article. Plan out a publishing trajectory to ensure that you have at least one sole-authored refereed journal article before you defend your dissertation.

Attend every job talk in your department and affiliated departments religiously. It matters not if those talks are in your field or subfield. Go to them all. Job talks and other job-search opportunities such as attending a lunch with a candidate, serving on a search committee, or simply examining an applicant’s CV and file are the single best training you can provide yourself on the real requirements of the tenure-track job market (as opposed to your private and often delusional perceptions).

Attend national conferences annually. It’s fine to also go to local and regional conferences, but they must never take the place of your national conference, which provides irreplaceable insight into trends in your field, the ethos and habitus of your discipline, and the behavioral norms of professional scholars. It also presents the opportunity to network and to attend seminars dedicated to professional skills such as writing grant proposals or journal articles.

Strategize how to travel to conferences, and work with your cohort to make it a habit of driving together to major national conferences, and lodging together.

Apply indiscriminately for money, and master the fine art of tailoring to meet the grant agency’s mission. You’ll be surprised by how much the act of transforming your project to meet a new mission reveals to you hitherto unrecognized potentialities and insights into the work itself. Applying for a wide range of grants is one of the best intellectual exercises in which you can engage.

Take every opportunity available to present your work publicly. While I emphasized the importance of national conferences for reputation purposes, actively pursue every possible local and regional opportunity for experience purposes. Public speaking is one of the core skills of an academic career. Make your mistakes in graduate school, where the stakes are low, so that you are a master of the podium when the stakes are high.

In Your Final Years of Graduate School

Avoid like the plague offers of publication in edited collections, which is where good publications go to die. If you have a piece of work that can pass muster as a publication, make sure that it goes into a refereed journal, the best one you can reasonably manage. Don’t ever throw it away on conference proceedings, or the like. (That applies to the humanities and most social sciences; some conference proceedings in the sciences are legitimate publication venues. Know your field.) So do not be seduced by expressions of interest from editors of collections or third-tier journals following your conference presentations. The opportunity may seem easy but you will pay the price later when the collection is delayed for years or the publication is deemed too low status to help you on the market.

By your third year or so, apply annually to present a paper at your national conference. If you are in the humanities, do not waste time participating in poster sessions. If you are in the hard sciences or experimental social sciences, check with a trusted adviser about the value of posters. Near the end of your program, begin to organize panels for a conference. Your first foray in that direction can be with other graduate students, but don’t organize more than one graduate-student panel in your career.

In the year before you go on the job market, organize and propose a high-profile panel for your national conference that is made up of young, up-and-coming assistant professors. Ask a well-known scholar to serve as discussant. Make efforts to have the panel respond to, or engage with, a trending topic in your field and/or one that is identified as the primary theme of that year’s national meetings. This panel is your “coming out” party, and makes you visible on a national stage, framed and contextualized by the more senior scholars who already have reputations on the panel’s topic. At the conference, do not forget to organize a lunch (or dinner or coffee) for the panelists to get to know them better and lay the groundwork for future collaborations and possibly letters of recommendation.

Cultivate a letter writer who is not from your Ph.D.-granting institution. Having all your recommendation letters come from your own committee or department is the sign of a relatively immature candidate. It is not a death knell in your first or second years on the market, but be aware that the strongest and most successful candidates will have a recommendation from an influential senior scholar from outside their home department who can speak to their standing in the field (and not simply to their performance as a graduate student in the department).

Write your dissertation with an eye to the publications that it will become. Be aware that in most fields, at least one refereed journal article while you are still A.B.D. is now necessary to get shortlisted for tenure-track jobs. At the same time, be aware that publications that date from before you accept your tenure-track job sometimes do not count toward tenure. So the balance is delicate indeed. You must publish enough to get a job without prematurely exhausting your supply of material you will need for tenure. (That is why I recommend writing a master’s thesis, which will give you material for a publication without cutting into your dissertation material.)

If you are in a book field, be aware that presses will not look kindly at a book proposal in which more than half of the material has already been published in articles. Therefore, in a typical five-chapter dissertation, you want no more than two chapters to be put out as refereed journal articles. While writing the dissertation, have a publishing plan in place. You may write one chapter, for example, with an eye to fast publication while you are A.B.D. Set aside other material for refereed journal articles while you’re on the tenure track. Meanwhile, write the dissertation itself as much like a book as your committee will allow. If your committee insists on methodology and theory chapters, write them with the full knowledge that they will most likely be removed from the ultimate book manuscript.

