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KEDMON NYASHA HUNGWE Department of Cognitive and Learning Sciences

210 Harold Meese Center Michigan Technological University,

1400 Townsend Dr. MI 49931

khungwe@ mtu.ed u

ACADEMIC AND PROFESSIONAL BACKGROUND

Doctor of Philosophy, 1999. Michigan State University, Educational Psychology. Dissertation: Becoming a machinist in a changing industry. Advisor: King D Beach

Master of Science, 1987. University of Wisconsin-Madison, Curriculum and Instruction. Area of concentration: Educational Communications and Technology. Masters thesis: Media in the primary schools of Zimbabwe: An analysis with reference to children’s entertainment film. Advisor: Ann DeVaney

Graduate Certificate in Education. 1980. University of Zimbabwe. Bachelor of Science, 1978. University of Zimbabwe. Joint majors in Physics and Mathematics.

WORK HISTORY Professor, August 2017-present. Department of Cognitive and Learning Sciences, Michigan Technological University

Associate Professor, August 2008-2017. Department of Cognitive and Learning Sciences, Michigan Technological University Program Coordinator (2014-present). Peace Corp Masters International, Department of Cognitive and Learning Sciences, Michigan Technological University

Assistant Professor, August 2002-2008. Department of Cognitive and Learning Sciences, Michigan Technological University.

Department Chair, 1997-2000. Center for Educational Technology, University of Zimbabwe. Senior Lecturer, January 1993- April 2002. Center for Educational Technology, University of Zimbabwe.

Lecturer, August 1987- August 1992. Center for Educational Technology, University of Zimbabwe.

Staff Developme nt Fellow, University of Zimbabwe, 1985-1987. Lecturer, Curriculum Developme nt, Ministry of Education, Zimbabwe : January 1984-August 1985. Responsible for developing science texts and associated instructional kits for rural schools under a project funded by the Swedish International Development Cooperation Agency (SIDA). (see World Bank Report, Education and Social Policy Department Paper series, # 11)

High school teacher (Physics, Mathematics, & General Science) January 1981- December, 1983.

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OTHER WORK EXPERIENCE

1. Co-facilitator: K-12 teaching in the 21st century. MOOC. Michigan Virtual University(http://www. mivu.o rg/MOOC)

2. Visiting Research Fellow, Department of Education, University of Oxford, England, Fall2012 (sabbatical leave).

3. Visiting Scholar, Michigan State University, Summer, 2001

AWARDS AND HONORS 1. Recipient of the W.B. & Candace Thoman Fellowship, Michigan State University. In

recognition of achievement and promise in scholarship, leadership, and dedication to searchfor solutions to the problems of poverty and hunger (1997)

2. Staff Development Fellowship (United States Agency for International Development) (1985-87). To study for a Masters degree at University of Wisconsin-Madison and develop theknowledge base to create a new graduate program in Educational Communication &Technology at the University of Zimbabwe (see publication # 34)

3. Member, Phi Kappa Phi honor society, Michigan State University

4. Cited in Marquis Who's Who in America

TEACHING EXPERIENCE

Michigan Technological University (Since 2002) Undergraduate Courses

● Technology, Tools and Culture (I designed and taught the course as an upper levelelective undergraduate course in Psychology. It has been offered as a summer course).

● Fundamentals of Instruction (I designed and taught this course as a new addition to theteacher education program. The course was added to improve alignment withaccreditation requirements)

● Psychological Foundations of Education (This is a required course for undergraduateteacher education certification. I enhanced the course by adding a research requirement)

● Instructional Technology (This is a required course for undergraduate teacher educationcertification).

● Clinical Experience for Teachers (This is a required course for undergraduate teachereducation certification. I re-designed the course in collaboration with Dr. Stockero andco-taught it with her. The changes improved alignment with accreditation requirements).

Graduate Courses (courses marked * are online)

The Masters program in Applied Science Education at Michigan Tech had just started when I joined Michigan Tech in 2002. As a consequence, I was involved in the early development of all the core courses on the program. I have also developed additional electives from time to time,

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some of which were tied to grant funded teacher professional development.

● STEM education practicum seminar (new course addition. First offered fall 2016)

● *Action Research (I designed and taught the course. Ad hoc course)

● Applied Internship. (Supervised internships for my graduate students in the Masters inApplied Science Education—see list under academic advising).

● *Education Research (I co-designed the course and taught it. New course addition)

● *STEM standards and Research (I co-designed the course and taught it. New course addition)

● *STEM Learning Materials (I co-designed the course and taught it. New course addition)

● International Teaching Internship (Masters, Peace Corp)

● *Lesson Study for Teachers (I designed the course and taught it. Ad hoc course)

Ad hoc instructional activities

● Guest lecturer: Humanities. Third world cinema (2002)

● Guest lecturer: Cross-cultural psychology (2003, 2003, 2004)

● Guest lecturer: World Cultures (2004)

● Instructor, Short-term Professional Development for Korean Teachers (2006).

