Latinx communities in the United States made up 18% of the total population, yet accounted for 33% of COVID-19 morbidity and mortality. This supported the study aim to increase Latinx COVID-19 knowledge and self-efficacy for performing COVID-19 risk reduction mitigation behaviors via dissemination of the new online e-health intervention of the “Our COVID-19 Knowledge Test.” The study recruited online a largely female Latinx adult sample (N=118) with 68.6% born in the U.S. that was well-educated, given a mean education level of a bachelor’s degree; and, a mean annual household income of $50,000 to $99,000. During the pandemic year of 2020, 46.5% of the survey participants experienced moderate to maximum/extreme cultural stress, and moderately high COVID-19 related stress—while 66.9% reported depression, 78.8% anxiety, and 45.2% trauma. Their high rates of COVID-19 depression and anxiety were more than double those rates reported across samples identified globally during the pandemic. They experienced significant declines in their self-rated mental health status and physical health status from pre-pandemic to during the pandemic, high social support, and closest to a good quality of life. Supporting the value of the new “Our COVID-19 Knowledge Test” as a brief online e-health intervention, paired t-tests showed statistically significant increases in self-ratings for both COVID-19 knowledge and self-efficacy for COVID-19 risk reduction behaviors after taking the True-False test. Participants endorsed the dissemination of the new True-False “Our COVID-19 Knowledge Test” with all True answers as a brief online e-health intervention they would recommend to others as a way to learn about COVID-19. Meanwhile, on this True-False test, the sample evidenced very high knowledge of COVID-19. The sample also had a high intention to vaccinate or already vaccinated at 87%. Findings from independent t-tests, Pearson correlations, and regression analyses collectively affirmed the critical importance of having both high knowledge and high self-efficacy for performing preventive behaviors for reducing the risk of COVID-19 transmission, implementing mitigation strategies, and reducing mortality. Implications and recommendations focused on the value of the genre of a True-False test, with all True answers, for disseminating evidence-based information, and countering misinformation during pandemics and public health crises. Finally, the short tools used in this study were recommended for application in future research and as screening tools.

The COVID-19 pandemic was an unprecedented event in world history with a global impact. In the United States, emergency remote teaching (ERT) was utilized due to significant changes in the educational system, including temporary closures, shifts to remote and hybrid learning, and the addition of various infection control measures such as the wearing of masks, social distancing, and quarantine guidelines to reduce the community spread of COVID-19. These changes impacted those working and learning during the COVID-19 pandemic. This qualitative multiple-case study sought to describe and compare the professional experiences of four high school physical science teachers in the United States during the pandemic. Data was collected using surveys, participant artifacts, interviews, and focus groups between the spring of 2020 and the spring of 2022. The data were analyzed inductively using holistic and descriptive coding as well as inductively through a cross-case analysis by utilizing social reproduction theory (SRT) and teacher self-efficacy (TSE) theoretical frameworks. Four individual participant case descriptions and a cross-case analysis are reported. The findings indicate that teachers experienced significant changes to their schedules, technology use, instruction, and assessment. Teachers’ ability to communicate professionally was impacted, as was teacher professional development (PD) and evaluation. These changes resulted in learning gaps, which were more significant for struggling and marginalized students. The results demonstrate that the teachers and their students experienced the pandemic differently depending on various factors, such as resource access and school type. The findings indicate that the teachers’ students with more economic, social, and cultural capital were best positioned to access remote learning, which generated social reproduction and exacerbated inequalities. TSE decreased due to a lack of mastery and vicarious experiences, negative social and verbal persuasion, and the teachers’ adverse physiological and emotional states. TSE was also reduced due to ecological factors such as increased uncertainty and role demands, powerlessness, and isolation. The pandemic displayed how inequities across our educational system must be addressed and how the educational system must better prepare and support teachers and students during educational disruptions. The teachers gained a greater appreciation for in-person instruction, became more confident in their use and implementation of classroom technology and remote teaching, and became more aware of inequities among students.

