Truc Ngo, PhD, Receives Fulbright Specialist Award

The U.S. Department of State and the Fulbright Foreign Scholarship Board are pleased to announce that Truc Ngo, PhD, vice provost for research and administration and professor of industrial and systems engineering at the University of San Diego (USD), has received a Fulbright Specialist Program award —  a unique initiative that pairs highly skilled U.S. professionals with host institutions across the globe to share expertise and foster long-term collaboration. 

In Spring 2026, Ngo was confirmed for a specialized two-week residency at Hanoi Pedagogical University 2 (HPU2) in Vietnam. Returning to her roots with a professional mission, Ngo will provide critical guidance to HPU2’s inaugural chemical engineering cohort — a program recently launched in Fall 2025. 

In the following Q&A, Ngo discusses the nuances of transitioning from a chemistry-based curriculum to an engineering mindset, the challenges of introducing active learning in a traditional lecture culture and her vision for a lasting partnership between USD and the Vietnamese academic community.

Q: Having been confirmed for the Fulbright Specialist Award to work with Hanoi Pedagogical University 2, could you tell me more about the specific goals of this two-week project and how it aims to strengthen their new chemical engineering program?

A: The primary goals of this project are to work alongside faculty members and administrators at Hanoi Pedagogical University 2 to strengthen their newly established chemical engineering curriculum. Their program was just launched in Fall 2025, so I will be working with their very first student cohort. As a chemical engineer at heart who has built a variety of programs in the past, having the chance to help a university in Vietnam build their curriculum from the start is incredibly exciting.

Given my current commitments at the University of San Diego, this two-week project is the ideal timeframe to make a concentrated impact. During my visit, I will assess the chemical engineering program, tour laboratory facilities, observe classes and lead faculty workshops on active learning. I also plan to deliver a student seminar, hold office hours and conduct both one-on-one faculty interviews and student focus groups as part of a human-subjects research study. Ultimately, my aim is to guide these students towards an engineering mindset and introduce them to exciting career pathways in the local industry.

Q: Building a new academic program from the ground up is a significant undertaking. What are some of the unique challenges and opportunities you anticipate when collaborating with the university in Vietnam to develop their chemical engineering curriculum?

A: One of the main challenges is the limited time and resources. Due to the short duration of the onsite visit, there will be limited one-on-one time with individual faculty members to help them incorporate new active learning pedagogies into their lesson plans. HPU2 also faces resource constraints when it comes to acquiring the proper lab equipment, tools and software for the curriculum. Additionally, the traditional lecturing style is very common in Vietnam, resulting in a more passive learning environment. Introducing active learning will be a significant cultural shift.

However, the opportunities are tremendous. Vietnamese people are known for being resourceful, and I am confident that with proper guidance and initial investment, they can build adequate hands-on training labs. HPU2 administrators are also very eager to support their faculty in adopting these active learning pedagogies to improve student outcomes. There is a high need in Vietnam for graduates with strong engineering skillsets, and there are many opportunities for them to enter the workforce with international companies that are establishing facilities in the country.

Q: In preparing the announcement for this award, you noted some important terminology shifts — specifically changing 'chemistry' to 'chemical engineering' to align with local practices. How do these nuances in terminology reflect the broader differences in how the field is practiced or taught in Vietnam versus the U.S.?

A: Traditionally, the academic training for chemical engineering students in Vietnam is heavily based on a chemistry foundation. The new program at HPU2 was built on the department's existing chemistry curriculum. Because of this, most of the faculty have chemistry backgrounds with limited industry experience working as chemical engineers.

As a result, graduates are equipped with a strong science foundation and understand theoretical concepts, but they are trained with a science-based mindset rather than an engineering or systems-based mindset. They lack exposure to core engineering concepts, such as systems thinking, the engineering design process, open-ended problem solving, scaling up production and reverse engineering. By shifting the terminology and focus towards chemical engineering, we can help ensure that graduates develop the necessary skillsets to be competitive and industry ready.

Q: The Fulbright Specialist program is known for fostering international exchange. How do you hope this experience in Hanoi will influence your own teaching and research as a Professor of Industrial & Systems Engineering, and what does this award mean to you personally?

A: Personally, this award means a great deal to me. I was born and raised in Vietnam, but I have never visited the northern part of the country. It is a wonderful chance to give back and help train the next generation of engineers. I have done humanitarian engineering work for many years, but this allows me to focus specifically on the educational side.

Professionally, experiencing a very different higher education system and teaching culture will broaden my perspectives on education at a global scale. Gaining insights into these cultural, economic, and societal obstacles will enrich my knowledge, especially when I teach USD students about global diversity, inclusion and social justice concepts. Additionally, observing industrial practices in Vietnam will inform me about how American companies are adapting their business and production models internationally.

Q: How does this collaboration between you and Hanoi Pedagogical University 2 pave the way for future partnerships or exchange opportunities for students and faculty at USD?

A: This project has already established a strong collaboration; I recently launched a research study with the vice dean of the faculty of chemistry, which I would not have done without this award. Historically, no one from USD has completed a project in Vietnam as a Fulbright Specialist, so this brings valuable visibility to our university within the Vietnamese higher education community.

I expect to continue this partnership long after the project concludes. My hope is to reciprocate by having HPU2 faculty members and students visit USD campus through collaborative projects in the future. Perhaps one day, I can even take USD students on a study abroad program to Vietnam, with HPU2 acting as our host. Ultimately, I hope to serve as a resource for the Fulbright Specialist Program at USD, encouraging more faculty members and administrators to visit international universities and sparking new partnerships that align with USD’s "Global Connections" strategic goal.

A Catalyst for Global Connections

Truc Ngo’s journey to Hanoi represents more than a two-week consultancy; it is a strategic investment in the future of international engineering education. By moving away from isolated scientific facts toward a well-connected engineering framework, she is helping HPU2 prepare industry-ready graduates for Vietnam’s growing tech sector. This collaboration advances USD’s "Global Connections" strategic goal — paving the way for future research and study-abroad opportunities, while reinforcing the university's commitment to global educational equity.