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MORNING SESSIONS

 

ROUND TABLE SESSION 1


Leading and Learning at Home and Work 

Agentic HRD Insights into Medical Faculty Burnout
Tehniyet Azam

This study investigates burnout among medical school faculty transitioning to full-time medical practice through the lens of Bandura’s Agentic Model of Human Agency. The model’s three modes—personal, proxy, and collective agency—serve as the framework for understanding how faculty navigate the demands of this transition. Personal agency reflects an individual’s self-efficacy in managing new responsibilities, proxy agency involves seeking support from others, and collective agency emphasizes teamwork in overcoming challenges (Yoon, 2019; Bandura, 2001). Utilizing a qualitative approach, the study employs the Enhanced Critical Incident Technique (ECIT) to gather detailed insights from medical faculty. Semi-structured interviews will capture critical incidents related to stress, workload, and role changes, focusing on how individuals exercise agency to cope with burnout. Thematic analysis will highlight how personal, proxy, and collective agency are applied during the transition. This research aims to deepen understanding of the psychological factors that contribute to burnout during the shift from academia to clinical practice. The findings will offer practical insights for developing faculty support systems and institutional strategies to mitigate burnout, promoting smoother transitions and improved well-being for medical professionals.

Interaction Patterns and Structures in the r/personal finance “weekend help and victory” thread
Jose Sandoval-Llanos, Priya Sharma

We explored the patterns and structures of sequenced interactions in the Weekend Help and Victory Thread (WHVT) of the r/personal finance subreddit on Reddit. Utilizing descriptive and qualitative analysis, we investigated the roles of participants and their interaction patterns. Preliminary findings reveal limited collective knowledge construction, with a focus on individual learning. Noteworthy patterns include high dependence of top contributors to generate productive conversations and predominance of cyclical interactions. Ongoing analysis aims to uncover additional insights and patterns, contributing to our understanding of learning dynamics in online communities. We presented our findings in a poster format at ISLS 2024.
 

Succession Planning and Leadership Development in Nursing: A Bibliometric Analysis (2000–2023)
Azza Al Hajri

Succession planning is a commonly employed term in business strategy, referring to the systematic process of transferring leadership responsibilities to another employee to ensure the seamless continuity of an organization’s operations. Today, this concept has acquired importance in various industries, including healthcare, with a specific focus on nursing. Several factors led nurse managers to consider preparing potential leaders for primary leadership roles due to the shortage of nurses, significantly impacting healthcare services and patient safety. Because of the importance of this topic, this present bibliometric analysis aims to analyze research studies conducted on succession planning and leadership development in nursing from 2000 to 2023 to identify research trends, key themes, and the evolution of research during this period. The Elsevier Scopus database was utilized for this analysis. This methodology identified (n = 326) journal studies based on the predefined keywords and timeframe. The data derived from this bibliometric analysis offers a robust foundation for conducting a systematic review, enabling a comprehensive synthesis and evaluation of the evidence in this significant field of study.
 

Developing Leadership Talent for the Future of Work
Halimah Hathah

This research concentrated on the value of succession planning and talent development as two organizational strategies that support a smooth transfer of leadership, particularly in times of crisis like the COVID-19 pandemic. These strategies also help an organization become more successful and adaptive in a workplace that is undergoing continuous change. By examining the relationship between succession planning and leadership development and how these two ideas affect organizational sustainability, this study seeks to highlight the importance of these two ideas in Saudi Arabia's public sectors. An organized evaluation of the literature was carried out using a methodical search strategy. Through a literature review database, the researcher found sources—including peer-reviewed, full-text articles, publications, and books for talent development and succession planning—to address the research questions about the importance of these processes within the organization. The link between the shortage of highly qualified employees and leadership competency, as well as the effect of succession planning by developing leadership talent, are the main topics of this study. Moreover, it offers useful succession planning techniques and practical tactics for developing talent leadership by the enhancement of leadership talents, particularly in the public sector. The study also addressed the importance of talent development, the theoretical framework of transformational leadership, and recommendations for further research.
 

ROUND TABLE SESSION 2

Inquiries in Teacher Development

Exploring the Interplay of Identity, Positionality, and Intersectionality in Teacher Education: Implications for Teacher Subjectivity and Pedagogical Practice
Haniyeh Kheirkhah

This study employs a critical qualitative research design to investigate how integrating identity, positionality, and intersectionality into teacher preparation programs can shape more equitable and responsive teaching practices in the United States. Through historical analysis and theoretical exploration, the research reveals the dynamic nature of teacher identity and its impact on pedagogical practices, drawing on Dewey’s reflective practitioner model and Erickson’s stages of identity formation. The study highlights the importance of understanding positionality and intersectionality, informed by standpoint theory and scholars such as Patricia Hill Collins and Kimberlé Crenshaw, in recognizing how social identities influence instructional approaches and interactions with students.


The literature indicates that multicultural education equips pre-service teachers with essential tools for engaging with diverse student populations and developing culturally responsive pedagogies. Continuous professional development in multicultural education further enhances practicing K-12 teachers' ability to create inclusive learning environments. Teacher educators, particularly those of color, are crucial in integrating these concepts into their research and teaching, thereby advancing the preparation of culturally responsive educators.


Addressing a gap in the literature, this study examines how teacher educators' understanding of their own identities and multicultural education (MCE) influences their teaching approaches and navigation of the complex landscape of multicultural education. By focusing on the experiences of teacher educators of color, the research highlights how their identities and perspectives impact their pedagogical practices and professional development.


The ongoing research aims to determine how incorporating identity, positionality, and intersectionality into teacher preparation can lead to more equitable and responsive teaching practices. The study will provide valuable insights for policymakers and educational leaders to enhance teacher education frameworks and promote a more equitable educational landscape.


Enhancing Teacher Training and Development in Saudi Arabia: Addressing Quality Challenges and Aligning with Vision 2030
Shoaa Aljohani

Saudi Arabia’s Vision 2030 aims to elevate educational outcomes to international standards, yet challenges persist in teacher training and development. Current programs are often outdated, lacking the continuity and comprehensiveness needed to address evolving educational demands. This leads to reduced teacher effectiveness and lower student satisfaction, ultimately affecting educational quality.

