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Washington State University
College of Education


Marketing and Communications Internship



Positions Available: One PR/social media/strat comm/marketing. One broadcasting/digital media.

Objective: We pay you. We mentor you within your field. We get your great work in return.

Kudos: We’ll pat ourselves on the back. We began our internship program in 2015. In the seven years that have followed, we have consistently made sure our interns have a valuable experience and build their portfolio. Our interns have been able to get immediate job placement: PR firms in Seattle, the Seattle Seahawks, school districts, real estate firm, boutique PR, a city on the westside. If you work hard, we set you up to succeed! Don’t take our word for it, though!


We can spend all day telling you how awesome this internship is. But instead, we’ll let our current and past interns tell you…

FEATURED TESTIMONIAL (only because it’s the latest):

More about the internship (and how to apply)

Basic responsibilities: You’d report directly to the College of Education’s Director of Marketing and Communications, who sits on the college’s leadership team. You’d help him realize MarComm’s objectives, including its mission of “Inform. Inspire. Involve.” Public relations and external marketing strategy and tactics make up a bulk of the plan, and you’d help fulfill the goals set forth.

Specific responsibilities (PR/Strat comm):

  • Write stories for dissemination through web and media. Then, write some more! Lots of writing.
  • Actively engage in the college’s social media. This will include posting to the college’s well-established social media sites (Twitter, Facebook, and Instagram, LinkedIn).
  • Web updates. The College of Education uses WordPress.
  • Help develop infographics and graphic-based communications.
  • Help with Education News, a monthly college newsletter sent to external stakeholders.
  • Brainstorm brand strategy and look for avenues to build brand awareness and credibility.
  • Help grow and maintain photo library.
  • Learn and apply basic media relations strategies under the direct supervision of the director.
  • Help align media requests with appropriate source.
  • Help enhance online newsroom.
  • Help integrate video and other digital media into story dissemination.
  • Other duties that arise (oh yeah, we weren’t going to forget this one ;).

Specific responsibilities (Broadcast/Digital media):

  • Produce high-quality video packages, vignettes, and social-ready clips to be used in college marketing efforts.
    • Plan, shoot, edit, and help disseminate.
  • Help with the college’s podcast and video podcast.
  • Web updates. The College of Education uses WordPress.
  • Help develop infographics and graphic-based communications.
  • Help grow and maintain photo library.
  • Integrate video and other digital media into story dissemination.
  • Other duties that arise (oh yeah, we weren’t going to forget this one ;).

Prerequisites: Preference given to those majoring in a related field within the Murrow College of Communication, or to those who are Marketing majors within the Carson College of Business. Preference will be given to those students certified in their major. But talent is talent and if you got it, you got it. Apply!

Appointment, Hours, and Compensation: It is expected that you’d work the Fall 2022 semester, beginning the first week of the semester, and ending the week before the semester ends. You’d work 10-15 hours per week. You would earn up to $15 USD per hour (DOE). We could discuss extending through Spring 2023.

To apply:

Send email expressing your intent to apply (this will double as your cover letter unless you want to attach a separate cover letter). Make sure you you let us know which internship you’re apply to. You can address this to The Great Brandon Chapman. Attach resume and some writing samples (and link to other multimedia samples if you have them) that you feel best reflect your ability for this position. This must be received no later than close of business on TUESDAY, APRIL 05, 2022.

Interviews will be conducted shortly after the deadline, and the successful candidate will be notified and formalize arrangements before the semester ends.

About the College of Education:

The College of Education is one of WSU’s oldest colleges, with its first dean taking the helm in 1918. Since that time, COE has been known primarily as a teaching and learning college, as well as an educational leadership college. The majority of certified K-12 superintendents in Washington, in fact, earned their certification through COE.

However, COE is very much a modern college, with degrees in athletic training, kinesiology, and sport management. In fact, our undergraduate kinesiology degree is one of the largest degrees, by enrollment.

For more information:

Contact Brandon Chapman at or 509.335.6850.


We love remembering the good times!

Brittni and Riley Myklebust
Brittni Willis interviewing Pullman Police officer Riley Myklebust, as part of Education Eclipse. Riley is now a stellar deputy within the King County Sheriff’s Office :).

