CURRICULUM VITAE - Ontario Institute for Studies in Education ...

CURRICULUM VITAEWANJA GITARI1) Date updated2) RankMarch 2010Associate ProfessorTransitional Year Programme (TYP) & Ontario Institute for Studies in Education of theUniversity of Toronto (OISE/UT)3) DegreesDoctorate in Education, 2000Ontario Institute for Studies in Education of the University of Toronto:Department of Curriculum, Teaching and Learning (OISE/UT)Thesis title: An Inquiry into the Integration of Indigenous Knowledges and Skills in theKenyan Secondary Science CurriculumMaster of Arts, 1993Ontario Institute for Studies in Education of the University of TorontoDepartment of Curriculum, Teaching and Learning: Science EducationThesis title: Influences of Social Factors on the Work Context of Science Teachers andon the Implementation of Science Curriculum: A Case of Two Kenyan High SchoolsBachelor of Education, 1987Department of Botany and ZoologyKenyatta University, KenyaQualified with Upper Second Class Honors

24) Employment History: Academic2000- Assistant Professor, Transitional Year Programme (TYP)& the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)Teaching, Tutoring and Academic AdvisingTransitional Year Courses2009-2010 Reasoning in the Sciences: TYP0151H12008-2009 Reasoning in the Sciences: TYP0151H12006-2007 Reasoning in the Sciences: TYP0151H12005-2006 Reasoning in the Sciences: TYP0151H12004-2005 Reasoning in the Sciences: TYP0151H12003-2004 Reasoning in the Sciences: TYP0151H12002-2003 Reasoning in the Sciences: TYP0151H12001-2002 Reasoning in the Sciences: TYP0151H12000-2001 Reasoning in the Sciences: TYP0151H1Graduate Courses, OISE/UT2008-2009 School Science and the Search for Optimal Living Conditions: CTL1799H2005-2006 Ways of Knowing in Science and Technology: Cross-Cultural Issues in Scienceand Technology Education: CTL1799H2004-2005 Ways of Knowing in Science and Technology: Cross-Cultural Issues in Scienceand Technology Education: CTL1799H2002-2003 Ways of Knowing in Science and Technology: Cross-Cultural Issues in Scienceand Technology Education: CTL1799H2001-2002 Ways of Knowing in Science and Technology: Cross-Cultural Issues in Scienceand Technology Education: CTL1799H

3Individual Reading Course, OISE/UTMay-June2008 Barbara Ostrowski, Children‟s Literature and Storytelling in Science andTechnology CurriculumMarch-June2004 Missakabo Mikhael, Worldview Concept and the Problems of Science Educationin African ContextsTeam Teaching, OISE/UT2000-2001 Action Research in Science & Technology Education, CTL 1211Course Leader: Professor Derek HodsonUndergraduate Course Seminars, TYP2009-2010 Evolution and Adaptation: EEB 214H2009-2010 Plants and Society: EEB 202H2008-2009 Evolution and Adaptation: EEB 214H2008-2009 Plants and Society: EEB 202H2008-2009 Plants and Society: EEB 202H2006-2007 Plants and Society: BOT 202Y2005-2006 Plants and Society: BOT 202Y2004-2005 Plants and Society: BOT 202Y2003-2004 Plants and Society: BOT 202Y2001-2002 Assessing Global Change: ENV 200Y2000-2001 Assessing Global Change: ENV 200Y

4Academic Advising2009-2010 72008-2009 72006-2007 52005-2006 62004-2005 72003-2004 102002-2003 142001-2002 42000-2001 8Invited guest lecturerFebruary 7, 2008: Invited lecturer by Dr. Joanne Gittens.Lecture on sustainable science presented to SCI398Y, University of Toronto at Mississauga.Graduate Program ActivitiesStudent Advising2008-2009 62007-2008 62006-2007 5Thesis Committee Membership2008- Ph.D.: Leroy, C. Clarke, Impact of mentoring on students‟ decisions to pursueprofession in medicine/health sciences: a sociocultural framework formulticultural science education.Thesis supervisor: Prof. John Wallace