This study critically examines the current state of teacher training in Saudi Arabia and proposes solutions to address deficiencies. Utilizing qualitative and quantitative methods, the research evaluates the effectiveness of existing training programs and offers improved models that emphasize continuous professional development aligned with international best practices. These enhanced programs aim to positively impact teacher performance, student satisfaction, and overall educational quality, while supporting Vision 2030's objectives of educational excellence and workforce readiness.
A mixed-methods approach, incorporating interviews, focus groups, and surveys, will provide a comprehensive analysis of teacher training practices and challenges. The study also includes a comparative review of successful international training models to adapt best practices for Saudi teachers.

Findings will inform new, dynamic professional development programs, with significant implications for Human Resource Development (HRD) and Organizational Development (OD) within the education sector. By addressing current gaps, the study supports efforts to align teacher training with national education reforms and workforce development goals, contributing to the creation of a skilled workforce and advancing the goals of Vision 2030.
 

More than an Acronym: The Lived Experiences of Emerging Special Educators and the Call for Diversity, Equity, Inclusion, and Belonging in Teacher Preparation
Lydia Ocasio-Stoutenburg, Jenna Spencer, Ava Herr, Rebecca Zinn, Ariana Redman, Julianna Fagan

As of 2022, approximately 20% of U.S. K-12 students have attended a school where a school shooting occurred, according to research and media analysis. While this has been largely perceived as a “one-off” and rare occurrence, this has become more frequent. School violence encompasses a wide range of incidents, such as violent threats (e.g., swatting), brandishing of a weapon, committed acts of violence, and witnessed or vicariously experienced acts of violence. These incidents have caused collective trauma for students, staff, teachers, and emerging practitioners in schools. Across the years 2023-2024, special education instructors at a university in the Northeast provided the space for undergraduate and graduate students a space to share their views. Students expressed their lived and anticipated concerns regarding school threats of gun violence. In response to their expressed needs while navigating the role of student and emerging practitioners, we call for our profession and district leaders to enact policy changes that support teachers, as well as the students with disabilities they serve in times of crisis.
 

ROUND TABLE SESSION 3

Liberatory Practices in Learning

Tailoring Teacher Education for Asian American Preservice Teachers: Exploring the Intersection of Identity, Racial Stereotypes, and Teacher Preparation Programs
Yareem Lee

This study offers a foundational overview of the racial discrimination, marginalization, and stereotyping that Asian Americans have historically faced. It also provides insights for building a more inclusive teacher education system that addresses the unique challenges experienced by Asian American educators. By exploring the intersection of Asian American history, racial identity, and stereotypes through the theoretical frameworks of Critical Race Theory (CRT), Culturally Relevant Education (CRE), and intersectionality, this study seeks to highlight how teacher education programs can evolve to better serve and empower Asian American educators. This conceptual article compares and analyzes three key theoretical frameworks—CRT, CRE, and Intersectionality Theory—that can be utilized to support effective anti-oppression education in teacher preparation. Through a comprehensive literature review, including the work of Bettina Xie and colleagues, this study explores how the professional identities of Asian American teachers can positively impact their teaching practices. The study begins with a detailed exploration of the genealogy, key figures, and origins of each theoretical framework. A critical perspective is then applied to frame the study’s findings, focusing on anti-essentialism, intersectionality, and the broader social and historical context of Asians in the United States (Kim et al., 2021). Specifically, this study clarifies the definitions of CRT, AsianCrit, CRE, and intersectionality as the theoretical foundation of the research. It examines the rationale and methods for using each framework, with a particular emphasis on intersectionality, and explores how these theories can be integrated to address the complexities of teacher identity and intersectional dialogues, particularly in contexts like California and the Philippines. Finally, this theoretical comparative study investigates the variations and applications of these concepts in preservice teacher education, aiming to provide a new analytical framework for improving anti-oppressive pedagogical practices.


Parent Perceptions of The Transition Process for Their Child with A Disability
Cassandra Kam, Nayma Sultana Mim

Transition is the time when adolescents are moving from secondary education and services to post-school, adult life. During this period, parents serve as the primary support for their children, especially for children with disabilities. This study thus explores parent perceptions of the transition process for their child with a disability. We utilized narrative inquiry as our research model and had two frameworks through which to view this qualitative study: Ecological Systems Theory and Critical Disability Theory. We collected data using observations and semi-structured interviews and found that parent perceptions of the transition process and the reality they faced were quite different. Our findings were consistent with the literature base; we made recommendations for educators and providers in working with parents of transition-aged youth with disabilities.


Toward a merrier PhD experience: hindsight of doing a PhD from a global voice.
Xin Guo

A 2019 survey by Nature revealed the tortuous and perilous journey of PhD students. The results showed that 39% of doctoral students sought help for depression related to their PhD, and 21% reported experiencing bullying or harassment. Only 26% of respondents felt that their program prepared them very well for a satisfying career. However, beyond merely recognizing these challenges, I conducted a mixed-method analysis of an open-ended question from the survey that asked participants, “With hindsight, what would you do differently if you were to start your PhD over?” This research is divided into two parts. The first part is a descriptive analysis of students’ diverse coping strategies for improving their graduate experience based on geographic region. Specifically, I focused on responses from North American and U.S. participants to explore how institutions can better respond to students' needs and enhance graduate education at the institutional level. The second part is a qualitative content analysis of the students’ answers, from which seven themes emerged. I aim to engage with scholarship on graduate student socialization theory to further the discussion on supporting PhD students. Additionally, I discuss the implications of these findings for both students and departmental actions toward improving graduate education.
 

What happens when you ask your students who use AAC to write a sentence?
Nicole Romano

Emergent literacy skills develop within typical developing children in the early stages of life (Koppenhaver et al., 1993). Individuals who use augmentative and alternative communication (AAC) typically engage in environments that do not effectively support literacy learning (Koppenhaver et al., 1993). However, for individuals who use AAC, literacy and writing skills have greater importance as a functional and critical skill to participate in the community that relies primarily on written language in all aspects of life (Light and McNaughton, 1993).    Limited research has been done regarding teaching individuals who use AAC encoding and writing. A task analysis was completed to understand the steps required to type and/or write letters, CVC words, and sentences using AAC. Through the task analysis it was revealed that to type one single letter (eg. /m/), it takes a minimum of seven steps by the individual. For the individual to write one CVC word, it takes a minimum of 19 steps and to type a simple three-word sentence it takes a minimum of 75 steps. These steps range from pulling the sound from long term memory, switching focus, visual scanning, using motor skills to select, checking for feedback, and keeping other sounds or words in working memory when combining sounds or letters. Analyzing these skills, it is unsurprising why individuals who use AAC have a difficult time encoding or creating text using their AAC devices. To help ease the production of encoding and creating text, adaptations and practice is needed to increase automaticity skills when writing.
 