Kyla did so well working with Chappy in Fall 2016 that she was asked to come back for Spring 2017.

Trevor Havard was a great intern. He was capable of just grabbing a camera and heading to college events!

Katie Merrick in studio
Katie Merrick working in our video studio.

This internship is nothing if not fun.

Sometimes, there are just no adequate words to describe the interns.

Our broadcasting/digital media intern will definitely spend some time on the mic.

The toys we get to play with are no joke. This is our new Blackmagic 6K Cinema Camera.

Here’s the deal: we liked David Blehm but he was also a Broncos fan :(, so…

Agents of Change Application

  • To express interest in participating as an Agent of Change, please fill out the following application.

  • BRIEFLY, using plain talk (PLEASE!), explain what your research is about (enough for someone to understand, but not so much that it takes you a long time to write it up).

  • FYI, the female shirts are a true female cut and they run really small, like... smaller than you'd think. Females may choose a men's shirt if they'd like.


It’s our passion to make a difference that drives us!

Although we often celebrate and recognize the past, if you are someone who wants to make sure the present and future are even better, and are currently working toward that goal, then you’re an “agent of change.”

Introducing, our college’s Agents of Change campaign!

Goal: Showcase our amazing people like you, whether your faculty, staff, students, alumni… or just a supporter of our college and the work we’re doing.

Why: Because our folks rock! We want to highlight you and the reason you do what you do.

How: We’re going to showcase you through photos, video, blog posts, etc! We’ll put them online, and on social media with the hashtag #AgentsOfChange and hope you’ll share these, as well.

Wanna share why you’re an Agent of Change?
1Register to be an Agent of Change
2Script a 30-second statement about what makes you an agent of change. Sit down with our Marketing and Communications team to record this.
3Agree to do some form of communication that would better connect you to students and alumni and help push your work out. This can be a blog, being a podcast guest, etc. You can use Marketing and Communications to come up with a plan that plays to your strengths.
4Social mediacize the content all over the place (is "mediacize" a word?)! Use the hashtag #AgentsOfChange.
5After your post, if you're in Pullman, come get a cool T-shirt that says #AgentsOfChange on it. If you're not in the area, email us your address so we can send one to you!

For questions, please email Brandon Chapman.

Chris Lebens

Chris Lebens at Martin Stadium.

Chris Lebens

Assistant Professor (Career Track)
Sport Management
Pullman campus
Cleveland Hall 268


Curriculum Vitae

Chris Lebens is a clinical assistant professor assigned to teach SpMgt 377- Legal Aspects of Sport, SpMgt 489- Sport Event Management, as well as SpMgt 577- Law and Risk Management in Sport for the graduate program.

Mr. Lebens received his bachelor’s degree in radio/TV/digital media production, and his juris doctor from the University of Idaho. He has a master’s degree in Sport Management from WSU and more than eight years experience in sport management, working with Division 1 college athletics. He also has more than 10 years experience in large event planning and management and is an extremely active volunteer in the community. His research areas are legal in nature, focusing on risk management in sport, constitutional law, and contract law.

Glenys Hill


Glenys Hill

Director of WSU Superintendent Program/
Associate Professor (Career Track)
Educational Leadership
Spokane campus
Center for Clinical Research and Simulation 211
412 E. Spokane Falls Blvd.
Spokane, WA 99210-2131


Curriculum Vitae

Teaching and professional interests

Professor Glenys Hill is the Director of the Washington State University Field Based Superintendent’s Certification Program.  She divides her time between the Spokane and Vancouver campuses.  Professor Hill served for 20 years as a public school superintendent.  She has taught educational law in the principal’s program on the WSUV campus and has taught Schools, Community, and Society,  Human Resources,  and Educational Law for the East Asia Regional Council of Schools (EARCOS) leadership degree program.  She is an instructor  for the Washington State Leadership Academy and a trainer in the AWSP principal evaluation protocol.

Research Interests

Women and minorities as educational leaders and superintendents;  the importance of trust in building a cohesive organizational culture; the role of the superintendent as a change agent.

