Presentations and Publications from Fellows

Conferences

“So What Are You Working On?” (SWAYWO?) Annual Student Conference organized by Stanford Graduate Students held at Stanford University May 2018.

•  Gabriel Aguilar -Aztlan vs Arizona. His presentation focused on the student-led protests of the 2012 protests of the 2012Tucson, Arizona ethnic studies ban. Mexican-American ethnic studies student protestors enacted Chela Sandoval’s (2000) differential consciousness to “gearshift” from their indigenous languages to the languages of their oppressors to combat the 2012 Tucson superintendent Tom Horne’s rhetorical appropriation of Martin Luther King Jr.’s rhetoric of equality to ban of ethnic studies.
• Shon Brewington –High-Stakes Testing Limits Curriculum and Instruction. His presentation focused on the impact of high-stakes testing on curriculum and instruction using the framework of self-determination theory. He found that high stakes testing can decrease academic motivation and increase the academic achievement
• Sydnee Garcia –Equal, Not Equitable: Instructional Spending in Bexar County. Her study focused on educational inequalities found in the Texas public school system and the need for resources unrelated to instruction by low property value districts. These needs may be overlooked when creating policies for public school funding at local and state levels.
• Jaime Garza & Shon Brewington-Using Model-Eliciting Activities to Assess Student Learning. This research focused on limitations of standardized testing to assess deeper mathematics knowledge, and the use of alternative performance-based assessments to elicit higher cognitive skills in math.
• Ariana Marroquin -The Effects of Blasé Affect in Modernist Texts. Her presentation focused on the modernist texts’ aesthetic reaction to the present. She compares today’s second-wave modernist protagonists as rejecting the blasé dispositions of their ancestors and working towards re-inserting the human experience with feeling and
• Cristal Martinez –Use of Emotional Support Coping, Teacher-Student Relationships, and Social Integration Among College Students. Her study focused on college entrance and the stress of adapting to new academic challenges, coping with the stress in a new environment, and developing new sources of emotional and social support.
• Gabriela Sanchez-Killorin-Classroom Libraries: Books for Bilingual Learners. The research quantifies genres of books in dual language classrooms (English and Spanish) that reflect the languages used by the students and students’ cultures and traditions. The theoretical framework is based on Critical Literacy
• Vanessa Sandoval -Exploring the Identity, Agency, and Activism of Mexican American Educators Implementing Mexican American Studies in South Texas. Her paper examined the identity, agency, and activism of Mexican American educators who promote and/or implement a Mexican American Studies (MAS) curriculum in their local communities. The study examined educators’ teaching practices—those who work in K-12 settings and in higher education with the hope of transferring this knowledge to youth to develop empowerment and agency.
• Christopher Terrazas- An Investigation of Middle School Classroom Libraries. The research examined classroom libraries in middle schools and the accessibility of reading material as resources for student
• Ana Trevino – UTSA DACA Students and the Resources Provided to Them. The research focused on raising awareness of issues affecting UTSA DACA students by investigating the resources provided to them and recording their feelings towards higher education and their legal

Local Conferences

• Garcia, S., (January 2020), Why am I here?: Maximizing the Greek experience.”, University of Maryland Spring Greek Leadership

• Keller, K., (2020, May 4 – 12), Trauma-Informed Education in San Antonio, [Poster presentation], UTSA iVAPOR 2020, San Antonio, TX

• Martinez, D., (2020, Fall), Multicultural Literature and Elementary Talk [Poster Presentation], UTSA Undergraduate Research and Creative Inquiry Showcase, The University of Texas at San Antonio, San Antonio, Texas

• Naylor, L., Huang, B., Ramirez, R., Castillo, D., Regalado, N., (2020, May 4-12), Narrative Development of Latino/Latina Children in Spanish-English Dual Language Immersion Programs [Poster Presentation] UTSA iVAPOR 2020, San Antonio, TX

• Ring, K. A., (2020, May 4-12), From Forgotten Fosters to Successful Students [Poster Presentation] UTSA iVAPOR 2020, San Antonio, TX

