When people ask me about my Fulbright experience in Taiwan, they often expect me to talk about my academic achievements, research milestones, or professional growth. While those aspects have undoubtedly been important,
本文旨在幫助華語教師協助具特定學科背景之華語學習者，在其能力尚處於初級階段時，能順利產出具備「高度學科深度」的期末全中文報告。初級成人華語學習者經常在學習初期遇到的痛點為想說並探討與自身學科專業高度相關的話題時，
On the Fulbright application, there is a question about purpose—about what you hope to learn, and the impact you hope to have. I answered the question without much certainty. I knew I wanted to come to Taiwan,
2025年的8月底，我降落在西雅圖塔科瑪，開始了我人生許多的第一次。普及灣大學(University of Puget Sound)在西雅圖的南方，我在風光明媚的秋天抵達跟黑龍江一樣高緯度的西雅圖。 開學以前，把學校的一切都安頓下來後，國外校園生活才正式登場。
When we teach, we are also learning. This axiom is almost a cliché in higher education, yet it becomes newly real when one is removed from familiar routines and asked to teach in a different linguistic,
My experiences with the Fulbright Program have always been deeply positive, and after each of the three grants I have received, I am left with a profound sense of gratitude. This was my third Fulbright grant, but my first participation in an IEA program.
I arrived in Taipei in early September 2025 as a Fulbright Senior Scholar, returning to Taiwan for the first time since a brief visit in 2010 as part of an academic delegation. Well before 2010, I lived in Taipei as a graduate student in the early 1990s,
When I first received the notification that I had been awarded the Fulbright Senior Scholar award, my initial reaction was excitement and joy. There was the undeniable thrill of professional validation, certainly,
Reflecting on my Fulbright experience as a senior teaching scholar in Taiwan I feel a deep sense of gratitude. I am grateful for the opportunity to advance and contribute meaningfully to my professional mission.
During my Fulbright FLTA year in Utah, one experience captured the essence of exchange in a deeply personal way. I noticed that Taiwanese students at Utah were often disconnected from one another,
