How Rollins Prepared Me to Earn the Fulbright Scholarship
Explore how three Rollins graduates developed the knowledge, critical thinking, and global perspective to earn one of the world’s most prestigious scholarships.
March 23, 2026
Under a canopy of fireworks and candlelight in Oaxaca City, Mexico, Katherine Kim ’24 moved through crowded cemeteries blanketed in glowing marigolds, her face painted as a catrina alongside new friends from her Fulbright cohort during Día de los Muertos. She was no longer just an observer but part of a shared cultural ritual that blurred the line between grief and celebration. Surrounded by people from across the world honoring the same tradition, it became clear that this was more than a professional opportunity. It was an invitation to see, feel, and understand life through another lens.
It’s precisely this kind of immersive, perspective-shifting experience that defines the Fulbright Program, the U.S. government’s flagship educational exchange initiative designed to foster mutual understanding through academic, cultural, and professional engagement.
Kim, Pia Hernandez ’25, and Sophia Cassa ’25 are the latest Tars to earn Fulbright Scholarships, joining nearly 100 recipients in Rollins’ seven-decade history with the program. Kim is participating in the U.S.-Mexico Binational Business Program in Mexico, Cassa is teaching English in the Slovak Republic, and Hernandez is pursuing a master’s degree in choral conducting in Portugal. Rollins has been named a top producer of U.S. Fulbright Students 13 times—a testament to our commitment to global citizenship as a cornerstone of our liberal arts education.
For Rollins students, the journey to the Fulbright begins long before going abroad. Close mentorship, hands-on learning, and a globally focused curriculum—supported by faculty and the Office of External Fellowships & Scholarships—prepare students to translate classroom knowledge into real-world impact.
“At Rollins, students are guided through a personalized pathway—high-impact practices, study abroad, mentoring, and capstone projects—that helps them shape and articulate their experiences for competitive opportunities like the Fulbright,” shares Kim Dennis, art history professor and director of the Office of External Fellowships & Scholarships. “What can feel like a daunting application journey becomes both strategic and attainable.”
The trio of global ambassadors reflect on their Fulbright Program experiences—sharing where their assignments have taken them, how Rollins prepared them to succeed, the lessons that have shaped them, and what’s next as they continue building their meaningful lives and productive careers.
Katherine Kim ’24
- Major: International business
- Fulbright assignment: Fulbright-García Robles Binational Business Program, Mexico
What she’s doing: “This program is one of a kind within the Fulbright world, with a mission to strengthen bilateral relationships between the U.S. and Mexico. There’s an internship and study component. For my internship, I’m serving as a strategic partnerships specialist at Educación para Compartir, an international educational nonprofit based in Mexico City that works to form better global citizens through innovative, play-based education. My day-to-day work involves maintaining existing alliances, cultivating new partnerships, writing grant applications, and identifying funding opportunities to support the organization's growth and impact. I’m also taking courses at the Instituto Tecnológico Autónomo de México (ITAM), which have given me a deeper understanding of the Mexican business landscape. I’m also living and breathing Mexico City. My daily life involves commuting across this massive, vibrant city, exploring its world-class museums, trying new restaurants, and eating as many tacos as humanly possible.”
How Rollins prepared her: “My path to the Fulbright was shaped by many hands. My international business major gave me a strong foundation in cross-cultural awareness and navigating global complexity, while minors in communication studies and economics broadened that perspective. The flexibility Rollins offers to explore beyond a single field of study is invaluable. Just as important were my professors—like international business professor Emmanuel Kodzi and business professor Serina Haddad, my advisor—who helped strengthen my analytical thinking and creativity. Research also played a key role. Working on an economic impact study for a nonprofit zoo with Dr. Haddad and business professor John Shideler showed me how business and community impact intersect—experience I now draw on in Mexico. And Dr. Kim Dennis guided me through every step of the Fulbright application process.”
Biggest takeaway: “When I arrived in Mexico City, I was stepping into the unknown. What I discovered is that I am far more adaptable and resilient than I ever imagined. Each challenge—from finding my footing professionally to building a life in a massive global city—expanded my sense of what I’m capable of. This year, I’ve learned about the power of full immersion, and the Fulbright has affirmed my desire to build a globally minded, cross-cultural career while pushing me further than I expected.”
Post-Fulbright plans: “I’m actively considering a path in international business consulting, where I can help organizations navigate cross-cultural and global markets, while also exploring the possibility of foreign service and diplomacy. The idea of representing and bridging nations, much like the Fulbright itself does, genuinely excites me and feels like a natural extension of everything this year has been about. One of the most exciting things ahead is that I’ve been selected as a volunteer for the FIFA World Cup 2026, right here in Mexico City, which feels like a perfect culmination of everything this Fulbright year has been building toward. It is an opportunity to stand at the intersection of dozens of nations, languages, and cultures, and contribute to something the entire world will be watching. It has already deepened my interest in pursuing a career within global events and international organizations.”
