Research shows that if students are engaged in learning activities they will learn better. We want to help English language students and teachers in both ESL and EFL contexts learn and teach more effectively, and you can help us by completing this survey about your own teaching or ask your students to complete it about their learning. The student and teacher versions of the survey have been translated into 10 languages so that you can choose a suitable version and answer the questions or guide your students to answer the questions as completely and specifically as possible. The findings of this study will lead to a learning model that could potentially benefit English language learners worldwide. In addition, the engagement principles discovered through this research may be adopted in other learning contexts for creating a more effective teaching/learning environment.
By taking this survey you agree that your answers can be used as data to help us create a task engagement model. We guarantee that your data will not be identified and cannot be traced to you; in other words, the data are anonymous. We appreciate your help!
Note: This survey is for English language teachers and learners. If you are not an English language teacher or learner, please do not take this survey. Also, the survey is password-protected; the password for student surveys is “students2018” and for teachers “teachers2018” (without quotes). We will be happy to provide you with the results when they are analyzed.
The Mestizo Center is pleased to announce the last “Under the Skin” workshop Fall 2017. With the support of the Plateau Center for Research and Collaboration and Native American Programs and Native American Student Center we are honored to announce the visit of Black Feet Artist John Pepion this Thursday November 30. Students, faculty, staff, and community members will have two spaces to listen to John’s story and co-create ledger art. People are invited to attend either or both 😃10-12 we will be in Cleveland 21A and 2-5pm Mestizo Center Cleveland Hall 121 (Beside the Math Lab). A couple of links on John’s artistic are provided below. We hope you can join us in this semester’s last space of listening, dialogue, and creation. Our gratitude in advance for the support expressed to the Mestizo Center and “Under the Skin” series.
John Isaiah Pepion is an artist who hails from the Blackfeet Nation in northern Montana. The art journey has been ceremonial for John as his understanding of his past, family, and culture grows with his work. He descends from Mountain Chief, a Blackfeet leader who preserved history through numerous winter counts. Through art, John finds personal healing and cultural preservation. He speaks with troubled youth in public schools to promote the benefits of art as therapy. John holds formal degrees in Art Marketing and Museum Studies from United Tribes Technical College and the Institute of American Indian Arts, respectively. However, his education continues with every piece he creates and with every story he shares. John incorporates traditional design elements into colorful contemporary illustrations, leaving his work highly recognizable. Most importantly, John’s art deepens his connections to self and place, providing him with a sense of strength.
About the Workshop
I start the workshop with an introduction of who I am and start talking about ledger art plus I show examples of my art. I explain the history of ledger art and where it’s at now. Then I share my work and tell my story. After that I hand out a few books on ledger art for youth and adults to view. Then I give the youth and adults actual antique ledger paper. I share how to draw my style of ledger horses or buffalo step by step
Dear followers of the Mestizo Center, we continue with our series of workshops this Fall 2017, exploring the complexities of identity formation. This Thursday, Faith Price, Assistant Director of the WSU’s Native American Programs, will share her experience as a mixed-race human being. In Faith’s words, in this workshop “we will explore the parts that make us whole, and the complexities of phenotype and racial identity”. This will also be a unique opportunity to learn from Faith’s skills to design and we will be co-creating with her a collective art piece. As usual, we will have wonderful food, conversations, and a great time.
Thank you for supporting #UnderTheSkin by spreading the word among your networks. Everybody is welcome. See you on Thursday, 2:00pm Cleveland Hall 121
About Faith Price
FaithPrice is the Assistant Director of WSU’s Native American Programs. She is of Wampanoag/African American/European descent. She grew up on the Flathead Indian Reservation in Montana, and graduated from the University of Montana. She has one daughter who is even more mixed race than she is 🙂 In her free time, Faith loves to sew and has her own fashion line called Powwow Baby.
Ever wonder what exercise can do for your health? WSU’s Exercise is Medicine® (EIM) Leadership Team will be hosting events October 23-27, to promote physical activity and to introduce the EIM global health initiative to campus.
