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Chris Connolly

August 28, 2015 b.chapman

Chris Connolly

Associate Professor – Kinesiology
Director – Exercise Physiology & Performance Laboratory

Pullman campus
Smith Gym 113B
pullman, WA 99164

Research Interests

Dr. Connolly’s research focuses primarily on ultra-endurance triathlon performance and medical care. He has worked extensively with past medical and performance data for elite triathletes, including examinations into serious injury occurrences. Dr. Connolly’s second research area involves physical activity and movement behaviors during pregnancy and the postpartum period. His past work with these populations has focused on activity monitor validation, the promotion of walking behavior, and examinations into specific physical activity barriers and/or enabling factors.

Teaching/Professional Interests

Dr. Connolly teaches courses in exercise physiology and physical activity behavior (KINES 380, KINES 496, KINES 550, KINES 580), and enjoys working with students as a part of practicum or independent study experiences. Dr. Connolly is actively involved in the American College of Sports Medicine at national/international (ACSM) and regional levels (NWACSM).

Select Publications

Connolly, C.P., Montoye A.H., Dahmen, J.B., & Campbell, N. (2020). Physical activity monitor accuracy during overground walking and free-living conditions among pregnant women. Journal for the Measurement of Physical Behaviour, 3(2), 100-109. doi: 10.1123/jmpb.2019-0059
Connolly, C.P., Conger, S.A., Montoye, A.H., Marshall, M.R., Schlaff, R.A., Badon, S.E., & Pivarnik, J.M. (2019). Walking for pregnancy health: A literature review and considerations for future research. Journal of Sport and Health Science, 8(5), 401-411. doi: 10.1016/j.jshs.2018.11.004
Montoye, A.H., Connolly, C.P., Dahmen, J.B., & Campbell, N. (2019). Accuracy of physical activity monitors for steps and calorie measurement during pregnancy walking. Journal for the Measurement of Physical Behaviour, 2(3), 143-156. doi: 10.1123/jmpb.2018-0067
Connolly, C.P., Mudd, L.M., & Pivarnik, J.M. (2019). Associations among work-related and leisure-time physical activity with levels of nausea in pregnancy. American Journal of Lifestyle Medicine, 13(4), 424-431. doi: 10.1177/1559827617695783
Prewitt-White, T.R., Connolly, C.P., Feito, Y., Bladek, A., Forsythe, S., Hamel, L., & McChesney, M.R. (2018). Breaking barriers: Women’s experiences of CrossFit training during pregnancy. Women in Sport and Physical Activity Journal, 26(1), 33-42. doi: 10.1123/wspaj.2017-0024
Connolly, C.P., Pivarnik J.M., Mudd, L.M., Feltz, D.L., Schlaff, R.A., Lewis, G.M., Silver, R.M., & Lapinski, M.K. (2016). Influence of risk perceptions and efficacy beliefs on LTPA during pregnancy. Journal of Physical Activity and Health, 13(5), 494-503. doi: 10.1123/jpah.2015-0358

Education

Ph.D., Kinesiology, Michigan State University
M.S., Exercise Science, The University of Tennessee
B.S., Exercise Sciences, Brigham Young University

Cathy Claussen

August 28, 2015 b.chapman

Cathy Claussen

Professor

sport management

Pullman campus
Cleveland hall 265
pullman, WA 99164

509-335-7232
claussen@wsu.edu

Curriculum Vitae

Research interests

Cathryn Claussen is an authority in the field of sport law, with particular expertise in the areas of constitutional and civil rights in the context of sport. Her research focuses on discrimination and First Amendment issues in sport. She has authored several articles and book chapters on these subjects. Additionally, Dr. Claussen co-authored a leading sport law textbook titled Sport Law: A Managerial Approach.