● Participant on a panel. Research methods for graduate students (Sponsored byDepartment of Geological and mining Sciences (2007)

University of Zimbabwe (1987—2002) I co-led the development of a new graduate program in Educational Technology in the period 1987-1992 (see publication # 34 for program rationale).

Graduate courses

● Computer Literacy (Designed and taught the course)

● Educational Technology Foundations (Designed and taught the course)

● Communication Technologies (Designed and taught the course)

● Research Methods and Statistics (Designed and taught the course)I also designed and taught two graduate courses as an adjunct for the Department of Curriculum Studies. The courses are:

● Psychological Foundations of the Curriculum (re-designed existing course)

● Methods and Products of Selected Curriculum Development Projects in Zimbabwe.(1988-1990). (New course addition based on my prior experiences with curriculumdevelopment)

ACADEMIC ADVISING AT MICHIGAN TECH Academic Advisor and Committee Chair (Masters in Applied Science Education)

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1. Derek Sale (in progress)2. Jomara Laboy Rivera (in progress)3. Michelle Miller, Assessing how students’ environmental attitudes, and knowledge are

impacted by a forest field trip experience (in progress)4. Eduardo Cabret, Incorporating stimulating quick-write prompts within a secondary

science classroom: A case study in Lesotho, 20145. Tracy Hunter, Supporting learning of Navajo students through ethno-mathematics, 20136. Eric Abbott, The effect of eastern Kentucky fires on local air quality and personal health,

2013 7. Daniel Kilpela, The effect of modeling instruction on students learning on a Newtonian

force concept, 20138. R. Douglas Damery, An Investigation of the Effect of Using Data Collection Technology

on Students’ Attitudes to Science Instruction, 20129. Marguerite Parino. Utilizing the "Engineering the Future" Curriculum as a Social Skills

Training Device for Emotionally Disabled Students, 201010. Denise Payment. Controversial Topics in the Classroom: An Investigation of Teaching

Strategies and Instructional Environments for Promoting Critical Thinking in a MiddleSchool Earth Science Curriculum, 2009.

11. Kimberly Samson. A Model for the Effective Design of Field-Based Courses- Analysisof Pre-Course and Post-Course Test Results from the Geology of Utah's National ParksCourse for Years 1999 to 2008 (co-advisor)

12. Paula McElroy. Integrating Social Studies into an Earth Science Soil Analysis Unit: AHistorical Impact Study, 2009

13. Nicole Olszowy. Improving learning by connecting Chemistry to student’s experiences14. Jennifer Carlson. Effect of Theme-Based, Guided Inquiry Instruction on Science Literacy

in Ecology, 2008.15. Debra Zolynsky. Motivating Students to Become Scientifically Literate through Inquiry,

2007 16. Charles Schepke. A qualitative study using Michigan Keweenaw Peninsula’s

paleomagnetic past as a resource for teaching secondary science, 200517. Melissa Maxson. Teaching water quality through inquiry, 200518. Jennifer Toivenen, Using GIS and Inquiry to teach hominid evolution, 2004

Service on Graduate Student Committees (MS, Applied Science Education, completed)

1. Kari Luckett2. Angela Ernstes3. Rebecca Joyce4. Dawn Kahler5. Claudia Witt6. Micholas Grabemeyer7. Joshua Ermestes8. Jennifer Finta9. Yonee Bryant Kuiphoff10. Joseph Heflin11. Michele Svoboda12. Tony Schwaller13. Sarah Storm

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14. Sarah, van Baale 15. Eric Ruckert 16. Victoria McPeak 17. Jennifer Lovell Krebs 18. Amy Muzzarelli 19. Angela Teubert 20. Megan Palen 21. Marek Ulicny

External committees, MS (mostly tied to my experience with media and educational communication)

22. Fatimata Mohammed, A visual and discourse analysis of the representation of women in Ghanaian media: The Tamale sex scandal as a case study, Rhetoric and Technical Communication, Humanities, 2007

23. Meghan A. Nowakowski, The effectiveness of the basic skills test as a placement tool to enhance Calculus I success at Michigan Technological University, MS Mathematical Sciences

24. Karen Koethe Designing, implementing, and evaluating a theoretical model for a DAPCEP instructional technology workshop to account for systemic disparities in technological access. Rhetoric and Technical Communication, Humanities, 2008

25. Yang Liu Intercultural awareness for a technical and scientific communication class: a travel brochure case study report. Rhetoric and Technical Communication, Humanities, 2007.

Doctoral committees

1. Emily Gochis, Improving interest and knowledge in Geosciences through place and field based teacher professional development programs: A comparative case study. Geological and Mining Sciences (in progress)

2. Jessica Lauer, Examining Teacher Conceptions of “Informational Writing” in the High School Classroom. Rhetoric and Technical Communication (in progress)

3. Yin Yin Tan. Identifying Multiple Mechanisms and Developing a Modeling Approach Underline East-West Cultural Differences. Applied Cognitive Science & Human Factors, 2016.

