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Professor Abramowitz with students |
I served at Ostroh Academy as a Fulbright Scholar from January through May 2006. It was a great and edifying experience. After 28 years in the Army as an infantryman and army aviator, I worked as an instructor in the management department at the University of Central Florida (UCF). My area of teaching was management and specifically, “Ethical Decision Making and Leadership.” I retired from UCF in 2003.
In 2004, while I was team teaching an interdisciplinary course at UCF on the foundations of liberalism I had the opportunity to attend a workshop on the Fulbright Program. I knew about the program, but the opportunity generated my interest and I decided to apply. I selected Ukraine as my destination for two reasons. The first was my father was born in Ukraine and left at five years old in 1906. The second was that as a serving officer in the U.S. Army I wanted to have the opportunity to build bridges between our two countries and develop a better understanding between former adversaries.
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Professor Abramowitz with students |
I arrived in Ostroh on a cold winter Sunday in January and taught my first class the following Tuesday. I taught primarily third-year economics students. The course, Economics and Ethical Decision Making, was taught in English with no translator present. Grasp of the language by the students was fair, but I did adjust to accommodate the situation. I taught one large group (59 students) on Tuesday, and the class was divided into two seminar groups on Thursday. It is interesting to note that each Friday a schedule of classes was posted for the following week. Faculty was notified of their room assignments the evening before the class. I used varied teaching methods including arranging the class into teams (a new experience for students) with team projects and having them each relate and discuss an ethical dilemma he/she has faced. Additionally, I showed several films I brought with me including: The Cheaters, Divided Class, and Conspiracy. The films were well received and generated a spirited discussion. The final paper required was for each student to write their “Ethical Will—The Legacy They Want to Leave Behind.” They also wrote a paper on the leader they admired most and why they selected that person. The intention of my course was to develop critical thinking. At the conclusion of the course I had the students complete an evaluation on me (again a new phenomenon for them).
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My farewell |
I only hope the students learned as much from me as I learned from them. Students showed interest and were a joy to teach and counsel. I found that because of the different levels of English comprehension I had to use hands on skill builder exercises to assure that students walked away with tools they could use. For this reason, I stayed away from straight lecture. Fortunately, I brought enough textbooks that each team of five had a copy. I also put one in the library for general use. I shipped the textbooks to Ukraine using the State Department diplomatic bag.
I emphasized in my classes that work had to be done on time. If one member of a team scheduled to present was not available, the show still went on. Students had difficulty with that. I explained that it was the way of the world. If I was notified by text message or a classmate before class that there was a problem such as illness, I cut students some slack. I tried to convey the message that the only discipline is self-discipline. It is interesting to note that during my first class I asked each student to write on a piece of paper what he/she felt was the greatest ethical issue facing the Ukraine. Every student (I estimate over 300 during my tenure) indicated that there was “no trust in their institutions”. I could see immediately hope had to be restored. As a result I was often asked “what we can do to improve our society when we are powerless.” This provoked a discussion about how we observe what is right and wrong and in 30 years when we are running things we should remember and implement the good things and ignore the bad. It is also interesting to note that for every 15 people that die in Ukraine, seven are born—significant implications for the workforce and demographics of the future.
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The medal I was presented |
In addition to my economics students I taught an average of one foreign language class a week. We discussed everything from politics to culture. I was able to take my show on the road and had the opportunity to lecture at Universities in Lutsk, Kyiv, Mariupol and Donesk. I also participated in several conferences. At the end of my appointment I gave faculty workshops to the economics, law and foreign language departments. I spent many non-classroom hours with students one-on-one discussing every topic under the sun. I still am in communications with students and faculty.
I cannot thank the faculty and administration of Ostroh Academy enough. They greeted me with warmth and as a member of the family. The accommodations provided were outstanding. I ate in the student dining hall and it reminded me of eating in my grandmother’s house, lots of kasha and potatoes. The borsht (hot in winter and cold in summer) is excellent. In summary, my Fulbright Scholar grant in lecturing was a highlight of my life. I hope to share what I have learned with my colleagues, family and friends.
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"International education
exchange is the most significant current project
designed to continue the process of humanizing
mankind to the point, we would hope, that
nations can learn to live in peace"
--J. William Fulbright |
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