Portifolio-2

Portfolio of Teaching Experience
Spring 2016
smrwanda@syr.edu
Stella M. Rwanda
Ph.D. Candidatein Literacy Education, SyracuseUniversity

Stella M. Rwanda
Portfolio of Teaching Experience Cover Memo
This portfolio is a representation of a substantial amount of personal, academic, and
professional growth in the U.S and in Kenya-Africa. I have organized this portfolio in different
sections and sub-sections. Each section outlines experiences and abilities attained from my
interaction with students, colleagues, and faculty at Reading and Language Arts Center at
Syracuse University and at the department of Educational, Communication, and Technology
(COM-TEC) at Kenyatta University in Kenya-Africa respectively. Working with students and
colleagues for over seven years at both universities has significantly motivated my research and
teaching skills. I have received immeasurable guidance and mentorship from the faculty over this
period. I therefore see this portfolio as a dynamic work in progress.
I consider the artifacts of my work included in this portfolio as exhibits of my continued
growth over time. I have included the following samples in this portfolio: statement of teaching
philosophy; Curriculum Vitae; instructional materials from courses I have taught at Kenyatta
University and those I have co-taught as a teaching assistant at Syracuse University; and
students’ evaluations and reflective comments in some of the courses. I do not have students’
evaluations of all the courses I taught at Kenyatta University because I left them behind during
my transition to the U.S.
Although there have been some challenges along the way, the collective experience of
collaborating and working with the faculty at Reading and Language Arts Center at Syracuse
University and Department of Educational Communication and Technology at Kenyatta
University has significantly changed me as a researcher and educator. I am consistently biased
towards scientific and evidence-based research that inform my teaching strategies and research.

Table of Contents
 Statement of Teaching Philosophy
 Curriculum Vitae
 Teaching Culturally Diverse Learners: (RED 699)-Fall Semester2015
o A detailed syllabus for a course I propose to teach in the future
 Teacher Development (EDU 508)
o Template for observation Form
o Sample Lesson plan and instructional resources
 Intermediate Literacy Methods & Curriculum Grades 4-6 (EED 425)-Fall Semester
2015
o Evidence of collaboration with lead instructor
o Sample Lesson plan and instructional resources
o Students formative evaluation feedback at mid-semester
o A copy of student work
o Students final evaluation and comments
 Capstone Seminar (RED 655) Field Supervision of Teaching English Language
Learners student-teachers Summer Semester2014
o Template for observation Form
o Sample of my observation feedback to student-teachers
o Sample of end-of placement field performance assessment and overall reflective
comments
 Literacy Methods and Curriculum (EED 325)- Spring Semester2014
o Course syllabus
o Sample PowerPoint slides I used to teach three of the lessons
o Sample mid-term test answers
o Students after class comments
 LIN 671: Dimensions of Bilingualism and Multiculturalism
o Course syllabus
o Sample PowerPoint slides I used to teach three of the lessons
o Sample mid-term test answers

Table of Content (continued)
 Writing Our Lives Summer Programme 2015
o Sample students books created on StoryJumper online application
 Somali Bantu Saturday Tutoring Programme
o Sample stories I guided the African Refugee children to create online
 Methods of Teaching Literacy to English Language Learners
o Syllabus that shows evidence of collaboration with the lead instructor
o Sample PowerPoint slides I used to incorporate technology in the classroom
 Nature and Functions of Literature (TLT 101)- Fall 2011
o Sample course syllabus that I designed
o Sample end of semesterexamination that I constructed and administered to
students
o Sample mid-term test
 Language Use in Literature (TLT 103)- Fall Semester2011
o Sample course syllabus I designed
o Sample end of term examination that I made
o Sample mid-term test
 Communication Skills 1 (IRD 100)
o Evidence of a course syllabus that I designed
o Sample end of term examination I set and administered to students
 Communication Skills II (COS 102)
o Course syllabus made by me
o End of term examination
 Advanced Reading Skills (CMM 105)
o Course Syllabus
o Sample end-of-term test

