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College inks new MOU w/ Okinawa

Washington State University and the College of Education have signed two Memorandums of Understanding with Okinawa Prefecture city and educational leaders, to pave the way for more Okinawan students to attend WSU.

In consecutive signings, vice president for international programs Asif Chaudhry was the lead authority from WSU. The first signing was a program renewal that will bring secondary education students to the WSU campus in July for an immersive three-week experience. The Okinawa American Language and Culture Camp was housed under the Intensive American Language Center, but will transition away from the IALC and toward the College of Education.

“Our hope is to have even more programs with Japan, and, in this case, get even more Okinawan students,” said Paula Groves Price, the college’s associate dean for diversity and international programs.

As part of this renewal, associate professor of literacy Jane Kelley will spend a week in Japan in August also teaching English.

The other MOU was between the College of Education and the Kitanakagusuku Board of Education, for the Online Developing Okinawa Through English (DOTE) program. Using web conferencing and other technology, students in that Japanese school district will take part in a series of weekend classes to help advance their language acquisition and use.

Dean Mike Trevisan represented the College of Education in the signing.

 

Photos from the signing are located at: https://www.flickr.com/photos/118927064@N04/albums/72157680839531582

STEM student and faculty imposterism


What is Impostor Phenomenon?

Impostor phenomenon is an internalized experience of intellectual phoniness. People who feel like impostors are typically bright, motivated and successful, yet usually have incorrect, unrealistic and self-defeating self-perceptions. They think that they are not smart enough and may not have a realistic sense of their competence . We would like to understand if these self-perceptions affect how people navigate their career and opportunities to advance.

Why is it important to understand?

Doctoral or medical training are time-intensive, complex processes that require significant scientific skill development. Yet, research examining how those who feel like impostors navigate their training is not well-documented. We would like to learn why competent individuals feel or do not feel like impostors and how that can influence their career decision-making.

Eligibility

All individuals from the fields described below are welcome to participate in the study, whether or not they have ever felt like impostors. We are looking for participants from universities, medical schools and research institutions located in the United States from the following fields:

Science, Technology, Engineering and Mathematics (STEM): Doctoral students, postdoctoral scholars, new or established faculty and researchers outside academia.

Medicine and Biomedical Science: Training physicians, physician-scientists (both MDs and MD-PhDs), residents, biomedical science researchers, and those who have left the field.

Time commitment

The first step of participation is completing an online survey (10 minutes). This will be followed by a more in-depth interview (30-45 minutes) that will be scheduled based on your availability. Anything you share will be confidential and your name or identifying information will not be disclosed. Your participation is voluntary. There are no perceived risks for you to participate in this study. Your participation and support would be immensely helpful, not only in improving our understanding of the impostor phenomenon through research, but also in informing policy. We hope that you will consider participating.

LINK TO THE SURVEY
Have more questions?

If you have any questions, please feel free to contact Devasmita Chakraverty, the study director, by email at d.chakraverty@wsu.edu or by phone at 509-358-7568.

This study has been approved by the Institutional Review Board at Washington State University.

Thank you,

Devasmita Chakraverty
Assistant Professor of Science Education
Health Science STEM Education Research Center
Washington State University

Updates
DateUpdateLinkCategoryResource
June 7, 2018Research presentation, NSEC 2018 National Conference, Columbus, OH.
Impostor Syndrome among Black and Hispanic Women in STEM 		WebsiteConference
April 15, 2018Invited talk, The Scientista Symposium, New York, NY.
The (Im)postor Child of STEM		SpeakersInvited TalkSchedule
March 11, 2018Research presentation, annual NARST conference, Atlanta, GA.
Impostor Phenomenon among graduate students in STEM		WebsiteConference Schedule
March 3, 2018Research presentation, 10th Conference on Understanding Interventions that Broaden Participation in Science Careers, Baltimore, MD.
How Graduate School Climate Perpetuates Impostor Syndrome in STEM		WebsiteConference Schedule
November 30, 2017Elson S. Floyd College of Medicine Group on Women in Medicine and Science, WSU
Understanding the (Im)poster child: Why do highly successful individuals feel like they do not belong?		WebsiteInvited Talk

Introducing: Vice Provost Kelly Ward

Professor Kelly Ward has been appointed as WSU’s new Vice Provost for Faculty Development and Recognition.