Recent Accomplishments

  • Washington Association of School Administrators:  Educational Leadership Award, 2011
  • Supporting Tomorrow’s East Asia International School Leaders:Context-Based Training and the Development of a Support Network. EARCOS Tri-annual Journal Spring 2016
  • The Cultivation and Manifestation of Trust in Elementary Schools.  Mark Connolly and Glenys Hill 2017 WERA Educational Journal May 2017
  • Women in Educational Leadership: Implications for Preparation Programs.  Glenys Hill, Teena McDonald, and Kelly Ward  2017 WERA Educational Journal May 2017

Educational Background

  • Ed.D, Educational Leadership,  Washington State University, 1988
  • M.A, Education:  Curriculum and Instruction, University of California, Berkeley, 1973
  •  B.A., English Literature, Portland State University, 1968


These faculty are our Agents of Change!

They’re Instructors. They’re Researchers. They’re Innovators.
They’re cultivating the world of tomorrow.

Globalization, Diversity, and Education Conference (#GDE2020)

February 27-28, 202016th Annual Globalization, Diversity, and Education Conference

(Re)imagining Education for Liberation

View Conference Photos

Stacks of printer paper

Full Agenda

See the full agenda from 2020, including keynote, workshop sessions, poster session participants, etc.

Learn More

Paula Groves Price smiling in front of a solid crimson background.

Keynote Speaker

Theme: Reflections and Reverberations of 16 years of the Globalization, Diversity, and Education Conference

Learn More

Northern Quest

Location Information

Once again, this conference will be at the Northern Quest Hotel & Resort in Airway Heights, WA

Book Your Room

Press Play


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#GDE2020, #globalization, #diversity, #agentsofchange

They said it…

GDE is a supportive and challenging environment for scholars and activists to engage in stimulating and at times difficult dialogue on today’s educational issues. 

—A.G. Rud

Every year, the Globalization Conference brings together top scholars from institutions and organizations all over the country, and in fact, from various areas of the world. These well-respected thought leaders share research, dialogue, and strategize deeper ways of working together for greater justice in schools and communities. The energy and commitments to rejecting racist policies and practices and mobilizing higher education, K-12 education and community organizations for equity and justice was powerful to witness.

—Paula Groves Price

Professional disposition

Professional dispositions

Do you know how to exercise? Do you exercise? Your answer might be “yes” to the first and “no” to the second. The first question asks about ability: Do you know the ways to exercise so as to do you some good? The second question goes beyond ability and asks about inclination: Are you disposed to exercise? Do you exercise regularly?

Professional dispositions are the principles or standards that underpin a teacher’s success in the classroom. They are the values, commitments, and professional ethics that govern how a teacher acts with students, families, colleagues, and communities.

The Washington State Office of the Superintendent of Public Instruction (OSPI) mandates, through the Washington Administrative Code (WAC), that all certified educators must be “fit to teach” and “have the proper dispositions to teach.” The transformation of a person from one who merely possesses knowledge and technique into a superior teacher must include the development of characteristics such as a capacity for active and creative communication, a tendency to probe, and a willingness to explore topics from a variety of perspectives. Further, an outstanding educator must possess the desire to engage and encourage students who have a wide range of abilities, interests, and temperaments.

In order to provide the highest quality teacher force possible, Washington State University ’s College of Education has the responsibility of evaluating teacher effectiveness along a variety of dimensions. It uses many instruments and methods to assess the effectiveness of prospective teachers, to make certain they have the knowledge, skills and professional habits necessary to serve in the highly dynamic and complex classrooms of the 21st century.

Good teachers come fom widely different backgrounds, and have varied opinions, interests, and personalities. But some qualities, such as the ability to communicate clearly, are common to nearly all good teachers. On the other hand, it is hard to imagine a teacher being a success without possessing these qualities.

Likewise, students in Washington’s K-12 classrooms come from varied backgrounds. They have a wide range of abilities, different levels of prior knowledge, and vary in how they feel about learning and school. These young people grow and develop, sometimes slowly, sometimes with astonishing quickness. Each classroom, therefore, is a mix of dozens of competing interests, stages of development, and strategies for learning.

Even within a single student’s attempt to learn, a teacher may have to try several approaches before finding one that succeeds. A student may believe that she is “no good at math (or science or history or reading),” for reasons having nothing to do with her abilities.