The purpose of this study was to understand how secondary mathematics teachers in underserved communities learned to teach online during the COVID-19 pandemic. The study used three different methods of data collection: surveys, critical incident questionnaires, and semi-structured interviews. The survey sample consisted of 51 participants, with 20 of those participants opting to complete the critical incident questionnaire in addition to the survey. 39 of the 51 survey participants volunteered to participate in semi-structured interviews. The researcher conducted approximately 18 hours of interviews with 20 of these volunteer participants. The findings were analyzed using inductive and deductive coding techniques, as well as within and cross case analysis to identify trends and themes across participant data. Teachers learned to teach their respective secondary math content in an online setting during the pandemic through a mostly self-directed, trial-and-error process with some support from colleagues. Teachers were given limited guidance and direction as to how to approach facilitating their content online from school administrators and district leaders. Teachers and students in underserved communities faced many barriers in the transition from in-person to online instruction during the pandemic, including limited access to the necessary tools and technology to fully engage with online learning content, a lack of adult supervision in home learning environments, and a lack of experience with online learning for both teachers and students alike. In addition to these barriers, teachers and students endured extreme personal stress throughout the pandemic, stress that may have been exacerbated by the scarcity of resources available to schools in underserved communities. Teachers were able to find some success in translating their specific math content areas and practices to an online setting. Through personal research and experimentation, teachers discovered online tools and learning platforms that empowered them to engage in the transition. The ability for teachers to teach effectively, however, was limited by low student attendance rates and low rates of student engagement and participation throughout the pandemic in underserved communities. In addition to these challenges, teachers were unable to translate specific secondary math content standards and units to the online setting, and in some cases, were forced to completely remove these topics from their curriculum during the unit. The combination of these challenges may have led to the gaps in student learning that emerged throughout the pandemic, particularly among underserved communities. Recommendations included for current and prospective teachers to gain experience with specific online tools and platforms that may have applications to both in-person and online teaching, for school administrators and district leaders to develop more detailed emergency plans and support systems for teachers in the event of a future crisis like the COVID-19 pandemic, and for teacher preparation programs to include at least one course in the curricula devoted to training candidates on how to teach and use online tools and learning platforms.

With 3.5 million Chinese language speakers in the U.S. as reported by Zeigler & Camarota (2019), the dynamics of retaining, diminishing, or enhancing Chinese language proficiency within American society have been a focal point of research (Liang, 2020; Liao & Larke, 2008; Zhang, 2010). This phenomenon, when viewed through a wider historical and social lens, mirrors the experiences of other minority languages and communities facing language attrition and cultural assimilation. Notably, there is a notable gap in literature that celebrates the dedication, endeavors, and optimism towards the preservation, growth, or resurgence of the Chinese language. This gap contributes to reinforcing the dominance of the English language, the normalization of monolingualism, and Eurocentric perspectives. Additionally, research exploring how the evolution of the Chinese language interacts with the identity formation of second-generation Chinese American children—especially against the backdrop of China's rising global influence and the surge in anti-Asian/Chinese sentiment during and post-COVID-19—remains insufficient. The purpose of this study is to document and explore how a group of Chinese immigrant families with first-generation parents and second-generation children experience the maintenance and development of Chinese language in the U.S. and how they perceive the meaning of their effort and commitment, particularly in light of China's growing global presence and the increase in anti-Asian/Chinese sentiment amid and following the COVID-19 pandemic. Bringing together Chinese Heritage Language development theory (He, 2006) and AsianCrit framework (Museus & Iftikar, 2013) and inspired by translanguaging (García & Wei, 2015; Wei, 2018) and multimodality lenses (Kress, 2010), this study used ethnographic and multimodal approaches. Especially, innovative, child-friendly methods were adopted for including even the youngest members of the group in my study. The study concludes by highlighting the significant impact of the Let's Chinese workshops, an informal, parent-led Chinese heritage program, on the curriculum and pedagogical approaches related to Chinese language, culture, and identity construction. It also showcases the diverse strategies employed by first-generation parents in their efforts to maintain and develop Chinese heritage language, their thoughts on the interplay between language, identity, and resistance to racial discrimination, and how the ideology of monolingualism influences their views and approaches. Additionally, the research sheds light on the active role of second-generation children in navigating their heritage language and culture learning, underscoring their agency in shaping their identity understanding and construction.