Utilizing QuantCrit in a Student-Focused Research Team: Advancing Critical Consciousness in Counselor Education
Aiesha Lee, Sarah Shrewsbury-Braxton

Quantitative Criticalism (QuantCrit) has emerged as a significant approach in advocacy-oriented research, offering a valuable framework for understanding and addressing inequities embedded in traditional quantitative methods. In this presentation, we will share our experiences and insights from using QuantCrit as a theoretical foundation in a research study exploring the impact of racial ethnic identity and family socialization on critical consciousness and anti-racist practices in Counselor Education. By interrogating how conventional quantitative tools can reinforce systemic biases and utilizing methods traditionally found in qualitative research, QuantCrit provides an avenue for more equitable and socially just research practices. Our study utilized QuantCrit to investigate how racial identity development and cultural family practices contribute to shaping individuals’ awareness of sociopolitical issues and their willingness to engage in anti-racist actions. This research is particularly relevant to Counselor Education, where the cultivation of critical consciousness is essential for preparing future counselors to effectively serve diverse populations and promote equity in their practices. In addition to presenting key findings from our study, we will offer practical lessons from our experiences leading a student-centered research team rooted in critical inquiry. As emerging researchers and students ourselves, we faced challenges and opportunities in balancing advocacy with rigorous methodology, all while staying true to the values of QuantCrit. The presenters will highlight the importance of creating inclusive, empowering spaces for students to engage in critical research, fostering both academic growth and sociopolitical awareness. This presentation aims to spark discourse around how QuantCrit can transform both research processes and outcomes to better reflect and serve marginalized communities.
 

Remembering and (Re)reading Black Girl-Oriented Programs for Multiple Girlhoods and Futures
Tiffany M. Nyachae

Guided by endarkened feminist epistemology, Black feminist pedagogy, Black girlhood theories/pedagogies, and various explanations for success, this project examines the impact of Black girl-oriented programs from the perspectives of young adults who participated as youth over a decade ago to understand the impact and possible areas for growth in programs for Black girls, towards their futures, and in approaches to addressing Black girls in education. The current knowledge of longitudinal impact for youth programs overall is weak, and almost non-existent for Black girl-oriented programs. Drawing on phenomenological research, Black Girl Cartography, and memory work methodologies, the following research questions guided this qualitative study: (1) How do former participants remember the program?; (2) What are their (re)readings of program curriculum?; (3) How do they articulate Black girlhood and success?; (4) How, if at all, was/is the program responsive and relevant to who they were, became, and hope to become? A major implication of this project is holding education policy and practice accountable for supporting Black girl-oriented programs beyond the 1–2-year (or less) lifespan that many suffer due to lack of support and funding. This research provides unique contributions to theories about, and methodologies for including, the range of Black young adult perspectives and experiences in educational research as they interact with the pedagogies and epistemologies of Black women researcher-educators. Additionally, this research brings together scholarship on Black girlhood and memory work to consider how education contributes to Black girl thriving and socialization processes across time and contexts.
 

PAPER PRESENTATIONS 

Fostering Student Voice and Agency

The Influence of Student Voice Classroom- and School-Level Opportunities on Youth Development and Outcomes
Ghadir Al Saghir

This study explores how Student Voice Practices (SVPs) in different contexts (classrooms vs. school-level opportunities) influence youth developmental outcomes. Focusing on four schools within one district (n = 1,751; grades 6-12; 49.1% female; 66.5% Hispanic; 51.5% low SES), we used structural equation models to analyze the effects of classroom-level and school-level SVPs and their interaction on three proximal indicators of student wellbeing. Both classroom- and school-level SVPs were associated with greater academic engagement, stronger student-teacher relationships, and a more culturally responsive environment. Interaction effects showed a similar pattern, such when students report high levels of both classroom- and school-level SVPs they tend to also report greater developmental benefits. Findings provide insights for optimizing SVPs in resource-limited settings.
 

Using Sequential Pattern Mining to Uncovering Scaffolding Patterns in K-12 Online Math Instruction
Wenting Zou, Feiwen Xiao, Jiaju Lin, Angela (Huanying) Song

Discourse is widely recognized as a powerful tool that helps students better understand concepts through meaningful and designed interactions. Specifically, mathematical discourse refers to “the purposeful exchange of ideas through classroom discussion, as well as other forms of verbal, visual, and written communication” (National Council of Teachers of Mathematics [NCTM], 2014, p. 24). Through dialogue, students are encouraged to ask questions, justify their reasoning, and generate new ideas for problem-solving. However, given the lack of face-to-face dynamics, the transition to asynchronous online teaching necessitates a shift to written dialogue for interactions between teachers and learners. This shift is critical in understanding how teachers and students navigate the absence of real-time feedback, which traditionally supports learning. This paper aims to examine how teachers scaffold middle schoolers through dialogue in an online learning environment to improve students’ math reasoning.
 

Teacher Educator Perspectives on the Role of Discussion in Elementary Mathematics Teacher Preparation in Pennsylvania
Emilee Herman, Yue Tang

Classroom discussion can be an effective pedagogical tool to promote mathematical reasoning and learning, and help students engage in sensemaking and critical analytic thinking. Opportunities for elementary students to engage in productive discussion depend on teachers’ pedagogical and subject-matter knowledge and skills to facilitate productive discussion. Experiences with discussion during pre-service teachers’ (PSTs) teacher education may help to prepare them to implement discussion-rich pedagogy in their future classrooms. However, our current understanding is limited with respect to how teacher educators (TEs) perceive the role of discussion in their mathematics teacher education and the challenges they may face in providing PSTs with meaningful opportunities for discussion participation and facilitation. This study explores ways that mathematics TEs in Pennsylvania conceptualize discussion, facilitate discussion, and support preservice teachers’ learning about discussion in mathematics teacher preparation courses and field experiences. We used several data sources to identify key elements of TEs perspectives on discussion. As illustrated by our two case studies, Mike and Carla, we found that while mathematics TEs commonly use discussion as a pedagogical approach in mathematics teacher preparation, explicit instruction on discussion pedagogy and opportunities for preservice teachers to practice facilitating mathematics discussions are more limited. Additionally, there may be some incongruence between TEs espoused beliefs and their practices, indicating a need for increased professional competence for discussion-based pedagogy.
 