Similar to others who currently work in the provost office, Kelly’s appointment will be 80 percent as vice provost and 20 percent as a College of Education faculty member.

“Given her scholarship and experience, Kelly is enormously qualified for this position and will do well,” said college dean Mike Trevisan. “This appointment spotlights and promotes the skills and talents we have in the college.”

The position will be effective July 1, 2017.

Kelly Ward

Certificate in Education Technology Across the Curriculum (CETAC)


Engage students and excel in your teaching with skills learned by completing the Certificate in Educational Technology Across the Curriculum.

 

Get the document showing you have got what it takes…

The Graduate Certificate in Education Technology Across the Curriculum allows students to develop skills and obtain documentation that will help them obtain positions across disciplines that require knowledge of and experience with education technology around the world. The coursework comprises 15 semester hours that address International Society for Technology in Education (ISTE) standards and disciplinary standards, and it focuses on developing knowledge and skills for working with diverse students and communities. The required coursework emphasizes research, theoretical, and practical issues concerning effective uses and affordances of technologies and the implementation of appropriate classroom teaching techniques.

The certificate is open to WSU students attending an M.A., Ed.M., Ph.D. or other WSU endorsement program. 

Required Coursework (9 credits)

TCH_LRN 518 Integrating Technology Across the Curriculum
TCH_LRN 516Advanced Study in Computer-Assisted Language Learning
TCH_LRN 519Instructional Media Production 1

Elective Coursework (6 credits)

TCH_LRN 570Theory and Research in Digital Literacies
TCH_LRN 573Theory and Research in Computer-Assisted Language Learning
Spec_Ed 595Universal Design for Learning and Assistive Technology
TCH_LRN 517Coding for Teachers

 

The certificate is open to WSU students attending an M.A., Ed.M., Ph.D. or other WSU endorsement program.  A 3.0 minimum GPA is required for individuals enrolled in the certificate program. To qualify for the graduate certificate a prospective student must have a Bachelor’s degree from an accredited post-secondary institution and meet all prerequisite coursework requirements or demonstrate equivalent knowledge before enrolling in any courses requiring prerequisites.

Student who wish to obtain a Graduate School certificate must:

  1. Be admitted to a WSU Endorsement Program or a M.A., Ed.M. or a Ph.D. degree at WSU.
  2. Be enrolled the term they want the certificate to be granted.
  3. Submit the completed certificate application form to the  COE Office of Graduate Studies before the first deadline for applying for a degree as posted in the Graduate School deadlines & procedures (Spring terms – first Friday of March; Summer – first Friday of June; and Fall terms – first Friday of October).
  4. Students seeking substitutions for the above coursework must request a memo of exception; certificates are not degree programs and substitutions are generally not allowed.  If an exception is approved by the program, a memo will need to be written and submitted with the certificate form before the deadline. Memos may be rejected by the Graduate School.
  • Other equivalent graduate work taken at WSU (e.g. Tch_Lrn, DTC, English, DFLC, CS) that meet the goals of the program as described above may possibly qualify as an elective for this certificate but must support the goals of the certificate and be approved by the certificate committee or LLT program coordinator. The student must supply a completed Graduate School Certificate Application and a complete syllabus for the proposed course substitution no less than one month prior to the certificate deadline found on the Graduate School forms page.
  • This certificate may include three (3) semester units (1 course) of transfer credits for graduate coursework taken at another university; the course must be comparable in scope and goals to one of the certificate electives. The proposed transfer coursework must be less than six (6) years old and have a “B” or higher grade. A completed Graduate School Certificate Application, course description, syllabus, and transcript are required for transfer credit coursework and must be submitted to the certificate committee or LLT program coordinator no later than one month prior to the certificate deadline found on the Graduate School forms page.

 

Undergraduate students receive President’s Award for Leadership

By Kyla Emme

At the 2017 LEAD Ceremony, three College of Education undergraduate students received President’s awards. The WSU Center for Civic Engagement had received over 175 nominations, but only 42 undergraduate students were chosen.

