<p dir="ltr">In contemporary engineering education landscapes, integrating the arts and engineering often adopts a utilitarian lens, emphasizing the enhancement of engineers' creativity or the aesthetic embellishment of final solutions. However, this narrow perspective overlooks the profound potential of the arts in co-creating meaningful solutions, perpetuating epistemic injustices by relegating the arts and other ways of knowing to mere complements of technical knowledge. In this seminar, I present the findings of an autoethnographic inquiry aimed at disrupting traditional disciplinary boundaries within engineering design education. I explore novel educational paradigms by integrating arts and engineering to challenge the notion of engineering as the exclusive owner of problem-solving knowledge.</p><p dir="ltr">Through the lens of autoethnography, I engage in reflective analysis of my role as a curriculum and instructional designer endeavoring to integrate the arts and engineering in pursuit of epistemic justice for the arts. Four distinct curricular initiatives are studied: the Compassionate Engineering course for undergraduate engineering students, the Shadow Puppetry Box activity for middle-school students within a summer camp setting, the Elegance in Engineering module for graduate-level engineering education, and the Social Justice and Civil Engineering module designed for undergraduate civil engineering students. By crafting autoethnographic artifacts such as video reflections and video art, I embrace reflexivity and introspection, elucidating the critical considerations and obstacles encountered in designing for epistemic justice through arts-engineering integration. Additionally, I explore how the learning design process facilitated the development of comprehensive and impactful curricula. I also examine the outcomes and implications of implementing these emergent curricula on pedagogical approaches and student learning experiences.</p><p dir="ltr">This study provides a space for reflection, inquiry, and inspiration, inviting participants to challenge conventional disciplinary boundaries, interrogate prevailing engineering paradigms, and envision transformative approaches to interdisciplinary education. By embracing the complexities of arts-engineering integration, I endeavor to forge new pathways toward inclusive and equitable educational practices, reshaping the education landscape for the better.</p>

<p>    </p> <p>Wordless picture book reading is one of the common literacy practices for young children that happen at schools and homes. This dissertation of three studies explores the reader-text transactions between young children and wordless picture books in three ways: a content analysis of wordless books potentially featuring characters of color, a multimodal analysis exploring children’s multimodal meaning making, and a mixed-method content analysis analyzing children’s performing social imagination and narrative imagination and change over time. Through analyzing a set of 39 wordless picturebooks with protagonists that can be potentially identified as people of color, the first article analyzed the books’ book themes, story events, and illustrations to explore how such books can function what Bishop suggested as windows, mirrors, and sliding glass doors and support young children to learn about themselves and others. The second article explores the potential of preschoolers’ multimodal meaning making during reading wordless picturebooks. Multimodal meaning making can be valued as literacy practices that are closely related to reading comprehension, teaching instructions, and assessments. The third article focuses on kindergarteners’ use of social imagination and narrative imagination during reading wordless picturebooks that reveal young children’s active engagement and meaning making in reading. This series of articles hold implication for teachers and researchers to understand the potential of using wordless picture books for young children’s access to diverse topics of readings, literacy practices, and assessment, specifically children’s imaginative and multimodal ways of responding to reading of wordless picture books. </p>

<p dir="ltr">The study was conducted to understand teacher’s experience of burnout and its course, in addition to how burnout is related to classroom factors and student experiences. I used a person-centered approach, which accounted for all three burnout dimensions (i.e., emotional exhaustion, depersonalization, and low perceived accomplishment), to characterize different patterns of burnout and investigate the various changes of burnout patterns from fall to spring over a school year. I conducted secondary analysis of survey data collected from 52 5th grade teachers and 693 of their students as part of a larger efficacy trial. The study’s results provide evidence that teachers experience burnout in various ways, as characterized by distinct profiles. Additionally, the results extend the existing evidence of teacher burnout stability at the sample level and indicate some degree of within-subject variability from fall to spring. Furthermore, the results add to the existing variable-centered literature on teacher burnout and provide evidence about the relations of teacher burnout patterns to teacher perceived conflict with students, student-reported teacher discipline, and student cognitive engagement. Moreover, the study’s results highlight four limitations in the research on teacher burnout, regarding the application of the three-dimensional model to teachers, appropriateness of burnout subscales and items, reliance on one-time point data, and reliance on survey methods, respectively. For all future interventions designed to address teacher burnout, the study’s person-centered approach to characterizing teacher burnout patterns can provide a useful tool that helps interventions tailor their supports to be responsive to the needs of teachers in specific profiles.</p>

