{"id":45612,"date":"2026-01-15T15:12:41","date_gmt":"2026-01-15T21:12:41","guid":{"rendered":"https:\/\/blogs.und.edu\/und-today\/?p=45612"},"modified":"2026-01-15T15:12:41","modified_gmt":"2026-01-15T21:12:41","slug":"teaching-across-borders-at-und","status":"publish","type":"post","link":"https:\/\/blogs.und.edu\/und-today\/2026\/01\/teaching-across-borders-at-und\/","title":{"rendered":"Teaching across borders at UND"},"content":{"rendered":"

Educators from 23 countries worldwide connect, learn how to sharpen students\u2019 critical thinking skills through Fulbright program<\/strong><\/p>\n

\"UND
UND hosts educators from 23 countries worldwide as part of Fulbright Teaching Excellence and Achievement program. Photo courtesy of Professor Donna Pearson of Teaching, Leadership & Professional Practice within the UND College of Education & Human Development.<\/figcaption><\/figure>\n

The first thing Bojan Kitanovic did in Grand Forks was walk. He arrived a day ahead of his peers \u2014 thanks to a flight shuffle \u2014 and set off from the UND apartments without a map or a plan, tracing an accidental loop that took him past Sertoma Park, over to Columbia Mall and back again.<\/p>\n

\u201cComing from Europe, the first thing I noticed was the vastness of the country,\u201d Kitanovic said. \u201cThe city is so spacious. The roads are so wide. There are fewer people, so it is very calm \u2014 and you see far more nature than buildings and skyscrapers. I felt like I was taking a (leisurely) river walk.\u201d<\/p>\n

That was until he came upon his first signal light.<\/p>\n

\u201cI didn\u2019t know what to do. \u2018Can I pass here or not?\u2019 Then, I was introduced to the \u2018WAIT,<\/em>\u2019\u201d he said with a chuckle and mechanical inflection in his voice. \u201cEven though everything was new to me, once I experienced it, it somehow all made sense.\u201d<\/p>\n

A similar sense of discovery defined the seven weeks that Kitanovic and 22 other educators spent at the University of North Dakota as part of the Fulbright Teaching Excellence and Achievement program.<\/p>\n

Representing 23 different countries, the teachers came for a six-week, nondegree professional development experience that turned into something more: a study in how classrooms \u2014 and communities \u2014 change when ideas cross borders.<\/p>\n

\u201cOur teachers and students in Grand Forks have the chance to see education through a global lens,\u201d said Donna Pearson<\/strong><\/a>, project director and professor in Teaching, Leadership & Professional Practice<\/strong><\/a> within UND\u2019s College of Education and Human Development<\/strong><\/a>. \u201cThat perspective strengthens our own classrooms.\u201d<\/p>\n

UND was one of only eight U.S. universities to host a Fulbright TEA cohort this year. Under Pearson\u2019s leadership, UND also serves as the group\u2019s Information Analysis center, a role led in the classroom by TLPP colleague and Associate Professor Chris Clark<\/strong><\/a>. Other TLPP colleagues also played important roles. Assistant Professor Tony Perry<\/strong><\/a> guided technology integration, Assistant Professor Logan Rutten<\/strong><\/a> and Associate Professor Tao Wang<\/strong><\/a> led methodology instruction, while Pearson herself focused on cultural communication. The schedule was intense: six academic weeks on campus threaded with civic and cultural activities \u2014 and one full week embedded in Grand Forks Public Schools, where the visitors logged more than 40 hours observing and co-teaching across six schools.<\/p>\n

\"Bojan
Bojan Kitanovic, a philosophy teacher from Serbia, spent a week teaching inside a Grand Forks school. Photo courtesy of Professor Donna Pearson of Teaching, Leadership & Professional Practice within the UND College of Education & Human Development.<\/figcaption><\/figure>\n

A precise focus: Information analysis<\/h2>\n

During a roundtable, visiting teachers referenced \u201cmedia literacy\u201d as a major draw. Pearson gently reframed the term.<\/p>\n

\u201cFor this cohort, information analysis is the focus,\u201d she explained. \u201cIt means evaluating information from print, audio, video or speech \u2014 asking what\u2019s credible, what fits together and how we use it to understand the present. It\u2019s critical thinking applied to the information environments our students live in.\u201d<\/p>\n

For Kitanovic, a philosophy teacher from Serbia who also teaches the International Baccalaureate\u2019s Theory of Knowledge, the emphasis clicked immediately.<\/p>\n

