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Washington State University
College of Education

Education, Academic

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.

2017 (Fall) Suwyn Family Lecture Series in Education


Introducing
Megan Bang

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.”

 

View Event Photos

LPRC’s Research Consulting


LPRC Consulting Outline

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:

Regression Item Response Theory (IRT)
ANOVA and MANOVA Mixture Modeling
Factor Analysis Latent Class Analysis
Multi-Level Modeling Power Analysis
Latent Growth Curve Modeling Measurement
Longitudinal Modeling Sample Design
Structural Equation Modeling (SEM) Weighting
Longitudinal SEM Missing Data
Bayesian 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.

Consulting Services
  1. 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.
  2. 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.
  3. Consulting is not a tutoring service for students enrolled in courses. Please see your instructor for such assistance.
  4. Appointments should be scheduled in advance for consulting services (no drop-in appointments).
  5. 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.
  6. 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:
    1. 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.
    2. Journal article submissions: When LPRC faculty are included as co-authors, additional time can be invested as part of faculty scholarship.
    3. Extended consulting services without co-PI or co-author roles: The fee rate will align with the LPRC’s normal rates for consulting.
Contact

Bruce Austin
Pullman Campus, Cleveland Hall 364, Pullman, WA  99164
509-335-9570
bwaustin@wsu.edu

AERA Grants Program


Every year, the American Educational Research Association (AERA) accepts grant proposals from doctoral students, post-docs, or faculty members who are doing quantitative research on large-scale national or international data sets.

With NSF support, AERA provides grants for conducting studies of education policy and practice using federally-funded, large-scale data sets. Proposals are encouraged from a variety of disciplines, including education, sociology, economics, psychology, demography, statistics, and psychometrics.

AERA Dissertation Grants

AERA provides dissertation support for advanced doctoral students to undertake doctoral dissertations using data from the large-scale national or international data sets supported by the NCES, NSF, and/or other federal agencies. The selection process is competitive. AERA Dissertation Grants are awarded for one-year for an amount of up to $20,000. The next application deadline is Friday, September 15, 2017.

AERA Research Grants

AERA provides small grants for faculty members, postdoctoral researchers, and other doctoral-level scholars to undertake quantitative research using data from the large-scale national or international data sets supported by the NCES, NSF, and/or other federal agencies. The selection process is competitive. AERA Research Grants are awarded for one or two years, for an amount of up to $35,000. The next application deadline is Friday, September 15, 2017.

 

If you’re interested in applying, please contact Laura Girardeau at lgirardeau@wsu.edu.

Getting to Know You: Ryan Smedley


Ryan Smedley — Elementary Education

Hometown: Cheney, Washington

Year: Junior

Why do you want to become a teacher?
As a teacher you are able to be a positive influence for every student in your classroom. Being an advocate for education and a positive influence as an educator opens the door to so many student’s potential.

What are you most passionate about when it comes to being a teacher?
Being a positive influence to students has the possibility to change lives for the better. And being able to be a role model for students can make the small difference that they may need.

What or who inspired you to become a teacher?
Seeing the potential in students is inspiring as an educator. The glimpse of greatness in every young mind is the driving force behind being a teacher.

Amir Gilmore

Amir Gilmore

Associate Dean of Equity and Inclusion for Student Success and Retention
Assistant Professor
Cultural Studies And Social Thought In Education
Affiliate Faculty
American Studies and Culture (Ph.D. Program)
Pullman Campus
Cleveland Hall 334
Pullman, WA  99164

509-335-2525
amir.gilmore@wsu.edu

Curriculum Vitae

Twitter || GoogleScholar || LinkedIn

View WSU Q&A from Feb. 06, 2023

View WSU Faculty Profile from Feb. 12, 2021

About Amir

 

Ph.D. (2019) Cultural Studies And Social Thought In Education – Washington State University
M.A. (2015) Africana Studies – SUNY Albany
B.A. (2011) History – SUNY Albany

Amir Gilmore’s interdisciplinary background in Cultural Studies, Africana Studies, and Education allows him to traverse the boundaries across the social sciences, the arts, and the humanities. His interests in Black Critical Theory and Black Masculinities ground his scholarship on Black Boy Joy, and he is well-versed in Critical Race Theory, feminisms, and social theory. His vision and scholarship make critical contributions to the fields of Black Studies and Education, as well as connects to larger discussions of Afrofuturism and Black Aesthetics.

Courses Taught:

MIT 552: Multicultural Education In A Global Society

TCH_LRN 467: Adolescence, Community, and School

CSSTE 533: Race, Identity, and Representation

CSSTE 534: Social Theory in Education

TCH_LRN 522: BlackCrit and The Afterlife of Slavery (Special Topics)

MIT 508: Curriculum and Instruction Methods (Summer)

Robert N. Harris

Robert Harris

Adjunct Faculty

Sport Management
WSU Pullman

509-335-4642
robert.n.harris@wsu.edu

Originally from Jamaica, Robert Harris has an extensive history in sports, namely track & field and soccer.

He graduated from the University of Wyoming in 2006 with a Bachelor of Science degree in Marketing. During his time at Wyoming, he was an all Mountain West athlete in the 400 meters, the 4×100 and the 4×400 meter relays. Robert received his master’s degree in Sport Management from WSU in 2020.

Robert is currently a Fiscal Specialist for Washington State University Athletics.

Prior to WSU, Robert spent three years (2013–2016) at the University of Nebraska–Lincoln, where he was the on-campus recruiting coordinator and operations assistant for the men’s and women’s track & field teams.

Robert is married to Dr. Kat Harris who is an assistant professor of accounting. They reside in Pullman with their son Robert James and daughters Elizabeth and Victoria.

Kaitlyn R. Layman

Kaitlyn Layman

Graduate Assistant

Sport Management
Pullman campus
Cleveland hall 269
pullman, WA  99164

509-335-2150
kaitlyn.layman@wsu.edu

Kaitlyn Layman joins the Washington State University graduate program as a teaching assistant under Dr. Tammy Crawford.

Prior to WSU, Layman spent one year at the University at Buffalo as an Assistant Sports Information Director-Intern in the Athletic Communications department for the Bulls. While at Buffalo, she was the primary contact for the cross country, swimming & diving teams, and track & field teams; while also assisting in football, basketball, volleyball, and soccer.

Layman graduated from Hilbert College with a Bachelor of Arts Degree in May 2016. Her major was in Digital Media and Communications, with a concentration in marketing. While at Hilbert, she was a four-year Division III soccer player. She was actively involved in the college’s Student-Athlete Advisory Committee, where she served as President and conference representative. She interned with the school’s sports information department and attended the 2015 NCAA Convention and 2016 NCAA Career in Sports Forum.

Layman also interned with Upper Allegheny Health System based in Olean, NY. Her focus was primarily in marketing, where she assisted on various advertising projects and events. Her internships allowed her to be actively involved in various community service projects as well.

Layman plans to graduate from Washington State University in May 2019 with her master’s degree. She plans to pursue a professional career in Athletic Communications at the Division I level.