52008- Ph.D.: Ann-Elizabeth Mcllmoyle, Teaching inquiry in secondary school science:beliefs and practices, barriers and meaningful program support.2006 - Ph.D.: Jennifer A. Skinner-Winslow, Documenting the experience of using theZoo as a mechanism for teaching and learning about conservation in scienceeducation.Thesis Supervisor: Prof. Erminia Pedretti2004 - 2005 MA, Wendy Workman, The anthropocentric trap: living as the enemy and nolonger wanting to.Thesis Supervisor: Prof. Derek Hodson2003-2004 MA, Rahat Ahmed, Multicultural Science Education : An Analysis of LowSuccess Rates of Minority Students.Thesis Supervisor: Prof. Derek HodsonPh.D Thesis Oral Examition (Non-Committee Role/Voting member)May 2005March 2005Ph.D, Nahid Golafshani, Secondary Teachers‟ Professed Beliefs aboutMathematics, Mathematics Teaching and Mathematics Learning: IranianPerspective.Thesis Supervisor: Prof. John RossPh.D, Stephen Michael Fine, Contextual Learning with the Residential OutdoorExperience: A Longitudinal Case Study of a Summer Camp Community inOntario.Thesis Supervisor: Prof. Erminia PedrettiDecember2004 Ph.D, Tevita Palefau, Perspectives on Scientific and Technological Literacy inTonga: Moving Forward in the 21 st Century.Thesis supervisor: Prof. Derek HodsonTeaching Assistant Supervision2003-2004 Theresa Calovini (OISE/UT), Reasoning in the Sciences: TYP0151H12002-2003 Theresa Calovini (OISE/UT), Reasoning in the Sciences: TYP0151H12001-2002 Zahra Punja (OISE/UT), Reasoning in the Sciences: TYP0151H12000-2001 Zahra Punja (OISE/UT), Reasoning in the Sciences: TYP0151H1

6Research Assistant SupervisionSpring 2004Bathseba Opini (OISE/UT), Annotated Bibliography on Learning disabilities.Winter 2003 Majid Malekan (OISE/UT), The Structuring of Science Concepts in a BiologyText: The Case of the Gene.Winter 2003 Sharon Bahador (OISE/UT), The Structuring of Science Concepts in a BiologyText: The Case of the Gene.2001-2002 Aisha Decoito (OISE/UT), Library search for materials on minorities and science;Preparation of course materials; feasibility study for a research website, Webbasedresource for cross-cultural teaching and learning of science and technology.Work Study Supervision, TYP2003-2004 Cheddi Beckford (TYP), Library search on everyday conceptualizations of naturalphenomena2003-2004 Alicia Palmer (TYP), Library search of everyday conceptualizations of naturalphenomenaAcademic Related WorkMay 2008Curriculum Reviewer, Ontario Ministry of EducationPerformed an anti-discriminatory bias/inclusion review of the Grade 9-12Curriculum Policy Documents for the Ontario Ministry of Education.April-June,2007Curriculum Developer, Ryerson UniversityCreated a nutrition curriculum for Ryerson University. Work consisted ofsearching through nutrition textbooks and curricula, compiling material suitablefor a TYP curriculum, liaising with advisors of the project, organizing thematerial, and writing a syllabus outline.1997- 1999 Research Assistant, (Supervisor - Erminia Pedretti) OISE/UTCollaborated in the design, formulation of methodology and development ofinterview questions and protocol for a study of public perception of science at theOntario Science Centre; Planned and organized structured interviews; sampledand interviewed people from various racial backgrounds; Coded and interpreted

