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Washington State University

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.

#COESTEM2017 Registration


Register here to attend the College of Education STEM Education Research Summit, which takes place in Pullman on Sept. 27, 2017.

STEM Education Research Summit (#COESTEM2017)

SEPT. 27 – 1:00 P.M. – CUB JR. BALLROOM

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STEM

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Washington STEM is a leader in STEM education research, and explains why STEM matters.

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##COESTEM2017, #STEM

They said it

“[Science] is more than a school subject, or the periodic table, or the properties of waves. It is an approach to the world, a critical way to understand and explore and engage with the world, and then have the capacity to change that world…”

— President Barack Obama, March 23, 2015

Robert Danielson

Robert Danielson

Assistant Professor
Educational Psychology
Spokane Campus
Center for Clinical Research and Simulation, 211
412 E. Spokane Falls Blvd.
Spokane, WA 99210-2131

509-358-7793
robert.danielson@wsu.edu

Curriculum Vitae || Research Gate || Google Scholar

Research Interests

How learning with texts and graphics may promote epistemic and conceptual change around STEM concepts. My research focuses on students in K-12 through college, as well as members of the public. I also examine the educational, policy, and health-related implications of the public’s understanding of science.


Education

  • Ph. D. in Urban Education Policy, University of Southern California
    • Concentration: Educational Psychology
  • M. A. in Psychological Science, California State University, Chico
  • B. A. in Psychology, California State University, Chico

