Art major Emma Berry ’22 will head to Taiwan as a Fulbright English Teaching Assistant after graduation. Read how her Taiwanese heritage and interest in exploring the country’s art and culture led her to pursue this opportunity.
Why did you choose to apply for the Fulbright ETA in Taiwan?

I’ve always loved teaching and my mom’s side of the family is Taiwanese. I thought that this would be a great opportunity to connect with a part of my heritage that I’ve had limited access to as I continue to practice my teaching.

What about teaching in another country is appealing to you?

I’m excited to exchange language teaching and learning tips with students and teachers I meet abroad, and explore Taiwan’s many wonderful languages, arts, and cultural sites that I think will inform my development as a teacher, artist, and individual.

How did Hamilton prepare or motivate you to embark on this path?

My work at the Wellin Museum has been one of the most enriching, encouraging, and fulfilling parts of my Hamilton career. I think that my time designing art education programs for kids in the area will be a big help as I transition to teaching language, and I’m hoping to incorporate some of the art-based activities I used at the Wellin in my teaching abroad. 

Emma Berry ’22

Major: Art
Hometown: Syracuse, N.Y.
High School: Cazenovia High School
Most Important Activities: Wellin Museum Studio Programs Student Assistant

Anything you’d like to add?

I’m so grateful to Professor Rebecca Murtaugh, Professor Katherine Kuharic, and the Wellin’s Marjorie Johnson for all of their mentorship, guidance, and encouragement as I prepared my Fulbright application. I’d also like to thank Ginny Dosch for the numerous drafts she helped me workshop. Finally, thank you to my parents for encouraging me to apply, even when my confidence got in the way. 

Related News

Nimrud, The invisible enemy should not exist

Curating as College Students: From Blueprint to Reality

“As student assistants at the Wellin Museum, we were given the opportunity to determine the arrangement of the objects. As we considered how we should approach organizing these artworks, the first thing we found ourselves studying was the provenance of each artifact that Rakowitz reappears. We searched for information about the history of each location, but had trouble finding connections that might inform our organization of the artifacts. On a whim, we decided to punch each of the locations into Google Maps to visualize their geographical relationships. Looking at the “road trip” we had created, with stops in each artifact’s point of origin, we noticed connections to Rakowitz’s ideas about the series.” — Isha Parkhi '21 & Emma Berry '22

Help us provide an accessible education, offer innovative resources and programs, and foster intellectual exploration.

Site Search