Teaching/professional interests

Dr. Claussen teaches undergraduate and graduate Sport Law courses, and serves as the Program Coordinator and the Internship Coordinator for the Sport Management Program. She serves on the editorial board of the Journal of Legal Aspects of Sport, and has served as President of the Sport & Recreation Law Association. Claussen brings a variety of practical experiences in the sport industry to her teaching. She has played tennis professionally, and was an assistant tennis coach at the college level. Additionally, she has worked in sporting goods retail sales, has taught and supervised activities in recreational programs, and has coordinated and conducted several sports events, including fundraising events such as golf tournaments and 5K/10K races. She also consults on topics related to gender equity in athletics.

Recent accomplishments

Ombudsman, Washington State University, 2011 – present
Faculty representative to the 2011 Washington Legislature
Washington State University 2011 Woman of the Year Award
Sport & Recreation Law Association’s 2010 Betty van der Smissen Leadership Award
Keynote speaker at the 2006 International Conference on Physical Activity for Women and Girls, Taipei, Taiwan.
WSU College of Education’s 2005 Faculty Excellence Award for Service
Recent publications in the Journal of Legal Aspects of Sport, the International Journal of Sport Management, the International Sports Law Journal, and the International Journal of Sports Marketing & Sponsorship.

Educational background

J.D. Georgetown University Law Center, 1992
M.A. Physical Education, University of Iowa, 1986
B.S. Physical Education, California State Polytechnic University, Pomona, 1982

Faculty

August 27, 2015 b.chapman

These faculty are our Agents of Change!

They’re Instructors. They’re Researchers. They’re Innovators.

They’re cultivating the world of tomorrow.

Tariq Akmal

August 27, 2015 b.chapman

Akmal, Tariq

Department Chair – Teaching & Learning
Professor

WSU Pullman
Cleveland Hall 337

(509) 335-7296
takmal@wsu.edu

Curriculum Vitae

Research interests

When not spending his time in meetings and administration of the department, Dr. Akmal continues research related to improving schools and teachers. More specifically, he studies (1) how to prepare and develop pre- and in-service teachers, particularly at the middle level; and (2) the effects of educational reform and accountability movement on middle schools. He is especially interested in the practices of middle schools in relation to the issues surrounding grade level retention of students, teacher attrition, and other effects of educational accountability.

Teaching/professional interests

Dr. Akmal teaches general instructional methods courses for middle and high school pre-service teachers—sharing his passion for engaging K-12 students in meaningful learning experiences with teacher candidates. At the graduate level, he teaches curriculum, instruction, and middle level courses for students in the Ed.M, M.A., and M.I.T programs. Akmal has experience teaching middle and high school but his research interests and favorite grades are at the middle level. He has been active at the national level, serving on the AMLE Board of Trustees from 2010-2015 and continues to serve the organization.

Current leadership roles

Chair, Department of Teaching & Learning (2016-Present)
Director of Teacher Education (2010-Present)
President-Elect 2019-2020, Washington Association of Colleges for Teacher Education (WACTE)
Member, Finance & Audit Committee, Association for Middle Level Education.

Recent accomplishments

Recent Publications

Lamb, R., Annetta, L., Firestone, J. B., Vallett, D.B., Shapiro, M., Matthews, B., Akmal, T. & McManus, C. (In press). Psychosocial factors impacting STEM career selection in Computer Science and Engineering. Social Science Research (2016).

Slavit, D., deVincenzi, A., Akmal, T., & Lesseig, K. (in press). Promoting community and core practices in a multi-site middle level mathematics program. In P. B. Howell, S. A. Faulkner, J. P. Jones, & J. Carpenter (Eds.) Preparing Middle Level Educators for 21st Century Schools: Enduring Beliefs, Changing Times, Evolving Practices. Charlotte, NC: Information Age Publishing.

Akmal, T. & Husain, R. (2017). Pakistan. In Egbert, J. & Ernst-Slavit, G. Understanding our ELLS: Integrating language and culture into every classroom.