With as many as a hundred different students and several different subjects to teach every day, teachers have an almost impossible mission. Yet we expect nothing less of them than success with every student.

In order to be successful—to leave, truly, no child behind—teachers must purposefully act in caring, fair, professional, respectful, and responsible ways.

Professional dispositions of good teachers

  1. Good teachers are active, respectful participants in discussions.
  2. Good teachers express themselves clearly and effectively.
  3. Good teachers listen thoughtfully and responsively.
  4. Good teachers engage in lifelong learning, aided by reflection and assessment of new information and ideas.
  5. Good teachers interact effectively, respectfully, and empathetically across a wide range of situations and people.
  6. Good teachers work to ensure system-wide high quality learning opportunities and experiences for all students.
  7. Good teachers seek understanding of complex issues in order to solve problems both independently and collaboratively.
  8. Good teachers are committed to mastering best practices informed by sound theory.
  9. Good teachers are responsible colleagues.

How is it possible to tell whether a person possesses these professional dispositions? By careful observation of their behaviors and actions. Is the teacher candidate a thoughtful, active listener? Does he or she participate in discussions, and is that participation respectful? Does the teacher candidate give help readily?

Excellence is a long, laborious process. It is not always easy to foretell which teachers will excel in their careers. But patterns of action that show up in the course of teacher preparation can be presumed also to show up later on the job. A person demonstrating promptness, courtesy, and scrupulous attention to detail in teacher preparation will likely act likewise when employed. A person habitually late, or rude, or careless in pre-service work will, in contrast, be likely to have trouble in a teaching position.

These are judgments about professional potential, not about persons or their opinions or beliefs. Institutions certifying teachers owe the state’s citizens their best judgment and keenest observations when making decisions that will have such profound future effects. The identification and evaluation of professional dispositions is a valuable tool for identifying and capturing important information about prospective teachers, to make sure that they are best prepared for their professional lives.

Read our Professional Disposition Assessment Form (PDA).

The issue of dispositions has been widely discussed. The President of NCATE (National Council for Accreditation of Teacher Education) has responded to claims in the press. Read the letter by NCATE President Arthur E. Wise.

See how our Professional Disposition Assessment (PDA) form compares with state, national, and accreditation standards.

Professional disposition forms

Professional disposition assessment (PDA)
Professional dispositions evaluation for field experiences (PDEFE)

The Professional Dispositions Assessment (PDA) is the form used by the Department of Teaching & Learning to document a student’s disposition to be a teacher based upon their performance in the University classroom.

The Professional Dispositions evaluation for Field Experiences (PDEFE) is the form used to document a student’s dispositions during practicum/field experiences. The PDA form and the process used by the Department of Teaching and Learning have received national accolades.

The procedures for the forms vary depending upon a student’s tenure in the program and the circumstances that precipitated the documentation. For example, all students taking T&L 301 will receive a PDA indicating strengths and weaknesses (if any). In T&L 301, students will discuss the concepts of teacher dispositions. Later in the program, a professor may issue a PDA/PDEFE when specific behaviors are noted and must be documented.

If you have any questions about disposition or the PDA/PDEFE, do not hesitate to contact Chris Sodorff, Director of Field Services at or 509-335-0925.

Sola Adesope: Professor finds joy in education

Sola Adesope

Sola Adesope: Professor finds joy in education

Sola Adesope grateful for his community

By C. Brandon Chapman

When you’re on an oil rig out in the middle of the ocean, you have plenty of opportunity to think about both life and livelihood.

It’s exactly where Sola Adesope found himself in the late 1990s, working for Chevron Nigeria Limited. The country is one of the biggest oil-producing countries in the world and is a vital part of Chevron’s U.S. business, in terms of exploration, production, and manufacturing.

It was big money. And Sola was part of it. He had a degree in computer science and was working as a network analyst.

“We made money, but something was missing,” Sola says. “I’m a people person, but I was working more with cables than with people. I was working more on computers. I was working more on programming routers to work efficiently. I asked myself ‘is this really what I want to do?’”

It wasn’t. If you could fast forward almost 15 years, to the present day, you’d find Sola as a Washington State University assistant professor in the College of Education’s educational psychology program.

