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Washington State University
College of Education

Education, Academic

Community of Equity-Oriented Practitioners

The College of Education Equity and Inclusion Committee will be holding space for the last time this semester for those interested in talking about equity. We know that some indicated they couldn’t make the previous meeting(s), so we are hoping you can join us for our last meeting of the semester, on May 1. If you are interested in this work, in whatever way, please feel free to join us from 11-12:30, via Zoom. We will hold flexible breakout spaces where people can talk about their research, teaching, and or interests around issues related to equity. 

 

What: Community of Equity Oriented Practitioners

When: Monday, May 1, 11:00-12:30

Where: Zoom– Join from PC, Mac, Linux, iOS, or Android: https://wsu.zoom.us/j/93078855280?pwd=NU5SRDMrWUhqUWRiU1I2Q1p4Y2Vtdz09

 

Meeting ID: 930 7885 5280

Passcode: 840329

Date & Time: May 1, 2023 11:00 AM Pacific Daylight Time

Workshop: A more inclusive sexuality education

Sex Education week makes cameo at Washington State University

By David Blehm

Graduate assistant Kelley Wilds, who also serves as a WSU ROAR program instructor, recently received funding from the organization SIECUS: Sex Ed for Social Change to coordinate an awareness event on WSU campus during the Sex Ed Week in Action.

Wilds will be hosting an event on Monday, February 13th in room 204 at the CUB. The event will include an evening of storytelling and raising awareness for inclusive sexuality education.

“The desired outcome of this event is to raise awareness for sexuality education that is inclusive to everyone,” Wilds said. “In addition to learning about sex education facts, this event will be interactive and allow for attendees to learn about other experiences with sex education.”

In collaboration with WSU ROAR and the LGBTQ+ Center, all WSU students are welcome to join this event to learn more about inclusive sex education and have the opportunity to share personal experiences with sex education while learning about other perspectives.

“By sharing our stories, we can change the narrative through awareness and empowerment,” Wilds said.

 

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Sport Management Program Highlights


Our program strives to make sport better.

COUGS in Sport Management podcast

Episode 7 – Stephen Thomas

Episode 6 – Ryan Bates

Episode 5 – Megan Thompson

Episode 4 – Megan Vining

Episode 3 – Melissa O’Brochta

Episode 2 – Desiree Stinger

Episode 1 – Andrei Lintz

Student and Alumni Features

Alumni Features 

SptMgmt

The Chair Squad

Chris Holzknecht

Will Millick

Dante Ludlow

Read more:
Moscow-Pullman Daily News
Daily Evergreen

Diamond Dollars Competition

Hannah Martian


Education Eclipse podcast – links to MP3 file

Haley Yamane

Kiley Maag


Education Eclipse podcast – links to MP3 file

Olivia Swindler

Sport Management in the Time of #COVID19

Episode 4 – Hannah Kaufman

Episode 3 – Mallory Harder

Episode 2 – Olivia Bonsen

Episode 1 – Jordan Ryan
Click here for a follow-up video

Faculty Research – Recent Highlights

Ličen, S., & Jedlicka, S. R. (In press). Sustainable development principles in U.S. sport management graduate programs. Sport, Education and Society. Read it!

Chung, J. W., Rhee, Y. C., Boyd, J., Choi, W. B., & Ha, J. P. (2020). The effect of leisure participation on the relationship between the leisure satisfaction and perceived stress: Perspective of US college students. 한국체육과학회지, 29(4), 599-609. Read it!

Jedlicka, S. R. (2020). Contested governance: UNESCO’s role in international sport, 1952-1978. Journal of Sport History, 47(1), 18-39. Read it!

Jedlicka, S. R., Harris, S., & Reiche, D. (2020). State intervention in sport: A comparative analysis of regime types. International Journal of Sport Policy and Politics, 12(4), 563-581. Read it!

Ko, Y. J., Kim, Y. K., Kim, T., Arai, A., Rhee, Y. C., & Park, C. (2020). The impact of perceived trustworthiness on trust and commitment: A case of boosters in a university athletic programme. Sport in Society, 23(2), 180-203. Read it!

Kustec, S. & Ličen, S. (2020). Sport and Welfare in Central and Eastern European countries. In Martelli, S., Testa, A., & Porro, N. (Eds.). Sport, Welfare and Social Policy in the European Union (pp. 132-142). London: Routledge.

