Laila E. Denoya, Ph.D.
Bilingual Higher Education Consultant, New York
Field: Education/Pedagogy
Host: Technical University of Oruro, Bolivia
Dates of Grant: June-July 2008 

The Fulbright Specialist Project: A challenging and rewarding experience

UTO’s current institutional leadership has taken steps to prepare Bolivian youth for the world’s economic, social and political demands. UTO expects to increase the quality of its teaching by revamping curricula, improving the teaching/learning process and developing a strategic plan for the next 10 years.

At UTO, I conducted a faculty development program to improve instructional practices thorough exciting new approaches to teaching and learning. I emphasized a theoretical foundation for the learner-centered approach to teaching in university classrooms. Through a series of interactive workshops, reading materials, videos, icebreakers, group discussions, and participants’ presentations, the UTO faculty acquired steps to implement learner-centered policies and contextual strategies leading to positive ways to improve teaching. For six weeks, I interacted with diverse enthusiastic and experienced faculty and students.

Instructional sessions were attended by 140 faculty, administrators, and students from the Schools of Engineering, Medicine, Business and Administration, and Law from June to July, 2008. Participants interacted in groups and individually, fostering collegiality between faculty and students, and among various disciplines. Faculty sessions emphasized individual growth and the importance of assisting in student development and defining student learning outcomes—all to begin a “culture of teaching excellence” at UTO. The Offices of Strategic Planning and Development and Academic Affairs have taken an active role in continuous professional development as a key strategy to achieve quality of education at UTO.

Fulbright pathways to social, cultural, and community opportunities

Fulbright projects are excellent avenues for gaining cultural knowledge and developing social opportunities to increase our cultural literacy.  In all my Fulbright projects, I organize visits to local community organizations as a service learning activity. In Oruro, participants suggested visiting a faith-based orphanage for boys. With bags of school supplies, non-perishable foods and music, we spent time with the orphans. 

Fulbright project outcomes and celebration

This enriching academic project at UTO elicited some key successful outcomes. Project participants’ recommendations to revamp the institution’s pedagogical model from a teaching-centered approach to a learning-centered one was unanimously endorsed by the Faculty Senate. Course syllabi began to be modified by faculty participants following the learner-centered approach. Participants created a new publication, Revista Pedagogica (Pedagogical Review), compiling academic articles written by faculty and students. Several faculty participants formed teams to share the knowledge gained at the workshops, using the “train the trainer” format to continue the development of pedagogical skills and knowledge of best practices in the field.

My Fulbright Specialist Project concluded with a closing ceremony at UTO, which acknowledged the successful involvement and commitment of faculty participants in response to the institution’s expectations to maintain the highest level of quality in their teaching work.  Unexpectedly, I was granted an “Honorary Faculty Award” at UTO.

Thanks to the FSP I had the opportunity to be part of UTO during its transformational intuitional changes to facilitate student learning and enhancing the quality of teaching. Fulbright awards touch grantees personally and professionally. Fulbright projects open cultural avenues for developing lasting friendships with international colleagues, creating the “Fulbright experience.” Without hesitation I enthusiastically invite the academic community to apply to the diverse number of Fulbright programs. 

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