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Special Education Program

Educational Foundations & Special Education

Arnold Nyarambi Ph.D.
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Arnold  Nyarambi Ph.D.

Associate Professor, Undergraduate Advisement Facilitator SPED Cohort and Minor Advisement
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EDUCATION

  • Ph.D. Exceptional Learning, Applied Behavior Analysis, Tennessee Technological University, Cookeville, Tennessee

  • Master Arts in Education, Shenandoah University, Winchester, Virginia

  • Bachelor of Arts with Education/Teaching Licensure, Africa University, Mutare, Zimbabwe

COURSES TAUGHT

Graduate:
  • Research & Positive Behavior Supports

  • Residency II & Seminar in Special Education

  • Advanced Practicum in Special Education

  • Management of Severe Behavior Disorders

  • Advanced Strategies in Behavioral Interventions

Undergraduate:

  • Advanced Strategies in Behavioral Interventions

  • Classroom Environment and Behavior Management

  • Residency II & Seminar in Special Education

  • Issues in Education

  • Residency I & Seminar in Special Education

  • Preclinical In Special Education

  • Management of Severe Behavior Disorders

  • Educating Exceptional Learners in schools and Communities

  • Instructional and Transitional Services for Adolescents/Youth with Disabilities

RESEARCH FOCUS

  • Autism in non-western cultures

  • Comparative education, globalization and teacher education

  • International special education

  • Cultural competency in classroom and behavior management

  • Performing arts and special education

  • Early childhood special education in other cultures

SELECTED PUBLICATIONS

Ntuli E., & Nyarambi, A. (2017). Instructional Technology and meaningful leaning: A synthesis for teacher educators: In Sangini Keengwe: Handbook of Research on mobile technology, constructivism and meaningful learning: IGI Global Research.

Nyarambi, A. &Ntuli, E. (2017). Educational competencies for global citizenship: Rethinking elementary education curricula. In Sangini Keengwe: Handbook of Research on Promoting Higher-Order skills and Global Competencies in Life and Work. IGI Global Research.

Ntuli, E., & Nyarambi, A. (2017). Learner centered pedagogy in technology integrated classrooms: An agenda for teacher education and professional development: In Sangini Keengwe: Handbook for Research on Leaner-Centered Pedagogy in Teacher Education and Professional Development, IGI Global Research.

Nyarambi, A., Ntuli E., Agamba, & Ntuli V. (2016). Globalization and Teacher Education: Challenges and Solutions to 21st Century Content Preparation and Pedagogy in Africa. In Sangini Keengwe: Handbook of Research on Global Issues in the Next-Generation Teacher Education (p. 316-321).

Ntuli, E., & Nyarambi, A. (2015). Learning in a global context: Education Diplomacy in Primary Grades Content Preparation. Childhood EducationVolume 91: 2. (p 111-116).

Ntuli, E., & Nyarambi, A. (2013). Using Technology to Address Challenges to Effective Assessment of Immigrant Children. In Sagini Keengwe: Cross-Cultural Considerations in the Education of Young Immigrant Learners (p.280-298). DOI: 10.4018/978-1-4666-4928-6, ISBN13: 9781466649286, ISBN10: 1466649283, EISBN13: 9781466649293

Ntuli, E., Nyarambi, A., & Traore, M. (2012). Assessment in Early Childhood Education: Threats and Challenges to Effective Assessment of Immigrant Children. Journal for Research in Special Educational Needs (p.1-8). Published online: 5 SEP 2012 DOI: 10.1111/j.1471-3802.2012.01256.x

Nyarambi, A. (2009). A historical analysis of post-genocide Rwandan special education. Lessons learned and future directions. Pro Quest UMI

Research Featured in Peer Reviewed Journals:

Ntuli, E. Nyarambi, A., (2015). Learning in a global context: Education Diplomacy in Primary Grades Content Preparation. Featured on University of California Diplomacy Center in December 2015.

Ntuli, E., & Nyarambi, A. (2015). Learning in a global context: Education Diplomacy in Primary Grades Content Preparation. Featured on Journal of Education and Multilingualism in April 2016.

SELECTED PRESENTATIONS

Nyarambi, A. (March 2012). Research on autism in Africa: The missing link. Oxford Round Table, University of Oxford, Harris Manchester, Oxford, England.

Nyarambi, A. (February 2019). Autism in other cultures: Considering culture in diagnosis and intervention to autism. Joint National Conference: National Association of African American Studies and Affiliates, Dallas, Texas.

Nyarambi, A. (March 2019). The necessity of culturally relevant teaching and culturally responsive behavior management: A multicultural perspective. ACRES, Arlington, Virginia.

Nyarambi, A. & Nyarambi, D. (2019). Neonatal abstinence syndrome and Implications to community health and special education. 59th Annual Early Childhood Education Conference, Millennium Center, Kingsport, TN.

Nyarambi, A. (February 2018). Including individuals with autism in faith-based communities and congregational activities: Programs, Models and Strategies: ACRES, Salt Lake City, Utah.

Nyarambi, A. (March 2017). Cultural Influences on behavior: Culturally responsive behavior management. American Council of Rural Special Education, Asheville, NC. 