Pia Hernandez ’25
- Majors: Music and religious studies
- Fulbright assignment: Master’s program in choral conducting, Escola Superior da Musica Lisboa, Portugal
What she’s doing: “My Fulbright project has two main objectives: one is to write an anthology of music scores around Lusophone (Portuguese language) music; the other is to continue my studies as a choral conductor. It’s basically a blend of a master’s program and extended individual research project. I sing and workshop conducting with the choir, working one on one with my mentor, Dr. Paulo Lourenço. We have about two to three concerts every semester where I conduct studied pieces. The remainder of my work takes place in libraries and archives, connecting with other scholars and individuals passionate about traditional Portuguese music and global Lusophone music. Outside of this, I contribute my time and skills to organizations in the area like musician/singer workshops, community health and wellness events, and therapeutic dance experiences.”
How Rollins prepared her: “I must give credit to my mentor at Rollins, music professor John Sinclair, who first saw my potential as a conductor, and my Fulbright mentor Kim Dennis, who helped me envision what the award could look like for an arts/creative applicant. Rollins is a place where what you wish to create, learn, and experience is possible as long as you have the dedication to see it through and the ability to ask for help. When I wanted to start the Reconnect Rollins club, my advisor, religious studies professor Todd French, was there. When I sought to combine music and religion, religious studies professor Jingyu Liu co-authored research with me that we later presented at a conference.When I wanted to lead an experience that taught individuals about Indigenous rights, immersive service learning experiences called Immersions were there.”
Biggest takeaway: “I reexamined my relationship with music and the direction of my life as a human, artist, and scholar. My mentor here in Portugal often speaks on the importance of meta-consciousness, so the big lesson here is to continue meditating and not to be afraid of the inner conflicts we find on our journey as human beings.”
Post-Fulbright plans: “Thanks to Fulbright, I realized that I find fulfillment in vocal performance, music production, and philosophical and academic discourse around religion, politics, and community organizations—not just conducting. I will continue my work as a community organizer as well as work on my individual musicianship abroad while building my practice as a somatic facilitator. I will continue my independent research studies, following the intersections between music and movement, religion, and ritual in hopes of applying for a PhD program.”
Sophia Cassa ’25
- Major: English
- Fulbright assignment: English Teaching Assistantship (ETA), Slovak Republic
What she’s doing: “I’m based in Žilina, Slovakia, teaching English to students at a business academy. My days are full working with students preparing not just in language but in U.S. history and culture. Coming from an English-major background, it’s been interesting stepping into a business-focused environment, especially as many students are curious about American universities. Beyond the classroom, I run an English Club where we play games, celebrate traditions like Thanksgiving, and create a space to practice without fear. In a small city where I’m often the only American, I’ve had to navigate what it means to represent an entire country while also encouraging my students to think critically and form their own perspectives. The community here has made the experience deeply personal; it’s normal to run into students at a café or the library and continue our conversations from class. It’s in everyday moments—teaching, questioning, connecting—that this experience comes to life.”
How Rollins prepared her: “Rollins prepared me for my Fulbright Program in ways I didn’t fully realize until I got here. At Rollins, I was constantly pushed to think critically and ask, “Why do you think that?”—something I now find myself doing with my own students all the time. In Slovakia, students aren’t always used to being asked for their opinions or to reflect on how something makes them feel, so I’ve had to create that space for them. That approach comes directly from my classes and professors at Rollins like English professor Emily Russell, who would guide discussions and help students build ideas together. Beyond academics, it was the range of experiences—residential life, student government, Immersions, leadership programs—that built skills I use every day. Just as important was the network of mentors who supported me and helped shape my Fulbright path. All of it together gave me the confidence to step into this experience knowing I could adapt, connect, and make the most of it.”
Biggest takeaway: “It sounds cheesy, but I really mean it: I can do anything, and I’ll be fine wherever I go. Before this, I had never left Florida, and suddenly I moved to a country where I didn’t even know how to say “hello” in Slovak. Now, I’m not just getting by—I’ve built a life here. It’s taught me so much about resilience and figuring things out on my own, from navigating train systems to adjusting to winters I was completely unprepared for. At Rollins, I always had a built-in community, but here I’ve had to rely on myself in a different way, and that’s been incredibly empowering. It's shown me that I can create that sense of community anywhere. More than anything, this experience has made me want to be that source of support for others, the way so many people at Rollins were for me, and that’s what I hope to carry forward into whatever comes next.”
Post-Fulbright plans: “After my Fulbright Program, I want to stay connected to education and keep building on everything I’ve learned. I’ve realized how much I yearn for school and for those environments that challenge and shape people, so my plan is to pursue a master’s degree in something like higher education management or with a focus on international students. This experience has really helped me find my rhythm—figuring out how to teach, how to connect, and how to help students grow, even across language and cultural barriers. Seeing my students begin to believe in themselves has been one of the most rewarding parts of this journey, and it’s something I want to continue being part of whether that’s in student affairs, advising, or working with international students. I want to be the kind of person who helps others see who they can become, just like so many people at Rollins did for me.”
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