Himmer, P., Anderson, R. & Akmal, T. (2017, June) Fluidic channels in the classroom: Fabrication and Integration in Fluid Mechanics. Proceedings of the American Society for Engineering Education (ASEE) Annual Conference June 25-28, Columbus, OH.

Recent grant work

Highfill, M. (Principal Investigator), Akmal, T. (Co-Principal Investigator), Ehrlinger, J. (Co-Principal Investigator) Teacher Preparation Student Support Services proposal to US Department of Education. Submitted January 2015, funded August 2015. ($1,100,000).

Recent conference presentations

Akmal, T., Larsen, D.E. & Bruce, T. (2017). Rural Middle Grades Principals: Unique Students, Unique Settings, Unique Skills. Presentation at the annual meeting of the Association for Middle Level Education Conference, Philadelphia, PA.

Himmer, P., Anderson, R. & Akmal, T. (2017, June) Fluidic channels in the classroom: Fabrication and Integration in Fluid Mechanics. Presentation at the American Society for Engineering Education (ASEE) Annual Conference, Columbus, OH.

Lamb, R., Vallett, D., Akmal, T., Schmitter-Edgecomb, M., & Cunningham, R. (2016). A computational modeling of student cognitive processes while solving critical thinking problems in science. Poster presented at the International Conference of National Association for Research in Science Teaching (JRST). Baltimore MD.

Educational background

A Cougar through and through:

Ph.D. Curriculum and Instruction, Washington State University, 1997
M.A. Curriculum and Instruction, Washington State University, 1996
B.A. English/Social Studies Education, Washington State University, 1988

Go Cougs!

Applied Educational Research Methods Certificate

August 25, 2015 b.chapman

You’ve got the methodological skills to make a difference. Now you can prove it.

This was the first of our now four certificates. We’re awfully proud of it.

So… what does the certificate in Applied Educational Research Methods (both quantitative and qualitative) give you? Well, it provides foundational knowledge and excellent training in methods typically employed to investigate a wide variety of problems in the broad domains of the social sciences.

There’s a growing need among social science professionals, to have sufficient methodological skills to produce, analyze, synthesize, report, and consume information so that decisions can be made using an evidence-based approach.That’s why this certificate was created.

In addition, considering the complex nature of contemporary societal problems, the certificate seeks to fill a broader need in our university to train and support graduate students to use different methods to approach complex problems.

The certificate will provide the relevant coursework, as well as application of that coursework, through the completion of 15 credit hours, including an applied project. The certificate consists of some courses that most graduate students in the College of Education typically enroll in to meet their master’s or doctoral degree requirements. Hence, we hope graduate students see the value in completing few a more credits in methodology to obtain the certificate.

The certificate is open to students in any WSU graduate program. Students not in degree programs may also earn the certificate by applying and enrolling as non-degree/non-matriculated student. This is a Pullman campus only program. Students are required to maintain the minimum GPA requirement of at least 3.0 while enrolled in the certificate program. To qualify for the graduate certificate a prospective student must have a Bachelor’s degree from an accredited post-secondary institution and meet all prerequisite requirements or demonstrate equivalent knowledge before enrolling in any courses which require these. For non-current WSU students, please apply through the WSU Graduate School, submit a current Resume or Curriculum Vitae, unofficial transcripts from colleges/universities and a Letter of Intent with a brief statement of your professional objectives and how you believe they will be promoted by admission to the prospective WSU program.

Note: This certificate program does not accept State of Washington Employee tuition waivers.

A note on classes required for certificates: The WSU Graduate School Policy regarding certificates indicate if a student enters the certificate program already having completed a course in general research methods or statistics, then additional elective courses can be selected to meet the required course credits. Students should note that other courses cannot be used as substitutes to meet the core course requirements. If students have already taken the required (core) courses prior to applying for the certificate, those courses would count towards the certificate. If they have taken an appropriate course that could be used as an elective, but is not one of the nine elective courses listed for the certificate, students could petition to use that course towards the certificate as the 3-credit elective course. Please note that we process your application for the certificate during the semester in which you take the internship required course.