Like many other stories, it’s the journey that is as noteworthy as anything else. But for Sola, the journey to education didn’t start while sitting on the Atlantic next to a derrick and a bunch of computers.

Study hard, play hard

While growing up in Ibadan – the third largest metropolitan city in Nigeria – Sola had a solid educational foundation, due to the educational system’s rigor.

“Regardless of the grade level you were in, hard work was required,” he says. “Hard work was infused into the system.”

Those days would start at 8 in the morning. School would finish at 2:30 in the afternoon. Then, he would participate in the after-school program until 6:30, then do homework until 8 or 9 before heading to bed.

“Even in elementary school, it was a structured, rigorous educational environment,” he says. “There wasn’t much time to fool around.”

Not much. But some.

“Even with all that rigor, we still found time to have fun with extra-curricular activities in school,” he says. “Soccer was big. We’d have demanding academic programs, but infused within that would be soccer, and sprints and things like that.”

So Sola played a lot of soccer. Sandlot soccer. No shoes. That kind of thing. As he started moving up the ranks, then came the shoes. And uniforms. He was No. 7. He was almost able to play at an even higher level than high school. But until then, it was barefoot, just like all the kids.

“One thing that did was increase resiliency,” Sola says. “Kids in Africa are tough.”

Having that toughness made the difficult school schedule easy.

“I don’t think there was any point when I was a kid where I just sat back and thought of the educational system and thought about how it could be better,” Sola says. “That’s the beauty of being a kid. We had so much fun within that system. We just rolled with the punches. It was rigorous, it was demanding academically and we would work from morning to night. But there wasn’t any time that I thought of how it could have been done differently. I loved school and that upbringing helped me love education.”

A time of transition

While in the Escravos region of Nigeria, about 100 kilometers south of Lagos, Sola was at a crossroads. He could continue down his current life path, which wasn’t a bad life. Or, he could follow that educational love, a love that was born many years earlier, and see where it led.

Much like WSU’s Language Learning Center, the University of Wisconsin-Madison has their Language Institute, which is an extensive initiative that is a part of the College of Letters & Science. In the late 1990s, the U.S. Department of Education was funding an African language center project at Wisconsin-Madison that Sola was interested in.

“The government knew emersion was the best way to learning language and that language was more than just speaking, but inextricably linked with culture, as well,” Sola says. “America wanted to send a lot of its kids to Nigeria to learn more about the culture and the way of life, and by doing so, better learning the language.

But it was a time of huge political and social unrest, among a variety of ethnic groups, fueled in large part by oil.

“It definitely wasn’t a conducive place for foreigners to be, so America thought of an alternative, by funding African language initiatives in Madison,” Sola says. “Rather than bring Americans to Africa, the government decided to bring Africans to America through the project.”

It made sense to have it at Wisconsin. The university has long had a strong African Studies program, and each year, teaches five African languages at the beginning, intermediate, and advanced levels. One of those is Yoruba, a Niger-Congo language, that Sola speaks. The other four are Akan-Twi, Arabic, Swahili, and Zulu.

Sola believes he was the first Nigerian brought in on the project, which included digitizing Nigerian films and developing curriculum activities based on those. It was a whirlwind for him. In December, 2000, he was married. Three months later, he and his new bride, Tolu, moved to the United States for the new job.

“I had mixed emotions,” Sola says. “On one hand, I was happy to have had the privilege to be hired from Nigeria to come over to the US to work. On the other hand, I was a bit sad to be leaving family members and friends behind.”

He and his wife both knew it was the right thing for them to do, however. Which means they were going to go for it.

“When Sola is convinced of anything, he prayerfully goes for it,” Tolu says.

Sola spent the next two years helping develop DVDs that would help students learn Yoruba. By watching the DVDs, they would learn about a wide-range of things, from weddings to the market system, and how to negotiate prices. Some of the courses were put online.

“It was very effective because we had American students using the resources, and since then, some have gone to Nigeria and have started speaking Yoruba,” Sola says. “It was a really empowering kind of project I worked on.”

And that was it. That’s what did it for him. From that time forward, Sola was hooked on education as his life’s mission.