7data; Analyzed data that resulted from an inquiry into science centre visitors‟knowledge and understanding of Islamic, Native American and ChineseMedicine; Collaborated in the writing of, and presentation of a paper at theCanadian Society for Studies in Education (CSSE), 1998, and a paper forpublication in the Canadian Journal of Science, Mathematics and TechnologyEducation.1991-1992 Research Assistant, (Supervisor, Michael Connelly) OISE/UTCollaborated with others in the planning, organizing, and in the initial set up of ateachers' magazine, “Among Teachers”, a publication of the Joint Center forTeacher Development, OISE/UT; Designed and developed a writing network forhigh school teachers; co-edited and arranged for the distribution of the teachers‟magazine.1987-1990 High School Teacher, O-level [grade 11 equivalent] and A-level [OACequivalent] biology and geography, KenyaDeveloped long-term and short-term teaching plans; Developed and conductedassessment and evaluation; Coordinated resource materials for science teaching;Coached students for the nationwide standardized examinations; Coordinated andplanned Nature, Science and Society club activities; Initiated the development ofa fish pond; Planned and directed educational trips; Supervised and conductedschool assembly for 800 students; Supervised school cleaning and prep time.5) Employment History: Non-Academic1999-2000 Research Coordinator, African Community Services of PeelConducted library research to determine conceptual framework and pertinentliterature; Designed research instruments; Determined field work needs andrecruited research assistants; Planned and coordinated data collection; Supervisedthe data collection activities; Analyzed data and wrote research report.1993-1994 Programme Facilitator, Heritage Language Programme, East York Board ofEducation, Toronto, ONConducted needs assessment for children; Researched, reviewed and evaluatedexisting educational materials; Developed support materials and made decisionspertaining to pedagogical implementation of heritage language materials.

81993 Programme Coordinator, Ministry of Citizenship and Culture, ONSummerDeveloped criteria for recruitment of youth; Designed training manual andsecured job placements with employers; Planned and facilitated the assessment ofstudents by their employers; Planned and organized, with workshop leaders,weekly life-skills workshops for students; Maintained accurate financial recordsof all project expenditures; Assisted in allocating funds to project needs;Synthesized and wrote a final report for the Ministry of Citizenship and Culture;Reported to the Assistant Co-ordinator of community Services.6) ResearchResearch and research disseminationSelf-funded ResearchJuly-August 2007Conducted study titled, High School Students‟ views on School Science, EverydayKnowledge, Conditions of Everyday Life, and Problem SolvingFunded researchTransitional Year Programme (TYP) Fund ($4,163.86)August 2004-May 2005Funding to conduct a study titled, Science Teaching and Learning in a University AccessProgram, and to present papers at international conferences: a) Finding a Clear Path inthe Theoretical Maze of Naturalistic Inquiry When Faced with Multiple Subjectivities.Paper presented at the Advances in Qualitative Methods (AQM), Edmonton, Alberta(2005, February 17-20); b) Science Teaching and Learning in a University AccessProgram. Poster presentation at the Hawaii International Conference on Education(HICE), Honolulu, Hawaii (2005, January 4-7).Imperial Oil Centre Grant for International Travel [Internal grant of the Science, Math& Technology Centre, Department of Curriculum, Teaching and Learning, OISE/UT]($800.00)November 2003Funding to attend a symposium, The National Adult Literacy Database Symposium(NALD) - [The Inclusive Learning Exchange (TILE): Meeting Diverse Learner Needs.]November 14, 2003, Fredricton, New Brunswick.

9Grant for International Travel [Imperial Oil Centre and SSHRC] ($1150.00)April 2002Funding to present a research paper, What Is in it for Me? Science in a University AccessProgram. Paper presented at the National Association for Research in Science Teaching(NARST), New Orleans, Louisiana.Connaught Grant (10,000)July 2000-2003Funding to conduct research study titled, Structuring of Science Concepts in the Contextof a University Access ProgramFunding to conduct research study titled, The Structuring of Science Concepts in aBiology Text: The Case of the GeneFunding to conduct library search, Annotated Bibliography on Learning disabilitiesFunding to present research paper, Using Rural Ways of Knowing to Structure a SocioculturalFramework for Science Education. Paper presented at the National Associationfor Research in Science Teaching (NARST), St. Louis, Missouri.Imperial Oil Centre Grant for Research ($7125.00)2001 - 2002Funding to: a) pay a research assistant to help with the feasibility study for a researchwebsite, Web-based resource for cross-cultural teaching and learning of science andtechnology; b) pay a web technician to work on the web design and initial set up of thesetup, purchase necessary software and related materials; b) attend web design workshopsGeneral Research Grant for International Travel ($1784.04)March 2001Funding to present research paper, An Inquiry into the Integration of IndigenousKnowledges and Skills in the Kenyan Secondary Science Curriculum: a Case of HumanHealth Knowledge. Paper presented at the American Educational Research Association(AERA), Seattle, Washington.Young Canadian Researchers Award of the International Research DevelopmentCenter (IDRC), Ottawa, Canada ($15,000)March 1997Funding to conduct Ph.D research titled, An Inquiry into the Integration of IndigenousKnowledges and Skills in the Kenyan Secondary Science CurriculumKnowledge, Conditions of Everyday Life, and Problem Solving