Curriculum Description

Core Courses – nine credits of research

Required by All (Chose one – three credits)

Ed_Psych 505 Research Methods I
Ed_Res 563 Principles of Research

Then choose either the Quantitative or Qualitative track for additional six credits

Quantitative Track:

Ed_Psych 508	Educational Statistics
Ed_Res 565	Quantitative Research

Elective (Choose one of the following three credit courses that correspond to the track selected above, e.g., Quant: Ed_Psych 509; Qual: Ed _Res 567):

CSSTE 544	Discourse Analysis: Qual Track
CSSTE 545	Critical Ethnography: Qual Track
T&L 588	Action Research: Qual Track
Spec_Ed 592	Single Subject Research Design and Methods: Quant Track
Ed_Psych 509	Educational Measurements: Test Development and Assessment: Quant Track
Ed_Psych 568	Quasi-experimental Design: Quant Track
Ed_Psych 569	Quantitative Techniques in Education: Quant Track
Ed_Psych 570	Introduction to Program Evaluation: Quant Track
Ed_Psych 572	Meta-Analyis: Quant Track

Qualitative Track:

ED_Psych 507	Foundations of Qualitative Research
Ed_Res 564	Qualitative Research

Applied Project (Internship – Required by All)

Ed_Psych 597 Internship/Project – three credits. Only by prior approval of the Educational Psychology Coordinator.

This applied research experience will last not less than one semester. The student will register for Ed_Psych 597 under the guidance of a designated educational psychology faculty member who will develop the project in concert with the student. The culmination of this experience is a technical report or manuscript suitable for publication focused on the research in which the student and faculty member are engaged.

For more information, please contact:

Kira Carbonneau, Ph.D. kira.carbonneau@wsu.edu or Brian F. French, Ph.D. frenchb@wsu.edu

Coeur d’Alene Partnership Program

August 24, 2015 b.chapman

Longstanding, successful collaboration helps tribal students

Together, Washington State University and the Coeur d’Alene Tribe agreed to work cooperatively to establish programs that reflect the priorities established by the Tribe. While many of the current projects focus on work with K-12 schools, the Partnership Program is designed to serve educational needs of Coeur d’Alene Tribe members of all ages.

Leadership development camp

The Leadership Development Camp, designed for youth ages 13-17 years old from the Coeur d’Alene Reservation, aims to develop leadership skills, resiliency, and strengthen academic skills. Through participation in team building and sports activities and Culturally responsive specialized academic seminars, this one-week residential camp offers students a chance to develop new skills, experience college life, and reflect upon and prepare to meet their goals for the future. The camp,, which brings tribal students to the WSU Pullman campus, continues under the direction of Paula Groves Price and Cedric Price.

Scholarship program

Each year money is made available to members of the Coeur d’Alene Tribe for scholarships. First priority for these funds will be as scholarship money available to Coeur d’Alene Tribal members enrolled at Washington State University in any field leading toward a four-year degree, master’s degree, or doctoral degree. The second priority will be funding requests for tribal members to attend special interest workshops or camps. Contact Barbara Aston for further information about scholarships.

Cultural Studies Courses and Timelines

August 21, 2015 b.chapman

Timeline

The following suggested timeline is included for the benefit of assisting CSSTE doctoral students to be mindful and responsible for meeting deadlines. Traditionally, many faculty are not compensated for their services during the summer and therefore concentrate on their own scholarship. Students should plan accordingly to do their preliminary examination, D1, or D2 during the scheduled academic session.

*Prior to actual and/or suggested deadlines, a minimum of two (2) weeks delivery to chair and committee members is required of, but not limited to, contracts, programs of study, proposals, and three (3) weeks for dissertations.

