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College of Education

Education, Academic

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.

Gordon-Enberg Speaker Series: Tom Farrey

The speaker for the 2017 Carol Gordon and Mary-Lou Enberg Endowed Professional Series in Sport Studies will be Tom Farrey, a former ESPN and Seattle Times reporter who is currently the director of the Aspen Institute’s Sports & Society Program. Farrey will speak in the Chinook building on Homecoming Weekend’s Friday, October 20. The lecture starts at 4:00 p.m.

2017 (Fall) Suwyn Family Lecture Series in Education

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.


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.

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

Sport Management Graduate Preview Day

On Friday, October 13, Washington State University’s graduate program in Sport Management will hold an event in Pullman for students interested in a sport-related career.  Attendees will:

  • Interview for sport-related GA positions to fund their study.
  • Meet program faculty, current students and alumni.
  • Learn more about careers in sport.

The event will happen in Pullman. Contact Nick Sewell at or (509) 335-7016 for information or to register for the event!

Flyer for the Sport Management graduate program recruitment event on Friday, October 13, 2017.
Flyer for the Sport Management graduate program recruitment event on Friday, October 13, 2017.

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.

Sabrina Gay

Sabrina Gay

Research Associate
Cougar Employee Wellness Program
Pullman campus
Cleveland Hall 351
Pullman, WA 99164


Sabrina’s undergraduate work was in Exercise and Sports Science at Oregon State University. She did some graduate studies at California State Fresno in Exercise Physiology/Sports Psychology. At the same time, she worked with the Fresno State football team and Cross Country/Track and Field programs.

Sabrina is originally from Aloha, Oregon. She met her husband ( also an athletic trainer) at the Western Athletic Conference championships while she was doing her grad assistantship with the FSU Track team and he was working for Utah State University.

She then worked for three years at Bellarmine College Preparatory in San Jose, California, before moving to Stockton, California to be  the Industrial Athletic Trainer and head of General Mills’ Wellness Program. The couple has a son, Oliver, and daughter, Aubrey.

Kristin Elizabeth Courtney, Ed.D.

Kristin Courtney


Department of Teaching and Learning

Spokane Campus
Center for Clinical Research and Simulation, 213
PO Box 1495
Spokane, WA 99201-1495


Research Interests

Kristin Courtney is a Clinical Assistant Professor of Teacher Education at Washington State University. Her research focuses in the areas of teacher preparation particularly surrounding investment in the preparation of teacher candidates, induction, mentoring efforts around early career teachers, and teacher retention.

She is also the Coordinator of the MIT program on the WSU Spokane Campus and the Field Placement Coordinator for the Spokane region.

Teaching and Professional Interests

Dr. Courtney’s professional teaching focus is in general education. She has taught Teacher Leadership courses focused on Assessment & Data use in Education and Early Literacy Education. She taught in elementary grades and focused on new teacher induction grades K-12.

Education Background
  • Doctor of Education in Educational Leadership & Policy Studies. University of Washington (2015).
  • Master in Teaching. Washington State University (2005).
  • B.S. Psychology; Emphasis in Child Development. University of Idaho (2004).
Washington State University