Rate My Professor Wei Gu

Wei Gu is an Associate Professor in the Department of Teaching and Learning within the College of Education and Community Innovation at Grand Valley State University. She holds a Ph.D. from Pennsylvania State University. Since joining Grand Valley State University as an Assistant Professor around 2008, she has advanced to her current position as Associate Professor. Additionally, she serves as affiliate faculty in the East Asian Studies program. Gu contributes to university governance as a member of the University Assessment Committee for the term 2024-2027. Her expertise encompasses elementary teacher training and assessments in elementary classrooms, as recognized in the College of Education and Community Innovation's Experts Directory.

Gu's research focuses on educational practices, particularly in early childhood and elementary education, family involvement, service learning, and innovative teaching methods. She has authored several peer-reviewed articles, including 'Factors that Influence Chinese Teachers' Attitudes Toward Parent Involvement in Children's Education' published in Early Childhood Education Journal in 2010, 'New Horizons and Challenges in China's Public Schools for Migrant Children' in The Educational Forum in 2008, 'Exploring Service Learning from the Perspective of Early Childhood Pre-service Teacher Education' in the International Online Journal of Primary Education in 2022, 'Taiwanese Elementary Teachers' Perceptions about and Responses to Students with Special Needs' in 2024, and 'Exploring Mandarin Chinese Vocabulary that Children in Taiwanese Indigenous Communities Use in Picture-Book Reading' in 2019. In 2023, she received funding for her proposal 'An Examination of the Family Literacy Practices of Young Dual Language Learners from Refugee Families.' Recently, in 2025, she co-presented three papers at the Midwest Educational Research Association conference on topics such as using AI to support differentiated instruction for multilingual learners, preservice teacher perceptions on formative assessment through AI-supported FAME model instruction, and bridging formative assessment and sheltered instruction with AI. She has also received grants to attend national conferences to enhance her teaching practices.