UW/CC- College of Education
Developing Competent and Democratic Professionals
COURSE SYLLABUS
CNTK 2975/EDCI 5480 /EDSE 4975/EDEL 4975: Service Learning in Kenya
Summer, 2011
Dr. Mark R. Steinle
WT 146
(307) 268-2411
Mstenle@Caspercollege.edu
Instructors:
Dr. John Kambutu
Tate Museum 124
(307) 268-2584
kambutu@uwyo.edu
Office Hrs:
Monday & Wednesday 10:00 am– 12:00p.m. or by appointment
Meeting Time:
Compressed video or teleconferencing sessions (meeting times TBA).
Participants will explore pertinent topics in preparation for travel to
Kenya. In addition to lectures, various readings will be assigned and
discussed.
10 days in Kenya starting on 7/16/2011 through 7/25/2011. Learners will
meet daily for lectures, seminars, expositions, discussions, field
experiences and reflections.
Meeting Place:
Statewide—Compressed Video
Different sites in Kenya
Enrollment:
6 to 25 students and members of the general community seeking
professional development credit or non-degree credit.
Credit:
Professional Teaching Standard Board (PTSB) credits and up to 3 credit
hrs. from UW or Casper College
Course description: The purpose of this service learning project is to build a kitchen and initiate
a food program at Mburu Gichua primary school in Nakuru. It is also to give the participants a
unique cultural experience, giving them a broader perspective of the world we live in. After
seeing the need for the food program, a unique partnership of private individuals, business,
Casper College and UW/CC initiated this service learning opportunity to enable participants to
help more than 500 students at Mburu Gichua, and to “learn by doing.” The trip combines handson work experience helping to build the kitchen and dining hall with the opportunity to go on
“Safari” to experience the wonderful people of Kenya, their culture, and wildlife. In addition,
lectures by renowned educators will provide other critical insights. Also expected is continued
reflection both in writing and orally regarding the similarities and differences between America
and Kenya that learners will see. In addition, students will examine the ways in which the course
will have influenced them as citizens of the world. As the world becomes a “village,” it is
essential to help learners develop an understanding and appreciation of global issues (Kambutu
and Nganga, 2008; Sokolower, 2006). Thus, this course will allow participants to:
 Compare and contrast Kenya and U.S., especially in the contexts of history,
geography, education, economy, and cultural practices.
 Participate actively in service learning, kitchen construction especially.
 Familiarize with Kenya’s standard of living, and mostly issues of food and housing.
 Study Kenya’s environmental issues including fauna and flora.
 Examine geo-political and gender issues in Kenya. A critical focus will be on the
multiple roles of the African woman.
 Participate in field experiences, a necessary component in service-learning.
 Familiarize with health issues including HIV/AIDS epidemic in Kenya.
 Develop conceptual frameworks to guide citizenly in a world that is increasingly
becoming a “Global Village.”
Requirements:
 Ability to question, think logically, and to form informed opinions.
 Ability and willingness to participate fully in service learning.
 Ability to learn in unfamiliar cultural contexts.
 Appreciation of the ways in which ethnocentrism stifles learning.
Recommended Resources:
 Barker, Jack. Traveler’s Kenya Companion, 2nd Edition. The Globe Pequot Press, 20022003.
 Dinesen, Isak. Out of Africa, New York: Modern Library, 1992. (Original work published
1937.)
 Ridgeway, Rick. The Shadow of Kilimanjaro: On Foot Across East Africa. New York:
 Henry Dale A. Zimmerman, Donald A. Turner, and David J. Pearson. Birds of Kenya and
Northern
 Kenyatta, Jomo. Facing Mt. Kenya: The Tribal Life of the Gikuyu. New York: Vintage
Books, 1965. (Original work published 1938)
 Lekuton, Joseph Lemasolai. Facing the Lion: Growing Up Maasai on the African
Savanna. Washington, D.C.: national Geographic, 2003.
DVD/VHS
Barker, Jack. Traveler’s Kenya Companion, 2nd Edition. The Globe Pequot Press, 2002-2003
CDs
Barker, Jack. Traveler’s Kenya Companion, 2nd Edition. The Globe Pequot Press, 2002-2003
MAPS
Globetrotter Travel Map. Kenya- A large 5x10” road map that includes detailed descriptions
of the National Parks and National Reserves we’re visiting, as well as a street plan for
Nairobi City.
Grading-
Will be on an A - F scale. A satisfactory/Unsatisfactory grade is available
for participants seeking PTSB or professional development credits.

PTSB credit-
(in-service educators only). Attendance and active participation especially
with kitchen construction project is required. Learners are expected to
develop an understanding and appreciation of course contents. In specific,
they should recognize that issues develop within complex social,
economic, cultural, and psychological forces; issues need to be interpreted
in a historical context; and perspective on issues begin with the
assumptions and logical derivations from those starting points.

One Credit-
Complete requirements for PTSB and write a 5 page paper to document
the knowledge gained.

Two credits-
Complete requirements for PTSB and write a 10 page paper to document
the knowledge gained.

Three Credits-
Complete requirements for PTSB and write a 10 page paper to document
the knowledge gained. An oral presentation to an audience of student’s
choosing is also expected.
Graduate credits- Students seeking graduate credits are expected to perform at
graduate level. For example, submitted papers must contain analysis and
synthesis; not just description. Detail your thoughts regarding topics, agreeing or
disagreeing with the source/s. Discuss ways in which the knowledge gained
support or fails to support your views. All sources must be referenced using APA
or other scholarly styles.
Please Note: Students may negotiate with instructors other ways to document knowledge
acquisition
Total POSSIBLE POINTS .. 100
A
B
C
D
F
93-100
85-92
77-84
69-76
0- 68
If you have a physical, learning, or psychological disability that requires accommodations, please let me
know as soon as possible. You will need to register with, and provide documentation of your disability to
University Disability Support Services in SEO, Room 330 Knight Hall.