Selected Publications

Peer Reviewed Journals 

  • Danielson, R. W., Sinatra, G. M., Dai, S., Seyranian, V., Heddy, B. C., Polikoff, M. S., & Marsh, J. A. (2024). Validating an Instrument to Assess 4th Grade Students’ Interest in STEM Content. Journal of Experimental Education. https://doi.org/10.1080/00220973.2023.2276933
  • *Ramazan, O., Dai, S., Danielson, R. W., Ardasheva, Y., *Hao, T., & Austin, B. W. (2023). Students’ 2018 PISA Reading Self-concept: Identifying Predictors and Examining Model Generalizability for Emergent Bilingual Students. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2023.101254
  • *Jin, G., *Ramazan, O., & Danielson, R. W. (2023). Effects of refutational texts and seductive pictures on conceptual change, situational interest, and cognitive loads. Journal of Experimental Education. https://doi.org/10.1080/00220973.2023.2238644
  • Heddy, B. C., Danielson, R. W., *Ross, K., & Goldman, J. A. (2023). Everyday engineering: The effects of transformative experience in middle school engineering. The Journal of Engineering Education. https://doi.org.10.1002/jee.20527
  • * Ramazan, O., Danielson, R. W., Rougée, A., Ardasheva, Y., & Austin, B. W. (2023)Effects of Classroom and School Climate on Linguistically Diverse Students’ PISA Mathematics Self-Concept and Achievement Scores. Large-scale Assessment. https://doi.org/10.1186/s40536-023-00156-w
  • Dai, S., *Hao, T., Ardasheva, Y., *Ramazan, O., Danielson, R. W., & Austin, B. W. (2023). PISA Reading Achievement: Identifying Predictors and examining Model Generalizability for Multilingual Students. Reading and Writing. https://doi.org/10.1007/s11145-022-10357-4
  • Danielson, R. W., Sinatra, G. M., Trevors, G., Muis, K. R., Pekrun, R., & Heddy, B. C. (2022). Can Multiple Texts Prompt Causal Thinking? The Role of Epistemic Emotions. Journal of Experimental Education. https://doi.org/10.1080/00220973.2022.2107604
  • Danielson, R. W., *Grace, E., White, A. J., Kelton, M. K., Owen, J. P., Saba Fisher, K., Diaz Martinez, A., & +Mozo, M. (2022). Facilitating Systems Thinking Through Arts-Based STEM Integration. Frontiers in STEM Education. https://doi.org/10.3389/feduc.2022.915333
  • Taasoobshirazi, G., Heddy, B. C., Danielson, R. W., Abraham, E. R. I. & Joji, S. (2022). Development and psychometric analysis of the meta-representations survey for physics: Understanding students’ free-body diagrams. Journal of Learning Theory and Methodology, 3(3), 93-101 https://doi.org/10.17309/jltm.2022.3.01
  • *Turk, M., Heddy, B. C., & Danielson, R. W. (2022). Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online? Computers & Education, 180, 104432. https://doi.org/10.1016/j.compedu.2022.104432
  • Heddy, B. C, Lombardi, D., & Danielson, R. W. (2021). The Moral Side of the Climate Crisis: The Effect of Moral Conviction on Learning about Climate Change. The Educational and Developmental Psychologist Special Issue: Climate Crisis. https://doi.org/10.1080/20590776.2021.2011203
  • Lippmann, M., Danielson, R. W., Schwartz, N. H., Körndle, H., & Narciss, S. (2020). Effects of Keyword Tasks and Biasing Titles on Metacognition and Recall. Metacognition and Learning. https://link.springer.com/article/10.1007/s11409-020-09246-4
  • *Thacker, I., Sinatra, G. M., Muis, K. R., Danielson, R. W., Pekrun, R., Winne, P. H., & Chevrier, M. (2019). Using Persuasive Refutation Texts to Prompt Attitudinal and Conceptual Change. Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000434
  • Heddy, B. C., Taasoobshirazi, G., *Chancey, J. B., & Danielson, R. W. (2018). Developing and Validating a Conceptual Change Cognitive Engagement Instrument. Frontiers in Education. (Vol 3, p. 43). https://doi.org/10.3389/feduc.2018.00043
  • Polikoff, M. S., Le, Q. T., Danielson, R. W., Sinatra, G. M., & Marsh, J. (2018). The Impact of Speedometry on Student Knowledge, Interest, and Emotions. Journal of Research on Educational Effectiveness. 1-23, https://doi.org/10.1080/19345747.2017.1390025
  • Mason, L., Baldi, R., Di Ronco, S., Scrimin, S., Danielson, R. W., & Sinatra, G. M. (2017). Textual and graphical refutations: Effects on conceptual change learning. Contemporary Educational Psychology. 49, 275-288. https://doi.org/10.1016/j.cedpsych.2017.03.007
  • Danielson, R. W. & Sinatra, G. M. (2017). A Relational Reasoning Approach to Text-Graphic Processing. Educational Psychology Review, 29(1), 55-72.  https://doi.org/10.1007/s10648-016-9374-2
  • Heddy, B. C., Danielson, R. W., Sinatra, G. M., & Graham, J. (2017). Modifying Knowledge, Emotions, and Attitudes about Genetically Modified Organisms. Journal of Experimental Education. 85(3), 513-533. https://doi.org/10.1080/00220973.2016.1260523
  • Danielson, R. W. & Sinatra, G. M., Kendeou, P. (2016). Augmenting the Refutation Text Effect with Metaphors and Graphics. Discourse Processes, 53(5-6), 392-414. https://doi.org/10.1080/0163853X.2016.1166334
  • Lombardi, D., Danielson, R. W., and Young, N. (2016). A plausible connection: Critical evaluation, the refutation effect, and plausibility reappraisal. Learning and Instruction, 44 74-86. http://dx.doi.org/10.1016/j.learninstruc.2016.03.003
  • Danielson, R. W., Schwartz, N. H., & Lippmann, M. (2015). Metaphorical Graphics Aid Learning and Memory. Learning and Instruction, 39, 194-205. http://dx.doi.org/10.1016/j.learninstruc.2015.07.004

Book Chapters

  • Corwin, Z.B. & Danielson, R. (2016). Admission is the Mission: How First Generation Students Approach Learning About College Through Games. In: Diversifying Barbie and Mortal Kombat: Carnegie-Mellon Press
  • Sinatra, G. M., & Danielson, R. W. (2016). Adapting Evolution Education to a Warming Climate of Teaching and Learning. In Evolutionary Perspectives on Child Development and Education (pp. 271-290). Springer International Publishing.
  • Corwin, B. Z., Danielson, R. W., Ragusa, G., & Tierney, W., G. (2016). Can Games Facilitate Access to College? In: O’Neil, H. F., Baker, E. L., & Perez, R. S. (Eds.) Using Games and Simulations for Teaching and Assessment: Key Issues. Routledge/Taylor Francis.

Invited Op-Ed