Ličen, S. (2020). Bailouts and tax breaks: Slovenian Olympic Committee’s communication during Covid-19. In P. M. Pedersen, B. J. Ruihley, & B. Li (Eds.), Sport and the pandemic: Perspectives on Covid-19’s impact on the sport industry (pp. 137-145). London: Routledge.

Jakubowska, H. & Ličen, S. (2019). The role of newspapers in the formation of gendered national identity: Polish coverage of women’s and men’s basketball championships. International Review for the Sociology of Sport, 54(3), 302-324. Read it!

Ličen, S. (2019). Influence of hosting a major sports event on patriotic attitudes: The EuroBasket 2013 competition in Slovenia. International Review for the Sociology of Sport, 54(3), 361-383. Read it!

Ličen, S. & Bejek, B. (2019). Slovenian daily newspaper coverage of women’s sports in 2015. Družboslovne Razprave, 35(92), 7-33. Read it!

Wong, J., & Jedlicka, S. R. (2019). When culture meets capital: Commercialism, national identity, and Vancouver’s initial attempt to join the NHL. Sport History Review, 50(2), 225-243. Read it!

Jedlicka, S. R. (2018). Appropriated authority: A theory of transnational sport governance. International Journal of Sport Policy and Politics, 10(4), 637-652. Read it!

Jedlicka, S. R. (2018). Sport governance as global governance: Theoretical perspectives on sport in the international system. International Journal of Sport Policy and Politics, 10(2), 287-304. Read it!

Rew, D. J., Kim, J. W., & Rhee, Y. C. (2018). The role of customer attitudes in building the reputation of a company sponsoring sport events. Journal of Management and Marketing Research, 21. Read it!

Rhee, Y. C., Barnes, J., Kim, W., & Carroll, D. (2018). Motivational factors influencing university selection of non-revenue generation sport student-athletes. Journal of Contemporary Athletics, 12(3), 209-236.

Rhee, Y. C., & Wong, J. (2018). “Knocked out!” Marketing the Philadelphia Quakers. Journal of Sport History, 45(1), 41-65. Read it!

Brown, K. A., Ličen, S., Billings, A. C., & Devlin, M. B. (2017). Envisioning Slovenia, telecast from Brazil: Relationships between national identity and Slovenian viewership of the 2016 Rio Summer Olympic Games. International Journal of Sport Communication, 10(4), 487-507. Read it!

Kim, K. T., & Rhee, Y. C. (2017). University recreation sports safety management in U.S.: A qualitative case study. Korean Journal of Security Convergence Management, 6(3), 17-29. Read it!

Ličen, S., & Cole, A. N. (2017). Public perception of social impacts of the 2013 EuroBasket for men. International Journal of Sport Management, 18(1), 89-115. Read the abstract!

Ličen, S., Lončar, M., Delorme, N., Horky, T., & Jakubowska, H. (2017). International newspaper coverage of the 2013 EuroBasket for men. Communication & Sport, 5(4), 448-470. Read it!

Rhee, Y. C., Wong, J., & Kim, Y. (2017). Becoming sport fans: Relative deprivation and social identity. International Journal of Business Administration, 8(1), 118-134. Read it!

Sodano, R. L., Rhee, Y. C., & Kim, Y. (2017). Policy development of pre-participatory screening procedure for fitness industry. International Journal of Human Movement Science, 11(1), 49-74. Read it!

Scott Landis

Scott Landis

Assistant Professor (Career Track)
Athletic Training
Pullman campus
Smith Gym 211A
Pullman, WA  99164

509-335-4593

Curriculum Vitae

LinkedIn

Research interests

Dr. Landis’ research focuses primarily on lower extremity injury risk prediction methods in active female populations, particularly ACL injury. His goal is to determine the most accurate method or combination of methods to identify those at risk of injury. Dr. Landis’ second research area involves the clinical applications of manual therapies.

Teaching interests

Dr. Landis teaches courses in Athletic Training and Kinesiology

  • Ath_T 263
  • Ath_T 370
  • Ath_T 450
  • Ath_T 464
  • Ath_T 531
  • Ath_T 535
  • Ath_T 565
  • Ath_T 598
  • KINES 305

Dr. Landis is actively involved in the National Athletic Trainers’ Association (NATA) and the regional North West Athletic Trainers’ Association (NWATA).

