Fulbright U.S. Student Program deadline
Sep 4 all-day

College of Education and Human Development graduate students and recent alumni interested in studying and teaching abroad can apply for the Fulbright U.S. Student Program through Sept. 4, 2015.

The Fulbright U.S. Student Program offers grants for individually-designed study/research projects or for English Teaching Assistant Programs. Grant recipients live, work and learn from people in the host country, giving all involved a more global perspective and a better understanding of each other’s cultures.

According to Fulbright’s website, the following people can apply for grants:

  • Recent graduates. Graduating seniors and recent bachelor’s-degree recipients who have some undergraduate preparation and/or direct work or internship experience related to the project.
  • Master’s and doctoral candidates. Graduate-level candidates must demonstrate the capacity for independent study or research, together with a general knowledge of the history, culture and current events of the countries to which they are applying.
  • Young professionals, including writers, creative and performing artists, journalists, and those in law, business, and other professional fields. Competitive candidates who have up to five years of professional study and/or experience in the field in which they are applying will be considered. Those with more than five years of experience should apply to the Council for International Exchange of Scholars in the Fulbright Scholar Program.

For more information about applying for the program, contact Katrina Helz at or visit GSU Fulbright Program Advisers or

Dissertation Defense – Yi-Shi Hsiao @ College of Education and Human Development, room 981
Sep 16 @ 10:00 am – 12:00 pm

“Perfectionism, Acculturative Stress, Coping Styles, and Depression among International Students”
by Yi-Shi Hsiao

The present study examined whether adaptive and maladaptive perfectionism, acculturative stress, and three coping strategies (reflective, suppressive, and reactive) have interaction effects in predicting depression. Data were collected from 789 international students at seventeen different college campuses across the United States using an online survey. Results from hierarchical regression analyses indicated that there were significant main effects for adaptive perfectionism, maladaptive perfectionism, acculturative stress, and three coping strategies. Results also indicated that there were four significant two-way interactions among the variables in the prediction of depression. Ineffective coping (suppressive and reactive) moderated the relationship between acculturative stress and depression. Maladaptive perfectionism moderated the relationship between acculturative stress and depression. Reflective coping moderated the relationship between maladaptive perfectionism and depression only for students with relatively higher maladaptive perfectionism. There were no significant three-way interactions among the variables in the prediction of depression. Implications for counseling and future research suggestions are discussed.