Here’s what’s happening each day of the week:
Monday, Oct. 23
WSU’s EIM initiative kicks off with three all-campus walks, one at 12:00 p.m., one at 12:30 p.m. and another at 1:00 p.m.
President Kirk Schulz and Provost Dan Bernardo will be walking during the 1 p.m. o-clock time slot. Community members are encouraged to attend the walk. The initiative is being hosted by the sport science and athletic training programs and will have different components each day.
Tuesday, Oct. 24
Today EIM will be teaching quick and easy flexibility exercises that anyone can do in the home, office or classroom. Come learn and experience EIM from 9:00 a.m. to 3:00 p.m. at the Glenn Terrell Mall. A free yoga class will also be offered at the Chinook from 12:10-12:50 p.m.
Wednesday, Oct. 25
Come test your strength today and complete as many push-ups or sit-ups as you can! We will have a contest throughout the day to see if we get more push-ups or sit-ups. Come learn and experience EIM from 9:00 a.m. to 3:00 p.m. at the Glenn Terrell Mall.
Thursday, Oct. 26
Test your endurance with jump ropes, a jog throughout campus, or a walk test. Come learn and experience EIM from 9:00 a.m. to 3:00 p.m. at the Glenn Terrell Mall.
Friday, Oct. 27
EIM leaders will be teaching proper squat and lifting techniques with fitness professionals throughout the day. EIM will also have a squat challenge with a collective goal of 2,000 squats for the day. Come learn and experience EIM from 9:00 a.m. to 3:00 p.m. at the Glenn Terrell Mall.
Please join the Alhadeff Future Teachers of Color in a free workshop: “My Story is the Only Thing I Own: Houseless’ Testimonios of Survival & Resistance” on October 19 from 1:00-2:00 p.m. in EdAd 212.
This workshop will be facilitated by Nancy Carvajal Medina, a doctoral candidate in Cultural Studies and Social Thought in Education.
What are the stories of unstably housed people in rural areas? What do we know about rural homelessness? What actions can we take to support community members who experience housing instability?
In this session we will listen to a snapshot of one houseless’ testimonio and will share our insights about what it entails experiencing housing instability. Bring your whole self (mindbodyspirit) to enter into a houseless’ world.
WSU students are highly encouraged to attend. Faculty, staff, and community members are also welcome.
Why do you want to become a teacher? I like being a role model and I have always worked with kids from babysitting to working at a summer camp to just being at home. I am the oldest child so it is great to have my younger siblings look up to me. It is also great when you realize what an impact that you have had on the kids that you work with which I have seen through working at the summer camp. I want to be able to impact my students in such a positive way that they have no choice but to look back and remember my positive influence on them and their peers.
What are you most passionate about when it comes to being a teacher?
I want to be someone that my students can turn to when they feel as if they have no one else because I had that and it made life quite a bit easier.
What or who inspired you to become a teacher?
My 5th grade teacher was always someone that I could turn to when things got difficult. She has had my younger siblings and has constantly been a huge support for my family. Now that I am in college, she is still keeping in touch with me and supporting me on my journey to become a teacher. I want to be that person for my students.
Megan Bang (Ojibwe and Italian descent) is an associate professor of the Learning Sciences and Human Development in Educational Psychology at the University of Washington. She teaches in the Teacher Education Programs and is affiliated faculty in American Indian Studies. She is the former Director of Education at the American Indian Center (AIC), where she served in this role for 12 years. In addition she was the counselor and GED instructor at the Institute for Native American Development at Truman College, a community college. She served on the Title VII parent committee for 6+ years for Chicago Public Schools. She is a former pre-school, middle-school, high-school, and GED teacher, youth worker, and museum educator. She has directed professional development programs with in-service and pre-service teachers, and after school programs in community-based organizations. She is currently the Director of Native Education Certificate Program at the University of Washington to support in-service, pre-service and informal educators working in and with Native communities.