107) Publications, Conference Presentations and Conference AttendanceLife-time countBook Chapters 2Referred Journal Articles 5Non-referred Journal Articles 2Conference Presentations 15Conference Attendance 2Book chaptersGitari, W. (2008). Some Issues of Science Education in Africa. In S.N. Dlamini (Ed.),New Directions in African Education (pp. 41-72; 31 pages). Calgary: University ofCalgary Press.Gitari, W. (2003). Science Literacy: Schooled Science in the Service of Equity and SocialJustice. In K.S. Brathwaite (Ed.), Access and Equity in the University (pp 349-374; 25pages). Toronto: Canadian Scholars Press.Refereed Journal ArticlesGitari, W. (2009). Exploring the Understanding and Common Use of Scientific andEveryday Knowledge and Students‟ Agency in a Kenyan High School. Canadian Journalof Science, Mathematics and Technology Education, 9(4), 262-275. (14 pages)Gitari, W. (2006). Teaching Science to Pre-university Students: Science as a Way ofKnowing. Curriculum Perspective, 26(3), 44-54. (11 pages)Gitari, W. (2006). Everyday Objects of Learning about Health and Healing andImplications for Science Education. Journal of Research in Science Teaching, 43(2),172-193. (21 pages)Gitari, W. (2005). Book Review: (Teaching Science for Social Justice [Angela CalabreseBarton with Jason L. Ermer, Tahania A. Burkett, and Margery D. Osborne, 2003]).International Journal of Science Education, 27(7), 881-885. (4 pages)

11Gitari, W. (2003). An Inquiry into the Integration of Indigenous Knowledges and Skillsin the Kenyan Secondary Science Curriculum: a Case of Human Health Knowledge.Canadian Journal of Science, Mathematics and Technology Education, 3 (2), 195-212(17 pages).Pedretti, E., Mclaughlin, H., Mcdonald, R., & Gitari, W. (2001). Visitor Perspectives onthe Nature and Practice of Science: Challenging Beliefs Through „A Question of Truth‟.Canadian Journal of Science, Mathematics and Technology Education, (1) 4, 399-418(19 pages).Non-Refereed Journal and Magazine ArticlesGitari, W. (2009). Literacy in Africa is yet to incorporate the Key Driver for Change:Scientific Literacy. Science in Africa. http://www.scienceinafrica.co.za, retrieved onMarch 5, 2010.Gitari, W. (2002). Standards: A Stumbling Block to the Integration of Indigenous Scienceinto Schooled Science. OISE Papers in STSE Education, 3, 69-88 (19 pages). Toronto:University of Toronto Press.Barnett, J., Kithinji (Gitari), W., and Lang, M. (1993). Authentic Student Assessment inSTS Education. Crucible: Magazine of the Science Teachers’ Association of Ontario,24(1), 6-9 (3 pages).Conference presentationsGitari, W. (2008, July 3-5). Sustainable Science for Everyday Problem Solving in RuralAfrica. Paper presented at the Provoking Research Provoking Communities conference,University of Windsor, Ontario.Thomas-Long, R., Ahia, F., and Gitari, W. (2008, July 3-5). Invoking Community,Provoking Access and Equity in the University. Panel presentation at the ProvokingResearch Provoking Communities conference, University of Windsor, Ontario.Gitari, W. (2006, April 3-6). Integration of Science Concepts into the Language ofEveryday Life: Implications for Conceptual Change in Mature Adult Learners. Paperpresented at the National Association for Research in Science Teaching (NARST),San Francisco, California.Gitari, W. (2005, April 4-7). Development of a Science Course for Adult Pre-universityStudents. Paper presented at the National Association for Research in Science Teaching(NARST), Dallas, Texas.