Select Publications

  • Landis, S. E., Baker, R. T., & Seegmiller, J. G. (2018). Non-contact anterior cruciate ligament and lower extremity injury risk prediction using functional movement screen and knee abduction moment: an epidemiological observation of female intercollegiate athletes. International journal of sports physical therapy, 13(6), 973.
  • McMurray, J., Landis, S., Lininger, K., Baker, R. T., Nasypany, A., & Seegmiller, J. (2015). A comparison and review of indirect myofascial release therapy, instrument-assisted soft tissue mobilization, and active release techniques to inform clinical decision making. International Journal of Athletic Therapy and Training, 20(5), 29-34.

Educational background

  • University of Idaho, Moscow, Doctor of Athletic Training, May 2016, Dissertation: “Non-contact anterior cruciate ligament injury risk prediction using functional movement screen™ and knee abduction moment: an epidemiological observation”.
  • San Jose State University, San Jose, Master of Arts, Athletic Training, May 2007. Thesis project: “Injury Rate Comparison of High School Volleyball Athletes: Out of Season Participation”.
  • Point Loma Nazarene University, San Diego, Bachelor of Arts, Athletic Training, May 2002.
  • National Holistic Institute, San Jose, Massage Therapy, June 2009.

Cihan Demir

Cihan Demir standing outside Cleveland Hall, hands in pockets.

Cihan Demir

Research Assistant
LPRC
Pullman campus
Cleveland Hall LPRC
Pullman, WA  99164

509-335-8401
cihan.demir@wsu.edu

Cihan Demir is a doctoral student in the Educational Psychology program at Washington State University. In his research, he is interested in applying the following methodologies: Computerized Adaptive Testing (CAT), Item Response Theory (IRT), and Meta-Analysis.

Cihan is originally from Turkey. After receiving his B.S. and M.Ed degree in Division of Philosophy Group Education, he taught philosophy, psychology and sociology classes in a high school in Turkey for three years. He then received a scholarship from the Turkish Ministry of Education, allowing him to come to the U.S. to pursue an additional Master’s degree, followed by a Ph.D in the same program.

Kathryn Merrick

Katie Merrick

Communications Coordinator
Marketing and Communications
Pullman campus
Cleveland Hall 176
Pullman, WA  99164

509-335-6850
kathryn.merrick@wsu.edu

Katie Merrick provides a student perspective to the marketing and communications team at the College of Education. She helps create social media posts, write weekly news articles, and share the many different stories of the College of Education.

Katie is currently working towards a B.A. in strategic communication from WSU’s Edward R. Murrow College of Communication. She is an active member of the WSU chapter of the Association for Women in Communications and currently serves as vice president of the club. She also works as a campus representative for Pearson Education.

Katie is a third generation WSU student and the granddaughter of a College of Education graduate.

What she lacks in professional experience she makes up for in enthusiasm. Education has always been important to her and she hopes to use this passion to share the great accomplishments of the College of Education.

Katie plans to graduate in May 2019.

engagementsurvey


The Engagement Project

Task Engagement Survey

Dear English Language Educator:

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.

If you have any questions or need any help with this task, please email us at  jegbert@wsu.edu or s.shahrokni@wsu.edu.

Student Task Engagement Survey

Choose the language that you are most comfortable reading.

  1. Arabic (عربى)
  2. Chinese simplified  (简体中文)
  3. Chinese Traditional (華語)
  4. English
  5. Indonesian (bahasa Indonesia)
  6. Korean (한국어)
  7. Persian/Farsi (فارسی)
  8. Russian (русский)
  9. Spanish (Español)
  10. Ukrainian (Українська)
  11. Turkish (Türk)
Teacher Task Engagement Survey

Choose the language that you are most comfortable reading.

  1. Arabic (عربى)
  2. Chinese simplified (简体中文) 
  3. Chinese traditional (華語)
  4. English
  5. Indonesian (bahasa Indonesia)
  6. Korean (한국어)
  7. Persian/Farsi (فارسی)
  8. Russian (русский)
  9. Spanish (Español)
  10. Ukrainian (Українська)
  11. Turkish (Türk)

 

Getting to Know You: Cheyene Powell


Cheyene Powell— Elementary Education

Academic Focus: Special Education

Hometown: Shoreline, Washington

Year: Junior

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.