Mark Figueroa
Secondary Education, History teaching – Senior

• Nominated by mentor/counselor/friend, Rafael Pruneda, who is also the guidance counselor for the Chicano/Latino Multicultural Center
• “I feel fortunate to be able to receive this award along with other outstanding students who have done a lot to impact the community and strive to make the WSU community better than how we found it when we came into it.”
• “Leadership comes in many ways, shapes and sizes. Leadership does not mean, recognition, and it is not a position. Leadership is a way of living the day to day. Being a leader does not mean you must be at the helm of an organization leading others. Being a leader on campus means having a selfless will to serve others in any way, shape or form.”

Kelsey Jones
Sport Management & Journalism and Media Production – Junior

• Nominated by Murrow College advisor, Amber Denman
• “I think it is enough to just see the growth in those I have had the pleasure of working with, but I was extremely humbled and appreciative of those who took the time to recognize me.”
• “I would say that the best way to be a leader is to listen. As a leader, it is rarely your job to be the loudest in the room. Instead, you should be lifting those around you up, making sure they are heard and can grow.”

Alyssa Griffin
Kinesiology, Pre-Occupational Therapy – Junior

• Self-nominated
• “I am very grateful to have received a President’s Award for leadership. This award will stay with me in my heart to remind me and encourage me to keep pushing forward and motivating fellow students to be the best they can be.”
• “If you want to be a leader on campus, I would say you gotta start somewhere! Even if you just join a club as a member, or volunteer somewhere, or apply for an entry level job, there is always a ladder to climb up in the process of becoming a leader. Bottom line is, take a step out and talk to people and ask what they’re involved in and how they got to be in their position; find an activity that interests you, invest in it, and take chances while you watch yourself grow and inspire others!”

Getting to Know You: Steven Strobis


Steven Strobis — Kinesiology undergraduate student Q&A

Hometown: Port Orchard, Washington

Year: Sophomore

What sparked your interest in kinesiology?
Toward the end of my high school career I got really into working out, but I wasn’t much of an athlete. I didn’t play any sports in high school but I understood that you had to be really talented to be able to work hard on the field and also in the weight room to be the best that you could be if you want to be like those people you see on TV. So I got that, and even though I wasn’t the most athletic person, I wanted to bust my butt in the weight room, and that fueled this passion that I had to help athletes who were super talented reach their peak potential.

Based on your shirt, I’m guessing you are already working in Bohler?
I actually got in as a freshman. I met with a couple of the seniors who were graduating my freshman year, so they were really helpful in giving me a kick, not only getting into the program but also really firing up this passion that I have now which is strength and conditioning. So now it’s been two years. They usually didn’t bring in freshmen because at the time the program wasn’t growing in the capacity and advancing in the way we have allowed it to now. So at the time it wasn’t normal at all, I was one of the first few freshmen that they’ve ever brought in at that young of an age. But now, two years later, there’s one or two freshmen that we’ve brought in.

Where do you want to take your passion after college?
I want to go and coach collegiate strength and conditioning. I think at that level you get the most opportunity to work with the highest level athletes, but you also get to interact with them. You’re not just work, work, work. In being so young I think that I could, in comparison to older coaches (even if they’ve been in the field a long time), use my youth to connect with the athletes. Like what I do now is a really great opportunity for me, so going collegiate is locked in where I’m going. 

What kind of extracurricular activities are you a part of?
I’m the Social Media Manager for all of ZZU CRU athletics marketing. So any of the posts you’ve seen on Instagram, Twitter, Facebook, and anything we put out on Snapchat, that’s me. It’s really fun, and it’s great because so many people work in that organization for their majors, but I’m not. I am just doing it for fun and I think that allows me to not be so stressed out about it.

Favorites

Class: Kines 311 – Strength & Conditioning

Music Genre: Hip Hop

Artist: Kanye West

Workout: Olympic Lifts

Team: Anyone Boston (Patriots, Red Sox, Bruins)

Getting to Know You: Jacey Headley


Jacey Headley — Kinesiology undergraduate student Q&A

Hometown: Oakesdale, Washington

Year: Junior

Why did you choose kinesiology?
You can’t get me out of the weight room. It’s just something I’m very passionate about and I really like, and I feel that if I’m going to go to school I’m going to do something that I love to do.