Course of study

Minimum 45 graded credits plus minimum 20 dissertation hours, 7 graded or non-graded = 72 hours

The course of study for the Doctor of Philosophy specialization in Cultural Studies and Social Thought in Education is rigorous, flexible and individually tailored. Work with your advisor/program of study chair to plan a course of study that is intellectually coherent and relevant to your needs and interests.

The following is a break down of core, cognate, and research requirements and recommendations for the Doctor of Philosophy in Education with a specialization in Cultural Studies and Social Thought. It is anticipated that completion of the degree will average four years.

Core 15 credits                                                               Credits
CSSTE 531 Cultural Studies in Education                        3
CSSTE 532  Gender, Power, and Education                     3
CSSTE 533  Race, Identity, and Representation              3
CSSTE 534  Social Theory in Education                            3
CSSTE 530 Readings in CSSTE                                           3

Research 15 credits
EdRes 562 Epistemology, Inquiry and Representation 3
EdRes 563 Principles of Doctoral Research                    3
EdRes 564 Qualitative Research                                       3
EdRes 565 Quantitative Research                                    3

Advanced Research 3 credits minimum
CSSTE 544   Discourse Analysis                                         3
CSSTE 545   Critical Ethnography                                      3
EdRes 569 Arts-Based Research                                      3

Cognate 9 credits: Students may select from the COE Cognate/Elective list and/or Plan of Study approved and relevant courses from the following disciplines/fields of study including American Studies, Comparative Ethnic Studies, Higher Education, Sociology, Communication, History, Anthropology, Political Science, to name a few.

COE Cognate/Electives Credits Semester***

CSSTE 536 Environment, Culture, and Education          3
CSSTE 535  Multicultural Education in a Global Society 3
CSSTE 537 Place Based Education                                   3
CSSTE 538 Youth Cultures in Education                          3
CSSTE 539 Curriculum Theory                                           3
CSSTE 540  Globalization & Identity in Education           3
EdAd 501 Philosophy of Education                                  3
EdAd 507 Social Foundations of Education                    3
TCH_LRN 522* John Dewey’s Philosophy of Education
TCH_LRN 523* History of Education

*TCH_LRN 522 and 523 are temporary course numbers. New numbers will be assigned once these courses are approved as regular courses.
**This represents the research course designations proposed by the Carnegie Doctoral Research Initiative.
***Students should consult with their program advisor and course listings to better determine when to take these courses. Additionally, students should consult with their advisor about special topics courses that may be offered that may satisfy your intellectual thirst.

Role of faculty & students

Upon entering the CSSTE program, a temporary advisory is assigned to initiate course selection and program development. Students must decide upon a permanent advisor for their program of study by the third semester and initiate a formal advising relationship, but this process can occur earlier. The permanent advisor and student then select the program of study committee which supervises the plan of study meeting and the preliminary exam. The program of study committee may be the same as the dissertation committee, but can be different. Someone who serves as an advisor is NOT automatically the dissertation chair. The role of the dissertation chair is to work closely with the student in developing the dissertation and serves as the primary guide. The committee serves a supporting role and therefore is not obligated to read multiple drafts of the dissertation.

Readings in CSST in education

Students in CSSTE will enroll for one credit each year and participate with faculty in a reading group which will meet approximately 4 times per semester for two hours. The purpose of the reading group is to promote intellectual fervor and a good time.

Khon Kaen University Partnership

August 20, 2015 b.chapman

Symposium Info

Coming soon

Overview

Partnership Overview

Our partnership started in 2002 and is as strong as ever.

Photo Gallery

Coming soon

Educational Psychology – Master of Arts (M.A.) in Educational Psychology

August 19, 2015 b.chapman

Research. Evaluation. Measurement. Learning & Cognition

We train students within educational psychology to develop strong methodological skills and a deep understanding of learning theory to work on challenging educational problems.