\u201cCritical thinking is my world,\u201d he said. \u201cBut in my country there\u2019s no mandatory course in information analysis. I want to take workshops home for colleagues and students. In the 21st century, it\u2019s of utmost importance.\u201d<\/p>\n

What visiting teachers noticed first<\/h2>\n

Costa Rican English teacher Daniela Arroyo came with two goals: to deepen her skills in information analysis and technology and to learn how other countries structure classrooms.<\/p>\n

She found both. At Valley Middle School she was struck by something deceptively simple: daily team meetings.<\/p>\n

\u201cEvery grade-level team sits down \u2014 every day,\u201d she said. \u201cThey talk about discipline, about special needs, about who might need extra social-emotional support. It means everyone is on the same page for the same child. I want to persuade my principal to do this regularly. Maybe not daily at first, but consistently.\u201d<\/p>\n

Kitanovic saw the same practice at another school and connected it to something philosophy teachers talk about all the time: consistency.<\/p>\n

\u201cWhen teachers talk, students can\u2019t fall through the cracks,\u201d he said. \u201cProblems aren\u2019t just \u2018my class\u2019 or \u2018your class.\u2019 They belong to all of us.\u201d<\/p>\n

Other differences jumped out, too. Arroyo loved the small-group seating and purposeful traffic flow \u2014 the way students seemed to know where to walk and when between classes. And Kitanovic raved about rooms with multiple whiteboards: \u201cIf I\u2019m running group work, each group can claim a board. It\u2019s democratic. Students reason together, and the room shows their thinking.\u201d<\/p>\n

And then there were the labs. Arroyo visited a biology class and watched students test ideas with their hands, not just their eyes.<\/p>\n

\u201cIn many of our public schools, we don\u2019t have that equipment,\u201d she said. \u201cYou show a video, you describe an experiment, and students imagine it. Here, they get the full experience \u2014 moving, manipulating, experimenting. It really helps foster that learning.\u201d<\/p>\n

Gamified thinking \u2014 and the moment a definition becomes theirs<\/h2>\n

In a geography class he co-taught, Kitanovic watched an elegant bit of game-based learning unfold. Students worked through a digital quest in stages they could unlock only by answering conceptual questions. The day\u2019s target was the difference between absolute <\/em>and relative<\/em> location. Before anyone looked up a definition, the teacher seeded examples:<\/p>\n

Where do you live?<\/em>
\n\u201cAcross from Mike\u2019s house.\u201d Relative.<\/em>
\nWhat\u2019s the school\u2019s address?<\/em>
\nA fixed point. Absolute.<\/em><\/p>\n

\u201cStudents arrived at the definitions by reasoning,\u201d Kitanovic said. \u201cIf a teacher just gives it, the definition evaporates after class. But when they discover it, they remember.\u201d<\/p>\n

\"UND
UND is one of only eight universities to host a Fulbright Teaching Excellence and Achievement cohort this year. Passports from the 23 leading educators are splayed on a table. Photo courtesy of Professor Donna Pearson of Teaching, Leadership & Professional Practice within the UND College of Education & Human Development.<\/figcaption><\/figure>\n

Systems, certification \u2014 and the gravity of constraints<\/h2>\n

Comparisons often say as much about systems as they do about classrooms. In Serbia, Kitanovic noted, a person with a degree in philosophy teaches philosophy; to teach sociology or geography would require another five years of formal training. In North Dakota, a social studies certification can cover multiple subjects \u2014 opening job possibilities and easing staffing needs.<\/p>\n

Arroyo\u2019s comparison was more personal. In Costa Rica\u2019s public schools, special-needs students attend general classes, and teachers like her are responsible for individualized plans.<\/p>\n

\u201cThis year I have 90 students and a third of them with curriculum accommodations,\u201d she said. \u201cIf a student requires a specific test, I must write a separate one. Sometimes that\u2019s 30 different lesson plans and 27 versions of the test on top of the first one. With large class sizes, you do everything you can \u2014 but it comes to a point where it\u2019s impossible for us.\u201d<\/p>\n

At the schools the Fulbright teachers visited here, Arroyo noticed that classroom aides were dedicated to students with special needs.<\/p>\n

\u201cA helping teacher supports the student and the classroom teacher,\u201d she said. \u201cThat\u2019s a very big difference.\u201d<\/p>\n

