Kedmon Hungwe

Kedmon Hungwe is a Professor in Psychology and Human Factors at Michigan Technological University, with a visiting professorship at the Department of Secondary and Post-School Education, Rhodes University. He has been a faculty member at Michigan Tech since 2002, contributing to interdisciplinary research in education, cognition, and STEM learning.

Research Interests: His work centers on the cultural foundations of cognition, media theory and criticism, lifespan development, and STEM education. He explores how cultural narratives, digital media, and educational environments shape learning and identity. His research extends to spatial visualization, teacher development, and educational reform, particularly in high-need and post-colonial contexts.

His recent publications reveal a strong trend in interdisciplinary educational research, bridging psychology, engineering education, and cultural studies. Themes include safety education, curriculum innovation, teacher professional development, and the sociocultural dimensions of learning. His work often integrates qualitative and theoretical frameworks with practical applications in K-12 and higher education settings.

Scientific Awards and Funding:

• Funding from the Carnegie Foundation for the Digital Literacy Project at Rhodes University
• Support from the CyberCorps®: Scholarship for Service (SFS) Program at Michigan Tech

Advising and Grants: While no formal students are listed, Dr. Hungwe has led significant grant-funded initiatives such as MiTEP and the Digital Literacy Project, emphasizing collaborative professional development and systemic reform. His grants reflect a commitment to equity, technological integration, and teacher excellence in science and engineering education.

Labs and Teams: He has collaborated with interdisciplinary teams, including researchers in engineering education (e.g., Sorby, Molzon), biochemistry (Murthy, Thompson), and teacher development (Englemann, Klawiter). His work with the Michigan Teacher Excellence Program (MiTEP) highlights team-based approaches to improving science instruction.