- I have been teaching at City University, Edmonton since October 2019. In my native Tanzania, I taught multiple courses at elementary schools, secondary schools, and post-secondary levels. At City University, Edmonton
- Taught multiple ages students, provided choices, autonomy and encouraged student reflections
- Conducted research, measurement, evaluation, course reviews and wrote grant proposals
- Developed online and offline course syllabuses, student course notes, and teaching materials
- Developed, implemented, and evaluated curriculums while using classroom instruction for successful learning
- Supervised student’s dissertation, thesis, and projects
- Managed academic projects, faculty teaching workloads, conferences, and staff performance appraisals
- Tracked student progress, created, marked the tests, and submitted the results to the department main office
[Curriculum Issues, technology integration in education, foreign language and culture, disability & Indigenous Knowledge Systems (IKS)]
Grant writing application involved and project coordinated:
- 2013: English, IsiZulu & Kiswahili Phrase Book Coordinator, University of KwaZulu-Natal, SA, won R540, 000.
- 2006: Foreign Language and Area Studies Proposal Writing Coordinator, University of Kansas African Studies Center: won 4 years Grant: US Department of Education, USD$ 200, 000 a year (2007-2010)
- 2003: Research Investigator: Instructional Enhancement for Arabic, Japanese, and Swahili languages: The Department of foreign Language and Literatures at Louisiana State University, won USD: $ 600,000.00
- 2000: Participated in Grant Proposal Writing, submitted to The US Department of Education: African Studies Institute won a three years (2000-02) grant of $223, 240 for material development
- African Studies Program (Coordinator) won a two years (2001-2002) grant of US $. 160,000 for Strengthening the Undergraduate International Studies and Foreign Language Instructors – African Languages
- Rushubirwa, et al. (2016). African Indigenous Languages in Higher Education, Tribes Tribunal, Volume14, 121-128 (2016)
- Rushubirwa, et al. (2015), Globalization, Migration, and its Effects on Local Communities in South Africa: A Case Study of Xenophobia in Journal of Social Development in Africa. Vol.30, no.1,2015
- Rushubirwa, L. & Ndimande-Hlongwa, N. (2015), Gender Inequality and Language Reflections in African Indigenous Languages: Comparative Cases from IsiZulu and Kiswahili in Alternation Special Edition No 13 (2014) 390 – 410
- Rushubirwa, et al. (2013), English, IsiZulu & Kiswahili Phrasal Book & DVD, UKZN, Durban SA
- Rushubirwa, L. et al. (2012). Standards of Teaching African Languages (Swahili), NALRC, University of Wisconsin, USA
- Rushubirwa, Leonce & Omar, Alwiya Let’s Communicate (2008), The NALRC, University of Wisconsin Madison, USA
- Dosi, M., Rushubirwa, L., and G. Myers. “Tanzanians in the Land of Oz: Diaspora and Transnationality in Wichita, Kansas,” forthcoming in Social and Cultural Geography 8(5) 2007.]
Dissertation, Thesis & Independent Study
- PhD. Dissertation: Experiences of Faculty and Students Integrating Multimedia and Web-based Technologies into University Foreign Language Learning, Ohio University, Athens, OH, USA 2002
- MA Thesis: Increasing Girls Participation in Primary and Secondary Schools in Tanzania: Barriers and Advantages: The Case of Tanzania, Ohio University, Athens, OH, USA 1996
- BA Independent Study: The Effects of Economic Crisis on Children’s School Performance: The Case of Tanzanian’s Primary Schools (Elementary and Middle Schools), University of Dar-Es-Salaam, Dar-Es-Salaam Tanzania, 1992
When I think of my teaching philosophy, I always believe that students learning should be a top priority of my teaching. Thus, my teaching philosophy has been centered on prioritizing students’ learning and growth in the production of knowledge believing that education ought to be accessible, simple, and enjoyable while enabling the students to reflect and think critically.
I believe theory and practice are equally important, just as teaching and research; thus both theory and practice need to be balanced in the learning environment through structuring and coordinating of lessons. However, after all my prioritization of students learning, it all depends on each individual student because at the end of the day my success as a teacher and each student’s success as a learner relies on what both of us put into teaching and learning.
In my teaching, I encourage students to think beyond the classroom and view the course not only as a class where you learn facts simply for exams and quizzes, but also as a step in their lived learning experience. Thus, I value individuality, and strive to meet the needs of each student. I use a variety of hands-on activities, teaching, academic advising and counseling strategies to accommodate diverse learning styles. I also recognize the importance of trust, and successfully established relationships with students that resulted in a safe and comfortable, yet challenging learning environment.
I apply student centered approach that embraces student’s interests, needs and voices to be part of my teaching and their learning while enabling me as a teacher to be a facilitators to facilitate learning. In this situation, students become their own drivers of their learning. I learn from my students every time I am teaching them; the fact that has helped me to change, adjust, and create teaching options/alternatives to meet the students’ needs.
I believe in the integration of technology in any curriculum, but also understand that technology is a supplement approach to traditional teaching and learning. The important of technology cannot be ignored.
[African language and culture, qualitative research, parenting after separation, immigration and refugees settlement, Multiculturism, helping skills for immigrant and refugees, intro to community support work, guidance and counselling, academic success, community education learning, practicum, Indigenous Knowledge Systems (IKS), and computer]