Remember that the best dissertation is a finished dissertation. Your dissertation must satisfy a committee, while your book must satisfy a set of reviewers and an editor who operate nationally and internationally. Do what it takes to satisfy your committee and finish. Leave the Sturm und Drang for when you are revising the manuscript into the book that will become the real mark of your scholarly reputation.

Be the sole instructor of at least one course but not more than three (if you can help it). After about three, the benefit of additional teaching experience diminishes, and becomes a distraction from the real capital-producing work necessary for the tenure-track job market, which (unless you’re applying to community colleges) is publication and conference activity. If your department does not offer A.B.D.’s the opportunity to teach your own courses, then carefully seek an opportunity from another college in the area. Do a good job, but do not allow your teaching to derail you from the writing, publishing, grant writing, and conferences that are the core elements of the tenure-track search. TA experience is not an adequate substitute for teaching a course of your own.

Go on the market while A.B.D. because you want to make your worst mistakes while you still have a year of financial support from your home department. Most people who prevail on the market need at least two years to do so.

Cultivate a professional persona as a young scholar. That persona is separate from your previous identity as a graduate student and is, instead, confident, assertive, sophisticated, and outspoken. Devote as much time as it takes to writing out brief—and I do mean brief—summaries of your dissertation research, teaching techniques and philosophy, and your future publication plans. Practice delivering those brief summaries until they become second nature.

Make your application materials absolutely flawless. Take your ego out of the process and ask everyone you know to ruthlessly critique your CV, letter, teaching statement, and research statement. Prioritize the advice you receive from young faculty members who have recently been on the market, and from senior professors who have recently chaired a search committee.

Some graduate students will rush to follow these rules, some will panic and view the task as impossible, and others will indignantly deny the validity of these steps. The choice is entirely yours. But be aware that the best and most competitive candidates—the ones whom I have watched and assisted as they sailed through the job market—had every one of these elements of their record locked and loaded.

Karen Kelsky is a former professor of anthropology at the University of Illinois at Urbana-Champaign and the University of Oregon who left academe in 2010. She now runs a consulting business and a blog called The Professor Is In.

What to Say—and Not Say—to Program Officers

Careers First Person Illustration #2

From The Chronicle of Higher Education, March 28, 2012.

By Michael J. Spires

Members of the program staff at the National Science Foundation routinely advise investigators and administrators to “call early, call often.” Those of us who are research administrators (deans, directors, department chairs, and others) often encourage researchers to contact a program staff member for help. So why don’t they?

After more than five years in research administration, I can tell you that most scholars and researchers would rather undergo a root canal without anesthesia than call a program officer. And my experience is borne out by other professional colleagues who have encountered the same resistance.

When scholars are asked to contact a program officer, their responses are usually variations on two basic themes: “Won’t I look stupid?” and “Won’t they turn down my proposal?”

To be fair, neither of those questions is as naïve as it might appear; neither is the underlying fear entirely unwarranted. After all, grant agencies have the cash that drives much of the research enterprise these days (money that, in turn, helps keep the doors of many colleges, universities, and nonprofit research organizations open), and their institutional memory can be very long indeed.

In an attempt to reduce that natural anxiety, I have a few simple suggestions to offer. In fact, those same principles will also work when faculty members need to communicate with staff members in the university’s sponsored-research office, with grants accountants, and in many other professional situations. My suggestions are based on my own experiences and many conversations with other research administrators and with program officers.

Let’s start with a few “thou shalt nots.” First and foremost, do not contact program staff members “just to chat”—or at least don’t do that when you’re calling in an official context. Not even if your department chair tells you to.

A program officer’s opinion of you could literally determine whether or not you will be successful in your research career, which has implications for your broader career as well. Do you really want to start that relationship by appearing on the grant maker’s metaphorical doorstep like a student in an introductory class looking for a few extra-credit points? There are probably worse ways to initiate that relationship, but it’s hard to imagine what they might be. So when you contact the officer during the work day, keep your comments strictly professional. Leave the social chit-chat for another time and place.