4. Klawiter, M. K-12 science teacher professional development strategies: content enrichment and lesson design, classroom implications, and evaluation, Geological and Mining Sciences, 2015

5. Engelmann C. Investigation of strategies to promote effective teacher professional development experiences in earth science, Geological and Mining Sciences, 2014

6. Robert Folk. Then a miracle occurs: digital composition pedagogy, expertise, and style. Rhetoric and Technical Communication, 2009

7. Thomas Henry. Reflexivity in developmental writing, Rhetoric and Technical Communication, Humanities, 2008

8. Karen Springsteen, Approaches to diversity: multimodality and representational ethics in

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“Making our Mark.” Rhetoric and Technical Communication, Humanities, 2008 9. Jeannie Patrick. Not your mother’s Latinas: film representations for the new mi ennium,

Rhetoric and Technical Communication, Humanities, 200910. KatherineVandeBrake. Through the back door: Melungeon literacies and 21st century

technologies, Rhetoric and Technical Communication, Humanities, 2005

Academic Advising University of Zimbabwe

Supervised research for over 20 students on the graduate program in Educational Technology. Also supervised on Master of Philosophy student in Curriculum and Arts. I was co-advisor for one doctoral student (DPhil). Partial listing: Post Graduate Diploma in Educational Technology (partial list)

● Rodwell Chitiyo

● Walter Madimutsa

● Nalini Unny

● Young Mudavanhu

● Jasper ChigumaMaster of Philosophy (MPhil) (Curriculum and Arts)

● Ndomupei Manamike. The influence of teacher education on the growth andtransformation of beginning science teachers’ classroom practices (2001).

Doctor of Philosophy (DPhil) (Co-advisor)

● Larry Mortimer, ‘A study of the interaction of locus of control, leadership behavior andjob satisfaction of heads and teachers in primary schools within Harare and its environs.’http://uzlibsys. uz.ac. zw/se arc h/a?searc htype= t&sea rc harg= A+stud y+o f+ the+ interac tio n+of+locus+o f+co ntro l&SORT= D&searc hscope=1&sub mit. x=12&sub mit. y=12&sub m it=Submit

FACULTY GOVERNANCE/PROFESSIONAL ACTIVITIES/SERVICE

Michigan Technological University

● Chair, Senate Sub-Committee, Curricular Policy (2016)

● Chair, Senate Sub-Committee, General Education and Assessment (2015)

● Member, Senate Executive Committee, since 2015-present

● Member, University Assessment Council (2015)

● University Senate (since 2012)

● Member, Senate Research Policy Committee (2013-14)● Department Committee on Academic Tenure, Promotion and Reappointment, Department of

Cognitive and Learning Sciences, 2009, and current.

● College Committee on Academic Tenure, Promotion and Reappointment, College ofSciences and Arts (2010-2013)

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● Member, Chair Evaluation committee, Department of Cognitive and LearningSciences (2012).

● Member, Chair search committee, Department of Cognitive and Learning Sciences (2014)

● Graduate Faculty Council (2002-2005). I was on the sub-committee to review applicantsfor scholarships (2003).

● Dean Review Committee (2012) (chaired subcommittee to design and implementa professional staff survey).

● Reviewer (Michigan Tech). Strategic Faculty Hiring Initiative (2009) Cognate Review.

● Reviewer (Michigan Tech). Research Excellence Fund proposals (2015)

University of Zimbabwe

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Department Chair, Center for Educational Technology Program (1997-2000).

Coordinator, Diploma in Educational Technology Program, University of Zimbabwe (1991- 1992)

� Faculty Higher Degree Committee, University of Zimbabwe (1997-2002)

� Faculty of Education Planning Committee, University of Zimbabwe (1997-1999).

� University of Zimbabwe, Senate (1997-2000).

RESEARCH GRANTS

1. GSE/RES Removing Barriers to Success: Reducing Gender Differences in 3-D SpatialSkills (phase 1) October 1, 2004- September 30, 2009 Sponsor: National ScienceFoundation. ($850,042) (Initially Co-PI and later PI for two years of the program).

1. Improving Teacher Quality – Educators’ Professional Development Institute Series(EPDIS) Physical Sciences – Physics and Chemistry. May 1, 2009-September 30,2010.Sponsor: Michigan Department of Education ($196,557) (Co-PI)

2. Michigan Teacher Excellence Program (MITEP): A Model for Improving EarthScience Education Nationwide. Jan 2009-2015. Sponsor: National Science Foundation($3,986,101) (Co-PI)

3. Enhancing Active Learning: An Inquiry-Based Laboratory in Bimolecular Chemistry. January2009-December 2012. Sponsor: National Science Foundation. ($149,409.00) (Co-PI & PIfor one year of the project)

4. CPATH CDP: Integrating Sustainability into Undergraduate Computing Education.July 1, 2008-June 30, 2011. Sponsor: National Science Foundation. ($201,554) (Co-PI)