Women, Work, and Systemic Violence

Navigating the Unseen Barriers and Mentorship Gaps for Women with Intersectional Identities in Academia
Francisca Figueroa, Nana-Anna Abaka-Cann, Brandy Agnew, Ruby Humphis

In the past several decades, the number of women enrolled in higher education programs in the U.S. has significantly increased. This shift has led to a notable rise in female researchers in academia. Today, we see a diverse array of women, including white women and women of color, among our peers, faculty members, and administrators. This level of representation would have been unimaginable seventy years ago in a society characterized by entrenched patriarchy, sexism, racism, and classism. Despite increased participation, women continue to encounter barriers related to inequity and discrimination that hinder their advancement and access to resources and networks. After reviewing literature encompassing both quantitative and qualitative studies, the present study aimed to expand on research regarding women with multiply-marginalized identities in higher education. Through the narratives of two participants, this study explored the experiences of women students within their higher education programs. Guided by intersectionality and systemic oppression theories, two semi-structured narrative interviews and one naturalistic observation were conducted, yielding rich descriptions of the participants' experiences. The study sought to understand the barriers faced by women students and to discover their suggestions for university policymakers and stakeholders. The research question was as follows: What are the experiences of historically multiply-marginalized women in higher education?
 

It’s Hot in the Shade: Racial Comparative content analyses of microaggressions facing women faculty
Leah Hollis, Gala Campos


Women faculty endure the Herculean task of advancing in the male dominated higher educational environments. Further, women of color simultaneously cope with racism and sexism. We invoke the colloquial phrase “throwing shade” to refer to the enduring disrespect that women in general, especially women of color are subject to. In particular, we argue that women of color experience “shade” (microaggressions) more frequently. Guided by a theoretical approach of critical intersectional tokenism, we used a comparative content analysis to address the central research question: What are women faculty’s experiences regarding microaggressions comparatively by race? With a sample of n= 234, we identified two emergent themes for white women faculty and five emergent themes, respectively, for Hispanic/Latina and Black women faculty. 
 

Questioning the Equitable Well-Being of BIPOC ECEC Teachers
Allison Henward, Yue Qi

Racialized disparities remain alive and well in Early Childhood Education (ECE). This article uses concepts of justice and wellness to examine the impact of increasingly standardized ECE approaches, including the field's growing reliance on QRIS (Quality Rating Improvement System) on women of color. Drawing from a four-site ethnographic study of Head Start policy making and negotiation, we examined wellness and justice as crucial concerns among the Head Start workforce. Critical intersectional and transnational feminist labor theory frames our comparative analysis. It demonstrates that women of color must endure and expend considerable physical, intellectual, and emotional labor to combat increased standardization and ensure children's thriving. However, this degree of labor expenditures was not demonstrated within the white community studied. Addressing the field's adherence to large-scale commercialized curricula and quality rating systems, we offer concrete steps forward including accounting for this inequity in policy language and, most importantly, increased pay for this unseen and unremunerated labor.


Structural Inequities in School and Work

The Contribution of School District Boundaries on Segregation and Diversity
Josh Almes

School district boundaries determine the resources and communities in which children attending public schools will be exposed to throughout their education. These areas are no mere accidents of geography - scholars have consistently shown how school district boundaries were drawn to benefit white, wealthy families at the expense of disadvantaging students and communities of color. Racial and class segregation is associated with harmful lifelong outcomes for minoritized students and economically disadvantaged families, and most segregation occurs between school districts. Because segregation is tied to one’s residence as well as one’s school district assignment, it is difficult to untangle the nature of how school district boundary lines specifically contribute to segregation. This paper demonstrates the contribution of school district boundaries to the segregation of children by race and class by comparing present school district shapes in Pennsylvania to randomized counterfactuals designed with redistricting tools. School districts designed in a random pattern following a Markov Chain sequence of reorganization are unanimously less dissimilar and less racially isolated than the present school district boundaries. Neutrally-drawn counterfactual maps present far less white supermajority districts in aggregate and greatly increase the number of nonwhite majority districts across Pennsylvania. Furthermore, I explore the extent to which segregation and diversity of Pennsylvania school districts change when neighborhoods are neutrally condensed into a smaller volume of school districts, finding that consolidation dramatically changes levels of segregation across multiple measures. These findings contribute to the understanding of how the concentration of minoritized students into present school district boundaries subjects those individuals to harm by using districts as the unit for educational and financial policy.
 

Teacher Supply, Turnover, and Shortages in Pennsylvania
Ed Fuller

This study examines teacher supply, turnover, and shortages in Pennsylvania. Turnover rates will include school, district, county, and profession turnover rates. Data will be disaggregated by teacher race, student demographics at the school and district level, and funding adequacy of districts.
 

Ethical Decision-Making in Workforce Education: A Focus on Faculty and Staff Retention Strategies
Aikumis Serikbayeva

Faculty and staff play a significant role in teaching, conducting research, administering the institution, and providing student support services. Retaining faculty and staff is complex, and turnover rates negatively impact organizational effectiveness, student outcomes, and the institution's reputation. Workforce education requires ethical decision-making, particularly for staff and faculty retention. This paper explores the complexities and challenges associated with faculty and staff retention strategies in educational institutions. This study examines various ethical theories, frameworks, and real-world case studies to provide insight into developing and implementing ethical retention practices. A comprehensive analysis of the paper illustrates the importance of promoting fairness, integrity, and trust in workforce education. This study is expected to provide an understanding of ethical decision-making challenges, opportunities for faculty and staff retention, and recommendations for strengthening ethical practices within educational institutions. Maintaining organizational effectiveness and ensuring positive student outcomes are integral to workforce education. Faculty and staff retention, however, poses ethical challenges that should be carefully considered. This paper focuses on implementing ethical decision-making in faculty and staff retention strategies, emphasizing the importance of promoting fairness, equity, and organizational culture within educational institutions. When developing and implementing retention practices, ethical considerations need to be considered. A solid understanding of ethical principles and guidelines is crucial to the quality of workforce education. Research Objectives: 1) To explore the ethical dimensions of faculty and staff retention in workforce education; 2) To identify and assess ethical decision-making challenges and opportunities in faculty and staff retention.
 