The program officers I’ve spoken with about this say it’s OK to have informal chats with them outside of their offices—at a professional conference, for example. It’s OK to talk with them in general terms about your research interests and how they may intersect with the agency’s priorities. Just don’t overdo those conversations, or monopolize a program officer’s time.

Second, don’t cold-call them unless your question is very simple or you just need a quick confirmation of a program guideline. It’s better to first send a short e-mail that summarizes your issue. At the end of the e-mail, ask the program officer to call or e-mail you back in a few days. Mention dates and times when you either will or will not be available.

If you’re getting in touch to talk about your research program or a prospective proposal, attach a brief summary (no more than one to two pages) to your e-mail. That gives program officers time to be sure they understand your issue (or to seek clarification about it from you), and also to formulate a substantive answer.

As an added benefit, starting the exchange over e-mail allows them to respond at their convenience, rather than trying to understand your question, give a response, and still get you off the phone in time for them to make a panel-review meeting or a pressing appointment with the director.

E-mail also gives you a reference for later, so you don’t have to remember who you spoke to—and what that person said—the next time the same question comes up. Put a copy of those e-mails in your grants files and share them with the appropriate person at your sponsored-research office so you can find the relevant information when you need it. Doing so will also ensure that your university is kept in the loop and is aware of any instructions or rule interpretations that the program officer gave you.

Third, don’t pester your program officer. The more complex your question or problem, the longer it’s going to take to understand it, do research on it, and communicate the response to you. Behaving like a small child on a long car trip is unlikely to hasten the response, and it just might affect the quality of both the response you get and your future interactions with the agency. If a week or more goes by and you still haven’t heard back, then make a quick call or send a short e-mail to follow up.

All of that sounds like I’m discouraging researchers from calling. I’m not. I’m just encouraging you to call for the right reasons. So what should you do when you contact a program officer?

First, and most important, do your homework. Before reaching out with a question, seek out the answer on your own. Check the agency’s or program’s Web site, review the applicable guidelines, or contact your institution’s sponsored-research office. You may well find the answer in one of those places—and if you don’t, you’ll at least be able to frame the question more thoroughly.

You’ll also demonstrate that you’ve done your due diligence. Agencies revise their grant-making priorities, program guidelines, and staff assignments fairly regularly, so make sure that you’re working with the most current information available. What was OK last year may not be OK now (or vice versa), and the person you dealt with last time may have left or changed jobs. A bit of preparation beforehand will save time and potential embarrassment later.

Next, be as specific as possible in your request. Narrow the focus of the question or issue that you need resolved. That becomes critical the closer you are to a program deadline. The demands on program staff members go up whenever a deadline is in the offing, so be respectful of that. If possible, time your question so that it won’t come during a deadline crunch. If you just can’t wait, then limit yourself to the most urgent issue(s) and get right to the point.

The same holds true for the summaries you submit of your research plans and potential proposal ideas: Stick to the major points and communicate them as clearly as possible. Don’t bury the program officer in methodological details or the minutiae of your literature review (unless doing so is important for understanding your question, or the originality or impact of your proposed research). Concentrate on the big picture, and, especially, the expected outcomes and deliverables. Also remember that while your program officer will have research experience in your discipline, it is probably not going to be exactly the same as yours. So don’t assume he or she will automatically understand your research or the significance of every detail. Make the connections, and make them as clearly and succinctly as possible.

Third, when in doubt, ask! In today’s competitive grant environment, even a little misstep can have large consequences. “Minor” lapses that might have coasted under the radar a few years ago are now reasons for returning a proposal without review. Don’t let your proposal get declined on a technicality or because you applied to a program with different priorities from your project.

Program officers are normally evaluated on the number of quality proposals that they support, not on the overall number of proposals coming into their programs. They have a vested interest in helping you craft a quality proposal, so let them do it.

Finally, if the program officer has to say no—and that will happen a lot—there are a couple of things to remember, whether that no applies to a request you’ve made or to your entire proposal. The first is that while program officers often have considerable discretion, they are nevertheless bound by rules that they probably didn’t make themselves. Be courteous even though you’re disappointed.

But don’t let your disappointment rob you of the chance to do better next time. Read any comments you received about the proposal; then put the whole thing aside for a few days or weeks. When you’re over the sting of the rejection, go back and reread the comments. Then call the program officer to discuss them and to ask how you could make the proposal better next time.

