Ndindi Kitonga



Education

Aug 2010 PhD Education
Chapman University,
Orange, CA


May 2006 M.A Education
Biola University,
La Mirada, CA


May 2001 B.S Biochemistry
Biola University,
La Mirada, CA


University teaching experience


Fall 2013 Instructor ED 518 Classroom Research Project/Action research
Longy School of Music of Bard College Masters in Teaching Program Los Angeles, CA


Spring 2013- present Instructor ED 512 Identity, Culture, and the Classroom                       

Longy School of Music of Bard College Masters in Teaching Program Los Angeles, CA


Spring 2012  Instructor EDUC 570 Voice Diversity, Equity and Social Justice
Chapman University Orange, CA


Spring 2011 Instructor EDUC 654 Introduction to Educational Research
Chapman University Orange, CA


Fall 2010 Instructor EDUC 570 Voice Diversity, Equity and Social Justice
Chapman University Orange, CA


Spring 2009 Instructor EDUC 570 Voice Diversity, Equity and Social Justice
​Chapman University Orange, CA


Spring 2009 Writing Fellow CSP 637 Cog/Neuropsych Assess-Interventions
(Course taught by Michael Hass, PhD)
Chapman University Orange, CA


Fall 2008 Co -instructor EDUC 570 Voice Diversity, Equity and Social Justice
Chapman University Orange, CA


Fall 2008 Writing Fellow EDUC 659 Curriculum Studies
(Course taught by Anna Wilson, PhD)
Chapman University Orange, CA

Fall 2007 Teaching Assistant EDUC 570 Voice, Diversity,Equity and Social Justice
(Course taught by Anna Wilson, PhD & Suzanne SooHoo, PhD)


Professional Experience
August 2011- June 2014 STAR Prep Academy Culver City, CA.

School administrator (curriculum and professional development)
High school science instructor (chemistry, physics) 

Science department chair  


Responsibilities: As a science department chair and high school
science teacher, I facilitate the learning of a variety of high
school science courses through student-centered, California
standards-based lessons and laboratory activities. I am also involved
in the adoption of science textbooks and the creation of science
elective courses. Courses I have co-created and taught over the past
year include: food science, forensic science and project-based
pre-algebra.


As a school administrator I am responsible for providing school
staff with professional development support, accessing and evaluating
the performance of students as well as assessing and executing paper
work and records for the development of the school.


August 2008-June 2011 
The Hebrew Academy Huntington Beach, CA

High school science instructor (physical science, biology, chemistry, physics) 

Science department chair 

SST (student study team) Chair


Responsibilities: As a science department chair and high school
science teacher, I facilitate the learning of biology, chemistry and
physics through student-centered, California standards-based lessons
and laboratory activities. I utilize a variety of pupil learning
techniques, including but not limited to inquiry/discovery
laboratories, error analysis, demonstrations, discussions, field
work, simulations and model building. 


I also supervised and provided support for science department
teachers (grades 7-12) as well as facilitating professional
development on a variety of topics. 


August 2006- June 2008 STAR Prep Academy Culver City, CA.

High school science instructor (Biology, physics, AP biology, AP chemistry) 

Science department chair  
WASC Focus Group Chair
Core Department Chair


Responsibilities: As a science department chair and high school
science teacher, I facilitated the learning of biology, chemistry and
physics through student-centered, California standards-based lessons
and laboratory activities. 


I also supervised and provided support for science department
teachers as well as providing professional development on a variety
of topics. I worked alongside with the school administration in
adopting science textbooks and creating science elective courses.
Courses I have co-created and taught over two years include: zoology,
biogeography, physiology, Model United Nations.


January 2005- June 2006
Animo South Los Angeles Charter School Los Angeles, CA.     

Chemistry instructor 


Responsibilities: As a high school chemistry instructor, I
facilitated the learning of biology, chemistry and physics through
student-centered, California standards-based lessons and laboratory
activities.    


July 2001- January 2005
Smart Christian High school in Cerritos, CA.

