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Washington State University

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.

SWEA Overview

We help increase your teaching opportunities

SWEA is an organization for any WSU undergraduate student interested in education, whether it be elementary or secondary education. Anyone in the College of Education is welcome to join, and we encourage non-members to participate in our many events and fundraisers.

SWEA is the student version of the state teachers’ union (Washington Education Association or WEA). We provide professional development, networking, and support to all future teachers on campus.

SWEA is a really great place to meet other students who have a passion for teaching and learning. Plus, it looks good on a resume!

SWEA strives to provide

  • Community service opportunities
  • Professional development seminars, such as edTPA, National Board Certification, advice from first-year teachers, etc.)
  • Networking
  • Political involvement in the Washington Education Association

Our popular yearly events are

  • Scholastic Book Fair
  • Family Night/ DR. Seuss’ Birthday Celebration
  • Holiday story time
  • Guest speakers
  • Center for Civic Engagement service projects
  • Washington Education Association’s Representative Assembly

Student Teaching Overseas

Overseas Student Teaching option highlights and procedures used at WSU.

  • Full semester student teaching in DoDEA or Approved International schools.
  • Candidates enroll in full semester of student teaching through WSU.
  • Candidates apply to Office of Field Services and Certification 1 semester in advance.
    • Competitive process – not everyone who applies is placed.
    • Interview with 2-3 faculty and staff familiar with the program.
    • Survey sent to instructors and faculty that candidate has worked with recently rating them on dispositions: problem solving, independence, confidence, reflection, professionalism.
    • Review of all feedback to determine if candidate will be recommended for placement.
  • Application is submitted to DoDEA or approved International Schools semester prior to student teaching for placement.
    • Candidate has a confirmed placement in Washington state as Plan A.
    • Not all candidates are successfully placed, so we consider overseas their Plan B.
    • Candidate provides any additional information required by host school.
    • Candidate must fill out an application through WSU Study Abroad Office and pay an application fee – this is a provost requirement for all “study abroad experiences” – and attend several meetings/orientations. They do this process when their application is submitted, pending placement.
    • Host school arranges placement and secures housing.  Rent varies by location.
  • Candidate is financially responsible for:
    • Full time enrollment in WSU.
    • Round trip airfare.
    • All housing and food expenses.
    • All transportation and additional recreational travel expenses while in country.
  • Candidate is required to meet all Washington State Certification requirements and WSU student teaching requirements including but not limited to:
    • Draft Professional Growth Plan.
    • Meeting all dispositions on the WSU PDEFE.
  • Supervision:
    • WSU Faculty member conducts bi-weekly video conference seminars with candidates placed overseas.
    • Communication with mentor teachers, building administrators, and candidates via email.
    • One on-site visit is planned approximately 6-8 weeks into the experience.
      • WSU supervisor travels to the school and spends 2-3 days with each candidate.
        • Formal observations and reflection.
        • Lesson Plan review.
        • Conferencing with all parties.


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.

Master in Teaching – Overview

Finish your Master’s degree in 13 months.

Our Master in Teaching (MIT) degree is a high quality, intensive, practitioner-oriented, teacher preparation program designed for those with non-education bachelor degrees. It is designed to prepare students to become effective elementary or secondary education teachers in just ONE calendar year.

Apply Today!

Program details:

  • Certificates: This program of study leads to a master’s degree and a Washington state elementary or secondary education teaching certificate.
  • Program Locations: The MIT degree, which consists of intensive study and internships, is available to students the Pullman, Spokane, Tri-Cities, and Vancouver campuses.
  • Program Length: The programs differ slightly from campus to campus; students in the Pullman/Spokane program obtain their teaching certificate and master’s degree in 13 months. Vancouver students obtain theirs in 15 months, while students on the Tri-Cities campus obtain certification in 20 months and their master’s degree in two years.
  • Program Structure: All of the MIT programs are cohort-based, forming a supportive network.

View FAQs

For more program info, check out the following:


MIT Coursework

Student Teaching

Student Teaching 364x364

Student learning outcomes



College of Education

Office of Graduate Education


Teacher Clock Hours

Note: Upon approval, the sponsor of the request will be sent a registration packet that includes instructions, participant sign-In sheets, registration forms, and program evaluation forms.