12Gitari, W. (2005, February 17-20). Finding a Clear Path in the Theoretical Maze ofNaturalistic Inquiry When Faced with Multiple Subjectivities. Paper presented at theAdvances in Qualitative Methods (AQM), Edmonton, Alberta.Gitari, W. (2005, January 4-7). Science Teaching and Learning in a University AccessProgram. Poster presentation at the Hawaii International Conference on Education(HICE), Honolulu, Hawaii.Gitari, W. (2004 May 8). Individual Responsibility in the Endeavor of Science andTechnology Roundtable presentation at the Canadian Alliance of Black Educators(CABE): Youth Educational Workshop, Toronto, Ontario.Gitari, W. (2003, March 21-23). The Development and Status of Math and ScienceCourses at TYP: TYP‟s 32 Year Journey at the University of Toronto. Roundtablepresentation at the Excellence Through Equity: Confronting the Tension in Universities,University of Toronto, Toronto, CanadaGitari, W. (2002, May 25-28). Science Literacy: Schooled Science in the Service ofEquity and Social Justice. Roundtable presentation at the Canadian Society for Studies inEducation (CSSE) conference, OISE/UT, Toronto, Ontario.Gitari, W. (2002, April 7-10). What is in it for Me? Science in a University AccessProgram. Paper presented at the National Association for Research in Science Teaching(NARST), New Orleans, Louisiana.Gitari, W. (2001, April 10-14). An Inquiry into the Integration of Indigenous Knowledgesand Skills in the Kenyan Secondary Science Curriculum: A Case of Human HealthKnowledge. Paper presented at the American Educational Research Association (AERA),Seattle, Washington.Gitari, W. (2001, March 25-28). Using Rural Ways of Knowing to Structure a SocioculturalFramework for Science Education. Paper presented at the National Associationfor Research in Science Teaching (NARST), St. Louis, Missouri.Gitari, W. (2001, May 11-15). Science Literacy Within a Socio-cultural Framework ofTeaching and Learning Science. Paper presented at BitWorm: Teaching as if the worldmattered, Toronto, Ontario.Gitari, W. & Wane, N. (2000, November 9-11) Field Experiences from Kenya:Indigeneity in Health and Healing Practices and Food Production as a Site ofEpistemological Resistance. Paper presented at Feminist Utopias (An internationalConference of the Institute for Women‟s Studies and Gender Studies), Toronto, Ontario

13Gitari, W. (2000, October 22). Science Literacy: Schooled Science in the Service ofEquity and Social Justice. Paper presented at the Transitonal Year Programme (TYP)Anniversary Conference, Toronto, Ontario.Pedretti, E, Maclaughlin, H., Mcdonald, R and Gitari, W. (1998, May). A Question ofTruth: Exploring the Culture and Practice of Science Through Science Centres. Paperpresented at the Canadian Society for Studies in Education (CSSE), Ottawa, Ontario)Kithinji (Gitari), W. (1998, May). Exploring Women‟s Health Knowledge in Relation toSchool Science: A Synopsis of Health Knowledge in Rural Kenya. Paper presented at theCanadian Association for African Studies (CSSE), Ottawa, CanadaKithinji (Gitari), W. (1996, May). Problematizing the Mackean: A critical Reading of aBiology Text Book. Paper presented at the Canadian Association for African Studies(CAAS), Montreal, CanadaConference AttendanceCanadian Alliance of Black Educators (CABE), (2007, June 8) Toronto, Ontario.Canadian Alliance of Black Educators (CABE), (2004, May 7) Toronto, Ontario.8) Manuscript ReviewFebruary 2009: Reviewed a publication manuscript for the Canadian Journal for Science,Mathematics, and Technology Education (CJSMTE)October 2008: Reviewed eight conference manuscripts for the National Association forResearch in Science Teaching (NARST)Invited reviewer for Curriculum Inquiry (CI), Darkness/light: the Dialectic of BringingForth Worlds.Invited reviewer for Research in Science Education (RISE), By Whose Authority,Conceptual Conflict in Science in Students of Cree Ancestry.Abstract assessor for the National Association for Research in Science Teaching(NARST), NARST 2003: Strand 1, Learning Students‟ Conceptions and ConceptualChange: a) A Study of Students‟ Conceptions of Animal Reproduction in Taiwan; b) TheEffects of Inducing a Cognitive Conflict Versus Direct Teaching: the Significance ofStudent Academic Level; c) Assess Primary and Secondary Students‟ Understanding ofMatter Cycling and Energy Flow; d) An Investigation of Students‟ AlternativeConceptions of the Classification of Metals.