Stella M. Rwanda
Statement of Teaching Philosophy
I love to teach and that is why I trained as a teacher. My desire to teach began in a very
tender age when I frequently acted the role of a teacher in our childhood role-play games. My
parents spoke positively about teachers and emphasized the importance of following teacher’s
directives. Consequently, I grew up conceptualizing teachers as knowledgeable yet important
members of our society that I needed to emulate. The motivation of a teacher to educate students
depends on personal commitment and patience to see students through the process of academic
growth. As an undergraduate, I majored in Bachelor of Education (English and Literature) and
earned a certificate of high school teaching awarded by the Kenya Teachers Service Commission
(TSC). I also graduated with a Master of Education degree from Kenyatta University in Kenya.
Currently, I am a doctoral candidate in Literacy Education in Reading and Language Arts
department at School of Education in Syracuse University. My teaching strategies and classroom
learning is largely informed by the Vygotskian Sociocultural theories of learning.
My teaching philosophy has been mainly shaped by the opportunity and experience I
have garnered working with colleagues and students. To strive to teach is daring because
teaching comes with great responsibility. My teaching values are founded on evidence based
teaching strategies that constitute my love to teach. Every single class that I taught and each
passing year has significantly influenced my teaching principles. I have been teaching English,
Communication Skills, and Literature methods on both the secondary and university level in
Kenyatta University in Kenya-Africa and at Syracuse University for the past 7years. In Kenya, I
taught diverse students at both rural and urban high schools. I taught English and Literature to
form three students equivalent of eleventh graders in American system of education.
Specifically, at Kenyatta University, I taught preservice teachers courses in English and
Literature instructional methods. I also taught freshmen communication skills and business
communication courses that were mandatory to all first year students at the university. I created a
one semester writing project that included reading skills, library skills, writing skills, public
presentations skills, and group management skills. Students worked in groups of six to choose a
topic, identify reference resources, published, and presented their final findings. The six group

members were of different ethnicity in order to foster peaceful coexistence among different
community members after the 2007 post-election violence in Kenya.
One of the exceptional teaching experience, which I had with students, was a lead
instructor position of a Teachers’ Development Program for Somali refugee teachers teaching at
Dadaab Refugee Camps in Kenya. I taught a one-month teaching instruction course at Dadaab
refugee camp schools under the management of UNHCR. During our sessions, I worked with 89
men and 1 woman who collectively and enthusiastically learned appropriate communication,
mentoring, and instructional strategies appropriate for refugee children who have experienced
traumatic moments caused by war in their country of origin. We designed this program not only
to educate the student-teachers on various instructional strategies, but also to support them
towards posttraumatic experiences.
I have a passion for inclusive, culturally relevant, sustaining, and responsive teaching that
stems from Vygotskian Sociocultural theories of learning. I believe that learning should be
pleasant, interactive, and student centered. I perceive students as equal and active partners in the
learning process. Because of my craving for a culturally relevant pedagogy, I have developed a
strong fervor for tutoring minority underserved refugee students as they strive towards achieving
their educational goals. My commitment to seeing minority refugee students successful in school
led my advisor and me to begin a Saturday tutoring program at a Boys and Girls club in East
Syracuse. We designed this tutoring program with an overarching goal of developing a student-
centered environment that values each student’s home language and unique learning
characteristic in a safe, secure, caring, and stimulating atmosphere in which to grow and to
mature academically, emotionally, intellectually, physically, and socially. This program has
steadily grown with over ten volunteer tutors from Syracuse University working with over 70
refugee children who are eager to learn in an environment that they belong and feel safe.
The courses I have taught within the Reading and Language Arts of Syracuse University
have focused on teacher education specifically preparing beginning teachers, literacy teachers,
and teachers of English language learners. I designed a detailed syllabus of a course I propose to
teach in the future “Teaching Culturally Diverse Learners,” (RED 699) for graduate students
who are training to be primary and secondary teachers in a variety of disciplines. I have also