Applications should be submitted to

Washington State University
Ashley Herridge, Clock Hour Coordinator
PO Box 642152
Pullman, WA 99164-2152
(509) 335-1988 phone

Clock hour approval criteria
  1. Program objectives must be measurable and clearly state a purpose.
  2. Program must be a minimum of one hour in length. Actual mealtime shall not be included in calculation of program hours. Break time in excess of twenty minutes per four hours of training shall not be counted in the calculation of program hours. The program agenda should be consistent, reflecting the number of requested hours for the program. Program can be held in a series of sessions held on different dates. Program offerings will be rounded down to the nearest ½ hour.
  3. Routine staff meetings, business meetings to discuss or explain operational policy or administrative practice within the agency/organization, social hours or actual meal time will not be approved.
  4. We cannot issue clock hours to individuals for serving as the instructor for an in-service program for which that individual is the only participant.
  5. Programs offered must be consistent in demonstrating a desire to provide educators with training that assists with professional development and continued growth opportunity.
Responsibilities of Washington State University College of Education as an institution approved to grant continuing education clock hours
  1. Clock Hour Committee will review all program proposals for consideration, responding to applicant within 14 calendar days of proposal receipt
  2. Clock Hour Committee review of program evaluation summaries as per WAC 180-85
  3. Distribution of original registration forms to participants upon receipt of payment from the program provider
  4. Maintain all records required by OSPI for seven calendar years
Responsibilities of the program sponsor/originator
  1. Provide the program instructor(s) with a copy of instructions for collection and/or distribution of required documentation.
  2. Ensure that all participants claiming clock hours are in actual (physical) attendance at the program location at the time of the offering.
  3. Ensure that all participants complete information required on sign-in sheets.
  4. Provide each participant with a copy of the participant information for claiming clock hours.
  5. Ensure each participant requesting continuing education clock hours completes the Clock Hour Course Registration form, claiming only hours of actual attendance. It is recommended that these forms be provided at the completion of the program. The registration form must be collected by the sponsor and returned to WSU COE.
  6. Collect a processing fee from each participant claiming clock hours.
    1. The fee is $2.00/hr with a $10.00 minimum fee for each program.
    2. Collect additional program fees in excess of clock hour fees if applicable.
  7. Ensure that each participant receives, completes and submits a clock hour course evaluation form.
  8. Return the following to WSU COE NO LATER than 14 calendar days after the completion of the program:
    1. Clock Hour Sign-In Sheets
    2. Clock Hour Registration forms from participants registering for clock hours
    3. Clock Hour fees from participants registering for clock hours (including additional program fees if applicable) attached to participant registration forms
    4. Completed Evaluation Summary Sheet and a copy of all evaluation forms
Responsibilities of the participant claiming continuing education clock hours
  1. Participant must be in actual (physical) attendance at the program location at the time of the program.
  2. Participant must complete information on the sign in sheet for each day of the program.
  3. Complete Sections I and III of the clock hour registration form. Section III should reflect the actual number of hours in attendance.
  4. Attach appropriate fee (check or money order only) and return with registration form and evaluation to the originator of the program.
  5. As of June 22, 1990, it is the certificate holder’s responsibility to submit clock hour registration forms and/or college transcripts to OSPI documenting completion of 150 hours for certificate maintenance. Registration forms must be maintained by the participant for a period exceeding one year of the participants certificate expiration date (or until audited by OSPI whichever date is sooner).
Continuing education
clock hour forms

Susan Skavdahl

Suzie Skavdahl

Susie Skavdahl

Assistant Professor (Career Track)
Special Education
Pullman campus
Cleveland hall 343
pullman, WA  99164-2132

Curriculum Vitae

What do students learn?

Susie teaches educational technology courses for the WSU College of Education. This course uses a hands on, project based approach to learn a variety of technology tools. Some of the major projects include, creating  a green screen video, learning how to use simple block coding to instruct a robot, creating a maker space and designing an e-portfolio webpage.

Educational background

  • Master in Education in Curriculum and Instruction from the University of Idaho, 2010
  • B.A. in Elementary Education with a Special Education focus, Washington State University, 1983

Hobbies and Interests

Tariq Akmal

Tariq Akmal

Akmal, Tariq

Department Chair – Teaching & Learning
WSU Pullman
Cleveland Hall 337

(509) 335-7296

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!

Clearinghouse on Native Teaching & Learning

Clearinghouse on Native
Teaching and Learning


Clearinghouse Mission

We help pre-service and in-service teachers to connect with students in local public schools through professional development and community collaboration using the WA state Tribal Sovereignty Curriculum.

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Since Time Immemorial

All 29 Washington Native tribes have endorsed this state-mandated curriculum (SB 5433) which supports the teaching of tribal sovereignty, history, and current issues. Each unit is aligned with national and state standards and builds toward the successful completion of a Content-Based Assessment.

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Meet our staff

We bring Indigenous perspective to Washington public schools. Both members of our staff are from federally-recognized tribal nations and areas of interest include: Indigenous teacher education, policy, advocacy, special education, and culturally-responsive curriculum and training. This includes working in both reservation and urban communities.
Meet them

Miller-Manchester Mentor Teacher Award

The Mentor Teacher Award is sponsored annually by the Miller-Manchester Endowment in Education.

Eligible recipients are teachers who are involved with practicum experiences of WSU students or teachers who have worked with student teachers over an extended number of years. Recipients are nominated by WSU faculty and staff in Teaching & Learning.

Recipients are honored with: a plaque, a $1500 cash award, a leaf on the Education Legacy Tree, and recognition at the annual Scholarship and Excellence Awards. Travel expenses for the recipient to attend the awards ceremony are also provided.