Center Speakers
Listed below are the Center’s Colloquium speakers for the 2023 & 2024 academic year.
2024
| January 9, 2024 | AISciComm: Designing Conversational Agents for Inclusive Science Communication | Ha Nguyen, Ph.D. Rossella Santagata. Ph.D. |
| January 23, 2024 | Towards Culturally-Responsive Teaching for Supporting Positive Computer Science Identities among Students Identifying as Latina – A Research Practice Partnership | Virginia Lehmkuhl-Dakhwe, Ph.D. Karina Jaquet, Ph.D. |
| February 6, 2024 | ‘Give Kids Full Capabilities of Using Their Creativity.’ Students’ Acts of Liberation in Chemistry Classrooms | Raúl Orduña Picón, Ph.D. Hosun Kang, Ph.D. |
| February, 20, 2024 | How Can We Qualify Teachers to Teach with Educational Technologies? An Approach to Incorporate Theoretical Concepts into Teaching Practice | Franziska Tschönhens, Ph.D. |
| March 5, 2024 | CoATTEND Video Library | Jose Mendez, Doctoral Candidate Elizabeth van Es, Ph.D. |
| April 3, 2024 | Center Members: AERA Presentations | |
| April 30, 2024 | The Challenges and Possibilities of Studying and Designing for Teacher Learning in Interaction | Mallika Scott, Ph.D. |
| May 14, 2023 | Through the Vision Glass: Lessons for Future-Conscious Educational Research from Classroom Vision Research | Nora McIntyre, Ph.D. |
| May 28, 2024 | End of Year Celebration! | |
| October 21, 2024 | Critical Components of Anti-Racist Professional Developments in Schools: A Meta-Synthesis | Dana Conlin, Ph.D |
| October 21, 2024 | Connected Arts Learning Pathways: Interest Resilience and Purpose | Lora Cawelti, Ph.D |
| November 18, 2024 | Bridging “What Can Be” and “What Actually Is”: Teacher Professional Identity Formation and Demoralization in Teacher Education. | Maya Kaul, Ph.D |
| December 2, 2024 | Cultural Historical Analysis of Teacher Approaches on Data Investigations of Extreme Weather in Science Classrooms | Asli Sezen-Barrie, Ph.D |
2023
| January 17, 2023 | Designing Teacher Professional Development in Response to the Academic Writing Needs of Multilingual Learners | Huy Q. Chung, Ph.D. Jacob Steiss, Ph.D. Undra Maamuujav, Ph.D. |
| January 31, 2023 | Supporting and Sustaining Racial Justice in Schools: An Exploration of Leaders’ Dispositions and Practice | Adriana Villavicencio, Ph.D. Dana Conlin, Doctoral Candidate |
| February 14, 2023 | Networking and imagining the future of the center | Rossella Santagata. Ph.D. |
| February, 28, 2023 | The Power of Teachers’ Experimentation with Ambitious Instruction: A Case Study of a Middle School Mathematics Teacher’s Experiences with Well-Designed Supplementary Curricular Materials | Sebnam Atabus, Ph.D. |
| March 10, 2023 | How to teach in ways that respond to children’s brilliance and position them as capable sensemakers | Lynsey Gibbons, Ph.D. |
| April 4, 2023 | Exploring the Complexity of Teacher Noticing and Mechanisms of Learning to Notice | Miray Tekkumra-Kisa, Ph.D. |
| May 5, 2024 | A developmental research-based teacher education: designing and implementing a new program for preservice teachers in France |
Sylvie Moussay, Ph.D. |
| May 9, 2023 | Partnership Research in Education | Hilda Borko, Ph.D. |
| May 23, 2023 | Using Critical Incidents as a Tool for Promoting Teachers’ Noticing during Reflective Discussions in a Fieldwork-Based University Course | Sigal Rotem, Ph.D. |
| October 17, 2023 | Humanizing assessment a programmatic approach (Ungrading) | Doron Zinger, Ph.D. |
| October 31, 2023 | “Thinking about kids on so many levels”: How teachers conceptualize noticing for equity | Ethan Rubin, Doctoral Candidate Elizabeth vanEs, Ph.D. |
| November 15, 2023 | Making Community Curricular: Designing for the Integration of Community and | Symone Giles, Ph.D. |
| November 28, 2023 | Breaking the Fourth Wall: Research on Practice-Based Designs for Teacher Learning | Sarah Kavanagh, Ph.D. |
2022
| January 13, 2022 | Expanded Success Initiative, a precursor to My Brother’s Keeper | Adriana Villavicencio, Ph.D. |