And ask the follow-up question. The nature of that question will vary with the circumstances, but the general formula would be: “Is there a way to move to ‘yes’ here?”

In other words, don’t assume that “no” is automatically the end of the discussion. There may be another program where your research would fit perfectly. A policy change could be in the works that would turn the rejection into an acceptance. You might have a more competitive proposal if you paired with a collaborator in another discipline, or a scholar who has more experience than you do in the relevant field(s).

A phone call or a brief e-mail can save you a great deal of effort and unproductive work. So yes, “call early, call often.” But do so for the right reasons and in the right circumstances. You’ll then be well on your way to developing a good working relationship with your program officers, and enhancing your chances of getting your proposals approved.

Michael J. Spires is a proposal development specialist in the Office of Sponsored Projects at the Smithsonian Institution.

From The Chronicle of Higher Education, March 28, 2012.

Paid Summer ESL Teaching Internships at Indiana University Bloomington

Two summer ESL teaching internships available immediately for current MA students or recent graduates of TESOL, Applied Linguistics, or Linguistics programs with prior teaching experience for this summer. Teach in Indiana University’s Intensive English Program, May 7-July 27, 2012. Duties: Teach three courses Summer I, four courses Summer II. Stipend $11,000. Also available, four courses in Summer II (June 19-July 27, stipend $6,000). (Note: Summer I Orientation begins April 30, and Summer II Orientation begins June 13, 2012). Preference will be give to candidates who are available for both sessions. Send letter of interest, CV, graduate transcripts, and one letter of recommendation from a faculty member who knows your academic work and teaching potential to Marlin Howard, Director, Intensive English Program, Department of Second Language Studies, Indiana University, Bloomington, IN 47405 or electronically to

COAS Recruitment Day: Intro to the GradGrants Center

Friday, March 23, 2012

Welcome to the GGC!

The prezi file (a PowerPoint alternative, free for educators) from the GGC presentation is below. You can progress through the slides in order, but you can also zoom in and out and click to any location in the material. The links should be active–please let me know if you have any trouble accessing the information you want.

We encourage you to attend one of our Fall 2012 Orientation sessions when you get to campus.

Best of luck with your graduate studies!

Cassie Chambliss, GGC Consultant
PhD Candidate in Folklore

COAS Native American & Indigenous Studies Award- Deadline: March 16, 2012

Self-nominations and faculty recommendations are welcome.  The $18,000 award includes a fellowship and modest stipend to cover responsibilities as the editor of a newsletter for the Native American & Indigenous Studies degree concentrations.  There is also a small travel award to promote NAIS degree offerings at a professional development conference.

Complete nominations are due by March 16, 2012.  Interested students should include a letter of application, detailing their intellectual affiliation with the fields of Native American, First Nations, and/or Indigenous studies, and including a brief dissertation precis.  A letter of support from an IU faculty member is also required.  Some preference will be given to students enrolled in the NAIS doctoral minor, but any student with a relationship to this subject area is welcome and encouraged to apply.  The award is for students at the G901 level, and does not include a fee remission.

Please send all materials to:

Carol Glaze

Department Administrative Manager

Department of American Studies

Ballantine Hall 520


IU Art Museum Graduate Assistantships & Fellowships for 2012-2013- Deadline: March 15, 2012


Duties: Assist a museum curator in areas such as research, cataloguing, exhibition preparation, and expanding/entering records in computerized collections management system. Provide access to study/storage collections for faculty, students, and visiting scholars.

Qualifications: Must be a full-time graduate student (minimum 8 credit hours per semester) enrolled at Indiana University for the 2012–13 academic year. Strong art history background required; candidates in all fields are welcome, but qualified graduate students in art history are given preference. Background in the area in which you are applying is strongly preferred.

Compensation: Each of these graduate assistantships includes a stipend, a fee remission, and enrollment in IU’s student appointee medical and dental plans.


Duties: Assist the curator of works on paper in the maintenance of the museum’s prints, drawings, and photographs and in making them accessible to students, faculty, and researchers.

Qualifications: Must be a full-time graduate student (minimum 8 credit hours per semester) enrolled at Indiana University for the 2012–13 academic year. Art history background and experience in art handling preferred. Candidates in all fields are welcome, but qualified graduate students in art history or the Fine Arts studio program are given preference.