Successful Transition to Decent Work: Students' CTE Experiences by Majors
Seong Ji Jeong

Decent work is a fundamental human right, particularly for marginalized groups. Due to Korea’s constrained labor market, vocational high school (VHS) graduates are classified as disadvantaged, with poor working conditions, lower earnings, and limited promotion chances. Hence, this study examined the effect of career and technical education (CTE) characteristics on determining Korean VHS graduates’ decent work group. The results showed their first jobs were divided into three latent groups: competent (37%), low-reward (43 %), and precarious (20%). Even after controlling job sectors and household characteristics, the interaction effects between CTE interventions and students’ majors were significant in determining each decent work group. It suggests personalized CTE strategies affect the quality of VHS graduates’ first jobs depending on their majors.

 

Symposium 1 

Exploring Endarkened Feminist Approaches for Revolutionizing Teacher Consciousness 

Jeanine Staples-Dixon, Miriam Ruzicka, Gillian Butcher

The teacher education curriculum model presented in this panel mediates the breaches between our mostly white teacher workforce and increasingly diverse student populations. Specifically, the model shows how to complicate white preservice teachers’ awareness of identity politics; graduate their understanding of ways to situate themselves inside of those politics; develop a capacity to conceive of their diverse students’ situatedness, along with energy to resituate them; acquire stamina in navigating stressful relational and institutional dynamics in which race and gender injuries are in effect; evolve leadership in taking a stand for social justice through emotional justice; and cultivate respect for new literacies and logics used to navigate the tensions of personhood within teaching/learning contexts. Panelists will share 1) how this model began, evolved, and is poised to revolutionize teacher consciousness; 2) how socioemotional literacies are critical to teacher identity evolutions, strength, and stamina in increasingly politicized social and academic contexts; and 3) the tensions and discrepancies associated with endarkened, feminist, existential education with predominantly white preservice teachers at a PWI.

  

AFTERNOON SESSIONS

PANEL SESSIONS 

Critical Conversations about Innovative Pedagogy: Establishing a Research Hub to Investigate Challenges to Anti-Racist Praxis

Mildred Boveda, Francecsca Lopez, Brittany Aaronson, Marsha Modeste, P. Karen Murphy

In this panel, four critical scholars of color situated across three departments of Penn State’s College of Education will discuss efforts to establish a research hub. The research hub centers inquiry related to PK-16 pedagogical practices and praxis that augments the educational opportunities and material realities of students, families, and communities of color at the intersections of multiple social identities. Each participant will discuss (a) their theoretical perspectives and methodological approaches that align with the mission of the hub, (b) their recent critical research and inquiry, and (c) summarize the collective work moving forward (e.g., goals for proposals for funded research to foundations and agencies and plans for the work of the team over the next two years).
  

Generative AI for Good and Evil: Possible Futures for Education

Marcela Borge, ChanMin Kim, Priya Sharma, Gerald LeTendre, Jose Cossa

In this interactive panel, we explore the positive and negative potential uses and consequences of Generative AI (GenAI) technology to imagine stimulating future learning environments. We will begin by asking our panelists to discuss core questions centered on potential problems associated with the current GenAI landscape and how GenAI can be used to support inclusive, cognitively rich, and joyful learning contexts. Throughout the conversation, the audience will be invited to comment and ask questions of the panel.

PAPER SESSIONS 

Technology, AI, and Digital Augmentation in Learning Environments

Empowering Human Agency in the AI Era: Insights for Educators, Students, and Professionals
Hyung Joon Yoon, Denise Poole, Abdullah Alsubaie, Hosung You, Tehniyet Azam, Beiwen Sun

As artificial intelligence (AI) reshapes our world, understanding how to empower human agency becomes crucial across educational and professional contexts. This presentation introduces the Agentic Human Resource Development Process (AHRDP) theory and its applications beyond traditional human resource development. Drawing from social cognitive theory and recent research, we explore how personal, proxy, and collective agency interact in AI-enhanced environments to foster hopeful career states, sustainable change, and effective human-AI collaboration. The session showcases diverse applications of AHRDP theory, including AI integration in higher education, enhancing social-emotional learning for students transitioning to the workforce, cultivating innovation in educational institutions, and addressing burnout among professionals. Educators, students, researchers, and administrators will gain valuable insights into fostering human agency and hope in AI-driven contexts. Participants will leave with actionable strategies for leveraging AI while prioritizing human-centered approaches in education, career development, and organizational leadership. This presentation aims to inspire interdisciplinary dialogue and collaborative research on empowering human potential in the age of AI, offering a comprehensive framework for navigating the complex interplay between human agency and technological advancement in educational and professional settings.
 

Building Capacity Through Collaboration: The AAC Learning Center
David McNaughton, Dana Pateaude, Sharon Redmon, Nicole Romano, Kelsey Steffen, Elizabeth Benedek-Wood

Over 5 million Americans have significant speech-related disabilities (e.g., autism, cerebral palsy, intellectual and developmental disabilities). Limited educational opportunities often result in low levels of literacy, employment, and community participation for these individuals. Augmentative and alternative communication (AAC) can support communication and participation, however many communication and education professionals report that they received limited coursework in AAC, and that additional preparation is needed to provide high-quality AAC services. The AAC Learning Center provides free access to 12 online instructional modules, and 45 research-to-practice and consumer webcasts. The materials have been collaboratively developed by Penn State faculty, graduate students, people who use AAC, and their family members. The 12 online modules on evidence-based practices in augmentative and alternative communication (AAC) have been used by 15,000 preservice teachers and speech-language pathologists at over 100 institutions of higher education (IHEs). Over 95% of the students who have used the materials say that they would “recommend” or “highly recommend” the use of the modules to others.
 

