Research & Creative Showcase

Wishing You a Happy New Year

As celebrate (or dig out from) our first big snow of the season and gear up for the start of a new semester, I wanted to pause and celebrate 2024 at bit longer by highlighting some of the amazing scholarship published during the year from our faculty.

I again organize this Showcase by our SOE Signatures, showing just how much we are solidifying our expertise in our areas of distinction.

I took note of when recipients of one of our internal grants resulted in a publication—it is always exciting to see tangible outcomes from our awardees—and I include several faculty and doctoral student awards to celebrate.

You will see that rather than offering one sentence descriptions of just a select number of publications, I have tried to be more expansive, while still providing links to each article so you can read the abstracts and link directly to each publication.

As we celebrate this wonderful and rich scholarship from 2024, I wish you the very best in 2025.

Beth A. Ferri, ADR

Sabrina Butler co-authored “A Scoping Review of Hispanic-Serving Institutions Literature in STEM” in the Journal of Latinos and Education. She also co-authored “From Cohort to Cohesion: Application of Relational-Cultural Theory to Doctoral Cohort Development” in the Journal of Creativity in Mental Health.

Moon-Heum Cho and Xiaoxia (Silvie) Huang and colleagues published “Predicting Students’ Negative Emotions in College Remedial Mathematics Courses” in the European Journal of Psychology of Education.

Beth Ferri co-authored “Disability Critical Race Theory (DisCrit): Past, Present, and Future—an Overview” in the Routledge International Handbook of Critical Disability Studies.

Bong Gee Jang co-authored “Exploring the Relationships Between Grade, Gender, and Immigration Status on Reading Motivation Among Multilingual Elementary Students” in The Language and Literacy Spectrum. He also published “Literacy as Bearing Witness: Teachers Expanding Literacy Through Authentic and Hybrid Student Narratives” in the Journal of Literacy Research and “It’s Not Just About Skills: Adopting a Motivation-Informed Approach to Instruction with Adolescents” in the Journal of Adolescent and Adult Literacy.

Sultan Kilinc co-authored “‘They Are Not Losing Anything’: Preschool Educators’ Language Ideologies and Use for Young Emergent Multilinguals Labeled with Disabilities” in Language in Education.

Eunjung Kim published “Against Confinement: Degeneration, Mental Disability, and the Conditions of Nonviolence in The Vegetarian” in Mediating Gender in Post-Authoritarian South Korea.

Heather Lavender co-authored “An Effective COVID-19 Vaccine Hesitancy Intervention Focused on the Relative Risks of Vaccination and Infection” in Scientific Reports. On the topic of gene analysis, Lavender is part of a team that has prepared “Metagenomic Analysis of a Glacial Ice Core Record from the Contiguous United States,” currently in pre-print.

Yanhong Liu and Derron Hilts G’22 co-authored “Does Student-to-School-Counselor Ratio Matter When Considering Schools’ Race/Ethnicity Composition? A New York Statewide Examination” in Professional School Counseling. Liu also co-authored “Homelessness and Developmental Implications on Children” in The Handbook of Research on Trauma with Children and—with doctoral student Sarah Litt—published “Predictors of International College Students’ Formal Help-Seeking Behaviors Grounded in Andersen’s Behavioral Model” in the Journal of Counseling and Development.

Melissa Luke and doctoral student Xiaoxuan Qu published “Amalgamating Multiple Selves in the Storied Experience of Cross‐Cultural Mentorship” in Counselor Education and Supervision. This project received funding from the 2024 Joan N. Burstyn Endowed Fund for Collaborative Research in Education. Luke also co-authored “Challenges with Social Emotional Learning at a Rural School District” in the Journal of Counselor Preparation and Supervision and “Relational Processes of Cultural Humility in Counseling: A Structural Equation Modeling Study” in the Journal of Counseling and Development, with Qiu Wang and Yanhong Liu.

Courtney Mauldin-Jones co-authored “Culturally Responsive-sustaining Education and Student Engagement: A Call to Integrate Two Fields for Educational Change” in the Journal of Educational Change.

