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Humphrey Fellows

The  Hubert H. Humphrey Fellowship Program  was initiated in 1978 to honor the late senator and vice president and his life-long commitment to international cooperation and public service. The program brings accomplished mid-career leaders from developing nations and emerging democracies to the United States for an academic year to study, gain professional experience and foster cultural exchange. In collaboration with the Fellowship Program, The Ingram Commons connects each Humphrey Fellow with one House in the hopes that not only can the fellows learn more about our community and educational system, but that we might also learn more from their lived experiences.  

Meet the Humphrey Fellows 


Margaret Campbell Margaret Campbell, of Jamaica, is the Principal of St. George’s College, an all-male high school. Being the first female appointed to this position has drawn her attention to the academic gender imbalance in Jamaica and led her to become interested in studying factors influencing educational outcomes for males. Ms. Campbell has previous experience teaching mathematics and writing modules for effective school leadership. During her Humphrey year, she wants to study instructional leadership, education administration, program evaluation, and equity in education with respect to gender so that she can make practical recommendations for schools in Jamaica that will improve educational quality and effectiveness for all students.


Rolando Guzman Martinez Rolando Guzman Martinez, of El Salvador, is a professor at the University of El Salvador where he focuses on teaching English as a second language and coordinates the university’s Committee of the Administration of the Academic Personnel Career that evaluates teachers’ performance. His previous work includes the creation and publication of two series of textbooks for English language instruction for 7th and 8th grade classes that are currently being used in public schools in El Salvador. Mr. Guzman Martinez is focused on improving the quantity and quality of bilingual speakers in El Salvador via improved teacher training. During his Humphrey year, he wants to focus on research-based pedagogical practices for teaching English as a second language, ways to increase motivation among teachers, methods of action research, and reflective teaching. He intends to apply his knowledge and skills to coordinate an in-service teacher-training program for junior high and high school English teachers in El Salvador upon his return after the Fellowship.


Shazia Kanwal Shazia Kanwal, of Pakistan, is a Provincial Liaison Officer for the TVET (Technical and Vocational Education and Training) Reform Support Program of GIZ (Deutsche Gesellschaft Für Internationale Zusammenarbeit) consulting firm. Her previous work includes streamlining technical and vocational education and training, analyzing emergency situations, and working with Education for All. Interested in the role that technical and vocational education can play in utilizing human capital for development, Ms. Kanwal wants to study various approaches to technical and vocational education and curriculum development during her Humphrey year. Upon her return to Pakistan, she is interested in maximizing the existing technical and vocational educational and training programs in Pakistan by improving program efficiency and providing in-service teacher training.


Lal Kumar Lal Kumar, of Pakistan, works with the Sindh Educational Foundation, an organization promoting education in marginalized areas by providing free education to out-of-school children. Previously, he worked on a project to provide immediate relief, temporary schools, and medical care to internally displaced people as a result of flooding in Pakistan. Mr. Kumar is interested in the role of social entrepreneurship in promoting education through public-private relationships. During his Humphrey year, he hopes to study project management, educational administration, and leadership techniques to develop and lead initiatives to increase literacy through education upon his return to Pakistan.


Abdelaziz Lahmar Abdelaziz Lahmar, of Morocco, is the department head for the School Mapping Division and an ICT (Information and Communications Technology) consultant for the Ministry of Education where he works to improve educational quality by identifying regional needs. His previous work includes using technology in the classroom and teaching elementary school. Mr. Lahmar wants to address the effectiveness and efficiency of Morocco’s educational system by studying educational administration and the relationship between educational institutions and NGOs (non-governmental organizations) during his Humphrey year. When he returns to Morocco, his hope is to improve the Moroccan educational system to lead to overall economic development.


Ekaterina Loshkareva Ekaterina Loshkareva, of Russia, is the department head for the Agency for Strategic Initiatives where she works to create educational policies and coordinate projects that respond to the labor sector’s need for highly qualified workers. Having previously studied supply chain management and engineering, she has done research on effective management styles and innovative educational institutions. Ms. Loshkareva’s background has led her to be interested in the gap between industry demands and the educational system readiness in Russia. During her Humphrey year, she wants to learn about how the American educational system addresses labor demands and how emerging forms of technological education can be leveraged within the educational ecosystem. Upon her return to Russia, Ms. Loshkareva wants to develop a research-based educational model for undergraduate students to effectively prepare them for different industries.


Geohanna Noel Matheus Geohanna Noel Matheus, of Venezuela, is a professor at the University of Los Andes where she directs the Psychology Research Center where she works with medical students to improve patient-doctor relationships, coordinates medical education, and manages the evaluation programs. Her previous work includes research on the influence of the family in the recovery of pediatric cancer patients. Ms. Noel Matheus is interested in the ethics around care of cancer patients and what can be done at medical schools to train future and current medical professionals about this topic. During her Humphrey year, she is looking forward to studying leadership skills, psychological intervention programs, and organizational partnership design in order to develop an educational healthcare ethics program upon her return to Venezuela that will connect resources to improve the education of undergraduate and medical students on doctor-patient relationships.


Tsokalanu MsowoyaTsokalanu Msowoya, of Malawi, is a teacher at a public school where she is the department chair and in charge of institutional research with 11 years of experience. Her previous research includes examining the impact of primary school education on rural development and assessing the effectiveness of credit institutions in the development of smallholder agriculture. Passionate about the role of educational planning in increasing the efficiency of educational systems, Ms. Msowoya is interested in studying educational leadership and policy during her Humphrey year so that she can have the necessary skills to work on improving the effectiveness of Malawi’s educational system and its role in economic development.


Elizeo Joseph Odu Elizeo Joseph Odu, of South Sudan, is a Project Manager at ADRA (Adventist Development and Relief Agency) with a focus on overseeing educational initiatives. Previously, he has worked on Education in Emergency projects to improve access to education for children, especially females, in conflict and disaster stricken areas in South Sudan as well as initiatives aimed at enrolling females in school who had previously dropped out due to pregnancy or early marriage. Interested in unifying and improving the educational system in South Sudan, Mr. Odu plans to study educational policy and pedagogy during his Humphrey year so that he can coordinate teacher-training sessions upon his return to South Sudan that provide in-service teachers with the necessary skills to improve instruction inside and outside of the classroom.


Lineo SegoeteLineo Segoete, of Lesotho, is the Executive Director of Bareenere Literary Arts, a nonprofit in Lesotho that encourages youth to live healthy and creative lives via education, such as through their annual three-day literature festival. Working at the intersection of civil service, education, and literacy development, she represented Lesotho at the NEPAD (New Partnerships for African Development) Regional Conference on Arts Education in 2015. Ms. Segoete is passionate about fostering a culture of learning in Botswana through arts education and is interested in studying pedagogical techniques and program evaluation during her Humphrey year. Upon returning to Lesotho, she intends to organize workshops and opportunities for people to turn their creativity into sustainable economic endeavors.


Otilia Thebele Otilia Thebele, of Botswana, is an English language and literature teacher in Gaborone with 14 years of teaching experience. In addition to teaching English, she has also done research on the impact of foreign direct investments on the markets in Botswana with the goal of both equipping herself with strong research skills and inspiring her students to create businesses upon graduation. Ms. Thebele is interested in improving English language instruction for students in under-served groups in Botswana, such as those from racial and ethnic minorities and students with disabilities. As a part of her Humphrey year, she wants to study program evaluation techniques to assess the quality of English language instruction in order to apply this knowledge upon her return to Botswana to increase the quality of instruction and improve the English language acquisition of students in Botswana.