<p>Global citizenship is conceptualized within a neoliberal agenda and oppressive geopolitics of knowledge that furthers social inequities and unsustainability. Despite critiques and attempts to reframe global citizenship to achieve social justice and human rights aims, it is still masked in neoliberal and mono-epistemological terms as <em>global competence</em>. It is vital to explore possibilities of global citizenship <em>becoming</em> that can challenge neoliberal hegemony and the growing ethnocentric and ultra-nationalist thinking. This inquiry was conceptualized, within the three-dimensional narrative inquiry space, to explore the <em>being</em> and <em>becoming</em> of six South Asian female international students engaged in activism and the bearing it has on global citizenship. My co-researchers negotiated their dynamic identities and were influenced by multiple discourses as they shuttled between various places and spaces. In this inquiry, I examine autobiographical roots that illuminate my research puzzles and phenomena of interest and engage with South Asian female international students as they negotiate their personal, educational, and activist experiences. I analyze their lived experiences based on Ikeda’s perspective on global citizenship, informed by ideas of <em>sōka</em> or “value-creating” education and Buddhist-humanism. The research texts based on the livings and tellings of my participants are represented dialogically in culturally relevant ways, such as <em>chai pe charcha</em> or “conversations over tea.” From a narrative global citizenship perspective, these stories are examples of ‘creative coexistence’ and ‘value creation’ and offer a means to reimagine global citizenship from the standpoint of interconnectedness and interdependence.</p>

<p>  </p> <p>Radian angle measure is central to learning trigonometry, with researchers providing evidence that a coherent understanding of radian contributes to a coherent understanding of trigonometric and inverse trigonometric functions. However, there are few opportunities for students to engage with curricular situations that involve radian angle measure. The purpose of this dissertation is to explore and provide insights into preservice mathematics teachers’ (PMTs’) conceptions of radian angle measure using three curricular situations. The first chapter reviews the relevant literature, which reported that PMTs’ conceptions of radian angle measure involve angles measured in terms of π, in relation to degrees, and in relation to the unit circle. In chapter two, I explored PMTs’ conceptions of radian angle measure using textbook representations. Seven PMTs participated in a think-aloud semi-structured interviews, where they defined radian angle measure from six textbook diagrams of radian, including a diagram of the unit circle. In chapter three, building on literature that reported that PMTs’ conceptions of radian angle measure involve relating radian to degrees, I explored how PMTs conceptualize this relationship. Five PMTs participated in semi-structured interviews, where they described radian angle measure given the angle measure in degrees. In chapter four, I explored the PMTs’ conceptions of radian angle measure given a novel context. Four PMTs participated in semi-structured virtual interviews, where they engaged with a digital activity that involves radian angle measure in the context of light reflection. Some of the dissertation’s findings align with previous research, where PMTs’ conceptualized radian angle measure in relation to the unit circle. However, this dissertation provides empirical evidence of why the PMTs refer to the unit circle. The PMTs acknowledged knowing the unit circle from memorization, but also explained that the purpose for using the unit circle is efficiency. At the same time, the PMTs acknowledged limitations in the unit circle and in their conceptions of it. Overall findings from the dissertation demonstrate the complexity of PMTs’ conceptions of radian angle measure. The PMTs’ conceptions were reported as concept definitions, ways of thinking, and spatial ways of thinking. The PMTs demonstrated flexibility with reasoning about radian angle measure using foundational conceptions in learning higher mathematics topics (e.g., proportional reasoning concepts, spatial ways of thinking). By positioning the PMTs as knowers and thinkers with valuable insights to provide, I was able to uncover and report a collection of conceptions that were demonstrated by PMTs when a curricular situation involved radian angle measure. The findings from this dissertation extend existing research that explored conceptions of angle measure and radian angle measure by reporting PMTs’ conceptions of radian angle measure given three different curricular situations. While there is still much that needs to be investigated about complexities in PMTs’ conceptions of radian angle measure, this dissertation represents one step toward providing insights about those complexities. </p>