The COVID-19 pandemic prompted a widespread shift to teletherapy, a historically underutilized yet potent modality that can help increase access to mental health treatment. While numerous studies have investigated the adaptation to teletherapy from the perspective of therapists, there remains a paucity of research on client perspectives. To address this gap, the present study examined the teletherapy process and outcome from the perspective of 2,118 clients who shifted to teletherapy during the pandemic with the same therapist they had been seeing in-person pre-pandemic. Specifically, this study investigated client-perceived changes, concerns, disclosure patterns, benefits, drawbacks, and treatment preferences in teletherapy. Findings revealed that the majority of clients reported teletherapy to be as engaging, effective, and valuable as in-person therapy, with therapeutic boundaries remaining intact. However, several factors, including positive regard, privacy concerns, and technological distractions, significantly influenced clients’ treatment engagement, effectiveness, and future treatment preferences. In addition, clients experiencing elevated distress reported teletherapy as less engaging and effective than in-person treatment. Implications for therapists and clients to optimize teletherapy, as well as directions for future research, are discussed.

The importance of access to quality physical education (PE) among children is well-documented. The onset of the COVID-19 pandemic, however, resulted in significant shifts in PE curriculum delivery alongside a rapid uptake by PE teachers of new technologies. Although some research about integrating technology into teaching does exist, there is very little data about virtual learning in elementary school, particularly in the context of physical education. There are also clear gaps in the literature about teaching PE virtually during a pandemic. As such and in this study, I sought to fill a critical gap in the existing literature by identifying what specific factors shaped elementary physical education delivery during the COVID-19 pandemic, as well as barriers and facilitators to successful curriculum delivery, and I drew implications for future emergency response needs.This mixed-methods study examined elementary physical education teachers’ perceptions of teaching virtually during the spring of 2020 and/or 2020-2021 school year. The study’s sample drew on PE teachers from urban, rural, and suburban settings across the US, which included diverse experiences to explore teachers’ perceptions of virtual teaching during the COVID-19 pandemic. Surveys and focus groups were utilized. Results from this study elucidated that physical education teachers were challenged by limited space, equipment, internet use, and distraction within the environment when teaching. However, teachers in this sample also discussed their tenacity to help their students stay active by delivering supplies to families, posting on social media, and teaching how to make alternative equipment. Teachers also reported that the more support they received (for example, via social emotional support and also specific technology support), the less stress they felt during remote teaching. At the same time, the higher the teacher perception on live lesson participation, the more efficacious the teachers felt. The expectations of PE teachers during COVID varied from region to region, and the ever-changing schedules made teaching PE that more difficult. Although there has been some research on teaching virtually, before the pandemic there was very little research about specifically teaching elementary PE virtually. The need to pivot to remote instruction is part of our future. The implication of this work helps support the need for further education of public health goals. The need for a platform that supports PE and elementary age children is needed to best support this work. Using technology as an enrichment and supplement for PE to help reach this goal could be a positive outcome of this pandemic. The use of virtual platforms will also help deliver PE content to families and allow for technology skill development through targeted practice for any future need to pivot to remote.