Science department chair and founding instructor


Responsibilities: As a department chair I adapted a science
curriculum to suit our students. The curriculum integrated California
state standards and the schools’ philosophies. I also taught
Biology, chemistry and Physics, AP Chemistry and AP Biology and often
acted as a substitute for all other science courses. 


Sept. 1999-June 2001 Biola University- Learning Assistance Center La Mirada, CA.

Study skills instructor 


Responsibilities: At this position, I taught a course for below
average college freshmen which is focused on acquiring study skills,
writing essays and applications as well as organizing their school
work.


Conference Presentations 


Upcoming Summer 2014“Multicultural perspectives and alternative

approaches in science education”. National

Association of Multicultural Education International Conference.

 hosted by the Korean
Association for Multicultural Education (KAME),
Hanyang University Seoul, Korea.


Winter 2014 “Exploring Identity”. Take a Stand :
Supporting social change through music, hosted by the Los Angeles
Philharmonic. Los Angeles, CA.


Winter 2014 “Immigrant Secondary Science Teachers:
Beliefs About Science and Science”. Association for Science Teacher
Education (ASTE), San Antonio, TX. 


Spring 2013 “The Cultural Beliefs of Immigrant Teachers”.
AERA annual conference San Francisco, CA. 


Spring 2013 “The Lives of LGBTQ Youth in Christian
Educational Contexts”. Justice, Spirituality and Education
Conference, Biola University. La Mirada, CA.


Fall 2012 “Immigrant Teachers to the U.S.: Policies,
Implications, and New Opportunities in Teacher Education”
California Council on Teacher
Education (CCTE),San Diego, CA. 


Spring 2012 “Postcolonial Construction of Self:  Two
Immigrant Secondary Science Teachers Engage in a Culturally
Responsive Socially Responsible Study”. AERA annual conference
Vancouver, BC, Canada. 


Spring 2012 “The Pursuit of Academics & Justice: A
non-western perspective”. Justice, Spirituality and Education
Conference, Biola University. La Mirada, CA.


Fall 2011 “Be an astronaut: Integrating space education
across the general curriculum”. Association of Christian Schools
International (ACSI) Conference Anaheim, CA. 


Spring 2010 “First generation immigrant secondary science
teachers: Cultural beliefs about science and science teaching”.

Graduate seminar presentations at AERA annual conference Denver, CO. 


Spring 2009 “Critical pedagogy”.  Roundtable
presentation facilitated by Dr. Suzanne SooHoo, Chapman University at
AERA annual conference San Diego, CA. 


Spring 2009 “Black & Black: Understanding African and
African- American female perceptions of each other”. Presentation
made at AERA annual conference San Diego, CA.  


Summer 2008 “Using constructivist methods in the urban
classroom”. Presentation made with Reginald Zachary at University
of Redlands School of Education 4th Annual Summer
Institute on Leadership for Educational Justice in Redlands, CA.


Spring 2008 “Teaching strategies to improve urban math
education in California High schools”.  Presentation made at
California Council on Teacher Education conference in San Jose, CA.


Publications

To be published Summer 2014 Am I a Critical Fraud?: Finding
a theory of aspiration that embraces spiritual discourse, book
chapter in The Critical Graduate Experience: An
Ethics of Higher Education Responsibilities. New York: Peter
Lang.


To be published Spring 2014 Science Education in the United
States: Issues, Alternatives and the Role of Multicultural Education.
Multicultural Education Review, 6 (1). 


Spring 2013 Postcolonial Construction of Self: Two
Immigrant Secondary Science Teachers Engage in a Culturally
Responsive Socially Responsible Study, book
chapter in Culturally Responsive and Socially Responsible
Research Methodology. United Kingdom: Emerald 
publishing.


Winter 2009 Book Review:
“The Missing Class: Portraits of the Near Poor in America”

by KatherineS. Newman and Victor Tan Chen. Teaching
Sociology, 37 (1), 105-107.