<p>  </p> <p>Mathematics teacher educators have suggested that approximations of practice provide preservice mathematics teachers (PMTs) with opportunities to engage with, develop, and demonstrate subdomains of Mathematical Knowledge for Teaching ([MKT], Ball et al., 2008) because MKT provides a way for PMTs to understand how to contextualize their discipline-specific content knowledge for effective mathematics teaching and learning. However, the affordances and limitations of commonly used forms of approximations of practice (i.e., lesson planning and peer teaching) coupled with reflective practices to engage PMTs in subdomains of MKT are still being explored. In this study, I investigated how lesson planning, peer teaching, and associated reflections individually and collectively afforded opportunities for PMTs to demonstrate and develop the MKT subdomains. Eleven PMTs enrolled in a secondary mathematics methods course at a large Midwestern University participated in the study. My dissertation comprises three sub-studies (Sub-study “1”, “2”, and “3”), and I produced three manuscripts to individually report findings from those sub-studies. I investigated how lesson planning, peer teaching, and reflections afforded opportunities for PMTs to demonstrate and describe MKT subdomains in Sub-studies 1, 2, and 3, respectively. The findings across the sub-studies suggested that several MKT subdomains (e.g., Knowledge of Content and Teaching, Knowledge of Content and Students) were evidenced in the PMTs’ planned teacher and student actions (e.g., selecting mathematical tasks, formulating and sequencing questions), and in-the-moment actions and decisions (e.g., mathematically representing students’ responses, implementing mathematical tasks). Several aspects of MKT subdomains (e.g., evaluate the diagnostic potential of tasks) were strongly evidenced only in the PMTs’ lesson plans whereas other aspects (e.g., modifying tasks based on students’ responses) were evidenced only in peer teaching. These findings suggested that various forms of approximations of practice (planned and enacted actions) created unique opportunities for the PMTs to engage with and demonstrate MKT. I also found that the PMTs reflected on some subdomains of MKT that were not evidenced in their approximated practices, indicating that how PMTs describe the MKT subdomains is not entirely a result of what subdomains they engage in during approximations of practice. My findings also revealed limitations of using approximations of practice to engage PMTs with MKT subdomains. The MKT subdomains that required the PMTs to think about students’ alternative mathematical concepts, big mathematical ideas, and non-standard mathematics problem-solving strategies were least evidenced across the approximations of practice and reflections. These findings have two primary implications for mathematics teacher educators. First, I invite mathematics teacher educators to engage PMTs in multiple forms of approximations of practice to optimize their opportunities to engage with, demonstrate, and develop the MKT subdomains. Second, I suggest potential instructional activities (e.g., inviting PMTs to reflect on their roles as students and teachers during peer teaching) that could be incorporated into approximations of practice to address the existing limitations. Broadly, I invite mathematics teacher educators to design instructional activities at the intersection of mathematics content and pedagogy, collaborating with colleagues to enhance these opportunities across programs.</p> <p>  </p>

