Humphrey fellows for 2009-10 welcomed at Penn State

September 17, 2009

University Park, Pa. -- The College of Education welcomes 12 international professionals participating in this year’s Hubert H. Humphrey Fellowship Program at Penn State.

The Humphrey Fellowship Program brings accomplished mid-career professionals from specific countries around the world to selected universities in the United States for public service, advanced study, professional training, and work-related experiences. President Jimmy Carter established the program in 1978 in honor of the late Vice President Hubert H. Humphrey.

The one-year nondegree program provides the fellows with combined academic and professional development opportunities.

Penn State has hosted Humphrey fellows each year since the program was established. The College of Education is the University’s administrative home of the program. Leila Bradaschia is the program's director.

The 2009–20 Humphrey fellows:

Ulugbek Abdurazakov, English teacher and assistant principal at Yusuf Saremi School in Kazakhstan, teaches English in grades 8 to 11 and facilitates all national testing for his school. He also helps students find grants and scholarships for higher education and mentors students who plan to study abroad. Abdurazakov is interested in educational leadership, English as a second language, and community–school partnerships.

Cristina Adam, educational program coordinator for Save the Children Romania, works with children’s rights, health education, and youth civic participation programs. She is a project manager interested in the design and implementation of appropriate education programs and policies, including formal and non-formal education strategies in order to make education available to everyone.

Buthaina Al-Nama, assistant principal at Safra Intermediate Primary School in Bahrain, schedules classes, evaluates her school facility and curriculum, monitors students’ educational progress, motivates teachers, prepares her school’s budget, supervises attendance and connects teachers, parents and students. She is interested in educational technology, leadership and teaching methodologies.

Gabriela Alpirez, technology integration consultant at the Instituto Experimental de la Asuncion in Guatemala, is in charge of all activities related to the use of technology by students and teachers at the institute. She researches new approaches to technology and education, manages staff, hardware, software, network and digital services, and the school portal. Alpirez is interested in career services and workforce development.

Arfang Dabo, deputy advisor for English language training at the Ministry of Education in Senegal, coordinates professional development activities for all teachers of English, assists the Minister in shaping sound policy for English training in the country and works with English-speaking partners of the ministry. Dabo also is interested in learning disabilities, inclusive education, social inclusion and parent–teacher associations.

Mirjana Djurovic, formerly the program development officer of inclusive education for Save the Children UK in Montenegro, was in charge of developing and implementing educational programs that focused on children’s rights. As a psychologist, Djurovic is interested in developing skills for working with children with disabilities and mentoring teachers towards a greater level of inclusive practice in their classrooms.

Lydia Dreyer, finance and external relations manager for Public Policy Partnership, an NGO (non-governmental organization) in Cape Town, South Africa, is responsible for developing students from disadvantaged backgrounds into skilled policy practitioners through postgraduate experiential learning. Her social responsibility interest is working in partnership with skill schools and corporations to fund special projects as part of corporate social investment in special education.

Edward Joseph, principal coordinator at the National Council for Technical Education in Tanzania, heads the unit that deals with teacher quality and evaluation through teachers’ registration in his country and is involved in formulating policy and setting standards for evaluation of teachers. He is interested in learning best practices of teacher quality assessment and control in postsecondary non-university settings.

Valery Leletko, director of the Kamen-na-Oby Branch Campus of Altay State University in Russia, manages academic, public and financial affairs, admissions, and institutional compliance with state, regional and university regulations. He is interested in understanding how divisions of a university provide online educational services, outreach and distance learning for students and adult learners.

Christopher Rudigizah, principal inspector of mines for the Ministry of Energy and Mineral Development in Uganda, inspects and monitors the exploration and exploitation of mineral resources and their effects on the environment. Rudigizah would like to increase his knowledge of environmental impact assessment guidelines, environmental protection standards and environmental restoration.

Christine Woods, director of teaching and learning at University of Fort Hare in South Africa, promotes and supports faculty development, student academic development and e-learning in pursuit of teaching and learning excellence. Her research interests are best practices in assessment, teaching and learning, scholarship of teaching and learning and the teaching and research nexus.

Svetlana Vasilyeva, head of the Center of Adaptive Technologies at Novosibirsk State University in Russia, teaches computer science and an adaptive technology to blind and low-vision students, prepares materials in alternative formats and leads consulting and educational services. Vasilyeva is interested in American social policies for persons who are blind or have low vision, including legislation, academic provisions, financial support and technologies.

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Last Updated September 22, 2009