Compensation: This graduate assistantship includes a stipend, a fee remission, and enrollment in IU’s student appointee medical and dental plans.


Duties: Assist the museum’s associate director for editorial services in a variety of tasks including proofreading, formatting, and copy editing of a wide range of museum publications. Assignments may include some writing as well.

Qualifications: Must be a full-time graduate student (minimum 8 credit hours per semester) enrolled at Indiana University for the 2012–13 academic year. At least one year of graduate-level work (two years preferred) in an appropriate field (art history, English, SLIS, arts administration, etc.) and thorough fluency in Microsoft Word, Access, and Excel required; previous editing experience, familiarity with database applications, and familiarity with desk-top publishing are highly desirable.

Compensation: This graduate assistantship includes a stipend, a fee remission, and enrollment in IU’s student appointee medical and dental plans.


Duties: Assist with the inventory and cataloguing of the museum’s works on paper.

Qualifications: Must be a full-time graduate student (minimum 8 credit hours per semester) enrolled at Indiana University for the 2012–13 academic year. Strong art history background is required. Candidates in all fields are welcome, but qualified graduate students in art history are given preference. Applicants with a knowledge of photography or printmaking are especially encouraged. Some cataloguing experience preferred.

Award: This fellowship includes a stipend and enrollment in IU’s student appointee medical and dental plans. It does not include a fee remission.


Send a resume and cover letter to Diane Pelrine, Associate Director for Curatorial Services, Indiana University Art Museum, Bloomington, Indiana, 47405. The cover letter should include:

–position(s) for which you are applying (if applying for more than one, please rank your preferences)

–why you want to work at the museum

–your major area(s) of study (undergraduate and graduate)

–other potential support (If you are applying elsewhere, please indicate where you would prefer to receive funding.)

–previous Indiana University graduate student support received, including years of support

Previous applicants are welcome to re-apply. All appointments are subject to budget confirmation.  ALL POTENTIAL CANDIDATES ARE STRONGLY ENCOURAGED TO APPLY FOR GRADUATE WORK STUDY AT THE OFFICE OF STUDENT FINANCIAL ASSISTANCE.

Deadline for applications: Thursday, March 15, 2012

For more information, call Diane Pelrine, 855-1036.

Balassi Institute Graduate Fellowship in Hungarian Studies- Deadline: April 1, 2012 (March 15 priority) renewable

The Fellowship will be given to a student who has been admitted to the University Graduate School at Indiana University-Bloomington and is primarily engaged in research falling within the field of Hungarian language and area studies, including but not limited to Hungarian culture and history. Indiana University is a research university with world-class programs in both area studies and the disciplines; its libraries hold the richest university-based Hungarian collections in the US. Strong preference is given to citizens of the US and Canada.

Annual fellowship benefits include tuition remission, health insurance, and a fellowship stipend (expected minimum $12000). Recipients can apply annually for renewal.

Applicants should submit a letter of interest to Balassi Institute Graduate Fellowship Selection Committee, IU CEUS, 1011 E. Third Street, Goodbody Hall 157, Bloomington, IN 47405-7005. Include your full name, UID#, IU degree program and department, description of your research and two letters of recommendation.

If you do not have an Indiana University UID#, tell us the expected date of your admission to IU or intention to apply.

Applications received by March 15 will receive priority for consideration, but applications can be accepted through April 1, 2012.

IFES Manatt Fellowship- Deadline: April 1, 2012

IFES is currently accepting applications for the 2012 Manatt Fellowships.  The Charles and Kathleen Manatt Fellowship, funded by former U.S. Ambassador to the Dominican Republic and former Chair of IFES’ Board of Directors, Charles Manatt, and his wife Kathleen awards one $5,000 Manatt Fellowship to bring outstanding graduate students from the American Midwest to Washington, D.C. to conduct research in democracy-building.

The Manatt Fellowship is available for U.S. or international graduate students attending universities in the following states: Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, and Wisconsin.

Past fellows found the Manatt Fellowship an excellent boost to their careers in international development or research. For example, fellows have gone on to manage programs at the National Democratic Institute and consult for Asia Foundation election programs in Pakistan.

For more information and for the application students can view our fellowship page here.  You can additionally find a flyer about the fellowship here.