April 2021
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Associate Professor June Ahn (pictured right), third-year doctoral student Ha Nguyen: “Co-designing for privacy, transparency, and trust in k-12 learning analytics” in Proceedings of the 11th International Learning Analytics and Knowledge Conference – LAK21

Associate Professor June Ahn, third-year doctoral student Ha Nguyen: “Transforming everyday information into practical analytics with crowdsourced assessment tasks" in Proceedings of the 11th International Learning Analytics and Knowledge Conference – LAK

Assistant Professor Andres Bustamante: “The S.P.A.C.E Hypothesis: Physical Activity as Medium — Not Medicine — for Public Health Impact” in Exercise and Sport Sciences Reviews

Alumna Melissa Callaghan (Ph.D. ‘18), Professor Stephanie Reich: “Mobile app features that scaffold pre‐school learning: Verbal feedback and leveling designs” in British Journal of Educational Technology

Professor Gustavo Carlo: “African American mothers talk to their preadolescents about honesty and lying” in Cultural Diversity and Ethnic Minority Psycholog

Professor Gustavo Carlo: “A cross-ethnoracial comparison of objective and subjective neighborhood predictors of early adolescents’ prosocial behavior” in Social Development

Professor Gustavo Carlo: “Relations Among Parenting, Culture, and Prosocial Behaviors in U.S. Mexican Youth: An Integrative Socialization Approach” in Child Development

Third-year doctoral student Perla Ramos Carranza, Professor Sandra Simpkins: “Parent and Sibling Science Support for Latinx Adolescents” in Social Psychology of Education

Second-year doctoral student Phebe Chew, second-year doctoral student Yiwen Lin, first-year doctoral student Vanessa N. Bermudez, Assistant Professor Andres Bustamante, Associate Professor June Ahn: “Understanding Goals, Pedagogical Frameworks, and Relationships in Community-based Participatory Design” in Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 202

Associate Professor Penelope Collins (pictured rigiht), project scientist Tamara P. Tate (Ph.D. ‘18), third-year doctoral student Joong won Lee, project scientist Jenell A. Krishnan (Ph.D. ‘19), Professor Mark Warchauer:  “A Multi-Dimensional Examination of Adolescent Writing: Considering the Writer, Genre and Task Demands” in Reading and Writing: An Interdisciplinary Journal

Assistant Professor Nia Dowell: “SCIP: Combining group communication and interpersonal positioning to identify emergent roles in scaled digital environments” in Computers in Human Behavior

Postdoctoral Scholar Zehra Gülseven, Professor Gustavo Carlo: “The intervening role of anxiety symptoms in associations between Self-Regulation and prosocial behaviors in U.S. Latino/a college students” in Journal of American College Health

Dr. Kelley Le, Director of UCI Science Project: “Taking on Climate Change with Courage” in California Classroom Science

Third-year doctoral student Glona Lee, Professor Sandra Simpkins: “Ability self-concepts and parental support may protect adolescents when they experience low support from their math teachers” in Journal of Adolescence

Third-year doctoral student Hye-Rin Lee, postdoctoral scholar Luise von Keyserlingk, Professor and Dean Richard Arum, Distinguished Professor Jacquelynne Sue Eccles: “Why Do They Enroll in This Course? Undergraduates’ Course Choice from a Motivational Perspective” in Frontiers in Education

Alumna Qiujie Li (Ph.D. ’19): “Beyond First Encounters with Analytics: Questions, Techniques and Challenges in Instructors’ Sensemaking” in Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 2021

Second-year doctoral student Yiwen Lin, Assistant Professor Nia Dowell: “Skills Matter: Modeling the relationship between decision making processes and collaborative problem-solving skills during Hidden Profile Tasks” in Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 202

Alumnus Peter McPartlan (Ph.D. ‘19), alumna Teya Rutherford (Ph.D. ‘14), Assistant Professor Fernando Rodriguez: “Modality motivation: Selection effects and motivational differences in students who choose to take courses online” in The Internet and Higher Education

Postdoctoral scholar Elizabeth Mendoza, Professor Elizabeth van Es: “’The ability to lay yourself bare’: Centering rupture, inherited conversations, and vulnerability in professional development” in Professional Development in Education Journal

Fourth-year doctoral student Gabe A. Orona: “Philosophy’s rematch: A new conceptualization of the study of higher education” in Arts and Humanities in Higher Education

Postdoctoral Scholar Miranda Parker, project manager Dana Saito-Stehberger, Professor Mark Warschauer: "Development and Preliminary Validation of the Assessment of Computing for Elementary Students (ACES)" in Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

Professor Elizabeth Peña (pictured right): “Factors influencing U.S. speech and language therapists’ use of technology for clinical practice” in International Journal of Language & Communications Disorders

Alumna Sabah Rashid (MAT ‘04): Upside Down (children’s book), Amazon

Fourth-year doctoral student Jennifer Renick, alumnus Miguel N. Abad, Professor Elizabeth van Es, postdoctoral scholar Elizabeth Mendoza: “It’s All Connected’: Critical Bifocality and the Liminal Practice of Youth Work” in Child & Youth Service

Assistant Professor Fernando Rodriguez, third-year doctoral student Hye-Rin Lee, alumna Teomara Rutherford, research affiliate Christian Fischer, Professor Eric Potma (Chemistry), Professor Mark Warschauer: “Using Clickstream Data Mining Techniques to Understand and Support First-Generation College Students in an Online Chemistry Course” in Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 202

Alumna Teya Rutherford (Ph.D. ‘14), Associate Professor Di Xu, project scientist Tamara Tate (Ph.D. ’18), Professor of Teaching Brian Sato, Assistant Professor Rachel Baker, Professor Mark Warschauer: “Profiles of instructor responses to emergency distance learning” in Online Learning

First-year doctoral student Mariya Vodyanyk: “No Evidence for Expectation Effects in Cognitive Training Tasks“ in Journal of Cognitive Enhancement

Postdoctoral scholar Luise von Keyserlingk, lab manager Katsumi Yamaguchi-Perez, Professor and Dean Richard Arum, Distinguished Professor Jacquelynne Sue Eccles: “Stress of university students before and after campus closure in response to COVID‐19” in Journal of Community Psychology

Third-year doctoral student Alexandria Weaver, Professor Susanne M. Jaeggi: “Activity Engagement and Cognitive Performance Amongst Older Adults” in Frontiers in Psychology

Doctoral candidate Christopher Wegemer: “College Services, Sense of Belonging, and Friendships: The Enduring Importance of the High School Context” in Journal of Latinos and Education

​Associate Professor Di Xu, alumna Sabrina Solanki (Ph.D. ’19: “College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation” in AERJ

Alumna Joanna Yau (Ph.D. ’19), Professor Stephanie Reich: “Coping with Stress Through Texting: An Experimental Study” in Journal of Adolescent Health