TY - JOUR TT - INTERNATIONAL GRADUATES: PAKISTANI FULBRIGHT ALUMNI ON THEIR RETURN TO PAKISTAN AU - Staton, Maria AU - Jalil, Rabeya PY - 2017 DA - December DO - 10.18768/ijaedu.370430 JF - IJAEDU- International E-Journal of Advances in Education JO - IJAEDU PB - OCERINT International Organization Center of Academic Research WT - DergiPark SN - 2411-1821 SP - 611 EP - 619 VL - 3 IS - 9 KW - international alumni KW - Fulbright Program KW - art and design education KW - Pakistan KW - United States N2 - The study contributes to the under-explored topic of internationalalumni and their professional activities back in the home countries, andespecially the impact such activities may have on the alumni’s communities. Thestudy is based on interviews with six Pakistani Fulbright alumni, three malesand three females, who had graduated from art and design institutes in the U.S.in the last seven years; the alumni discuss the influence of their U.S.A.  experience on their teaching and involvementin the community. The interviews sought the answers to the following twoquestions: 1. What was the impact of the Fulbright program on the alumni’steaching? and 2. What were the alumni’s perceptions, informed by theirFulbright period, of the cross-national humanistic influence of art on humanrelations? The questions were informed by the recently acknowledged fact thatart practice is an effective means of reaching out across groups of society.Educators’ experience confirms that art helps students to interact with peersof different social backgrounds; practicing art allows students to communicatemore deeply and has a harmonizing effect for all the participants. It washypothesized that Fulbright experience may trigger off changes in the alumni’spedagogy towards a more student-oriented approach; it was also hypothesizedthat Fulbright alumni may see more clearly the link between student-orientedteaching and humanistic relations in society, especially between the lessprivileged and more privileged groups of population.  The results of the study included thefollowing. All six interviewees pointed out that the Fulbright program had apositive impact on their teaching and academic experiences. Specifically, itenabled them to move from lecturing to more interactive student-centeredteaching styles. Examples included taking students out of the classroom intoreal-life settings, giving more value to a “relational, interactive andcollaborative space” rather than just a “speculative one,” and practicinginclusive pedagogy (teaching autistic and deaf students). Likewise, all sixinterviewees indicated that there is a link between their innovative pedagogyand broader humanistic projects which they have launched since their return toPakistan. The study concluded that when interacting with domestic students, theFulbright graduates were transferring the skills they received abroad, thusbecoming informal ambassadors of new ideas and practices. In this respect,Fulbright graduates have potential to influence Pakistan’s academic andcultural development; therefore, it is important to establish closer contactswith them, as well as maintain these links for extended time.  CR - Abbas, S. B. (2015). International educational exchange programs as a modality of public diplomacy: An in- depth analysis of the Fulbright Pakistan program. ProQuest Dissertations Publishing. Altbach, P. (2013). Brain Drain or Brain Exchange: Developing Country Implications. International Higher Education, 72. Amazan, R.C. (2014). 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