been a field supervisor of graduate student teachers who are on field placement in elementary
and high schools around Syracuse city district.
I perceive learning as a collaborative experience in and of itself where students feel
comfortable enough to express themselves while at the same time interacting with the professor,
and other students. In a majority of courses and lessons I have taught, I have created lessons that
stimulate students to be interactive and have a critical questioning mind. I also encourage
students to participate actively in classroom activities and learning by sharing my high
expectations of them. I design course plans that has learning activities that encourage students to
work in groups to realize the importance of collaborative learning in a classroom community. I
take the role of a guide and students learn alongside with me as apprentices. My student’s
assessment is frequent, ongoing, and tied to the course objectives. I test students to examine their
achievements while at the same time to gain insight into their weakness and strengths in the
courses that I teach. I give timely and thoughtful feedback on student’s papers or assignments to
support student’s revision. I also dedicate time for a one on one meeting with my students to
include their individual needs. I evaluate my course content frequently to ensure that I
incorporate student’s feedback in my next lessons.
In my experience, I have realized the power of calling students by their names. I do my
best to familiarize myself with the students that I teach; I learn the correct pronunciation of their
names, and I engage them in conversations to gain an insight into their cultural backgrounds. It is
my obligation as an educator to help students meet their fullest potential by providing
environment that is safe, supportive, inclusive, and that which invites sharing of ideas. Because
teachers serve as the gatekeepers to students’ success in school and the unique world that awaits
them outside the classroom, I consider teaching as my sole responsibility to provide students
with the best possible view into the world outside of the classroom and most importantly to help
them enter the outside world well prepared and mentored.

Curriculum Vitae
Stella M. Rwanda
200 Huntington Hall 304Woodbine Ave.
Syracuse University Syracuse, NY 13206
Syracuse, NY 13244 smrwanda@syr.edu
(315) 443-5183 (office) (315) 4507115 (cell)
EDUCATION
Syracuse University
Doctoral Canditate in Literacy Education, 2015,
Proposed Dissertation Topic: Boundless Voices: Exploring the in and out of school
translanguaging practices of Black African-born female students with limited or interrupted
formal education.
Phi Beta Delta.-Syracuse University
Kenyatta University School of Education- Nairobi, Kenya
M.Ed. in Language Education, 2009. Secondary teaching certification in English and Literature.
Kenyatta University-Nairobi, Kenya
Bachelor of Education Arts in English and Literature, 2005.
Second Upper (Honors).
Kenya Institute of Management- Nairobi, Kenya
Diploma in Human Resource Management-2009- Nairobi, Kenya
Liverpool Training Center
Certificate in Comprehensive HIV Counselling and Testing-2009
PROFESSIONAL EXPERIENCE
University
Syracuse University.
Spring 2016- Field Placement Supervisor
 Supervising (EDU 508) TELL graduate students on field placement
 Giving feedback on students’ reflections on blackboard
 Providing evaluation feedback to student-teachers after lesson observation

Fall 2015- Teaching Assistant
 Co-teaching a course in Intermediate Literacy Methods & Curriculum Grades
4-6 (EED 425) to undergraduate students
 Planning for the classroom teaching
 Grading students assignments
 Responding to students concerns and questions
 Meeting students for office hours
Research Assistant
 Initiating the research process and IRB protocol
 Coordinating research data analysis
 Reviewing literature related to English language learners
 Participated in an after school tutoring program for Somali Bantu refugee
children
 Reviewing manuscripts for publication
 Integrating technology in a masters level course
Summer 2015- Student-teacher field supervisor
 Supervising ESL graduate students in field teaching placement Capstone
Seminar (RED 655)
 I provided evaluation feedback to student-teachers after lesson observation
 I had meeting with student-teachers to address any placement concerns
 Wrote end of placement observation reports to each student-teacher
 Participated in student-teachers’ teaching portfolio review
Summer 2015- Writing Our Lives
 I worked with African American students in creative writing summer program
 I planned for the interactive activities at the center
 Participated in public interviewing the public
 Provided guidance as students published on story jumper
 Provided insights into students’ art work with t-shirts
Spring 2014- Teaching Assistant
 Co-taught a course in Dimensions of Bilingualism and Multiculturalism (LIN
671)
 Participated in an after school tutoring program for Somali Bantu refugee
children
 I taught a lesson on bilingual typology in the U.S
 Facilitating group discussions