Recipients in this program are well prepared to continue doctoral level training if so desired. However, this degree also enables the recipient access to entry-level positions in this intriguing field that presents an ever-changing, challenging, and rewarding work environment. The work in such areas may be rewarded, for example, by the ability to make contributions to the improvement of educational settings (e.g., schools, universities), to have a direct influence on individuals through the development of programs, methods, and tools to meet their needs, or to provide information to individuals who shape policy. Thus, we seek individuals who will first meet challenging academic standards for entrance and show promise for success in the exciting field of educational psychology.

Our M.A. program is designed for those seeking entrance into one of the following professional fields:

college or university teaching in the areas of general educational psychology and/or educational measurement, evaluation and research design
public school service in the role of a testing program director or coordinator of curriculum and program evaluation
industry positions in research and testing companies (e.g., ACT, ETS)
research and/or administration in research units such as the Northwest Regional Lab, American Institutes of Research, or an office of institutional studies at a college or university

We train students within educational psychology to develop strong methodological skills and a deep understanding of learning theory to work on challenging educational problems. These students will have a deeper understanding of researchable topics, the ability to develop a research program, effectively communicate and work with a wide variety of professionals, and skills to understand nuance and ambiguity in the work environment. The work in such areas may be rewarded, for example, by the ability to make contributions to the improvement of educational settings (e.g., schools, universities), to have a direct influence on individuals through the development of programs, methods, and tools to meet their needs, or to provide information to individuals who shape policy. Thus, we seek individuals who will first meet challenging academic standards for entrance and show promise for success in the exciting field of educational psychology.

Student learning outcomes include:

ability to think critically, evaluate, understand, apply, and communicate scientific research
ability to evaluate and apply research designs
ability to evaluate and apply statistical and measurement principles to their area of research
aware and evaluate how diversity issues and protected populations influence research
development of professional identity appropriate for future career plans

This is a two-year degree only offered on the WSU Pullman campus. While students at the master’s level in educational psychology complete a common core of courses, a substantial portion of each master’s degree program is composed of courses selected by the student and his or her advisory committee. This helps to tailor the program of study around the student’s personal interests and professional aspirations. The M.A. in Educational Psychology culminates with the writing and oral defense of a formal thesis.

Successful completion of the M.A. degree provides a basis for application to the Ph.D. program in educational psychology. For credit requirements for the M.A. degree program and a list of specific curriculum please refer to the handbook.

M.A. Educational Psychology Handbook

This program has a rolling admission process. However, to be considered in our priority review process, the priority deadline for Fall/August start is December 15th each year and for Spring/January start is July 1st each year. For application info please see our Apply page.

For more information, you can email us at edpsych.coe@wsu.edu or complete this short survey and a faculty member will contact you.

APPLY NOW

Educational Psychology Overview

August 19, 2015 b.chapman

About us

Educational Psychology…..advancing theory and methods to better learning and performance.

Educational psychology is the study of how humans learn and retain knowledge, primarily in educational settings like classrooms. This includes emotional, social, and cognitive learning processes. Areas of focus might include teaching, testing and assessment methods, psychometrics, classroom or learning environments, and learning, social, and behavioral problems that may impede learning, technology in learning. Graduates work as professors, education specialists, learning analysts, program evaluators, and find positions in research institutions, school systems, the testing industry, government agencies, and private industry.

The mission of Educational Psychology at WSU is to produce successful professionals in educational psychology who have strong methodological skills, understanding of researchable topics, the ability to develop a research program, effectively communicate and work with a wide variety of professionals, and skills to understand nuance and ambiguity in the work environment.

We train students within educational psychology to be excellent consumers and producers of research in order to address challenging educational problems. These students gain a deep understanding of learning theory and methods to allow them to contribute to both theory and practice in the domain in which they select to work. The work in such areas may be awarded, for example, by the ability to make contributions to the improvement of educational settings (e.g., schools, universities), to have a direct influence on individuals through the development of programs, methods, and tools to meet their needs, or to provide information to individuals who shape policy. Thus, we seek individuals who will first meet challenging academic standards for entrance and show promise for success in the exciting field of educational psychology.