“I’d see these kids with little to no knowledge of Yoruba but then I’d see them thriving and excelling, and that’s what education is all about: empowerment,” he says. “I saw that education as a discipline can transform and groom the next generation of young people to be responsible citizens. There are hardly any other disciplines that do that. Someone said if you look through the nooks and crannies of our world, you’ll find the influence of an educator. There’s nowhere we can go in this world without finding someone who has been impacted by education.

“That was what brought me to education: to give back to an endeavor that impacts people and shapes them to be the best they can be for themselves, for their families, and for their society.”

Sola earned his master’s degree in educational technology from Simon Fraser University, in British Columbia. He then earned his doctorate in educational psychology.

In that time, he had the chance to do a lot of educational research. For a man who has always considered himself inquisitive, the research became contagious.

“I began to think a lot about research, and how I could leverage my passions of learning new things and benefiting people’s lives,” Sola says.

And, now that he was finished with his doctorate, he could make his research part of his full-time employment at WSU.


When it comes to research, Sola knows what he’s doing.

Not only is he an assistant professor, he’s also an integral part of the College of Education’s Learning and Performance Research Center (LPRC).

And now, he’s an award-winner.

Sola was recognized in April of this year by the American Educational Research Association (AERA), arguably the most premier educational research association, with more than 25,000 members. AERA gave him its Technology, Instruction, Cognition and Learning Outstanding Early Career Researcher Award.

In other words, he’s done well early in his career.

“This is quite an accomplishment,” college dean Mike Trevisan said. “His colleagues are excited about this, as well. Sola is not only a talented researcher, but is also well-liked by his peers.”

Sola’s research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia. He’s been part of several projects, including those related to curriculum, teacher satisfaction, school improvement, testing effect, and intelligent tutoring systems. The list goes on and on.

“These projects are all precious to me and they all show why I made a decision to get into education,” he says.

But there’s one that stands out: bilingualism and ESL meta-analysis. It’s research on the cognitive benefits of bilingualism, and if such benefits can offset some linguistic challenges that many bilinguals face early in the process. The results have been widely disseminated and Sola said reports of the bilingualism study have been requested by the United States congressional staff, to learn more about its policy implications.

Adesope said when he first heard he had won the AERA award, he was a bit “shocked but extremely excited.”

“I was so deeply touched that I was even nominated for the award,” he says. “This award has made me realize that scholars all over the world really notice my work. It’s a wonderful honor.”

LPRC director Brian French said everyone in the college benefits from Adesope’s work.

“He brings a level of scholarship to the educational psychology program, the LPRC, and beyond, that is infectious to all who have the opportunity to work with him,” French says. “This award is well-deserved and signals Sola’s level of commitment and excellence to research.”

Tim Church, the college’s associate dean for research, said Adesope has become deeply immersed in research and grant activities in a relatively short time at WSU.

“He’s a highly productive, highly valued, and highly congenial member of our faculty,” Church says.

AERA thinks so. Not only did it honor Sola with the early career award, but it added him to the editorial board of its Review of Educational Research journal.

“I have a very blessed life,” Sola says.

Faith, Friends, Family

Anybody who knows Sola knows the man is a workaholic, logging some pretty heavy hours. It’s not surprising on dark Pullman nights to see his third-floor Cleveland Hall window as the only one with a light on.

“I’ve always grown up working hard, putting my all into all I do,” Sola says. “I still remember, as a kid in Nigeria, staying up until almost midnight working on stuff, reading my bible, reading my school books. I work a lot and and I work hard.”

But never at the detriment of his family. He and Tolu have three children: Florence (13), Felicia (10), and Josiah (5).

“I believe in my faith, my family, and my friends and that those things come first,” Sola says. “Yes, I work Monday to Saturday. But I don’t work on Sunday. I go to church and I spend time with my family. That has kept my sane. I enjoy what I do for a living. But I don’t enjoy it at a detriment to my family. I want them to know they’re first.”

“He has faced enormous obstacles in life but he doesn’t give up on his beliefs and ideals and that is why he has been a great achiever,” Tolu says. “More importantly, he is a down-to-earth, truthful husband to me and a loving father to our three kids.”

Sola is a caring person, by nature. Those with whom he works rave about his kindness and generosity.