Fall 2014- Teaching Assistant
 Co-taught a course in Literacy Methods and Curriculum Grades 1-3 (EED 325)
2013- Research Assistant
 Reviewed literature on bilingual education programs around the world
 Analyzed and presented research findings of a research conducted with
bilingual children
Kenyatta University Nairobi, Kenya.
2011-2013- Assistant Professor of Language Education,
Department of Educational Communication and Technology. Kenyatta University, Kenya
I taught undergraduate and diploma courses:
 English Methods in Education (ECT 310)
 Language in Literature (ECT 311)
 Educational Technology (ECT 300)
 Communication Skills (UCU 100)
 Public Relations and Journalism (PR 011)
 Business communication (CCS001)
I set examinations and graded students’ papers
2013- Chief Examination Supervisor, Kenyatta University Distant Learning Centers, Kenya
2009-2011-Adjunct Instructor, South Eastern University College-Kenya, Karatina University
College, Mt. Kenya University, Kenya.
Secondary -Nairobi, Kenya
2004-2005 English and Literature Teacher, Frames of Mind High School, Nairobi, Kenya.
2001-2004 English and Literature Teacher, Giaki High School, Nairobi, Kenya.
Consultancy Research -Nairobi, Kenya
2013- Consultant Researcher, Africa Centre for Economic Growth, Kenya
Designed a study, analyzed data and disseminated findings on the Impacts of Senator Keg
and Illicit brews on the Kenyan society.
2012- Assistant Program Officer, United Nations Educational, Scientific, and Cultural
Organization (UNESCO), Kenya.
2009- University Researcher, Partnership for Higher Education in Africa (PHEA-ETI) project.
Kenyatta University, Kenya

2008-Trainer of Trainers, Society for Women and AIDS in Kenya (SWAK)
 Training community ambassadors on infant breastfeeding
 Prevention of mother to child HIV/AIDS transmission
2008-Project Coordinator, Centre For Research and Development, South Nyanza, Kenya
2007-2008 Research Assistance English Literacy Norms Curriculum, Kenyatta University,
Kenya
2007- Language Translator in Africities, World Social Forum, Kenya
2006-Adjusnct Examination Supervisor, Kenyatta University, Kenya
2003- Work study, Kenya University, Kenya
2002- Researcher in Four Slums in Kenya, Febling Elbert Stiftung (FES), Kenya
RESEARCH PRESENTATIONS
Wilkinson, L.C., Rwanda S. M. (August, 2016) 3rd Baltic Sea / 17th Nordic Literacy Conference
Adolescent Bilinguals Mobilize Linguistic and Cultural Resources For Expository
Writing
FinRA Turku/Åbo, Finland
Rwanda, S., Roy-Campbell. Z.M., & Wilkinson, L.C. (December, 2015) Translanguaging:
Mobilizing Adolescent Bilingual Students' Linguistic Resources in Expository Writing,
Literacy Research Association, Omni La Costa Resort & Spa Carlsbad, CA.
Rwanda, S. & Roy-Campbell. Z.M., (November 2014) Engaging English Language Learners in
Collaborative Writing in a Tutoring Program. New York State TESOL conference,
Hilton, Albany.
Rwanda, S., Wilkinson, L. & Danzak, R. (2014, February) We can be a change agent: Bilingual
adolescents express identity and agency through persuasive writing. University of
Georgia, Atlanta.
Rwanda, S. & Roy-Campbell. Z.M., (November, 2014) Collaborative Writing Project Engages
African Refugees Students in a Saturday Tutoring Program to Improve Their Writing
Skills Literacy Research Association, Florida
Rwanda, S. & Gathumbi, A. (July 2013), Using Web 2.0 applications in classroom teaching.
Syracuse University-U.S and Kenyatta University-Kenya,
Rwanda, S. & Gathumbi, A. (July, 2009) relationship between breadth and depth of vocabulary
knowledge and reading comprehension of 6th grade students in Meru central Distict,