Beth Myers and Phillandra Smith G’23 co-authored “Looking for the Experts: Examining Course Accommodations and Modifications for Students with Intellectual Disability in Inclusive Higher Education” in the Journal of Intellectual and Developmental Disability and “Narrating Access and Agency: Students with Intellectual Disability Share Their Experiences with Higher Education” in Remedial and Special Education. Myers, doctoral candidate Sara Jo Soldovieri ’18, G’19, and colleagues published “Benefits of Postsecondary Education Experiences for Adults with Intellectual and Developmental Disability” in Research in Developmental Disabilities.

David Pérez II co-authored “Reimagining Student Success: Using Anti-Deficit Approaches to Educate Scholar-Practitioners in Higher Education” in the Journal of Student Affairs Research and Practice.

George Theoharis and Beth Myers published “Constructing Expertise: Reframing Intelligence with Preservice Teachers” in the International Journal of Inclusive Education.

Moon-Heum Cho and colleagues published “Observing Instructional Design Features in Self-Paced Massive Open Online Courses” in Distance Education. Cho also co-authored “Child-Robot Interaction: Designing Robot Mediation to Facilitate Friendship Behaviors” in Interactive Learning Environments.

Xiaoxia (Silvie) Huang and Yang Liu G’24 co-authored “Learning in an Immersive VR Environment: Role of Learner Characteristics and Relations Between Learning and Psychological Outcomes” in the Journal of Educational Technology Systems. Huang, Tiffany Koszalka, and doctoral candidate Hema Yuvaraja co-authored “Prototype Design of XR Technology for Psychomotor Skill Learning (PSL): Layering Content Focus and Feedback to Prompt Deep PSL” in the Journal of Applied Instructional Design.

Bong Gee Jang and colleagues published “Reading Linguistically Diverse Print, Visual, and Digital Texts Across Physical and Virtual Worlds” in the Journal of Literacy Research.

Tiffany Koszalka, Zhijuan Niu G’24, and Qi Wu G’24 co-authored “Investigating Performance Patterns, Dynamics, and Relationships in Asynchronous Online Discussions of the Same Student Cohort: A Cross-Semester Perspective” in the American Journal of Distance Education.

Yanhong Liu co-authored “Machine Learning Predictive Models to Guide Prevention and Intervention Allocation for Anxiety and Depressive Disorders Among College Students” in the Journal of Counseling and Development. She also co-authored “Counselor Trainees’ Lived Experiences of Online Learning During COVID-19” in Journal of Educators Online.

Qiu Wang, Jing Lei, and colleagues published “More Than High, Medium, and Low: Pre-Service Teacher TPACK Profiles and Intentions to Teach with Technology” in Education and Information Technologies. Lei and doctoral candidate Fasika Melese also published “Exploring Pre-service Teachers’ TPACK Development through Video Reflection: A Qualitative Case Study” in the proceedings of the Society for Information Technology and Teacher Education International Conference.

Nicole Fonger co-authored “Lessons Learned in Creating Mosaics to Portray the Algebra Strand of US High School Textbooks” in Lessons Learned in Research on Mathematics Curriculum. She also published “A Content Analysis of the Algebra Strand of Six Commercially Available US High School Textbook Series” in Education Sciences.

Bong Gee Jang co-authored “Science of Literacies: Meaning Making and Critical Pragmatism in the Postdigital Age” in the Journal of Literacy Research.

James Haywood Rolling Jr. published “Making Common Ground for Living: Strategies for Meaningful Intervention into Systemic and Structural Inequities” in Promoting Civic Engagement Through Art Education.

Jersey Cosantino G’23 was awarded the 2024 Trans/Gender Variant Caucus Award from the National Women’s Studies Association.

Doctoral students Sarah Litt and Xihe Tian received a research grant from the Association for Specialists in Group Work for a project that also received funding in the 2024 SOE Research and Creative Grant Competition.

Yanhong Liu received the 2024 Locke-Paisley Outstanding Mentorship Award given by Association for Counselor Education and Supervision

Eunjung Kim was awarded a National Humanities Center Fellowship

Wendy Moy was awarded the American Prize in Choral Performance for her work with the Chorosynthesis Singers.

Doctoral students Xihe Tian and Eunji Park were awarded a Graduate Student Award Grant from the Association for Counselor Education and Supervision (ACES).

Alexis Wilner ’24 was awarded the David Orlin Prize for Overall Outstanding Thesis Project from the Renée Crown Honor’s Program.