5. Optimizing the Interdisciplinary Course: Introduction to Electrical Engineering (EE) for

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Non-EE Majors. September 1, 2004-August 31, 2009. Sponsor: National Science Foundation. ($554,873) (Co-PI)

6. Educators’ Professional Development Institute (EPDIS): Engaging Students in theStandards for Mathematical Practice. Michigan Department of Education, 2014-2015($189,103) (Co-PI)

7. Improving Teacher Quality –Educators’ Professional Development Institute Series(EPDIS), Biological Sciences, Michigan Department of Education, 2013-2014($242,906) (Co-PI)

8. Improving Teacher Quality –Educators’ Professional Development Institute Series(EPDIS), Physical Sciences—Physics and Chemistry, Michigan Department ofEducation ($196,558) (Co-PI) 2009-2010

9. GSE/RES Removing Barriers to Success: Reducing Gender Differences in 3-D spatialskills, 2008-2009 NSF ($37,751) (PI). (To fund an international conference)

10. Michigan Tech Internal Grant. REF-SCG: Historical changes in youth to adulttransitions, 2012-2013 ($13,000) (PI).

CONSULTANCIES 1. Consultant, Rethinking Elementary Mathematics Instruction Project. Funded by Michigan

Department of Education, Mathematics and Science Partnership, directed by the CopperCountry Intermediate School District.

2. Evaluation of the ‘Teacher-Leader Quality Program in Roosevelt School District,’ 2006-2010. New York State Education Department.

3. Evaluating the impact of Mathematics and Science Partnerships. (2010). HorizonResearch, Inc, North Carolina.

4. Agricultural workers and sustainable livelihoods (2000). Department for InternationalDevelopment (United Kingdom).

5. Environmental assessment profile assessment (Zimbabwe) (1998). Japan Internationalcooperation agency.

CURRENT RESEARCH AND ASSOCIATED PUBLICATIONS

Scholarly Books, Textbooks and Monographs 6. Dock, A., Stocklmayer, S., Hosking, B., Dube, P., Chidume, K., Mandizha, G., Zesaguli, J.,

Simango, S., Chitepo, T., Hungwe, K., Udwin, M. (1987). Zimbabwe Secondary SchoolScience Study Year 1. Harare: Longmans. (Study Guide and Teachers’ Guide).

7. Dock, A., Stocklmayer, S., Hosking, B., Dube, P., Chidume, K., Mandizha, G., Zesaguli, J.,Simango, S., Chitepo, T., Hungwe, K., Udwin, M.. (1987). Zimbabwe Secondary SchoolScience Study Year 2. Harare: Longmans. (Study Guide and Teachers’ Guide).

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8. Dock, A., Stocklmayer, S., Hosking, B., Dube, P., Chidume, K., Mandizha, G., Zesaguli, J.,Simango, S., Chitepo, T., Hungwe, K., Udwin, M. (1987). Zimbabwe Secondary SchoolScience Study Year 3. Harare: Longmans. (Study Guide and Teachers’ Guide).

9. Dock, A., Stocklmayer, S., Hosking, B., Dube, P., Chidume, K., Mandizha, G., Zesaguli, J.,Simango, S., Chitepo, T., Hungwe, K., Udwin, M. (1987). Zimbabwe Secondary SchoolScience Study Year 4. Harare: Longmans. (Study Guide and Teachers’ Guide).

6. Hungwe, K. (1994). Educational policy in African colonial contexts: the case of instructionalmedia in Southern Rhodesia (1930-1980). African Study Monographs, 15 (http://repository.k ulib.k yo to-u.ac. jp/d space/b itstrea m/2433 /68115/1 /ASM_15_1.pd f)

Journal articles and book chapters 7. Hungwe, K. & Shonnard, D. (2018). Supporting curriculum reform in science education. International

Journal of Science, Mathematics and Technology Learning, 25 (1-2) : 23-35 8. Author:柯德蒙·尼亚沙·洪圭(Kedmon Nyasha Hungwe),Translators:朱嫣然(Zhu Yanran)、郑舒匀(Zheng Shuyun),非洲电影与世界主流电影——本·祖鲁访谈(African movies andthe global mainstream:interview with Ben Zulu),《电影新作》(New Film),2017(2),60-64. (Issue No: 230.no volume number) (ISSN1005-6777 / CN31-1145)

9. Hungwe, K (2016) A case study of workers’ development in a technologically changingwork activity. Mind, Culture, and Activity: An International Journal.http://dx.doi.org/10.1080/10749039.2016.1237528

10. Hungwe, K. (2016). In-school reform in high need schools: Teaching the next generation InDevin Thornburg & Anne Mungai (eds.) High-need schools: Changing the dialogue, pp.37-46. Rotterdam, The Netherlands: Sense publishers.

