Earlier this academic year, 23 educators from 13 countries joined the UW–Madison School of Education community as part of the Fulbright Teaching Excellence and Achievement (Fulbright TEA) program. The visiting teachers arrived from countries across Eastern Europe and Central Asia on Sept. 11 and stayed through most of October.
The Fulbright TEA participants attended academic seminars with a specialized focus on media literacy. While in Madison and as part of the program, the Fulbright TEA participants developed skills in media literacy and how to critically think about a range of issues in a global context. They also spent time in local school districts and got a taste of living in Madison with a range of fun, cultural activities like touring the Wisconsin State Capitol, visiting the Dane County Farmers’ Market, and celebrating with the School of Education at its annual Homecoming Tailgate event.
The program is funded by the U.S. Department of State, administered by IREX, and hosted by the School of Education’s Global Engagement Office.
Before departing, some of the visiting teachers shared their thoughts with the School of Education about their time via a Q&A. Following is what Selma Secic, from Bosnia and Herzegovina, shared about her experience.
Why did you apply for the Fulbright Teaching Excellence and Achievement Program?
Secic: As an English teacher at a secondary school, I have always been passionate about enhancing my students’ learning experiences. With the evolving role of media in education, I was eager to expand my knowledge of media literacy. The Fulbright Teaching Excellence and Achievement Program offered me an incredible opportunity to not only gain new perspectives and strategies to enrich my teaching but also to immerse myself in American culture. It allowed me to connect with educators from the region, share ideas, and learn from their experiences. This program is a perfect chance to broaden my horizons and better prepare my students for the challenges of the 21st century.
How would you describe your experience?
Secic: My experience in the Fulbright TEA program was transformative, both professionally and personally. Over seven weeks, I gained innovative teaching strategies, deepened my understanding of media literacy, and explored advanced uses of technology in education. Observing and having the opportunity to teach in U.S. classrooms allowed me to exchange ideas with other educators, enriching my perspective on global education. This experience has also inspired me to advocate for broader educational reform in my local community, emphasizing the importance of lifelong learning and global awareness.
Is there a particular highlight that stands out to you from this program and your time in Madison?
Secic: One particular highlight from my time in Madison was delivering a lesson about Bosnia and Herzegovina at Monona Grove High School. Sharing my culture and educational system with American students and educators was deeply rewarding. It was inspiring to witness their curiosity and engagement while gaining insight into how education is approached in a different context. Additionally, the interactive session on innovative teaching methods during the Fulbright TEA program stands out. I shared techniques from drama-based pedagogy while learning from other educators in my group. This exchange enriched my professional knowledge and reinforced the power of collaboration in education. Lastly, what left a lasting impression was the vibrant academic environment at the University of Wisconsin, combined with the welcoming sense of community in Madison.
I am especially grateful to our organizers, Jamie Welling and Christina Eddington, for their dedication to making us feel welcomed and for creating a perfect balance of professional development, cultural exchange, and community involvement. Their efforts truly made this program unforgettable.
What is one thing you learned during your time in Madison that you hope to take back home and be able to implement it in your classroom there?
Secic: One key takeaway from my time in Madison is definitely the integration of media literacy and technology into classroom activities. I discovered practical ways to help students think critically about news, ads, and social media, which is so important today. I also learned about using digital tools to make lessons more interactive and fun. I plan to bring these ideas into my English lessons to help my students improve their critical thinking skills, better handle information they come across online, and feel more comfortable using technology in their learning.
Similarly, what do you hope those on the UW–Madison campus and in the Madison community learned from you?
Secic: I hope that my interactions with educators in my group, as well as with teachers at Monona Grove High School and on the UW–Madison campus, helped provide an understanding of the challenges Bosnian teachers face daily in our classrooms, particularly regarding teaching conditions and the learning environment. I sincerely hope I served as a good Bosnian ambassador, presenting the Bosnian people as welcoming, friendly, and openhearted.
What did you know about Wisconsin and the United States before coming to Madison? And how, if at all, have your perceptions changed about this state or the U.S.?
Secic: Before coming to Madison, I knew that it is ranked as one of the greenest and happiest cities, but I didn’t know much about Wisconsin. Regarding the U.S., I was aware of its diversity, patriotism, and relaxed lifestyle, with most of my knowledge coming from TV, social media, and news.
After spending seven weeks here, my perceptions were enriched. Not only did I experience the strong sense of community and how Americans deeply cherish it, but I also had the opportunity to volunteer in a park, helping collect seeds to preserve plant diversity. This experience highlighted the importance of environmental preservation and community engagement. Additionally, being a student here at UW–Madison, I observed American students’ dedication, not only in classrooms but also in outdoor spaces like the grass in front of the campus, terrace by Lake Mendota where they worked diligently. It was inspiring to witness their commitment to both academics and personal growth. This time in Madison gave me a deeper understanding of American student life, the cultural significance of football, the importance of elections (since I was in pre-elections period), and the value of civic responsibility.
Is there anything else that you’d like to share about yourself or this experience?
Secic: The Fulbright TEA program has been a transformative experience, equipping me with new tools, methodologies, and perspectives to become a more effective and innovative educator. I am particularly excited to integrate media literacy, technology, and contemporary pedagogical practices into my teaching.
My goal is not only to teach English but also to cultivate critical skills in my students, enabling them to thrive in a rapidly evolving world. This experience has also inspired me to advocate for broader educational reforms within my community, emphasizing lifelong learning and global awareness.
I intend to share my insights with colleagues and encourage them to apply for the Fulbright TEA program, believing it can significantly impact the quality of education and the professional growth of teachers worldwide.
Note: This story was funded in part by a grant from the United States Department of State. The opinions, findings and conclusions stated herein are those of the author and do not necessarily reflect those of the United States Department of State.