Nyarambi, A. (February 2017). Suspension and expulsion of young children in the U.S pre-school and day care systems: Awareness, Policy, Interventions. Joint National Conference: National Association of African American Studies and Affiliates, Dallas, Texas.

Nyarambi, A. (April 2016). Global diplomacy: A critical review of international elementary schools’ curriculum, World Education Research Association/AERA: Washington DC (with Dr. Esther Ntuli).

Nyarambi, A. (February 2016). Effective Classroom management: The first Six weeks of Teaching. Joint National Conference: National Association of African American Studies and Affiliates, Baton Rouge, Louisiana.

Nyarambi, A. (February 2016). Learning in a global context: Infusing the new concept of education diplomacy in teacher preparation programs. Joint National Conference: National Association of African American Studies and Affiliates, Baton Rouge, Louisiana.

Nyarambi, A. (February 2015). Effective multicultural teaching: Challenges and Opportunities. Joint National Conference: National Association of African American Studies and Affiliates, Baton Rouge, Louisiana.

Nyarambi, A. (October 2015). The utility of function-based intervention decision model (FBIDM) in selecting an appropriate behavioral intervention method(s). Tennessee State CEC Special Education Conference, Nashville, TN.

Nyarambi, A., Mims, P., Fox J. (February 2012). Using Applied Behavior Analysis to effectively address the learning and behavior challenges of young children with autism: An effective science-based approach. Division of College & Career Readiness, Tennessee State Annual Special Education Conference, Nashville, TN.

Nyarambi, A. (February 2017). Ethical issues in behavioral interventions: Practical lessons from the classrooms. Joint National Conference: National Association of African American Studies and Affiliates, Dallas, Texas.

Nyarambi, A. & Alkurd, M. (2019). Cultural Proficiency Scale: Teaching teachers to be effective in cross-cultural learning environments. 59th Annual Early Childhood Education Conference, Millennium Center, Kingsport, TN.

HONORS AND AWARDS

  • Faculty Mentor of the Year Award, Faculty Diversity Institute of Mentoring & Teaching: Southern Regional Education Board (SREB), GA: Fall 2017.

  • Tennessee Board of Regents Maxine Smith Fellow Award, Tennessee Board of Regents, TN: Spring 2016.

  • Best College Teaching Award: The National Society of Leadership and Success, ETSU Chapter of The National Society of Leadership and Success, TN, Fall 2013.

  • Oxford University Research Fellowship Award, Oxford University, England, Spring 2012.

  • Patricia Robertson Faculty Diversity Leadership Award, East Tennessee State University-Wide Award, Fall 2011.

  • Faculty Award for Diversity, East Tennessee State University, Clemmer College of Education Award, Spring 2011.

  • Graduate Faculty Member Status, East Tennessee State University, 2012-Present.

  • International Scholar Teaching Fellowship Award: Shenandoah University, VA, 2003-2004.

  • President’s Club Award, Tennessee Technological University, 2009.

  • National Dean’s List: 2006-2007, 2007-2008, 2008-2009.

  • Collegiate All-American Scholar Award Winner: The United States Achievement Academy, October 2006, 2007.
  • Outstanding Graduate Student Award: The Chancellor’s List, June 2006, 2007, 2008.

FUNDED GRANTS

Wheeler, J.J & Nyarambi, A. (2016). “Evaluation of Student Support Practices Across TBR Institutions and Their Perceived Impact on Student Retention, Persistence and Graduation Outcomes of Non-Traditional Students with Dependent Children.” TBR Student Engagement, Retention and Success Research Grant (Renewed grant).

Wheeler, J.J., Nyarambi, A., & Herwig, J. (2014-2015). “Evaluation of Student Support Practices Across TBR Institutions and Their Perceived Impact on Student Retention, Persistence and Graduation Outcomes of Non-Traditional Students with Dependent Children.” TBR Student Engagement, Retention and Success Research Grant (Funded).

Johnson, K., Lewis, .A, Onyango, E., Michieka, M., Nyarambi, A., & Jordan, M. (2011-2012). Minority Faculty Recruitment Project Phase 11: Access and Diversity TBR Grant. January 2010 (Renewed grant).

Johnson, K., Lewis, A., Onyango, E., Michieka, M., Nyarambi, A., & Jordan, M. (2010-2011). Minority Faculty Recruitment Project Phase 111: Access and Diversity TBR Grant. January 2010 (Funded).

Keramidas, C. L., Hudson, T., Marks, L., Chambers, C., & Nyarambi, A. (2013). Remote Observation for Residency II and Advanced Practicum, Dean’s Mini-Grants. (Funded).

Nyarambi, A. (June 2012). F.A.C.E (Fine Arts for Children with Exceptionalities). President-Grant In-Aid. (Funded).

Nyarambi, A. (May 2010). Service Learning: Afro-Caribbean/Western Music, Drumming, Dancing with Community Adults and Students with Disabilities, Minority Students, and ETSU Students: Instructional Development Grant. (Funded).

PERSONAL INTERESTS

Family, Afro-Caribbean drumming, and learning other cultures 
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