Higher education institutions (HEIs) have faced unprecedented challenges during the Covid-19 pandemic. This dissertation draws on the comparative case study design to examine the institutional response to the Covid-19 pandemic across seventeen HEIs in three urban contexts: Hong Kong, Johannesburg, and New York. Due to the limited knowledge base about the novel coronavirus and its rapid spread, the institutional response to the Covid-19 pandemic was premised on uncertainty and presented a unique challenge to decision-makers. This study is informed by the systems approach in the three strands of literature I draw from – disaster studies, sociology of risk, and higher education governance. The evidence from this study supports the conceptualization of the Covid-19 response as a by-product of social design and socially constructed events. I take a qualitative approach to study the institutional response through semi-structured interviews, documents, and recruitment survey responses. Guided by organized risk sensemaking, I put forth the following research questions: (1) What policies, if any, have been adopted to mitigate the risk of Covid-19? (2) What decision-making structures, if any, have been mobilized to mitigate the risk of Covid-19? (3) How, if at all, institutional managers have rationalized the decisions adopted in response to the Covid-19 pandemic? and (4) How, if at all, has the external environment impacted the institutional response to Covid-19? In the first findings chapter, I examine the Covid-19 policies adopted during the pandemic and conclude that the measures taken to mitigate risks associated with the pandemic have counter-intuitive consequences. The Covid-19 response has strengthened HEIs’ place-based identity and underscored the role universities and colleges play in their immediate communities as anchor institutions. The second analytical chapter shows how decision-making structures were established and mobilized during the Covid-19 pandemic within different HEIs. It typifies decision making structures by their focus (general vs. specific) and temporality (permanent vs. temporary). This chapter discusses the challenges and benefits of different decision-making approaches, including the involvement of faculty and staff, the elimination of organizational silos, and the funneling of decisions to higher levels of authority. Furthermore, I interrogate the institutional managers’ rationalizations of challenges and ethical dilemmas brought on by the pandemic. In this chapter, I present the four emerging attitudes toward the Covid-19 pandemic as a sensemaking framework, illuminating the institutional response as a temporally dynamic phenomenon. Lastly, I focus on the external environment and specifically, the non-state sectoral actors that have played a crucial role in informing and shaping HEIs' responses. The relationships with these actors serve advisory, brokerage, coordination, data collection, material support, lobbying, and translation functions for HEIs. The study contributes to the literature on comparative education by providing empirical evidence on the role of non-state sectoral actors, the decision-making processes of HEIs, and the impact of Covid-19 on higher education. It also highlights the importance of universities and colleges as anchor institutions within their communities.

The purpose of this research was to explore the perceptions of student affairs administrators, working in both public and private higher education institutions, regarding how they learned to use technology and gain insight into how their work would evolve in the future. While the COVID-19 pandemic affected everyone in the higher education landscape—academic faculty, students, and student administrative professionals—this research focused specifically on a segment of administrative professionals within higher education institutions: student affairs professionals. The results of the study provide recommendations to higher education institutions and student affair professionals and how to work in a technologically evolving workplace. The researcher based the study on the three assumptions: (1) informal and incidental learning are key factors in growing the skills to learn the evolving technologies in the workplace; (2) higher-order thinking skills exist in student affairs professionals who went beyond transferring the in-person modality to online; (3) organizational competencies or ethical competencies in digital leadership skills existed in student affairs professionals who went beyond demonstrating technological competencies skills The study population were student affairs professionals who worked during COVID-19. Data sources were primarily through 12 individual interviews, all conducted via Zoom, critical incident reports, and documents. Key findings of the study revealed: (1) A strong majority of participants described the use of technology as having a significant communication platform; (2) A majority of participants indicated that the lack of user engagement was a challenge while using technology; (3) An overwhelming majority learn to overcome the challenge of using technology through peer conversation; and (4) A majority of participants stated that having a supportive leader influenced the use of technology. The main recommendations of the study were the following: (1) Higher education institutions should think of creating the space and opportunities for student affairs professionals to engage in conversation with one another to overcome the challenges of using technology. To develop the space, higher education climate and organizational culture around the perception of technology must be considered. Additionally, higher education institutions should invest in developing supportive leaders who have a positive perception of technology in the workplace; and (2) Student affairs professionals should not only learn to be open about using technology in the workplace, but also develop the inter-personal skills that is critical to overcoming the use of technology. For seasoned student affairs professionals who hope to become a leader within the institution, developing the leadership skills to become a supportive leader who has the technological and inter-personal skills is critical to better manage and lead their team.