Transcending Skynet: How Digital Augmentation is Reshaping Learning and Cognition
Nicholas Grande

In the digital age, students increasingly engage with technology, integrating it into their cognitive processes for learning and problem-solving. This paper explores the concept of students as "cyborgs," where digital tools and online resources significantly enhance cognitive functions. It examines how this digital augmentation influences learning, cognitive development, and educational practices. By contrasting traditional views—Technophiles who advocate for technology's benefits and Technophobes who warn of its potential drawbacks—with the emerging Cyborg perspective that sees technology as a seamless extension of human identity, the paper highlights the transformative effects of digital integration on education. The discussion proposes a framework for understanding the cyborg student and offers insights into adapting educational practices to this new paradigm.
 

Multi-Agent Simulation: Designing an Interactive Learning Environment for Teen Anti-bullying Intervention
Jiaju Lin

Bullying in schools profoundly affects the mental and physical health of teenagers. Although existing in-person and digital interventions provide some benefits, they often fall short in addressing the complex social dynamics of bullying. In this study, we collaborated with K-12 teachers to co-design a multi-agent anti-bullying system powered by large language models (LLMs). This system simulates authentic scenarios, enabling students to develop anti-bully skills. The research identifies key design parameters for an LLM-driven multi-agent simulation system, offering valuable insights for creating more effective and scalable anti-bullying tools that could significantly reduce bullying in schools.
 

Global Perspectives in Education and Change

Learning in the Midst of Social Movements: Using Narrative Inquiry to Explore Turning Points and Transformations
Mai Atta

This study investigates the learning and transformation experiences of Egyptian youth during and after the Arab Spring. By integrating transformative learning theory with Freire's concept of consciousness, the research aims to understand how specific experiences during the revolution served as disorienting dilemmas, leading to shifts in perspectives and levels of consciousness. A narrative inquiry approach will capture individual transformations in understanding and engagement, while Freire’s framework will shed light on the collective dimensions and societal implications of these changes. The study seeks to contribute to our comprehension of the role of social movements in shaping both individual and societal change, particularly how individuals from diverse backgrounds experience transformation.
 

Strategic Leadership Development: Key Success Factors for Succession Planning in the Eastern Healthcare Cluster of Saudi Arabia
Musaad Alqahtani

The purpose of this qualitative study is to investigate the helping and hindering factors that lead to the successful implementation of succession planning in organizations in Eastern Healthcare Cluster Administration in Saudi Arabia. The preliminary findings of this study reveal both helping and hindering factors for successful succession planning in the Eastern Healthcare Cluster Administration in Saudi Arabia. Strong support from the leadership, trust, technology, sufficient funding, legal frameworks, efficient staff retention plans, and stakeholder involvement are all important enablers. On the other hand, hindering such a lack of strategic thinking, pay problems, aversion to change, cultural and skill gaps, inconsistent leadership support, and high turnover make implementation more difficult. These elements emphasize how difficult it is to set up efficient succession planning in a rapidly changing healthcare organization. Healthcare organizations in Saudi Arabia can establish a more robust leadership structure that guarantees continuity, improves performance, and is in line with wider national goals by considering these factors.


Faculty Engagement in Internationalization in Kazakhstan
Aigerim Akylbayeva

The higher education landscape has undergone significant transformations in recent decades, with internationalization emerging as a prominent global trend (Groennings, 1987; Green et al., 2008). The concept of internationalization has evolved, with scholars defining it in various ways, from targeted initiatives to comprehensive, institution-wide transformations (De Wit, 1999; Ellingboe, 1998; Knight, 1994; Van der Wende, 1997). Higher education institutions employ diverse strategies to foster internationalization, including faculty and student exchanges, curriculum reform, study abroad programs, and international student recruitment. Faculty members, often seen as "gatekeepers" of academic content, play a critical role in advancing internationalization (Green et al., 2006; Raby, 2007). However, most research to date has concentrated on the national, institutional, and student levels, with limited exploration of faculty perspectives. This gap is crucial because faculty can either drive or impede internationalization efforts (Dewey et al., 2009; Friesen, 2013; Sanderson, 2008). The whole study aims to examine faculty engagement in the internationalization process within Kazakhstani universities. Faculty members, given their influence over curriculum design, research collaborations, and program development, are key to successful internationalization. The research analyzes faculty engagement across different Kazakhstani universities using Scopus data to identify publication trends, authorship patterns, and collaborative networks. Furthermore, the study seeks to understand how university administrations address challenges faced by faculty in implementing internationalization. For this presentation, I will employ bibliometric analysis as the primary method of investigation. Employing bibliometric analysis, this study provides critical insights into the role of faculty in internationalization efforts, revealing emerging trends, key contributors, and gaps in the literature.
 

Wellness, Identity, and Belonging

Student-Athlete Experiences Navigating NIL: Identity and Intersectionality
Breneil Malcolm, Kyle Richardson

Name, Image, and Likeness (NIL) legislation has been garnering increased attention in the collegiate athletic world since the National Collegiate Athletics Association (NCAA) approved NIL engagements for student-athletes in July 2021. Research has focused extensively on understanding NIL processes within the institutional context, but less emphasis has been placed on how these processes may mediate and may be mediated by identity and intersectionality. In this qualitative phenomenological study, we explore student-athletes’ experiences navigating NIL and how these experiences reciprocally shape their identity. We explored three research questions: How do the perceptions of NIL values vary across student-athletes? How have student athletes navigated implied institutional power related to NIL? And how does identity and intersectionality mediate these lived experiences? We found four major themes, namely: the benefits and challenges of NIL; student-athletes’ commitment to sport; the implications and dynamics of various socialization processes and practices; and inequities related to the intersections of student-athlete identities. Our findings provide important implications for the work of athletic department administrators and avenues for future work concerned with variations of perceptions across different sports and student-athlete agency.
 

Belonging and Engagement: Examining Course and University-Level Experiences Among Undergraduate Students in Introductory Statistics
Farzan Farhadi

This study investigates whether undergraduates' sense of belonging in an introductory statistics course and at the university level predicts course engagement. Analysis of data from 93 participants using questionnaires on classroom community, university belonging, and course engagement showed that both course-level and university-level belonging significantly predicted course engagement. A higher sense of belonging in these contexts is associated with increased engagement. The positive links between course engagement and both types of belonging suggest that students who felt more connected both within their courses and to the university were more engaged in their statistics course. These findings highlight the importance of promoting belonging at multiple levels to enhance course engagement.