11. Kedmon Hungwe (2016). Narrative and Ideology: Fifty years of filmmaking in Zimbabwe (叙事与意识形态：津巴布韦电影制作50年). The Journal of Beijing FilmAcademy (previously published in Media, Culture & Society). (Translators: Zhu Yanran;Xie Wenrou. College of Foreign Languages, Zhejiang Normal University)

11. Kedmon Hungwe (2016) ‘Learning to labour: Children on commercial farms inZimbabwe.’ In Elena Xeni (ed.) Explorations of Childhood(s). Oxford: IDP Press.

12. Murthy, P., Thompson, M., & Hungwe, K. (2014) The Development of a Semester-long,Inquiry-Based Laboratory Course in Biochemistry and Molecular Biology. Journal ofChemical Education. DOI: 10.1021/ed400119u

13. Hungwe, K., Sorby, S., Molzon, R., Charlesworth, P. & Wang, M. (2014). Supporting thedevelopment of spatial visualization in middle grades and high school students. Journal ofWomen and Minorities in Science and Engineering. DOI:10.1615/JWomenMinorScienEng.2014010709

14. Hungwe, K. (2013). The youth demographic: opportunity and challenge fordevelopmental planning: A Zimbabwe case study. Journal of Educational and SocialResearch, 3 (6): 119-127.

15. Engelmann, C., Hungwe, K. & Klawiter, M. (2013). Modified lesson study professionaldevelopment program. In Susan B. Koba, Brenda S. Wojnowski & Robert E. Yager (eds.).Exemplary Science: Best Practices in Professional Development, Revised 2nd edition.NSTA Press.

16. Hungwe, K. (2012). Identity, self-interpretation and workplace change: An investigation of

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the work activity of machining. Journal of Adult Development, 19: 123 - 140. 17. Hungwe, K. (2010). Designing online learning environments for professional

development. In Myint Swe Khine & Issa Saleh (Eds.). New Science of Learning:Cognition, Computers and Collaboration in Education (pp. 469-482). New York:Springer.

18. Hungwe, K., Sorby, S. & Drummer, T. (2007). Preparing K-12 Students for EngineeringStudies by Improving 3-D Spatial Skills. International Journal of Learning 14(2), 127- 134.

19. Parolini, L., Sorby, S. & Hungwe, K. (2006). Developing 3-D Spatial Skills for K-12Students. Engineering Design Graphics Journal, 70 (3), 1-11.

20. Hungwe, K. (2007) Language policy in Zimbabwean education: historical antecedentsand contemporary issues. Compare, 33, 135-149

21. Natsa, A & Hungwe, K. (2006). Language teachers' conceptions of literacy inZimbabwean secondary schools. Journal of language and learning. 4, 74-85

22. Hungwe, K. (2005). Narrative and Ideology: Fifty years of filmmaking in Zimbabwe.Media, Culture and Society, 27:83-99.

23. Hungwe, K. (2003). Methods and media in teaching. In F. Zindi, M. Nyota & R.Batidzirayi (Eds.) Improving teacher preparation: Teaching practice guide (pp. 81-95)Harare: University of Zimbabwe.

24. Hungwe, K (2002). Emergent Literacies: Raising questions about the place of computertechnologies in education and society. Zambezia, 29 (2), 121-141.

25. Hungwe, K. (2001). Narrative and Ideology: Fifty years of filmmaking in Zimbabwe. InM. T. Vambe (Ed.). Orality and cultural identities in Zimbabwe, pp. 73-85. Gweru:Mambo Press.

26. Hungwe, K. (2000). Breaking the silence: Fax transmissions and the movement for multi- party democracy in Malawi. In A. De Vaney, S. Gance & Y. Ma (eds.) Technology andresistance: Digital communications and new coalitions around the world, pp. 51-69. NewYork: Peter Lang.

27. Hungwe, K. & Hungwe, C. (2000). Essay Review. Africa Works: Disorder as politicalinstrument. Zambezia, 27 (1), 269-281

28. Smith, J. P. & Hungwe, K. (1998). Conjecture and verification in research and teaching:Conversations with young mathematicians. For the Learning of Mathematics, 18(3), 40-46

29. Hungwe, K. (1994). A decade of science education in Zimbabwe: Nationalist vision and post-colonial realities. Journal of Curriculum Studies, 26(1), 83-95.

30. Hungwe, K. (1992). Film in post-colonial Zimbabwe. Journal of Popular Film andTelevision 19(4), 165-171.

31. Hungwe, K. (1992). Issues in computer oriented innovations in Zimbabwean education. InS. Grant Lewis & J. Samoff (Eds.) Microcomputers in African Development: CriticalPerspectives. Boulder: Westview.

32. Hungwe, K. (1991). Southern Rhodesia propaganda and education films for peasantfarmers (1948-1955). Historical Journal of Film, Radio and Television, 19(4), 229-241.

33. Hungwe, K. (1989). Computers and cognition: Conflicting views. Bulletin of the

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Associate College Centre, 25 (2), 14-20.