<p>  </p> <p>Prior research on Indiana secondary science teachers’, students’, and parents’ behavioral intentions towards teaching and learning about climate change is inadequate. Therefore, this study investigated the following four research questions: RQ1. What are secondary science teachers’, students’, and parents’ perspectives on teaching and learning about climate change based on the Theory of Planned Behavior (TPB) components of climate literacy that may influence their behavioral intentions? RQ2. Is there a difference in the mean climate literacy between Indiana science teachers, students, and parents? RQ3. How do the TPB components of climate literacy influence Indiana secondary science teachers’ and students’ “behavioral intentions” to teach about climate change and its impact on Indiana? RQ4. Does the TPB model demonstrate the impact of climate literacy components on Indiana secondary science teachers’ behavioral intentions to teach about climate change and its impact on Indiana? To investigate participants’ climate literacy, a Qualtrics survey was developed that measured the five determinants of climate literacy based on the Theory of Planned Behavior (TPB): attitude, subjective norms, perceived behavioral control (PBC), knowledge, and behavioral intentions of teaching and learning about climate change. The survey contained both quantitative and qualitative components (QUAN + qual), with closed-ended (QUAN) items serving as primary data sources and open-ended (qual) items serving as secondary data sources. A total of 115 secondary science teachers, 39 secondary science students (6th to 12th grades), and 12 parents were sampled. Survey results indicated that teachers, students, and parents had gaps in their scientific knowledge and held disbelief about climate change and its impact on Indiana, indicating a lack of climate literacy. Regression and path analysis of teachers’ responses found that both attitudes and PBC have a significant (<em>p</em> <.001) influence on teachers’ behavioral intentions towards teaching about climate change. Students’ regression analysis results showed that attitude is the only significant (<em>p</em> <.001) predictor of their behavioral intention to learn about climate change. The ANOVA results revealed a statistically significant (<em>p</em> < .001) difference in the mean climate literacy between groups (teachers, students, and parents). Differences among Indiana secondary science teachers, students, and parents regarding their behavioral intentions towards climate change teaching and learning suggest that they lack climate literacy. Based on the survey results, it is proposed that the science curriculum be revised to reflect scientific knowledge about climate change and its impacts on Indiana. Furthermore, recommendations are provided for improving teachers’, students’, and parents’ scientific knowledge, as well as the instructional approaches for teaching and learning about climate change and its impact on Indiana.</p>

<p dir="ltr">Over the past decades, language and language learning research heavily relied on an individual’s innate ability or level of proficiency rather than social aspects that influence the individual’s ability to use language. Consequently, scholars of language learning research narrowly dealt with linguistic features and/or grammar within an isolated manner like the model of universal grammar (UG) proposed by Chomsky (Chomsky, 1972; Lantolf, 1994). However, socially oriented scholars have lately criticized this limited view on language learning (Garcia & Li Wei, 2014; Norton, 1995; Pennycook, 2010). From a sociocultural perspective, language becomes meaningful within the social realm because it is deeply interconnected with the social environment. This perspective calls for a new approach to research, teach, and understand bilingualism and language learning, especially the role of a bilinguals’ home language (thereafter Heritage Language) and its use in the second language (usually English) learning process (August & Shanahan, 2010; Boyle, et, al, 2015; Garcia, 2011). In the past, bilinguals’ hybrid language practices have been considered a sign of language deficiency and/or problem attributed to the HL (Creese & Blackledge, 2010, Heller, 2006, & Wei, 2011) and overlook its contribution to learning the English language and to bilingualism. Recent scholarship in language education has deviated from the form-focused approach to the critical approach. The critical approach examines bilinguals’ hybrid language practices, translanguaging, as bilinguals’ discursive and dynamic communication to make sense of the world by drawing their full linguistic and cultural repertoires (Grosjean, 2010; Otheguy, García, & Reid, 2015).</p><p dir="ltr">This dissertation specifically examines in what ways a student’s use of two languages contributes to advancing their academic and social goals throughout their education. I analyze Korean emergent bilinguals’ language and literacy use across different contexts: public elementary school, the Korean heritage language school, home, and local churches, to understand how emergent bilingual 1st graders engage in their learning process. Drawing on a qualitative case study with four Korean emergent bilinguals, the data include over 106 hours of participant observation and transcripts of audio recordings across four contexts and interviews with students, parents, and teachers. Using thematic analysis, I code in what ways various social contexts influence bilinguals’ translanguaging practices and in what ways individual children reveal their linguistic and cultural identities in their oral and written communication. This dissertation demonstrates that bilinguals utilize a myriad of translanguaging practices to achieve various social and linguistic goals and to accommodate different social contexts.</p><p dir="ltr">In conclusion, this dissertation provides substantial contributions to language literacy education in two ways: to use translanguaging practices for communicative and linguistic purposes, and to maintain HL for English language development. First, this study supports the reconciliation of the two premises of language learning. Emergent bilinguals’ flexible use of linguistic and cultural resources demonstrates that “linguistic and cultural knowledge are constructed through each other and language-acquiring children are active and selective agents in both process” (Watson-Gegeo & Nielsen, 2003, p. 165). As discussed, translanguaging not only offers new insight into bilingual education in different learning contexts but also reveals bilinguals’ hidden language repertoires and the diverse cultural knowledge that bilinguals possess. Second, this study adds to our understanding of language maintenance in a larger society by exploring a small community of Korean emergent bilinguals in the Midwestern United States.</p>