149) Creative Professional WorkSymposium participant, National Adult Literacy Database Symposium (NALD) - [TheInclusive Learning Exchange (TILE): Meeting Diverse Learner Needs.] November 14,2003, Fredricton, New Brunswick. (A portion of my syllabus from Reasoning in theSciences, TYP0151H1, was used to demonstrate the use of a virtual teaching and learningmodule.); Involved with TILE Virtual Course Syllabus Project in 2003-2004: Workedwith the TILE team to explore ways in which to use the TILE learning module for theReasoning in the Sciences course; Submitted portions of my syllabus to the TILE team;Signed up as a co-applicant for a grant proposal that the TILE team applied for.10) Professional LearningWorkshop participant, in a seminar titled The Practice of Eco-Justice Education: How toIntroduce Ecologically Sustainable Educational Reform in Teacher Education and OtherAreas of Educational Studies at the Provoking Research Provoking Communitiesconference, University of Windsor, Ontario, July 3-5, 2008.Attendance in a presentation on The Role of Science and Technology in the Developmentof Civil Society at the University of Toronto, April 18, 2008.Attendance in a presentation titled Face to Face and Online Learning CommunitiesEnhance Student Services OISE/UT, April 9, 2008.Attendance in a training session for online admission file-reading, OISE/UT, February 5,2008Workshop participant, in three Blackboard training sessions designed for online teaching,OSE/UT, October – November, 2007.Attendance in a presentation on Aboriginal science education scholar at OISE/UT,November 8, 2007.Workshop participant, in the Aboriginal Science program development discussion at theFirst Nations House, November 6, 2007.Workshop participant, TYP development retreat, May 24, 2007.Workshop participant, CTL departmental planning retreat, May, 14, 2007.Symposium participant, UTM Teaching Innovation Fair, University of Toronto atMississauga, April 2007.

15Invited contributor, Aboriginal Science Workshop, First Nations House/University ofToronto, March 2007.Workshop participant, Integrative Racism Workshop, Race Relations Office/Universityof Toronto, December, 2004.Workshop participant, Compassion Fatigue Workshop, Human Resources/University ofToronto, July, 2004.Workshop participant, Mentor Program, Status of Women Office/University of Toronto,October, 2003Workshop participant, Anti-homophobia, Student Services/University of Toronto, June,2003.Participant, Information Session: Student Services at the University of Toronto, StudentServices/University of Toronto, Spring, 2003.Workshop participant, Learning Disability, Student Services/University of Toronto,February, 2003.Workshop participant, SSHRC Grant Writing, Research Services/University of Toronto,Spring, 2002.Workshop participant, Womens‟ Faculty and Librarians, Office of the VicePresident/University of Toronto, Spring 2002.Course participant, A-Z: Developing a Course Homepage, Centre for AcademicTechnology/University of Toronto, July-August, 2001.Workshop participant, SSHRC Grant Writing Workshop, Research Services/Universityof Toronto, Spring, 2001Workshop participant, Effective Teaching: Exporing Our Vision, UFTA/University ofToronto, April, 2001.Workshop participant, Intelligent Design Theory, NARST, March, 2001.Course participant, Engaging Middle Girls in Math and Science, Online course,Womens‟ Educational Equity Act, Equity Resource Center, June-August, 2000.Workshop participant, Race, Aboriginal, Disability, Family, Gay and Lesbian Issues inteaching in Higher Institutions, Race Relations Office/University of Toronto, June, 2000.