Who have influenced you to keep pursuing your degree?
There were actually two individuals that kept me at this school. One was just very positive all the time and whenever I saw them they were just like “Life is good, keep your head up.” I really needed that positivity. The other one is just kind of a fighter. They’re just kind of like “Suck it up, move on.” Those people really influenced me and made me realize I want to be the person that can influence someone else that might be in the same position I was in; because it does get better, it just takes a while and you have to push through that wall before it gets better.

What do you want to do with your (future) degree?
I really would like to open my own gym, that’s my ultimate goal. Money isn’t important to me, I just want to be doing something that I love to do. And reaching people, especially community who are afraid to come in and exercise because it’s intimidating for people, because those are the people you want to get to. So ultimately I just want to open my own gym and just be a business person there, take care of it and reach community.

What kind of extracurricular activities are you a part of?
I work in housing and maintenance right now, and I’m currently trying to get into the UREC. They offered me a weight room attendant position, so I’m going in for training on that. I’m also part of the motorcyle group on campus, the Pullman Riders. It’s not really a club, but a way for people who ride to connect with each other.

Favorites

Meal Prep: Zoodles (Zucchini noodles)

Music Group: Five Finger Death Punch

Song: “The Pride”

Gym: The Fit Farm

Motorcycle: Kawasaki 300 Ninja (Her baby)
Kawasaki H2 (The Dream)

Exercise: Deadlifts or Pullups

Getting to Know You: Alexa Werner


Alexa Werner — Kinesiology undergraduate student Q&A

Hometown: Oroville, Washington

Year: Senior

Why did you choose Washington State?
Part of what brought me to Washington State is that both of my parents graduated from here, and at the time I was a freshman, both my brothers were here. I already had a pre-built community, so that helped for an easy transition to here. Going into sports science, I knew I wanted to become a physical therapist. I used to think I wanted to be a vet, but found out very quickly otherwise. I made a quick career plan change, shadowed a therapist and loved it, so I’ve really been pre-physical therapy since high school. Starting my junior year of high school I knew I was going into physical therapy.

Who have been major influences in your pursuit of kinesiology?
I therapist that I shadowed on Fairchild Air Force base, Lt. Col. McGill, he really helped direct me. Also, a therapist about an hour and a half away from my hometown who was running a free walk-in clinic for high school students. He’s the one who really set me on this course. Here at Washington State it’s been Kim Holmstrom, Dr. Morgan, my advisor Darryl Craig, and just about every single professor in my program. 

Were you expecting to get this kind of support from within your program?
No. I have heard about so many people having cruddy professors within their department, and none of our professors are that way. They’re all amazing people who you can tell want to be here. There’s a couple I have personality conflicts with, but I recognize that that is purely personality and they still want to be here and they’re still good professors. 

What are your plans after graduation in May?
I have been accepted to physical therapy school at U.S. Army-Baylor. So I’m commissioning into the Navy in October, and moving to San Antonio shortly before that, and starting physical therapy school in January. I’m a very strong believer and this is a path that I feel God has been pointing me toward for 3 ½ years. It’s been a very long conversation. I definitely wouldn’t be doing it without his guidance and reminding me repeatedly that yes, this is what he’s asking me to do.

What appeals to you most in this field? 
Helping people. I get to get hands-on with them and help them fix a part of their life. They come to me when they’re broken and when something isn’t working right and I can absolutely work with them, walk through things with them and help them. It’s really all about the people for me.

Favorites

Movies: Action-Comedies

Sport: Soccer (Watch) Kickboxing/Rock Climbing (Play)

Book: “Crown Dual”

Quote: “For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future.” – Jeremiah 29:11

Place on the Palouse: Ferdinand’s

Getting to Know You: Bryce Magee


Bryce Magee — Kinesiology undergraduate student Q&A

Hometown: Issaquah, Washington

Year: Sophomore

Why did you choose kinesiology?
I’ve always been interested in sports. I played a lot of sports growing up, and I’ve always had a passion for it. It wasn’t really until my sophomore year of high school that I took my first sports medicine type of class, and it was there that I really started to pursue kinesiology. I found out that I enjoyed it, I was really good at it, and it was something I thought I could easily make a career out of.

