What is your current role at the university?
I am a Ph.D. student specializing in educational psychology, having previously earned my master’s degree in the same field from this university. Currently, I work as a researcher and lecturer at the Centre for Civic Engagement (CCE). Our role involves coordinating students and linking them with community partners across the U.S. We operate across multiple campuses, including Vancouver, Pullman, Tri-Cities, and international locations.
Our main focus is to connect students with nonprofit organizations that support underprivileged communities, such as low-income families. The students offer their services free of charge while simultaneously gaining practical experience that complements their coursework. This initiative, known as the volunteering service program, ensures that students' work aligns with their academic objectives.
How does this compare to your experience in Nigeria’s university system, where you studied?
I am proud to have been educated in Nigeria, and I value its academic system. I obtained my first degree in Economics Education from the University of Lagos (UNILAG), where I also earned my master’s in Educational Psychology. Additionally, I spent 18 years working as a teacher in Nigeria before moving to the U.S. in 2021. My experience includes working in K-12 education as a classroom teacher, assessor, and school leadership team member. The knowledge and skills I gained in Nigeria have greatly contributed to my professional growth in the U.S.
Can you highlight key differences between the two educational systems?
My exposure to people from diverse backgrounds in Nigeria has given me an advantage in the U.S. education system. Nigeria has over 250 indigenous languages, and while its university students primarily focus on classroom learning, they typically participate in at least one practical training session before graduation. In contrast, U.S. students engage in experiential learning throughout their studies.
In the U.S., student teachers undergo practical training every semester, enabling them to gain firsthand experience in real-world settings. This hands-on approach is a credit-bearing course designed to benefit both students and the community. For instance, education students from universities such as UNILAG or LASU must regularly teach in classrooms as part of their training. While this is considered volunteer work, it is mandatory.
Similarly, students in other disciplines, such as medicine, engage in fieldwork by assisting in hospitals, clinics, or health centers. This approach ensures that students apply their knowledge practically while serving the community, particularly underserved populations.
In Nigeria, education courses are often seen as a last resort for students who couldn’t secure admission into more prestigious programs like medicine, law, or accounting. What was your experience?
This perception is largely true. Initially, I aspired to study accounting and become a chartered accountant. However, my UTME (Unified Tertiary Matriculation Examination) score was too low to meet the accounting program's cut-off at UNILAG. Disappointed but unwilling to remain idle, a friend suggested switching to an education course to secure admission. I followed the advice and was admitted the same day.
At first, I didn’t take the course seriously, thinking it was just a temporary path. However, as I progressed, my interest in education grew. By my second year, I had fully embraced the profession and decided to become a teacher. Later, while working, I identified a gap in early childhood education and pursued a master’s degree in the field. This deeper knowledge has remained valuable to me ever since.
How did you progress in your career?
I made learning engaging and interactive for my students, which contributed to my rapid career advancement. Almost every six months to a year, I received a promotion. I led various departments, including curriculum development, quality assurance, and early childhood education. Eventually, I became part of my school’s senior leadership team.
Why did you decide to leave Nigeria?
In today’s globalized world, people frequently move across countries in pursuit of new opportunities. My primary motivation was to deepen my expertise in childhood education. Early childhood education is a crucial foundation for lifelong learning, and it requires specialized knowledge to get it right from the kindergarten and primary school levels.
What is Pullman 2040?
Pullman 2040 is a long-term vision for the Pullman community, outlining goals for development by the year 2040. As part of my work, I joined a team collaborating with the Mayor of Pullman on this initiative. My role focuses on education and learning, covering both K-12 education and adult learning initiatives. We identify gaps in the system and develop programs to address them based on the specific needs of the community. This approach helps students understand how they can contribute to the growth of Pullman and the U.S. as a whole by aligning their education with societal demands.
How can Nigeria adopt a similar model?
Educational leaders in Nigeria should identify gaps in the system and develop programs tailored to their communities. This concept, known as experiential learning, emphasizes gaining knowledge through practical experience rather than solely relying on classroom instruction.
For example, had I not studied education, I wouldn’t have discovered my passion for teaching. Many students end up in careers they don’t enjoy because they were influenced by societal expectations. If students are encouraged to explore their true interests—whether in arts, education, or other fields—it will lead to a more purpose-driven society.
Although limited resources may pose a challenge, strong political will can help overcome these barriers. Investing in experiential learning at all levels of education will empower students to develop self-awareness, confidence, and career satisfaction.