Attending to Military Family Wellbeing: Empirical Indications to Address Recruitment and Retention
Elizabeth Prosek

Military family members represent 54.5% of the active duty population (DoD, 2019), making them a potentially influential sub-group of the armed services. President Biden postulated that supporting military families is essential for recruiting and retaining military personnel (Joining Forces Interagency Policy Committee, 2021). Researchers proposed that military family experience shapes the nature of development and wellbeing for spouses and children (Cozza & Lerner, 2013). Therefore, how military families thrive in the military lifestyle may be an important factor in addressing recruitment and retention in the military. In this presentation, attendees are offered a review of conceptual and empirical scholarship on military families’ wellbeing, including clinical vulnerabilities and strengths (Burgin et al., 2024; Burgin et al., n.d.; Prosek et al., 2023). The presenter constructs a framework in which current research on military family wellbeing can be applied towards addressing the recruitment and retention challenges of the military. The presentation concludes with suggestions on how other researchers may contribute to this line of inquiry, including design suggestions that strengthen rigor (Burgin & Prosek, 2021; Prosek, 2020) and incorporation of counseling professional values (Prosek & Burgin, 2020; Prosek & Wehrman, 2018).
  

STEM Learning in Formal and Informal Spaces

Results from an Evaluation of the Smithsonian Institution’s Talk with Me Toolkits
Carol Clymer, Mai Atta, Ping Xu

Learn about the Goodling Institute for Research in Family Literacy’s evaluation of the Smithsonian Institution’s Talk with Me Toolkits (TMTs) developed to provide parents and caregivers opportunities to talk with their children to improve thinking, vocabulary, and language. Funded by an Institute for Library and Museum Services grant, Goodling Institute faculty partnered with the Family Place Libraries® to pilot-test the TMT collection in four libraries in Cleveland, Ohio; York, Pennsylvania; Centereach, New York, and Hillsboro, Texas. Toolkits allow access to world-renowned artifacts from the Smithsonian’s digital collection and provide caregivers with ideas and questions to start conversations and interact with their children. An evaluation was conducted to adapt, pilot-test, and refine twelve of the free, online TMTs so they could support libraries’ family engagement initiatives, particularly with underserved families. The evaluation also asked for librarian and family input about how to best implement the TMTs for use in libraries across the country. This session will include information about the Toolkits and findings related to the evaluation.
 

Examining interactions between dominant discourses and engineering educational concepts in teachers' pedagogical reasoning
Natalie Rae

Background Engineering's introduction into K12 classrooms has been purported to support meaningful and inclusive learning environments. However, teachers must contend with dominant discourses embedded in US schooling that justify inequitable distributions of resources. Purpose Drawing on Gee's notion of discourses, we examine how teachers incorporate language legitimizing socially and culturally constructed values and beliefs. In particular, we focus on the discourse of ability hierarchy reflecting dominant values of sorting and ranking students based on perceived academic abilities and the discourse of individual blame reflecting dominant framings of educational problems as solely the responsibility of individual students or families. We aim to understand how these discourses surface in teachers' reasoning about teaching engineering. Method We interviewed 15 teachers enrolled in an online graduate program in engineering education. Utilizing critical discourse analysis, we analyzed how teachers drew on discourses of blame and ability hierarchy when reasoning about problems of practice in engineering. Results Teachers drew on engineering education concepts to reinforce dominant discourses (echoing specific language and preserving given roles) as well as to disrupt (utilizing different language or roles that [implicitly] challenge) dominant discourses. Importantly, teachers could also retool discourses of ability hierarchy (arguing for a more equitable distribution of resources but problematically preserving the values of ranking and sorting students). Conclusions K-12 schooling's sociohistorical context can shape how teachers make sense of engineering in ways that implicate race, gender, disability, and language, suggesting a need to grapple with how discourses from schooling and engineering cultures maintain marginalizing environments for students.
 

Conceptions of Engineering Doctoral Writing and Writing Supervision
Gala Campos

Academic writing at the doctoral level presents challenges that students might not have encountered in their previous academic stages. As a result, doctoral students heavily rely on their supervisors for their writing development. Although some studies have examined the writing processes and strategy use of graduate students, little is known in regard to the interplay of conceptions about academic writing and the cognitive and social processes involved in the supervision of academic writing at the doctoral level, particularly among STEM fields. This study used thematic analysis to identify the main conceptions of doctoral writing among ten Engineering faculty members and their conceptions of writing supervision. Results are presented descriptively based on the themes identified.

 
Concurrent Predictors of Science in Latine Kindergarteners
Paola del Campo

Due to the crucial role of early science learning in future school success, employment, and prosperity (Office of Head Start, 2015; National Academy of Sciences et al., 2010), attention to possible predictors of science learning is increasing. Most of what we know about it, however, comes from studies with primarily White, English-speaking, upper-middle-class samples (Melzi & McWayne, 2023). Answering the increasing call to expand research to culturally and linguistically diverse samples, the current study analyzes reading, math, and executive functions as predictors of science learning in Latine Kindergarteners from a nationally representative sample (ECLS-K:2011). Our results showed that math, reading, and EFs were each independently and concurrently associated with Latine children’s science performance.

 

Critical Approaches to Methodology in Education Research

Bridging Worldviews: Using Scenarios to Facilitate Discussion in Interdisciplinary Research Spaces
Kendall Mainzer, Cory Brautiga, Madiha Noor, Yue Tang, Jubara Abusin, Hala Salam, Ahmad Ali, Charlotte Land

The authors of this proposal recognize that divisiveness and distrust—both within our research communities and in larger society—are growing problems holding us back from changing education by educating for change. While we have had countless experiences of talking past—and down—to each other both within and beyond our research communities, we have also had experiences where epistemological, methodological, and other differences felt generative rather than divisive. Drawing on data generated in an early stage of an ongoing project, we, a faculty member and group of graduate students from the Foundations of Educational Research course offered Fall 2023, argue the first step toward transformative multidisciplinary work is to make visible our taken-for-granted assumptions about the world and about research. Our project aims to create a protocol for facilitating discussions about positionality, epistemology, ontology, and methodological priorities. In this presentation we offer a brief overview of our work in progress and invite participants to engage with our scenario-based protocol development.
 