Jails play a unique role in the criminal legal system, incarcerating people who are awaiting trial or serving short sentences of less than a year. At midyear 2023, jails incarcerated 664,200 people and admitted 7.6 million people in the preceding 12 months (Zeng 2024). People incarcerated in jail often face several co-occurring hardships, including housing instability, untreated mental illness, and substance use problems, which jails can exacerbate. This dissertation argues jails create and respond to many of these problems associated with poverty, especially problems related to the health of incarcerated people. Across three papers, I demonstrate jails (1) were used as a punitive response to the prescription opioid crisis, especially in rural communities; (2) became a highly infectious environment in New York City during the COVID-19 pandemic after failing to enforce many basic preventative measures like masking and social distancing, threatening the health of incarcerated people; and (3) readmit people with mental illness and substance use problems at much higher rates than people in good health. Taken together, these papers demonstrate the complex relationship between jails on the one hand and the health of incarcerated people and the public on the other.

Cities are home to more than half of the world’s population, and this figure is set to continue to rise amidst ongoing global urbanization trends. Against this backdrop, urban development is increasingly confronted with multifaceted challenges. These range from public health emergencies, exemplified by the COVID-19 global pandemic, to the environmental hazards driven by climate change, including extreme heat waves and more frequent severe storms. Confronted with these substantial risks, the urgency of devising and implementing strategies for sustainable and resilient urban development has become paramount. Given this context, the work presented in this thesis aims to advance understanding of some critical urban sustainability challenges, and to develop models, tools, and sensing systems that can support progress towards a more sustainable and resilient urban future. The first part of the thesis focuses on the role and usage of urban parks during a global public health emergency. Urban parks became critical for maintaining the well-being of urban residents during the COVID-19 global pandemic. To examine the impact of COVID-19 on urban park usage, New York City (NYC) was selected as a case study, and SafeGraph mobility data, which was collected from a large sample of mobile phone users, was used to assess the change in park visits and travel distance to a park based on park type, the income level of the visitor’s census block group (visitor CBG) and that of the park census block group (park CBG). All analyses were adjusted for the impact of temperature on park visitation, and the research work was focused primarily on park visits made by NYC residents. Overall, for the eight most popular park types in NYC, namely – Community Park, Flagship Park, Jointly Operated Playground, Nature Area, Neighborhood Park, Playground, Recreation Field/Courts and Triangle/Plaza – visits dropped by 49.2% from 2019 to 2020. The peak reduction in visits occurred in April 2020. Visits to all park types, excluding Nature Areas, decreased from March to December 2020 as compared to 2019. Parks located in higher-income CBGs tended to have lower reductions in visits, with this pattern being primarily driven by visits to large parks, including Flagship Parks, Community Parks and Nature Areas. All types of parks saw significant decreases in distance traveled to visit the park, with the exception of the Jointly Operated Playground, Playground, and Nature Area park types. Visitors originating from lower-income CBGs traveled shorter distances to parks and had less reduction in travel distances compared to those from higher-income CBGs. Furthermore, both before and during the pandemic, people tended to travel a greater distance to parks located in high-income CBGs compared to those in low-income CBGs. Finally, multiple types of parks proved crucial destinations for NYC residents during the pandemic. These included Nature Areas to which the visits remained stable, along with Recreation Field/Courts which had relatively small decreases in visits especially for lower-income communities. Results from this particular research study can support future park planning by shedding light on the different users of certain park types before and during a global crisis, where access to green spaces can help alleviate the human well-being consequences associated with mitigating the crisis, including the type of “lockdown” or limited mobility policies implemented in 2020 during the COVID-19 global pandemic. The second part of the thesis investigates the role of urban greening and other land surface features in influencing the