“He’s just the nicest man, and it’s a joy to have him around,” said Krenny Hammer, the college’s program support supervisor. “And what’s really great is that he’s very genuine. When he thanks you or when he compliments you, he’s sincere about it.”

“He’s a very easy person to work with,” said college financial and administration director Bev Rhoades. “He is considerate to one’s time and efforts to complete a project. He’s responsive to the needs of his students, and he’s a great writer.”

It’s no surprise to these co-workers, and others with whom Sola associates, that every year, he and his family open their home during festive periods. It started a few years back, after Thanksgiving.

“People were talking about how they went home for Thanksgiving, and a few international students said they spent a lot of time at home crying because they had nowhere to go,” Sola says. “We decided we would do our part to make this place we live more welcoming, not just for international students, but for people who may just be far away from home.”

So, head to the Adesope home over a holiday and you might just find 35 people having a fun time and a good meal. That’s a lot of turkey!

“We just think it comes back to that philosophy that people make the place,” Sola says.

He certainly is one who makes the place friendlier. He wouldn’t have it any other way.

“WSU is a great place,” he says. “When I came here for job interviews, I saw the great buildings, the landscaping, and the beauty of the Palouse. But I strongly feel that the greatness of WSU is not only nestled in the majestic landscape, showcased in the rolling hills of the Palouse, but more importantly in the quiet love and spirit of the people.

“I truly feel loved and appreciated by my colleagues, by the staff, and by the students. So my goal is to even make this place more welcoming for people.”


Food: Fried rice with plantains and vegetables

Restaurant: Old Country Buffet

Book: Bible

Movie: Critical Assignment

TV show: No favorites

Song: Hallelujah Chorus, from Handel’s Messiah

Musician/Band: Bill Gaither

Sport: Soccer

Sports team: Chelsea Football Club

Board game: Ludo, a famous Nigerian game

Remember his name

His full name is Olusola. But he just goes by “Sola.” As an educator, he says he finds simple ways of explaining complex problems. So, too, has he come up with a way new students can remember his name: “Sola energy, like ‘solar energy.’ They have fun saying that.”

Advisory Board

Advisory Board = Advice-ory Board

These are some of our biggest advocates. They give us advice on how to carry out our mission, vision, values, and strategic goals. And we listen! Because they have a wealth of experience and wisdom. We are better because of them.

Meet our board

Joan Berry

Betsy Charles

Bob Clark

Bob Clark

Michael Dunn

Sarah English

Kathy Frandle

George Frasier

George Frasier

Walt Gmelch

Tricia Hukee

Mary Kauffman-Cranney

Mary Kauffman-Cranney

Joan Kingery

Joan Kingery

Diana Kirkbride

Rhonda Kromm

Rhonda Kromm

Jaki Lake

Bob Maxwell

Bob Maxwell

Jack McKay

Damien Pattenaude


Steve Rasmussen

Steve Rasmussen

Judy Rogers



Sandy Safell

Sandy Saffell

Tony Williams

Advisory Board mission

The WSU College of Education Advisory Board is an active body of volunteers charged with:

  • Interacting on a personal and professional level with the dean, faculty and students;
  • Responding to information sessions about college programs, initiatives, and strategic plans;
  • Providing perspective in areas of specified expertise;
  • Creating strategies that will position the college for greater recognition and leadership opportunities within the state and nation;
  • Advocating for the college with associates, friends and others;
  • Supporting with time and financial resources the strategic initiatives of the college;
  • Offering guidance and leadership during the Campaign for Washington State University.
Advisory Board commitment

The board meets twice annually, once in Pullman and once in either Seattle or one of the urban campuses, with occasional smaller groups convening at other times around particular areas of interest.

Members are asked to support the College of Education at the President’s Associates level of commitment ($1,000, $2,500, $5,000 or $10,000) per year. The funds support the College of Education Advocacy Board Fund, established to provide funding for unrestricted college operational support, scholarships, faculty research, or special initiatives.

In addition to establishing a closer relationship with faculty, members of the Advisory Board may be called upon to cultivate relationships with other alumni, friends and supporters of the College.  When appropriate, the development team may invite Advisory Board members to be part of a planned solicitation of financial resources from individuals and/or corporations.