Kenya.Syracuse University-U.S, Kenyatta University-Kenya, and Makerere University-
Uganda.
SEMINARS AND WORKSHOPS
Jan 2013-Training on use of PowerPoint in classroom teaching. Syracuse University Higher
Education for Development in partnership with Kenyatta University department of Com-Tech.
June 2012-Training on Building Capacity Through Quality Teacher Preparation.
Syracuse University Higher Education for Development in partnership with Kenyatta University
department of Com-Tech.
May 2010 Training on Online Teaching
Kenyatta University Partnership for Higher Education and Technology Initiative (PHEA-ETI)
Project
Jan 2013-Training on use of PowerPoint in classroom teaching. Syracuse University Higher
Education for Development in partnership with Kenyatta University department of Com-Tech.
June 2012-Training on Building Capacity Through Quality Teacher Preparation.
Syracuse University Higher Education for Development in partnership with Kenyatta University
department of Com-Tech.
INDIVIDUAL PRESENTATIONS AND WORKSHOPS
Sept. 2015 Speaker-School of Education International students meet and greet session.
Syracuse, New York
Sept. 2015 Speaker-School of Education graduate students welcoming session
May 2013 Finance policy development [Keynote address]. Kathirune high school, Miriiga
Mieru East Division, Meru, Kenya
August 2012 Education is Key to children success [Keynote address].Giaki Education Promoter
Association,
GRANTS/ AWARDS
2016 Travel grant
Reading and Language Arts, Syracuse University $700

2015 Travel grant
Syracuse University School of Education, $400
2015 Travel grant
Reading and Language Arts, Syracuse University $700
2015 Syracuse University Graduate Research Assistantship, $17,862.00
2015 Exploring the out of school literacies of refugee children [with Louise Wilkinson],
Syracuse School of Education Research and creative Grant Competition $400.
2014 Syracuse University Graduate Research Assistantship, $17,512.00
2014 Study Abroad-Literacy, Inclusion, and Diversity in Italy
Syracuse University Haiman Brown trust fund, $ 6,700
2014 Travel grant
Syracuse University School of Education, $400
2014
Travel grant
$800
Reading and
Language
Arts
Department,
Syracuse.
NY
2013
Syracuse
University
Graduate
Research
May 2010 Training on Online Teaching
Kenyatta University Partnership for Higher Education and Technology
Initiative (PHEA-ETI) Project
July 2009 Attended a Four days Partners Seminar with CHF (Community
Habitat Finance) on Finance and Human Resource Administration.
November 2008- Attended a four days workshop with Kenyatta University
English Literary Norms Project. On administration of examination on the
competency of the four English language basic skills (Reading, Listening,
Writing and Speaking skills
October 2008-Training on Behavior Change Communication
Trained by Education For Life Organization (EFL
Sept 2008- Higher Education Loan’s Board (HELB) Public universities
seminar. (Harnessing University-HELB Synergy for Efficient Service
Delivery.)
May 2007- Peer Educators’ Training Attended Peer Education training for two
months by I Choose Life Africa- Kenyatta University Chapter

Assistantship, $17,448.00
Reading and Language Arts Department, Syracuse. NY
2006 Kenyatta University School of Education
Outstanding Graduate Academic Performance Award-KSH 150,000
ELECTED POSITIONS, AWARDS, AND HONORS
2015 President for Syracuse University Scholars of Literacy and Research Student Organization
2015 Phi Beta Delta International Honors Society, Syracuse University Chapter
2014 Golden Keys Honors Society Award, Syracuse University Chapter
2008 Excellence in Academic Performance, Kenyatta University Graduate School
Award
PROFESSIONAL AFFILIATIONS
Literacy Research Association
 Member, 2014-2015
Journal of Language and Literacy Education (JoLLE@UGA) Annual Conference
 Member, 2014
New York Teachers of English to Speakers of Other languages (TESOL) Annual Conference
 Member, 2013
University Academic Staff Union (UASU), Kenya
 Member
Kathirune High School-Kenya
 Member-Board of Governors, 2012
Teachers Service Commission (TSC), Kenya
 Member 2005
PROFESSIONAL DEVELOPMENT
 Currently in Future Professorate Training
 Peer Counseling-I Choose Life Africa, Kenya
 Training facilitation on posttest management skills essential to prevent spread of HIV/AIDS
and re-infection.
 Training facilitation on prevention and management of HIV/AIDS related conditions
 Training facilitation on prevention of HIV/AIDS spread through management of condom
outlets