Megan’s research is focused on understanding culture, cognition, and development broadly with a specific focus on the complexities of navigating multiple meaning systems in creating and implementing more effective learning environments with Indigenous students, teachers, and communities both in schools and in community settings. Her work focuses on decolonizing and indigenizing education broadly with a focus on “STEAM.” More specifically she works to create learning environments that build on Indigenous ways of knowing, attend to issues of self-determination and work towards socially and ecologically just futures.
Megan serves on several editorial boards including: Journal of American Indian education, Curriculum & Instruction, Mind, Culture, and Activity, and Curriculum Inquiry. She serves on the board of Directors for Grassroots Indigenous Multi-media and organization focused on Ojibwe language revitalization and Na’ah Illahee Fund an organization focused on empowering Indigenous women and girls.
Megan is the birth mother of three and has raised many of her nieces and nephews. She is a daughter, niece, sister, and partner as well.
ABOUT THE TALK
From Megan Bang: “This talk will focus on the role of Indigenous science, technology, engineering, arts, and mathematics education in bringing about just and sustainable futures that ensure the thriving of Indigenous communities. Indigenous peoples ways of knowing are based in relations with our homelandswaters and the relational responsibilities we have. While historically science and science education had been tools of colonialism and empire, decolonial landwater based education can transform the the pedagogical paradigms we utilize in educational spaces in ways the support thriving and resurgent Indigenous youth. In this talk I will share work in a ISTEAM programs with K-12th grade Indigenous youth that not only ensures they have opportunity to learn and continue Indigenous science – something Indigenous peoples have always done – but also achieve and appropriately utilize western science towards generative ends.”
The Learning and Performance Research Center (LPRC) offers psychometric, research methods, and statistical consulting services to faculty and graduate students, primarily in the behavioral and social sciences. Topics include the following:
Item Response Theory (IRT)
ANOVA and MANOVA
Latent Class Analysis
Latent Growth Curve Modeling
Structural Equation Modeling (SEM)
The LPRC will offer consulting in alignment with its overall research mission to provide leadership, training, consultation, and state-of-the-art solutions to challenging educational research questions at the university, state, national, and international levels. Consulting projects should lead to outcomes such as journal articles, grant proposals, theses, and dissertations according to the following guidelines. We also will have conversations with the parties for the appropriate role depending on the extent of our involvement, as described below.
The LPRC offers an initial consulting session (1-hour) to faculty and graduate students to assess needs, time requirements, and initial advice. Depending on the specific project needs, outcomes, and consulting time available, additional sessions could be scheduled. Priority will be given to first sessions for faculty/students, and additional sessions will be scheduled based on consultants’ availability.
We can provide guidance (i.e., advice, references, software suggestions) to graduate students concerning their thesis or dissertation work with the outcome that students complete their work themselves. We do not design studies, analyze data, or write components of student’s work. Please rely on your committee for assistance with such tasks.
Consulting is not a tutoring service for students enrolled in courses. Please see your instructor for such assistance.
Appointments should be scheduled in advance for consulting services (no drop-in appointments).
Faculty and students in need of consulting for grant applications or other time-sensitive projects are encouraged to contact the LPRC well in advance (e.g., 6 to 8 weeks) of any deadlines. The LPRC will observe the “No Rush” policy of the college.
For projects requiring additional time, depending on level of involvement, we will negotiate with the parties for the appropriate fees or roles given the extent of our involvement, consistent with APA and WSU guidelines. Additional work can be done on the following basis:
Grant proposals: When LPRC faculty are included/named on the proposal (with funding), additional time can be invested as part of LPRC funding devoted to development of proposals.
Journal article submissions: When LPRC faculty are included as co-authors, additional time can be invested as part of faculty scholarship.
Extended consulting services without co-PI or co-author roles: The fee rate will align with the LPRC’s normal rates for consulting.