<p dir="ltr">This qualitative study explored essential characteristics attributed to highly effective School Resource Officers (SROs) as perceived by experienced Indiana high school principals. Through semi-structured interviews with five high school principals from Indiana, the study sought to identify key responsibilities, outcomes, proactive activities, and other characteristics high school principals perceive as distinguishing characteristics of high-performing and highly effective SROs. In this comprehensive study, the findings are robust and eye-opening. They underscore the indispensable role of SROs in fostering genuine connections within the school community. Through proactive engagement, highly effective SROs establish meaningful relationships with students and staff, reinforcing a sense of trust and security. Moreover, their adept understanding of school dynamics, coupled with effective communication skills, enables them to navigate complex situations with finesse. Most notably, these officers demonstrate a keen ability to address safety concerns head-on, employing strategic problem-solving tactics to uphold a secure learning environment. Data suggests that highly effective SROs are indispensable partners in promoting school safety, fostering positive relationships, and cultivating proactive approaches to addressing safety concerns. Beyond their law enforcement duties, SROs serve as valuable partners in building positive school climates. The study's findings are intended to give significant insights into the field of educational leadership, including recommendations on the recruitment, training, and assignment of SROs to improve their efficacy in promoting safe and supportive learning environments in Indiana high schools.</p>

International education is big business and international students are a large minority on many of the U.S.’s most reputable institutions. However, a persistent issue has been the tendency for international and U.S. domestic students to socialize largely within their own groups of co-nationals. Utilizing a paradigmatic case study approach on a large public university, this dissertation consists of three separate, but connected, studies that feature, respectively, (1) staff and faculty intercultural learning and contact, (2) undergraduate student experiences of intercultural contact and friendship, and (3) undergraduate student assessments of campus spaces and programs for interacting across culture. These studies integrated frameworks from intercultural competence, intergroup contact theory, and conviviality. Findings throughout the case study confirmed that friendship and contact between international and domestic U.S. individuals was limited, even when the participants were motivated, experienced, and demonstrated many aspects of intercultural competence. Further, the case was characterized by administrative efforts to address the issue through formal classes, workshops, and festivals, while generally overlooking the informal spaces that students found most integral to their own experiences. These findings underscore a disconnect between trying to “prepare” individuals for contact rather than attempting to “create” the spaces and programs for such contact to occur, i.e., a focus on the individual’s knowledge and skills rather than the interpersonal and environmental conditions in contact. The findings culminated in the proposed Programmatic Conviviality Model, qualities which are theorized to support convivial intercultural contact. I argue that this model and the realignment to a focus on intercultural contact as a goal, is necessary for college campuses beyond the immediate case study and that this work is timely as campuses move back to in-person engagement after almost two years of COVID isolation.