\"\"
Daniela Arroyo (left), an English language professor from Costa Rica, holds her country\u2019s flag along with Serbian educator Bojan Kitanovic and UND Professor Donna Pearson. Arroyo and Kitanovic were two of 23 educators from around the world to take part in the Fulbright Teaching Excellence and Achievement program at UND. Photo courtesy of Donna Pearson.<\/figcaption><\/figure>\n

Learning from North Dakota \u2014 and being welcomed by it<\/h2>\n

It wasn\u2019t all classrooms and coursework. On free days, small groups traveled to Duluth and explored more of the region. In town, a browse through TJ Maxx turned into a networking moment when Arroyo met another university\u2019s international student director.<\/p>\n

\u201cWe exchanged emails,\u201d she said. \u201cWe talked about future projects. People have been so welcoming.\u201d<\/p>\n

Kitanovic felt it everywhere: on campus, downtown, even on those long walks when strangers became guides.<\/p>\n

\u201cThere\u2019s a phrase, \u2018No place like home,\u2019\u201d he said. \u201cBut I learned something else here: It\u2019s not blood that binds the family; community does. Because of the people, I felt like I had family on the other side of the world.\u201d<\/p>\n

That sense of belonging extended to UND itself. Arroyo laughed about how much a good meal matters \u2014 and how often she found one at Wilkerson Commons.<\/p>\n

\u201cFood is important,\u201d she said. \u201cThere\u2019s variety that respects different cultures. It makes you feel considered.\u201d<\/p>\n

The Memorial Union, meanwhile, stunned her. \u201cWe don\u2019t have something like that \u2014 a beautiful, open place to study, meet, belong. It told me the University really takes care of its students.\u201d<\/p>\n

Seeds for what comes next<\/h2>\n

The Fulbright TEA model assumes the deepest change happens after the flight home. Both visiting teachers talked about small, steady steps.<\/p>\n

Arroyo wants to formalize weekly team meetings and pilot video-based assessments in her English classes \u2014 short recordings students make themselves, reducing anxiety and increasing authentic language use.<\/p>\n

She\u2019ll keep championing collaborative seating and, whenever possible, hands-on labs. And she\u2019s thinking bigger: \u201cI feel inspired to keep studying,\u201d she said. \u201cI have a master\u2019s now, but I want to pursue a Ph.D. \u2014 maybe even online with UND.\u201d<\/p>\n

Kitanovic imagines an information-analysis workshop series for colleagues and students, adapted to older teens. He wants to keep building game-based reasoning activities and, perhaps more important, keep building bridges.<\/p>\n

\u201cPeople often talk about big global problems,\u201d he said. \u201cI try to start local \u2014 clean our own garden, as we say. One activity in one classroom becomes two, then four. You raise awareness; then you make change.\u201d<\/p>\n

Pearson sees that arc clearly. \u201cWe\u2019ve planted seeds here,\u201d she said. \u201cThese teachers will carry new ideas into classrooms around the world \u2014 and UND will always be part of that story.\u201d<\/p>\n

A celebration \u2014 and a beginning<\/h2>\n

The formal close to the Fulbright TEA experience came with handshakes, shared photos and a few last laughs \u2014 but the real ending is still unfolding. The weeks at UND were never meant to be a conclusion so much as a crossing point, a place where ideas gathered momentum before moving outward again.<\/p>\n

For the visiting educators, the work continues in classrooms shaped by what they saw here: more collaboration, more attention to how information is evaluated, more intention in how students think together. For UND, the impact lives on in partnerships sustained, perspectives widened and the confidence that global education doesn\u2019t require a huge city \u2014 only openness.<\/p>\n

Pearson sees that continuation as the program\u2019s true measure of success. \u201cWhat matters most is what happens next,\u201d she said. \u201cThese teachers return home with practical tools but also with relationships. That\u2019s where the real exchange lives \u2014 in ongoing conversation, shared problem-solving and mutual respect.\u201d<\/p>\n

Back in Grand Forks, Kitanovic\u2019s first walk still says something about the experience as a whole. What began without a map became a loop \u2014 outward into unfamiliar space, then back with new understanding. It\u2019s the same path Fulbright traces each year: teachers arrive curious, leave connected and carry a sense of place with them long after they\u2019ve gone.<\/p>\n

Wide-open roads. Classroom conversations. Ideas crossing borders. Somehow, it all makes sense.<\/p>\n","protected":false},"excerpt":{"rendered":"

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