Awarded Fellowships

Summer 2014 SPONSOR: TEACH EARTH USA BY THE EARTHWATCH INSTITUTE.

Climate Change and Caterpillars. Chiricahua Mountains region, Arizona


Summer 2013 SPONSOR: EDUCATION AND AGRICULTURE TOGETHER (EAT).

Be a farmer for a week: An outdoor education program. Hanford, CA. 


Summer 2011 SPONSOR: HONEYWELL SOLUTIONS & U.S. SPACE & ROCKET CENTER.
SpaceCamp for educators. Huntsville, AL. 


Internships, research and other professional activities

September 2012- present Article Reviewer: National Association for
Research in Science Teaching (NARST).


August 2012 Two day workshop secondary teachers at Huduma
Ministries, Nairobi, Kenya: “Transformative education and other
models of pedagogy”. 


August 2012- present Article Reviewer: American Educational
Research Association SIG: 1) Postcolonial Studies and Education, 2) Science Teaching
and Learning


August 2011- present Article Reviewer: International Journal of
Multicultural Education


August 2010 PhD dissertation:  First generation immigrant
secondary science teachers: Cultural beliefs about science and
science teaching.


May 2006 MA Thesis: Improving Algebra I instruction in Los Angeles
Urban Schools


Sept 2001-Jan 2002 Pankl aerospace systems


Jan 2001-June 2001 Biochemistry project: Research on the neurochemistry behind schizophrenia


June 1999-Sept. 1999 Doctor assistant and caregiver at Nairobi Hospital


April 1998-June 1999 Mathematics instructor for Africa Equip Ministry Community School


Sept 1998- Jan 1999 Nairobi Psychiatric clinic 


Professional Associations

Alternative Education Resource Education

American Educational Research Association

California Council on Teacher Education

National Association for Research in Science Teaching

National Science Teachers Association

Ndindi Kitonga has been designing and teaching high school curricula over the past thirteen years.  Originally a native of Kenya, Ndindi grew up with family who worked as counselors and educators in Kawangware, a large slum on the outskirts of Nairobi. Her early experiences working with a disenfranchised community compelled her to pursue higher education in the United States with the hope that she would enter field where she could work with young people. It was not until Ndindi became a public school chemistry and biology teacher did she begin to understand and reflect on the socio-political and global implications of what, how and who she was teaching. Ndindi became very passionate about learning as a whole, the education of students who were not faring well with the traditional curriculum and the significance of facilitating learning opportunities for students so that they viewed themselves as capable contributors of their world.

​ Although her first love and bachelor’s degree was in biochemistry, Ndindi returned to the university to earn graduate degrees in education to gain further insight on issues of learning, advocacy and creativity for young people. Since then Ndindi has had multiple opportunities to participate in educational research initiatives, publish papers and book chapters in these areas as well as volunteer extensively with underserved youth in Los Angeles. She is also a faculty member at Bard University where she teaches courses on identity, curriculum inquiry, educational research and teaching methods.

Ndindi is committed to working with students and maintaining a positive, safe and enchanting classroom environment. She values hands-on activities, art, play, discussion, reflective writing, action research and community-based programs projects to facilitate learning. 

Ndindi loves space, exploring nature, deep sea invertebrates, exercise and travel.

Ndindi’s thoughts on curriculum:

Learning occurs when               
Knowledge is co-constructed and                
Students are engaged in the phenomena being studied in a                Meaningful way
prompting teachers and students to reflect together

The classroom               
Is not confined to four walls but              
Is an extension of the community with a            
A unique blend of diverse persons whose rich identities must be acknowledged               
And affirmed by creating a               
Safe space where discovery, problem-solving and meaning- making can occur.

As an facilitator of learning I           
Ask the bigger questions in a gentle way and           
Accept areas of conflict that arise in my classroom in order to be         
An instrument of peace         
And a responsible, accessible, ethical facilitator who is          
Also authentic, personal and socially just.

​NDINDI KITONGA PhD.