| January 27, 2022 | Discrimination and Racism in the School Contexts, Educator’s Beliefs About Cultural Diversity, and Culturally Sensitive Approaches in the Classroom | Sauro Civitillo, Ph.D. |
| February 10, 2022 | Investigating the design and impact of innovations that support early career teachers’ learning of equitable science teaching | Hosun Kang, Ph.D. Jiwon Lee, Ph.D. Ella Rose |
| February 24, 2022 | Play-based early childhood STEM interventions in places and spaces that children and families spend time | Andres Bustamante, Ph.D. |
| March 10, 2022 | UCI CalTeach Math & Science Program | Kelley Le, Ed.D. Abigail Nicholson Jennifer Cao, Ph.D. |
| April 7, 2022 | Triumphs of urban high school youth of color—African American, Vietnamese, and Mexican American | Gilberto Q. Conchas, Ph.D. |
| May 5, 2022 | Utilizing video to support planning, enacting, and analyzing teaching in preservice science teacher education | Tara Barnhart, Ph.D. |
| May 19, 2022 | Examining teachers’ noticing for equity, focusing on how teachers’ commitments to equity inform their noticing and instructional practice | Elizabeth van Es, Ph.D. |
| June 2, 2022 | How can new technologies and learning environments (games, social media etc.) be designed to capture the interest and engagement of more learners? | June Ahn, Ph.D. |
| October 4, 2022 | Teacher education in Chile: From the classroom to schools and universities | Eugenio Chandia Centro de Investigación Avanzada en Educación (CIAE), at the University of Chile Patricia Fuentes UCI Education PhD student |
| October 18, 2022 | Teaching for Critical Awareness of Climate Change | Heather Clark Postdoctoral Scholar |
| November 1, 2022 | How Can We Support the Learning of Mentor Teachers and Student Teachers in the Field? A Dialogue between a Teacher Educator and a Researcher | Myuriel von Aspen Coordinator of Multiple Subject Teacher Credential Program Hosun Kang Associate Professor |
| November 15, 2022 | Practical Measures, Routines, and Representations to Support Instructional Improvement | June Ahn Professor |
2021
| January 14, 2021 | “You can’t close your door here:” Leveraging teacher collaboration to improve outcomes for immigrant English Learners | Adriana Villavicencio, Ph.D. |
| January 28, 2021 | In pursuit of justice in the education of teacher educators: The use of transformative teacher education pedagogies | Jamy Stillman, Ph.D. |
| February 11, 2021 | Civic engagement of marginalized youth: Friendship networks and motivation | Christopher Wegemer. Ph.D. |
| February 11, 2021 | Understanding the Practices and Processes of Doing Networked Improvement Science in a Teacher Preparation Network | Carlos Sandoval, Ph.D. |
| February 25, 2021 | Understanding the Practices and Processes of Doing Networked Improvement Science in a Teacher Preparation Network | Rich Milner, Ph.D. |
| March 11, 2021 | Introducing the UCI Teacher Academy | Elizabeth vanEs, Ph.D. Nicole Gilbertson, Ph.D. |
| April 8, 2021 | The Latinx Male Teacher Pipeline | Juan Gayton, Ph.D. |
| April 22, 2021 | Relational data literacy in the era of the data deluge | Josh Radinsly, Ph.D. |
| October 14, 2021 | Children’s development of thinking and reasoning in home and schools | Lindsey Richland Ph.D. |
| October 28, 2021 | Examining how students learn science, technology, engineering, and math in technology-rich environments | Ha Nguyen, Doctoral Candidate |
| October 28, 2021 | Dialogue around problems of racial injustice and social inequality | Jacob Steiss, Doctoral Candidate |
2020
| October 22, 2020 | Connected Learning Research Institute’s participatory study of youth interest; the Renee Crown Wellness Institute’s co-design study of teacher leadership, compassion and awareness | Erica Van Steenis, Ph.D. |
| October 22, 2020 | Underrepresentation of racial and gender minorities in STEM | Hamideh Talafian, Ph.D. |
| November 19, 2020 | Re-mediating designs for equity: Making commitments concrete | Susan Jurow, Ph.D. |
| December 3, 2020 | Disrupting Normalcy in Mathematics Education | Cathery Yeh, Ph.D. |