34. Hungwe, K. (1989). Culturally appropriate media and technology: A perspective from Zimbabwe.TechTrends 34(1), 22-23.

35. Hungwe, K. (1988). Innovation in science education in Zimbabwe. In C. Chikombah, E. Johnston,A. Schneller & J. Schwille (Eds.). Education in the new Zimbabwe. East Lansing: Michigan StateUniversity

36. Hungwe, K. (1988). Equality of access to audiovisual resources in Zimbabwe. In C. Chikombah, E.Johnston, A. Schneller & J. Schwille (Eds.). Education in the new Zimbabwe. East Lansing: MichiganState University.

Refereed and Published Conference Proceedings 37. Hungwe, K. ‘Learning to labour: Children on commercial farms in Zimbabwe.’

Proceedings of the conference Childhood: Exploitation and Danger. The ChildhoodProject: 5th Global Meeting. Friday 24th July – Sunday 26th July 2015. MansfieldCollege, Oxford, England (later published as book chapter).

38. Hungwe, K. The youth demographic: Opportunity and challenge for developmental planning:A Zimbabwe case study. Proceedings of the Abuja International Conference on Education.18-21 August, 2013. FCT Education Resource Center, Abuja-Nigeria (Keynote address)(later published in Journal of Educational and Social Research).

39. Archer, G. & Hungwe, K., & Mounsey, L. (2010). New directions in engineeringeducation: The development of a virtual lab course in electronic circuits at MichiganTechnological University. Proceedings of the American Society for EngineeringEducation conference. June 20 - 23, 2010, Louisville, Kentucky

40. Sorby, S., Hungwe, K. & Drummer, T. Is mental rotation the foundation of spatial skill.Proceedings of the Conference on Research and Training in Spatial Intelligence. HotelOrrington, Chicago, July 13-15, 2008.

41. Zekavat, S. A., Hungwe, K., & Rogers, T. (2009, March). Development of a new curriculumfor the interdisciplinary course “Introduction to Electrical Engineering for Non-majors”:Final conclusions. In Proceedings of the. GCC Conference & Exhibition, 2009 5th IEEE.DOI: 10.1109/IEEEGCC.2009.5734328

42. Zekavat, S. A., Hungwe, K., & Bulleit, W. (2007, October). A novel integrated class/web-based curriculum for the course “Introduction to Electrical Engineering for non majors”:progresses made—lessons learned. In Proceedings of the 2007 37th Annual Frontiers InEducation Conference-Global Engineering: Knowledge Without Borders, OpportunitiesWithout Passports (pp. S1J-7). IEEE. DOI: 10.1109/FIE.2007.4417868

43. Sorby, S., Drummer, T. Molzon, R. Hungwe, K. (2007). Effective strategies in developing3-D spatial skills among K-12 students. In J. Duff (ed., ). Proceedings of the 61st MidyearDesign Graphics Division. San Diego, California.

44. Hungwe, K., Zekavat, R & Archer, G. (2006). Gender Perspectives on the Optimization ofthe Interdisciplinary Course Curriculum “Introduction to Electrical Engineering for Non-Majors” Proceedings of the American Society for Engineering Education conference, June18-21, Chicago, 2006.

45. Sorby, S., Drummer, T. , Hungwe, K., Parolini, L. & Molzan, R. (2006). Preparing forengineering studies. Improving 3-D spatial skills of K-12 students. Proceedings of the 9th

international conference on engineering education. San Juan, Puerto Rico, July 23-28, 2006

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46. Parolini, L, Sorby, S. & Hungwe, K. Developing 3D spatial skills for K-12 students.Proceedings of the American Society for Engineering Education Conference (EngineeringDesign and Graphic Division). Ft. Luderdale, Florida, December 3-6, 2005

47. Zekavat, S. A., Hungwe, K. & Sorby, S. An Optimized Approach for Teaching theInterdisciplinary Course Electrical Engineering for Non Majors. Proceedings of the AmericanSociety for Engineering Education conference, Portland Oregon, June 12-15, 2005.

48. Sorby, S., Drummer, T., Hungwe, K., & Charlesworth, P. Developing 3-D SpatialVisualization Skills for Non-Engineering Students. Proceedings of the American Societyfor Engineering Education conference, Portland Oregon, June 12-15, 2005.

49. Zekavat, S. A., Sandu, C. Archer, G. & Hungwe, K. An Evaluation of the Teaching Approachfor the Interdisciplinary Course Electrical Engineering for Non Majors. Proceedings of theAmerican Society for Engineering Education conference February 2- 6, 2004, Biloxi,Mississippi.

50. Hungwe, K. (1990). Southern Rhodesia films for peasant farmers: propaganda or education?Proceedings of the Regional Conference on Oral Traditions. Harare: OTAZI/UNESCO.(https://c ata lo g. hathitrust.org/Record/006943902 )

51. Hungwe, K. The development of resource materials for early childhood education in Africancontexts. Proceeding of the Regional Conference on Early Childhood Education in HigherEducation. Kadoma, Harare, Zimbabwe, February 5-6, 1997.