Our programs

Our program offers two degree options with a specialization in Educational Psychology; the Master of Arts (M.A.) and the Doctor of Philosophy (Ph.D.). The M.A. and Ph.D. programs culminate with the writing and oral defense of a formal thesis or dissertation. Students pursuing a master’s degree can expect to complete the program in two years and doctoral students can expect to finish in three to five years beyond the master’s degree.

The core requirements in Research, Evaluation, Measurement, Learning and Cognition provide students with a solid academic foundation. Programs afford some flexibility to tailor course work to individual student preferences and research options. Through faculty and student partnerships across campus, the program provides an exciting, interdisciplinary atmosphere for course and field study.

Graduates in educational psychology can expect employment in private firms, school districts, universities, business, industry, or state agencies. For example, graduates work for: test companies as researchers, university as professors and researchers, and assessment offices across the United States.

Our Ph.D. program equips students with the knowledge of learning theories and strong methodological, evaluation and assessment skills to conduct research on diverse issues relevant to education and beyond. Students are expected to integrate theoretical understanding with research and internship opportunities offered by the university to solve educational problems and improve policy and practice. The Educational Psychology faculty are committed to mentoring graduate students to develop their own body of research, publish in top tier journals, present at conferences and gain career-related skills. Students can also obtain research methods certificates while completing their master’s work in the Learning and Performance Research Center as well as research laboratories directed by Educational Psychology faculty.

For more information, you can email us at edpsych.coe@wsu.edu or complete this short survey and a faculty member will contact you.

Acker-Hocevar, Michele	acker-hocever@wsu.edu
Barabasz, Arreed	arreed_barabasz@wsu.edu
Bettis, Pam	bettis@wsu.edu
Beller, Jennifer	jbeller@wsu.edu
Canty, June	jcanty@wsu.edu
Church, Tim	church@wsu.edu
Claussen, Cathryn	claussen@wsu.edu
Ernst-Slavit, Gisela	gernst@wsu.edu
Furman, Gail	gfurman@wsu.edu
Mabry, Linda	mabryl@wsu.edu
Miller, Darcy	darcymiller@wsu.edu
Mills, Paulie	pmills@wsu.edu
Schultz, Judy	jaschultz@wsu.edu
Warner, Dennis	dawarner@wsu.edu
Wong, John	john_wong@wsu.edu

Associate Professor – Kinesiology Director – Exercise Physiology & Performance Laboratory

Pullman campus Smith Gym 113B pullman, WA 99164

CURRICULUM VITAE • EPPL Lab

Research Interests

Teaching/Professional Interests

Select Publications

Education

Professor

sport management

Pullman campus Cleveland hall 265 pullman, WA 99164

Research interests

Teaching/professional interests

Recent accomplishments

Educational background

These faculty are our Agents of Change!

They’re Instructors. They’re Researchers. They’re Innovators.

They’re cultivating the world of tomorrow.

Emeritus faculty

Remembering…

Akmal, Tariq

Department Chair – Teaching & Learning Professor

WSU Pullman Cleveland Hall 337

Research interests

Teaching/professional interests

Current leadership roles

Recent accomplishments

Recent grant work

Recent conference presentations

Educational background

You’ve got the methodological skills to make a difference. Now you can prove it.

This was the first of our now four certificates. We’re awfully proud of it.

Curriculum Description

Longstanding, successful collaboration helps tribal students

Leadership development camp

Scholarship program

Timeline

Course of study

Role of faculty & students

Readings in CSST in education

Symposium Info

Partnership Overview

Photo Gallery

Research. Evaluation. Measurement. Learning & Cognition

About us

Our programs

Associate Professor – Kinesiology
Director – Exercise Physiology & Performance Laboratory

Pullman campus
Smith Gym 113B
pullman, WA 99164

Pullman campus
Cleveland hall 265
pullman, WA 99164

Department Chair – Teaching & Learning
Professor

WSU Pullman
Cleveland Hall 337