Teaching & Mentoring

Learning by Designing. Leading by Teaching.

I have taught language learners, trained faculty across disciplines, and mentored the instructional designers who come next. Each audience teaches me something about the others.

Educators collaborating during a faculty development workshop

Higher Education Teaching

Teaching in the classroom and beside it

Swahili language instruction in higher education grounded in communicative practice and technology-supported learning, alongside instructional design education for graduate students entering the field. Teaching keeps design honest: it is hard to over-engineer a course when you remember what a Tuesday evening class actually feels like.

Courses Taught

Swahili Language Instruction

Higher education · Undergraduate

Communicative, culturally grounded Swahili instruction integrating technology-supported practice and authentic materials.

Instructional Technology Practicum Mentorship

Innovative Learning Design program · Graduate

Mentorship of practicum students through authentic instructional-design work, faculty partnership, and reflective professional practice.

Faculty Development

Selected workshops and professional learning

Short, focused sessions paired with individual consultation, so that what happens in a workshop reaches a live course.

Designing Effective Online Courses

Faculty and instructors

Course structure, alignment, workload, and learner experience.

AI in Education: Practical and Responsible Use

Faculty and academic staff

Use cases, assessment implications, integrity, bias, and access.

Canvas & Learning Technology Essentials

Instructors and teaching assistants

Platform workflows, rubrics, outcomes, and accessible materials.

Assessment & Learning Design

Faculty and program teams

Alignment, authentic assessment, rubrics, and feedback practice.

Canvas Transition & Concourse

386 participants across 10 workshops

Faculty adoption of institutional learning technologies and teaching workflows.

Mastery Paths & Personalized Learning

Faculty and instructors

Assessment analytics, differentiated pathways, outcomes, and evidence of learning.

A mentor and a practicum student reviewing work together

Mentorship

Preparing the next instructional designers

Mentoring Instructional Technology practicum students within an Innovative Learning Design program—supervising real projects, modeling faculty partnership, and debriefing the work honestly.

Mentorship is apprenticeship in judgment. Practicum students can learn tools quickly; what takes time is knowing which question to ask a faculty partner first.

I give real work with real stakes, then debrief it honestly—including the parts that did not go well.

I try to make my own reasoning visible, so emerging professionals can borrow it, test it, and eventually replace it with their own.

Philosophy

Teaching Philosophy

Teaching begins with attention. Before I design anything, I want to understand who is in the room, what they already carry with them, and what they are trying to become.

I teach for transfer. Learners should leave able to do something they could not do before—in their own context, with their own constraints, without me present.

I design for access. Clear structure, readable materials, multiple pathways, and honest expectations are not accommodations; they are good teaching.

I treat technology as a means. A tool earns its place in a course only when it expands what learners or instructors can accomplish.

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