52. Hungwe, K. (1988) The cost-effectiveness of distance education. In R. Grant (ed.)Proceedings of the conference ‘Education Crisis in Zimbabwe: What distance education?Harare, University of Zimbabwe, 8-9th Oct 1988.

Unpublished Peer Reviewed Presentations 53. Hungwe, K. (2016) Interplay between resources and instruction: Comparative study of

instructional practices in three elementary classroom. Paper presented at the XVI WorldCongress of Comparative Education Societies,22-26th August, 2016 in Beijing, China.

54. Engelmann, C., Klawiter, M.& Hungwe, K. (2015). Michigan Teacher Excellence Program’s(MiTEP) Implementation of Lesson Study: Preparing the Next Generation of ScienceTeachers to Be Teacher Leaders for Implementing the NGSS. Paper presented at theNational Science Teachers Association Area Reno Area Conference, October 22-24, Reno,Nevada.

55. Hungwe, K. Transitioning to Algebra: A case study in the development of mathematicalcompetence in the middle school. Poster presentation at the annual meeting of the AmericanEducational Research Association, Montreal April 11-15, 2005.

56. Hungwe, K. Literacy, pedagogy and globalization: The search of quality and relevancy inZimbabwean Education. Paper presented at the 48th Annual Conference of the Comparativeand International Conference, Salt Lake, Utah, March 9-12 March, 2004.

57. Hungwe, K. Whose Line is it Anyway?': Learning to be a Pupil in First GradeClassrooms. Paper presented at the 84th Annual meeting of the American EducationalResearch Association, Chicago, April 21-25, 2003.58. Hungwe, K, Reflections on workplace and adult learning: A teacher educator's search for

'big' ideas. Paper presented at the 84th Annual meeting of the American Educational

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Research Association, Chicago, April 21-25, 2003. 59. Hungwe, K. & Beach, K. The development of knowledge during the transition to

computerized technologies in the machining trades. Presented as part of a structured poster session “Sociocultural Studies of Development and Learning at Work” at Annual Conference of the American Educational Research Association, San Francisco, CA, 1996.

60. Hungwe, K & Smith, J. P. Intuition in Education: the case of rational number concepts. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, CA, 1996

61. Smith, J. & Hungwe, K. Evolving expertise with rational numbers. Paper presented at the annual conference of the American Educational Research Association, New Orleans, L.A. 1994.

62. Hungwe, K. A decade of science education in Zimbabwe: Nationalist vision and post- colonial realities. Paper presented at the Comparative and International Education Society conference, University of Pittsburgh, Mar. 11-14, 1991

63. Hungwe, K. & Engelmann, C. (2015). Using Collaborative Action Research to Support Teacher Professional Growth. Poster presented at the American Evaluation Association conference ‘Exemplary evaluations in a multicultural world.’ November 9-14, 2015.

Invited and other presentations 64. Distinguished Lecture Series: Department of Chemical Engineering at Michigan Tech.

Topic: Issues in program planning and evaluation. Friday, February 4, 2011. Sponsored by the Grain Processing Corporation (invited)

65. Hungwe, K., Schourek, K. & Wario, T (2003). An "Engineering" Graduate Program for In-service Teachers. Paper presented at the annual conference of the Michigan Science Teachers Association, Grand Rapids, MI, March 13-15, 2003.

66. Hungwe, K. “Computers in Zimbabwean Education.” Paper presented at the Computer Education Group Biennial Conference, Nottingham University, United Kingdom. 8-10 April 1992 (Invited presentation).

67. Hungwe, K. Using instructional technologies in special education. Annual Conference of the Schools Psychological Services, Ministry of Education, Zimbabwe, 1989. (invited)

68. Hungwe, K. Globalization and the role of computer technology in Zimbabwean education. Brown bag lecture series, Michigan State University, April,1996.

Abstracts of Presentations

69. Gochis, E. E., Rose, W. I., Hungwe, K., Klawiter, M. F., Mattox, S. R., Petcovic, H., & Miller, A. E. (2013). Promoting geoscience skills and content knowledge by integrating field-based EarthCaches into teacher professional development. In Geological Society of America 2013 North-Central Regional Meeting. Abstract

70. Gochis, E. E., Rose, W. I., Vye, E. C., Hungwe, K., Mattox, S. R., & Petcovic, H. (2013, October). Increasing awareness of geoheritage sites & earth science literacy through teacher-developed Earthcaches. In Geological Society of America 2013 National Meeting. Abstract

71. Charlesworth, P., Kedmon, H., Sorby, S., & Drummer, T. (2007, August). A study of the impact of spatial skills training for non-engineering students. In Abstracts of Papers of The American Chemical Society (Vol. 234).