 Training facilitation on Posttest management skills essential to prevent spread of HIV/AIDS
and re-infection.
 Training facilitation on community mobilization and peer support group formation for other
prevention interventions against HIV/AIDS
 Training facilitation on alternative lifestyles and livelihood support enterprise for HIV/AIDS
risk reduction among high risk groups
 Training Facilitation on Sexual Violence and Peer Educators
VOLUNTEER WORK
 World AIDS day ---assisted in organizing the events in the
five Districts in Nyanza Province (Dec 2008).
 Kenya Youths Week---Participated in advocacy for Youths’
HIV status knowledge and risky behaviors avoidance. (July
2008).
 Kenya Civil Service Week---Participated in advocacy for
peace and reconciliation among different communities in
Nyanza Province.(July 2008)
 World Social Forum-assisted in interpretation and
documentation. (Feb 2007).
 Barclays Women’s AIDS Run assisted in manning the check
points and selling the run T-shirts (May 2007).
 Clean up on Kiwanja Market Kenyatta University
Environmental club members (May 2003).
REFEREES
1. Dr. Zaline Roy-Campbell
Email: zmroycam@syr.edu
(315) 491-3494 (Cell)
(315) 443-5183 (office)
2. Dr. Louise C. Wilkinson
Email: lwilkin@syr.edu
(315) 278-7107
(315) 443-5183 (office)
3. Dr. Kelly Olcott-Chandler

Email: kpchandl@syr.edu
(315) 443-5183 (office
4. Dr. Rachael Brown
Email: rfbrown@syr.edu
(315) 382-4558 (Cell), (315) 443-5183 (office)
EED 425: INTERMEDIATE LITERACY METHODS & CURRICULUM GRADES 4-6
This was an undergraduate beginning teachers’ course. There were19 students in total,
one male, 18 females. My roles in this class includes: co-teaching, grading students’
assignments, facilitating group discussions, meeting students during the office hours and
supporting students in their filed placements. These particular students were keen to learn and
were very engaging. I had a chance to teach them at least three lessons: Anchored and
Differentiated Teaching, Teaching Reading, and Codeswitching.
From an analysis of the students’ evaluation feedback, I gained a lot of information that
will inform how I teach this class or a similar one in the future. This class went on well
throughout the semester but there were hiccups sometimes. A lot could have been done
differently, especially the organization of topics and the time they were taught. For example,
“Lesson Planning” topic came up too late almost close to the day students were beginning their
field placements. This topic would have been relevant to the students if we taught it earlier in the
semester to give students enough time to practice writing lesson plans and to ask questions for
clarity. The whole course syllabus needs to be reorganized to address urgency in topic
presentation. Although students like technology integrations in the lesson, they did not appreciate
overuse of technology. Next time I should be careful how I use videos in class.
I have attached mid-term course evaluation in this course.
SEE THE ATTACHED ARTIFACTS

CAPSTONE SEMINAR (RED 655) FIELD PLACEMENTS
This was a capstone seminar that was mandatory to all graduate students training to earn
New York certification in teach English language learners. There were four female students.
Each student was attached to an elementary or middle school for teaching practicum for
approximately six weeks. Students spent time in the field co-teaching and observing a more
experienced teacher. We co-facilitated this course in a blended mode by posting blogs on the
course blackboard and by students meeting the professor and the teaching assistant face-to-face.
My role in this course included going to the field to supervise the student-teachers and to give
them constructive feedback to improve on their teaching.
The field observations went on well but I had one student who had some difficulties in
her placement. With support from the university professor, the host teacher, and me, she was
able to pull through the placement. The student-teachers I observed advanced their teaching
strategies every week I saw them. They incorporated my observation feedback in their next
lesson’s teaching which revealed their willingness to learn. I enjoyed learning the New York
States TESOL standards and what is required of the student-teachers in the field. This course
prepared me for future teaching and supervisory responsibilities with student-teachers out on
teaching practice or field placements. This was one of the most wonderful experiences that I
absorbed myself into doing what I like doing the most.
I do not have course evaluation for this course.