Who were influences in your decision to pursue this major?
My parents always told me that they live their life vicariously through me, so I definitely think my parents pushed me to take sports medicine classes because they knew I would’ve enjoyed it, and they were right. I would also say the teacher that I had in high school really pushed me to grow and learn more, and always stay curious as to what else is out there.

What do you want to do with your (future) degree?
I would love to own my own practice. That would be like a pipe-dream. Realistically I’m ok with working in a hospital or a clinic. Ideally I would have my own sports medicine practice that I work 40 hours a week at, and don’t have to put in overtime type of thing.

What kind of extracurricular activities are you a part of?
I’ve been involved in a fraternity, Phi Kappa Sigma. I’m also a C.N.A, I got my nursing assistant certification last winter my freshman year. I’ve been working that part-time, going to school and working on the weekends. I’m in the Exercise Performance and Physiology Lab within the kines department and I volunteer for Pullman Parks and Rec as a youth basketball and soccer coach, which is ironic because I’ve only ever played soccer for a year.

Favorites

Food: Lasagna

Music Group: Coldplay

Sport: Football

Athlete: Earl Thomas

Movie: Forrest Gump

Class: Anatomy

Getting to Know You: Daniel Delgado


Daniel Delgado — Kinesiology undergraduate student Q&A

Hometown: Yakima Valley, Washington

Year: Junior

As a first generation student, was it daunting coming here to WSU?
At first it was daunting. I was nervous, I didn’t know what to do. But through the First Scholars scholarship program, it really helped me to not be scared of going to class and figuring out everything. I had no idea what financial aid was, I didn’t know what any of the process was, I didn’t even know how to get books and stuff. Just going through that program helped me, but I also had a lot of mentors. I knew a lot of juniors and seniors in my frat that guided me. Also, my best friend was here for a year already so he had figured out everything. I did have a lot of help.

Was pursuing kinesiology always your plan?
I had a completely different interest (coming in to WSU). All of high school I had been told I’m really good at math and science, so they said I should be an engineer. So the whole four years of high school I heard “Engineer, engineer, engineer,” so I thought I was going to be an engineer. I got here, and I was in engineering for a whole year and I hated it. I was so bored in class, and classes weren’t that bad, I just didn’t like it. I couldn’t see myself doing that for the rest of my life. Then one of my friends from the First Scholars program, she’s kind of a mentor, she told me “You know you like kines, just go do kines.” She was a kines major, and I was just pushing it off because I was scared about what I would do with kines – Train? Be a coach? I didn’t know anything about it. So she took me to a couple of the kines club meetings and I figured out all the career paths. I took two kines classes and I was hooked. Now I go to class and I actually enjoy class. Everything I learn, I love it.

Are you involved in any clubs on campus?
I’m part of kinesiology club, and I’m part of the Core group too, so we’re the ones that actually organize the meetings and plan out what we’re actually going to show to the kinesiology students. This way, they can get a sense of what this field is about and overall just see what the opportunities are in the department here. I’m part of the McNair Achievement Program, which is going to prepare me for grad school. And then I’m also a First Scholar, a scholarship program for first-generation students that helps me get involved because it’s both semi-professionalism and overall just a good program. And then I’m also part of a frat, so multicultural Greek, I’m Sigma Lambda Beta. With that one I get really involved with community service. Right now I’m trying to combine the kines club and SLB, and we’re trying to do some community service together.

What’s one piece of advice you have for people who are new to the program?
Get involved. Utilize the resources that our deparment gives, whether it be the staff and faculty, or overall just getting involved in the different opportunities in the program like club meetings, the fundraisers that we do, and community service. We try to get the department to intermingle. You’re going to be with these people for the next four years in class or just hanging out. Go up to them, talk to them. Get involved overall because at the end of the day they’re the ones that are helping you out.

Favorites

Food: Homemade Sopas

Music Group: Daft Punk

Sport: Football (Watch) Soccer (Play)

Athlete: Michael Jordan

Movie: Fast and Furious series

Happy Place: My friends