urban heat island effect in NYC. The urban heat island (UHI) effect describes the phenomenon whereby cities are generally warmer than surrounding rural areas. UHI effects can exacerbate extreme heat events, leading to an increase in heat-related illness and mortality. Here, the runoff coefficient was used as a numerical surrogate for urban greening, with lower runoff coefficients being associated with higher fractions of urban greening. Using a high-resolution landcover GIS dataset developed for New York City (NYC), which classified the city into more than 13 million land patches, the runoff coefficient of land use across the entire city was mapped down to a resolution of 30m×30m, along with five other variables including surface albedo, distance to water bodies, land surface elevation, building density and building height. Daytime land surface temperature (LST) in summer was used as a surrogate for the UHI effect in NYC, and the work investigated the relationship between the runoff coefficient and LST. The work also examined the relationship between LST and the variables of surface albedo, distance to a water body, land surface elevation, building density and building height. Results indicate that runoff coefficient can explain a large portion of variability related to urban LST, with lower runoff coefficients (more greenery) being associated with lower LST. Use of the five other variables improves the predictability of LST, although the influence each variable has on LST varies with urban setting and context. The research work presented in this part of the thesis also shows the disproportionately higher exposure to urban heat in lower-income communities in NYC. The findings can be used to develop strategies to mitigate UHI effects in NYC and other cities around the world. In the third part of the thesis, a wireless environmental sensing system is developed for monitoring urban green spaces, with demonstrated application for stormwater management. The monitoring of urban green spaces, including monitoring of soil conditions and soil health, is crucial for sustainable urban development and ecological resilience. Leveraging advances in wireless environmental sensing, a LoRaWAN-based system capable of measuring air temperature/humidity, soil temperature and moisture, and soil moisture dynamics is designed and deployed across seven diverse urban green spaces for a full year at Columbia University’s Morningside Campus in New York City. The data collected by this sensing network reveals notable variations in soil moisture across the seven monitored sites, which are influenced by a combination of vegetation type, soil conditions, and physical settings. Monitored lawns consistently showed higher soil moisture levels due to their slower draining soil type, underlying concrete structures, and lower canopy rainfall interception and transpiration loss, whereas one monitored tree pit site with a more rapidly draining soil type showed significantly lower soil moisture throughout the study period, despite having comparable physical settings with another monitored site. Seasonal trends indicated lower summer moisture in some monitored areas due to increased evaporation and transpiration under high temperatures, while others areas maintained higher soil moisture as a result of frequent irrigations. Models were developed to quantify soil moisture response to rainfall events. It was found that the increase in soil moisture at each monitored site was highly dependent on the rainfall depth and the initial soil moisture. Overall, the results show that a range of diverse green spaces can help retain and drain storms up to certain sizes of 30-50mm. However, proactively designed soil drainage systems are needed to handle extreme storm events above 50mm. The study highlights the effectiveness of LoRaWAN technology in urban environmental monitoring and provides valuable insights into how different urban green spaces can contribute to stormwater management. The findings presented in this portion of the thesis demonstrate the instrumental role that monitoring, data analysis and modeling can play in helping city planners and environmental managers optimize urban green spaces for ecological benefits and enhance urban resilience, including in the face of stressors such as climate change. Overall, with its data-driven, evidence-based insights, this work contributes to the understanding of the multifaceted urban sustainability challenges in a changing environment, including public health emergencies such as the COVID-19 global pandemic, and climate change induced environmental hazards such as extreme heat events and more frequent severe storms. Alongside deepening understanding, the developed quantitative models and sensing technologies presented in this thesis offer practical solutions to support urban development towards a more sustainable and resilient future.