1611) University and Community ServiceFile Reader, Admissions Committee member, Department of Curriculum, Teaching, &Learning, OISE/UT, 2008 - 2010.File Reader, Admissions Committee member, Transitional Year Programme 2009.Committee member, TYP 40 th Anniversary Committee, 2010: Participated in discussionson conference planning and coordination; helped with the budget portion of theconference proposal to be submitted to SSHRCParticipant, TYP weekly and bi-weekly faculty meetings, 2001- ongoing. Contributed todiscussions on students‟ academic progress, the continual appraisal of the TYP teachingethos, and TYP‟s welfare at the University of Toronto.Coordinator, Science, Math & Technology Centre‟s Brown Bag Seminar Series in thedepartment of Curriculum, Teaching & Learning, OISE/UT, January to June 2009.Member, CTL Faculty Council, Department of Curriculum, Teaching, & Learning,OISE/UT, 2008- 2009.Coordinator, UTM Science Advancement Initiative, University of Toronto atMississauga (UTM), 2006-2007: I initiated a meeting with key people at UTM to set up ascience outreach program in the Peel region. This led to a proposal to pilot a sciencecoaching project at the Hazel McCallion Middle School in Mississauga --- led by a seniorscience student from UTM. I supervised the student coach‟s leader, coordinated the teamactivities, and the implementation logistics.Committee member, Research Standing Committee, 2006-2007- : Participated indiscussions on research and funding at OISE/UT.Participant, TYP weekly and bi-weekly faculty meetings, 2006- 2007. Contributed todiscussions on students‟ academic progress, the continual appraisal of the TYP teachingethos, and TYP‟s welfare at the University of Toronto.Committee member, TYP Administrative Assistant Search Committee, 2007: Reviewed(short- listed) candidates‟ application files; interviewed candidates; submitted my viewsto the search committee and voted.Committee member, TYP Director Search Committee, 2006: Reviewed (short- listed)candidates‟ application files; interviewed candidates; submitted my views to the searchcommittee and voted.

17Committee member, TYP Faculty Search Committee, 2005: Reviewed (short- listed)candidates‟ application files; interviewed candidates; submitted my views to the searchcommittee and voted.TYP Review Participant, Provostial Review, TYP, Fall/Winter 2004/2005: Submitted myviews to the review committee, reviewed the Committee‟s Report and discussed (withTYP faculty) how to respond.Team proposal participant, CRYSTAL (NSERC competition), Fall/Winter, 2004/5:Participated as a co-applicant, in brainstorming for proposal ideas; contributed a briefentry of my research project and provided all necessary details to principal applicants.Committee member, English Literature Instructor Search Committee, 2004: Reviewedcandidates‟ application files; interviewed candidates, submitted my views to the searchcommittee and voted.Mentor, Status of Women Office/University of Toronto, 2003-2004.Participant, OISE/UT CTL Curriculum Planning, 2002-2005: Participated in discussionpertaining to course offerings and issues pertaining to the graduate program.Committee member, Admissions Committee, SMT-OISE/UT, 2002 - 2007: ReadCandidates‟ files and ranked candidates.Committee member, Admissions Committee, 2001-2003: Read Candidates‟ files andranked candidates.Member, Social Justice, Diversity and Equity Working Group, Faculty of Social Work &OISE/UT, 2001- 2002: Participated in discussions related to how social structures inOntario, in particular, and in Canada, in general, implicate on education and socialprogress of minorities.Committee member, TYP 30 th Anniversary Committee, 2001: Met to plan the anniversaryevents.12) Honors and Awards1990-1993 Canadian International Development Agency (CIDA) Scholarship1984-1987 Kenya University Students Award

1813) Professional Membership and AffiliationAmerican Educational Research Association (AERA)Canadian Society for the Study of Education (CSSE)National Association for Research in Science Teaching (NARST)