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72. Gochis, Emily, Rose, William, Hungwe, Kedmon, Klawiter, Mark F., Mattox, Stephen, Petcovic, Heather, and Miller, A. Promoting geoscience skills and content knowledge by integrating field-based earthcaches into teacher professional development. GSA 47th Annual Meeting (2-3 May 2013). Abstract

73. Engelmann, CA, Waite, GP, Huntoon, JE, K Hungwe, K. (2011). Using Visualization of Seismic Waves in Teaching Earth Science Informed by Cognitive Science Research. AGU Fall Meeting. Abstract

74. Engelmann, CA, Rose, WI, Huntoon, JE, MF Klawiter, MF, K Hungwe, K. (2010). AGU Fall Meeting. MiTEP's Collaborative Field Course Design Process Based on Earth Science Literacy Principles. Abstract.

75. Huntoon, JE, Engelmann, CA, Guth, A., Hungwe, K., CL Wojick, CL. (2009). A Method For Designing Effective Professional Development Experiences For Teachers. Portland GSA Annual Meeting. Abstract

76. Hungwe, K, Kohn , W. & Kohn, A. (1999). The MEDical Information COmmunity (MEDICO) program: A Telehealth Project for Improved health education and communication using Internet technologies. Paper presented at the Health Informat ics in Africa (HELENA) conference. University of Zimbabwe Medical School, 29 November - 2 December 1999. Abstract Book reviews

77. The Sociocultural Research Group . Michigan State University (1995). Review of H. M. Collins’ Artificial experts: Social knowledge and intelligent machines. Mind, culture and activity, 2(1), pp. 62-64.

78. Hungwe, K. (1999). Review of Louis Ne ’s Images of yesteryear: Filmmaking in Central Africa. Zambezia, 26. Also available at African cinema: a new series of reviews, criticism and theory. http://www.ed. mtu.ed u/~k hungwe/a frik a/

Online Working Paper Series Created Founding editor, and contributing author, African cinema: a new series of reviews, criticism and theory. http://www.ed. mtu.ed u/~k hungwe/a frik a/

79. Hungwe, K. & Hungwe, C. Interview with Ben Zulu - African Movies and the Global Mainstream, African cinema: a new series of reviews, criticism and theory. http://www.ed. mtu.ed u/~khungwe/a frika/ (with a Chinese translation by Zhu Yanran and Xie Wenrou, College of Foreign Languages, Zhejiang Normal University)

80. Hungwe, K. Narrative and ideology: 50 years of film-making in Zimbabwe. African cinema: a new series of reviews, criticism and theory. http://www.ed. mtu.ed u/~khungwe/a frika/ With a Chinese translation by Zhu Yanran and Xie Wenrou, College of Foreign Languages, Zhejiang Normal University)

81. Hungwe, K Interview with Michael Raeburn: Independent Filmmaker. African cinema: a new series of reviews, criticism and theory.( http://www.ed. mtu.ed u/~k hungwe/a frika / )

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PROFESSIONAL SERVICE ● Convener and Co-chair, International Conference on Research and Training in Spatial

Intelligence, Hotel Orrington, Chicago, Friday, Saturday, & Sunday, June 13-15, 2008. I wrote the grant proposal to fund the conference, solicited presentation, created the program, and put together the proceedings. http://www.ed. mtu.ed u/spatia l2008 /

● Michigan Department of Education (MDE) EPI Performance Score Referent Group. To develop Educator Preparation Institution (EPI) Performance Scores (January 27 and 28, 2014)

● American Educational Research Association annual meeting. Discussant for the session ‘Creating a Professional Identity Within Career and Technical Education.’ Vancouver, Canada, 2012.

● Member of the American Psychological Association Panel on Women with Disabilit ies in STEM Education (WWDSE). (2012). To develop criteria for inclusion and support of persons with disability.

● Proposal reviews for Grant Funding: Social Sciences and Humanities Research Council of Canada (SSHRC), 2014

● External examiner, Bahauddin Zakariya University, Multan, Pakistan. PhD thesis entitled “Development of a Semi-Standardized Test in Mathematics at Secondary Level”, 2013.

● Various External Examiner Assignments in Science Education (Zimbabwe) (1997-2002). Mutare Teachers’ College, Belvedere Teachers College, Seke Teachers College, and Gweru Teachers College, and Hillside Teachers College (External examinations processes are tied to accreditation).

Peer Reviews for Academic Journals, Professional Meetings & Scholarly Handbooks

● Science Education

● Journal for Research in Mathematics Education

● Internet, Processes, Systems, and Interdisciplinary Transactions

● Journal of Psychology in Africa

● Compare: A Journal of Comparative and International Education

● Comparative and International Education Review ● International Journal of Learning (associate editor, Volume 14, issue 2)

● Peer Review of conference papers, American Educational Research Association

conference, 2011, 2012

● Peer Review of conference papers. American Evaluation Association, 2015

● Journal of Media and Communication Studies

● Two chapters in Handbook of Technology Management (published by Wiley)

(Hossein Bidgoli, ed.)

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Community service

● Jury member, Zimbabwe Film Festival, 2001(http://www. zifft.o rg/)

● Board member, Children’s Performing Arts Workshop (Zimbabwe), 2000-2002 (http://www.p reside ntsfu nd-lo tto.co m/c hipawo)