Students at George Washington University who aspire to leadership in their chosen fields and communities often seek to develop as scholars through research opportunities, teaching and research abroad, language immersion programs, fellowships and graduate study. Among other resources available to these GW students, they should consider making an appointment with the Center for Undergraduate Fellowships and Research (CUFR) in Gelman Library.
The CUFR introduces students to undergraduate research opportunities such as those offered in the Research Experiences for Undergraduates (REU) program and national awards such as Fulbright, Marshall, Rhodes, Truman and Gilman. The CUFR not only introduces students to these opportunities, but provides mentorship to candidates regarding the award(s) they seek before, during and after the application process.
The center’s director, Jacob English, is a scholar interested in issues of diversity, equity, inclusion and belonging. He was recently appointed by the Bureau of Educational and Cultural Affairs at the U.S. Department of State as a 2023-24 Gilman Advisor Ambassador. The Gilman program enables students of limited financial means to study or intern abroad; the role of the advisor ambassadors is to elevate the profile of the Gilman Program, offer higher education perspectives to the program, and provide guidance to faculty, advisors and administrators who seek to increase Gilman participation on their campuses.
English is heavily involved in activities that deepen his knowledge and student advocacy. Among his other experiences that make him highly qualified in this position, he served on the board of directors for the National Association of Fellowships Advisors (NAFA) from 2019 to 2023, and during that time was the founding co-chair of NAFA’s DEI Committee. He currently serves as a representative for the education division of the Council on Undergraduate Research and previously served as the vice chair of the council’s DEI Task Force. English’s experiences are an asset when helping students navigate the complexities of award competitions.
“The awards competitions for these national and international awards are very competitive,” English said. “CUFR’s goal is to provide mentorship before, during and after the application process to ensure candidates clearly and confidently express their strengths, passions and intended impact to the awarding foundation.”
English came to GW in March, but has been supporting undergraduates in their research and awards pursuits for nearly eight years. He has expertise in identifying and surmounting barriers to education encountered by college students.
Taking an equity-based approach to mentoring, he is acutely aware of the importance of culturally responsive engagement with students. When he was in college, English didn’t see a lot of people who shared his identity, and he recognizes that he could have benefitted from seeing such representation and from having mentors and advisors who knew the value of considering identity when supporting students pursuing high-impact activities. In his work at CUFR, he can provide effective support to all students, whatever their background.
English said his office is a “one-stop shop” where students can get the help they need to make it through the process of applying for competitive awards. English views the CUFR’s mentorship approach as a collaborative endeavor between the individual student and the center’s staff (consisting of two professionals).
“I remind students of and uphold their agency throughout the application process,” English said. “I'm here to guide them and lend my expertise. My advising is not prescriptive, but it is developmental. I give you information necessary so that you can make an informed decision, one that you are proud of.”
With support from CUFR at all stages of the application process, students can turn their application experience into a positive even if they ultimately don’t receive an award they applied for. English works with students to help them identify goals they might achieve simply through applying, such as gaining confidence in an interview setting, enhancing their effectiveness at making career decisions or becoming a stronger writer, and helps disappointed candidates get any support they might need.
“I remind students that their self-worth is not attached to the outcome of a particular award competition,” English said, “and have a conversation about how this experience can help them in other ways.”
Even an unsuccessful application, he added, can help students succeed in identifying and securing a future opportunity.