LIN 671: DIMENSIONS OF BILINGUALISM AND MULTICULTURALISM
This is a cross listed course offered both to undergraduates and to graduate students: LIN
471- for undergraduate students and LIN 671- for graduate students. Although the course content
is similar for both undergraduate and graduate students, the graduate students are required to do
additional work and assignments. The course is offered during spring semester of every year
under the department of Language, Literature, and Linguistics. We had six students the semester
I spent in this class.
My role in this class was that of a co-teaching assistant. I co-taught several classes with
my host, Professor Tej Bhatia, I assisted in constructing midterm and final examinations, grading
the student papers, and giving students timely feedback. I had a chance to prepare and teach two
3 hour lessons on my own. One of the topics I taught was on bilingualism debate and policy
matters in the United States: English Only or English Plus? I also taught another topic on:
Bilingualism in the United States, Language Diversity and Bilingualism. In both 3-hour lessons
that I taught, I made PowerPoint presentations, engaged students in active learning and
facilitated group discussions in the absence of the host professor. (See the attached artifacts).
Although this course is an elective, it is key to all the students both monolinguals and
bilingual/multilinguals. The course went on as planned but there is need to upgrade the course
syllabus and the reading resources assigned to students. These course materials have remained
the same since the time I took that class 2 years before I begun co-teaching. There is need for
more professor and co-teacher presence on Syracuse University blackboard.

I learnt a lot from my interactions with the students. Through formative oral feedback
from students and the host professor, I was able to include their feedback to improve my next
lesson. This class was a great experience towards my FPP requirements.
I would have wanted to have students’ evaluation to include in here, but I was not
successful to get a copy form the university.
ELL 625: METHODS OF TEACHING LITERACY TO ENGLISH LANGUAGE
LEARNERS
This is a graduate literacy methods course focused on developing strategies that teachers
employ when teaching listening, speaking, reading, and writing. My roles in this course included
but not limited to integrating technology in the course. I had 20 minutes toward the end of a
number of classes to introduce the technologies and practically engaged preservice teachers in

ways they can use technologies for classrooms teaching. I exhibited web 2.0 technologies, which
included Ether pad, Kahoot, Socrate, Tumlbr, Survey monkey among other.
This class was quite successful and students shown interest in learning new technologies
for literacy development. However, 20minutes were too few to cover a substantial amount of
technology demonstrations. Due to aforementioned constrains of time, I did not present all the
contents I had planned to exhibit in this class. The professor was a great support in this course
and I learnt a lot from her work organization. This class positively influenced my preparation for
university teaching.
EED 325: LITERACY METHODS AND CURRICULUM GRADES 1-3
This is an undergraduate course that I co-taught with one of the faculty at Reading and
Language Arts, in spring of 2014. There were 22 beginning teachers; 21 were females and 1was
male. My role in this class was that of a teaching assistant/co-teacher. Most of the time I co-
taught with Professor Rachel Brown in a number of lessons. I taught a lesson on Differentiated
Learning, Teaching Phonics, Fun Ways of Teaching Vocabulary, and Teaching Reading

Comprehension Grade K-3. I graded the midterm student’s tests and the end of semester
examination.
This class was interesting. I enjoyed seeing students work in groups and presenting their
work to their peers and to the whole class. One of the memorable moments in this class was
when I touched a student’s life. I narrated to the class some of the challenges that I faced
growing up multilingual. I remember sharing how I have struggled to make myself relevant to
people and institutions that consider a bilingual as less competent or as “two persons in one
brain.” I also shared my experiences of teaching at the university and my philosophy of teaching
that held high expectations for all my students until they proved me wrong. I expressed how I
valued what each student in my class brought. One girl who never wanted to participate or speak
in class was so moved that she begun participating in class immediately. Since then, she raised
her hand ready to answer questions. The professor was shocked and I was in shock too. I realized
sharing my experiences with the students, and communicating my high expectations of my
students impacted them positively. Students’ performance and grades in this class were
exemplary.
OTHER TEACHING EXPERIENCES OUTSIDE OF THE UNIVERSITY
The following teaching experiences were outside of university teaching; however, they
were relevant to my university teaching and were directly coordinated by the university
professors. Although the two programs explained below were not directly related to my FPP
certification, the creative work that I did with the elementary, early adolescents, and youths in
out of-school contexts amounted to evidence based strategies that I could use with preservice