Keep it Simple, Make it Freirean: Amplifying Critical Consciousness Through Latinx Punk
Eric Hunting

The Latinx punk scene, known for its defiance of authority and dominant narratives, is crucial in understanding punk and education. Bands like Los Crudos, Downtown Boys, Futuro, and Fea use their music to critique social inequality, political repression, and cultural marginalization. This aligns with Paulo Freire’s principles of critical consciousness and dialogue, highlighting the active role of Latinx punk artists in engaging with critical pedagogy. Drawing on Freire’s work, this discussion will focus on the practical application of critical pedagogy through Latinx punk, providing a tangible and relatable example of its implementation. There are three main goals for this discussion. First, I will briefly explore the theoretical framework of critical pedagogy, focusing on Freire’s concept of problem-posing education. Next, I will provide an overview of the historical and cultural context of Latinx punk rock, emphasizing its themes of resistance and social critique in relation to critical pedagogy. Finally, I will analyze specific examples of Latinx punk music, showcasing how it embodies critical pedagogy in action. For instance, the song “La Migra” by Tijuana No! narrates the perspective of an undocumented Mexican immigrant, highlighting the dangers and difficulties of crossing the Mexico-U.S. border. Lyrics like “Lo único que quiero es comida, techo, vestido, dignidad” (The only thing I want is food, shelter, clothing, dignity) invite listeners to reflect critically on these experiences. Tijuana No!'s musical style and lyrics embody Freire’s call to challenge social and political environments. Demonstrating the alignment between Latinx punk and critical pedagogy underscores the potential of punk music to foster critical consciousness and social change. Recognizing Latinx punk's power as a critical education tool empowers us to challenge the status quo and work toward a better future.
 

“The Day We Learned to Fight Forward”: Nurturing a Community of Critical Qualitative Inquirers
Lydia Ocasio-Stoutenburg, Breneil Malcolm, Priya Baboo, Ruby Humphris, Bandy Agnew, Francisca Figueroa

Initiated within the first courses in a doctoral student’s journey is a discourse on researcher paradigms—that is, asking the essential questions to guide one’s methodological approaches and interpretation. Not all students are exposed to this self-examination, however, or they may be overtly and insidiously discouraged from onto-epistemologies that may lead toward criticality. Furthermore, the sociopolitical context may also influence the degree to which students engage criticality in their works. We write as a community of twelve cross-disciplinary doctoral students and one Black women faculty member at a predominantly white institute of higher education. Using duoethnographic storytelling techniques, we document students’ individual and collective journeys toward criticality, as well as a faculty member’s curation of space for dialogic learning. Enrolled in an introductory qualitative research methods course, we discuss our processes of deep self-reflection, discernment of our own research paradigms, and critical engagement of methodologies. In each chapter, authors describe their processes of interrogating the self prior to interrogating phenomena in their own studies. We describe how the purposeful selection and engagement of texts may shape our questioning, while the reflexivity stemming from the research process enhances our criticality. We conclude by emphasizing the importance of intentionally creating classroom communities that support the criticality of emerging scholars. Furthermore, while noting the challenges of our situatedness within an institution and shifting political context, we note the dire need for supporting emerging criticality, sustaining scholars who are committed to change.
 

Crafting Academic Book Reviews: A Rhetorical Move Analysis of Criticism
Ehean Kim

Academic book reviews have served as a platform for early career scholars and graduate students to add their voices to their fields (Hyland & Diani, 2009). However, those scholars often hold lower academic status compared to book authors who have more research experience and higher academic prestige. The influence of different academic statuses and target audiences on the academic book review genre has not been previously reported. This study collected a total of 90 academic book reviews written by graduate students and professors from two journals spanning 2014 to 2024. One journal targets a broader audience, including practitioners (Graduate students N=30), while the other journal targets an academic audience (Graduate students N=30, Professors N=30). Thirteen coding schemes of rhetorical moves of criticism from the three groups were created to investigate the influence of the different academic statuses and target audiences. The differences in the rhetorical moves of criticism were tested by one-way MANOVA, but no statistically significant differences were found. In addition, lexical diversity and sophistication among the three groups were measured using TAALED. No significant influence of academic status or target audience was found on lexical diversity. However, the range and frequency of content words were statistically significantly higher in the professors’ group (p < .001), likely due to their varying writing experiences. Syntactic sophistication was measured using TAASSC. While there was no significant difference related to academic status, the influence of the target audience was confirmed in prepositions per nominal (p < .001) and prepositions per object of the preposition (p = .007). There are several pedagogical implications from the findings. First, using rhetorical moves of criticism for academic book reviews is preferred regardless of academic status in Anglo-Saxon communities. Second, it is important to consider the target audience of journals.
 

Symposium 2
 

(Re)Writing Spaces: Student Reflections on Authoring Love is Praxis and The Family Disability Intersectionality CoLLaborative Project

Lydia Ocasio-Stoutenburg, Azaria Cunningham, Yuchen Yang, Rebecca Zinn, Ava Herr

This presentation shares the works of students who participated in cultivated and generative writing spaces. Emerging and current scholars in education, special education, and related fields that serve, support, or conduct research with disabled people and their families. Disabled people and caregivers of disabled children are often positioned as inexpert receivers of information, instead of being perceived as knowledge-bearers who bring rich perspectives into the classroom context. Disabled people and their careers are also often included as research participants, rather than creators of knowledge. Stories, however, capture the lived experiences of people across time and context. Using narrative inquiry and critical ethnography, the authors share their journey in writing the book, Love Is Praxis: Lived Experience-To-Classroom Lessons Through The Voices Of Disabled Students, Practitioners, Mothers, And Siblings. Bell Hook’s centering of love as transformative praxis serves as the conceptual framework in this work, as the iterative processes of storytelling and writing helped to curate rich stories. Each story captured the authors’ descriptions of their own ways of knowing, theorizing, identity affirmations, and life navigation, while also amplifying the voices of people who have been otherwise excluded from research. It is a harmony of generational and cultural expressions of love. Love is Praxis is for emerging teachers, other school personnel, as well as faculty who prepare the next generations of classroom teachers to expand their ways of knowing.