teachers who work with adolescents and youths in schools. The activities that we engaged in are
a great way of connecting home and school lives of refugee, minority, and underserved students.
These two programs increased my experience as a university researcher and fellow. The two
programs were Writing Our Lives and Somali Bantu Tutoring Program.
WRITING OUR LIVES SUMMER PROGRAM
This was a summer writing program for the African American and African-born children at South
Side Community Center. There were about 18 youths in total. The program was running for eight weeks
and focused on ways and means of encouraging youths to engage in civic education in their communities.
My roles in this summer tutoring included supporting students to brainstorm ideas on topics they chose
for their writing. Further, we had a lot of fun designing t-shirts that were colored with civic engagement
messages. We also publishing stories on the story jumper-a web 2.0computer application. Additionally,
we interviewed people on youth related issues such as bullying in schools, black lives matter,and rights
to fair trial, among other. These experiences were fulfilling to my motivation to work with youths and
young students to bring change in the communities we live.
SOMALI BANTU SATURDAY TUTORING PROGRAM
This was a Saturday tutoring program for the African Somali Bantu refugee children at a
community center. The children in this center are all English language learner coming from
homes where different native languages are spoken. I was a volunteer tutor in this center. I
tutored the children in mathematics and English language. My roles included coordinating the
program’s activities, selecting the tutoring resources, supporting students to brainstorm ideas on
topics they elected for their collaborative writing, and publishing their collaborative stories on

story jumper. I tutored children in mathematics and writing poetry. There were about 35 children
ranging from the age of 3-19 years.
This program was a major success although the tutoring rooms were overcrowded. If I
were to coordinate a similar program like this one, I would need a little more organization to
separate the elementary, middle school, and high school students. They do not learn well when
they are all lumped in a single room. An additional number of mentors and volunteers would be
good for the program. My interaction with the children at the center led me to conclude that
refugee children are capable of being successful in school, all they need in the support from
teachers, parents, and volunteer tutors.
TLT 101: NATURE AND FUNCTIONS OF LITERATURE
This is was an undergraduate literature course meant to introduce first year students to
different genres of literature e.g. novel, drama, short stories, and poetry among others. My roles
included designing the syllabus, teaching the course by myself, grading papers and meeting
students for support where needed. This was a large class course of about 150 students.

TLT 103: LANGUAGE USE IN LITERATURE
This is was an undergraduate literature course meant to introduce first year students to
different uses of language in different genres of literature: e.g. novel, drama, short stories, and
poetry among others. My roles included designing the syllabus, teaching the course by myself,
grading papers and meeting students for support where needed. This was a large class course of
about 170 students. Although instruction was mostly lecture method, students were so much
motivated to learn.

IRD100: COMMUNICATION SKILLS I
This core course is mandatory to all undergraduate students admitted at the university in
Kenya. The course introduced students to communication skills in general, covering Study
Skills, Library Skills, and Examination Skills. Learning and Instruction was inform of lectures,
discussion groups, presentation tutorials and seminars. I designed the course syllabus, set the
examination and grade students’ assignment.

COS 102: COMMUNICATION SKILLS II
discussion groups, presentation tutorials and seminars. I designed the course syllabus; I designed
the test and grade students’ assignment. I also created office hours to meet my students on one on
one.

ADVANCED READING SKILLS 2013/2014
discussion groups, presentation tutorials and seminars. I designed the course syllabus; I designed
the test and grade students’ assignment. I also created office hours to meet my students on one on
one.

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