• Santillan Wilson, S., Grenier, A., Wicha, N., (2020, May 4-12) The Effects of Primary Caretakers Educational Attainment on Children’s Academic Performance, [Poster Presentation], UTSA iVAPOR 2020, San Antonio, .
• Torres, N., (2020, May 4 – 12), English Language Learners Surviving a Mainstream Classroom, [Poster presentation], UTSA iVAPOR 2020, San Antonio, TX

• Valdez, N., (2020, May 4 – 12), Transdisciplinary Approaches, [Poster presentation], UTSA iVAPOR 2020, San Antonio, TX

• Van Os, L., (2020, May 4 – 12), Making the Case for Multicultural Education Being Implemented In Schools: How does implementing multicultural education affect communities beyond their respective students? [Poster presentation], UTSA iVAPOR 2020, San Antonio, TX

• Villa Jaimes, Y., (2020, May 4 – 12), How do Children of Immigrants Make Meaning of Being Language Brokers?, [Poster presentation], UTSA iVAPOR 2020, San Antonio, TX

Other local distinctions

• Ana Trevino-Research Title: UTSA DACA Students and the Resources Provided to Them. Awarded: Showcase Top 3 in Show and the Giuseppe Antonio and Marietta Martinello Inquiry Scholarship, April 2018
• Sydnee Garcia-Research Title: Equal, Not Equitable: Instructional Spending in Bexar County. Awarded: Best in Show in the College of Liberal and Fine Arts at UTSA, April 2018
• Christopher Terrazas-Research Title: An Investigation of Middle School Classrooms Libraries. Awarded: Best in Show Award in the College of Liberal and Fine Arts at UTSA, April 2018

Local symposium:

• Shon Brewington. High-Stakes Testing Limits Curriculum and Instruction. Poster presented at the 7th annual University of Texas at Antonio School of Psychology Symposium, University of Texas at San Antonio, San Antonio, TX, April 2018.

National Conferences:

• Carmona, G., Ryan, A. M., Montero-Moguel, L., & Aguilar, G. (2023, August). UTSA Pathways mentoring network to broaden participation in education research. 2023 American Psychological Association Annual Meeting. Washington, D.C.

• Aguilar, Gabriel (2018, June). Mi Vieja, Mi Hija, y Mi Puta. Paper presented at the Rhetoric Society of America (RSA) 18th Biennial Conference, Minneapolis, Minnesota.

• Andrews-Todd, J. & Toscano, M. (in press). Effects of task design on collaboration patterns in an online task. Proceedings of the 14th International Conference of the Learning Sciences (ICLS)

• Andrews-Todd, J. & Toscano, M. (2020, June). Effects of task design on collaboration patterns in an online task. Paper accepted for the International Conference of the Learning Sciences, Nashville, TN.

• Brewington S.T., Saw, G.K., & Brenden Swagerty. (2019). Estimating the Effects of Exposure to STEM Professionals on STEM Career Interest. Presentation given at annual meeting of the American Educational Research Association, Toronto, Canada.

• Brewington S.T., (2019, April). Teaching Educational Psychology: Varied Contexts for Teaching and Test-Taking. Chair at the annual meeting of the American Educational Research Association, Toronto, Canada.
• Brewington, Shon. (2018, May). Theory of Mind: Contribution of Nonlinear Effects. Poster presented at the annual convention of the Association for Psychological Science, San Francisco, CA

• Coyle T.R., Elpers K.E., Gonzalez M.C., Brewington S.T., Minnigh T., Witherell S.M., Ma A., Freeman J., & Baggio J. (2018). ACT Predicts Theory of Mind: Contribution of Nonlinear Effects. Research presented at the annual convention of the Association for Psychological Science, San Francisco, CA.

• Sanchez, Gabriela. (2017, May). Preschool Dual Language Learners: Children of immigrant families lacking an early educational start– Reasons, consequences and possible solutions.” Paper presented at the IUPLR Sixth Biennial Siglo XXI Conference, May 2017, University of Texas at San Antonio, San Antonio, Texas

• Sandoval, Vanessa. (2017, December). Exploring Agency and Activism of Mexican American Educators Implementing Mexican American Studies in South Texas. Paper presented at the American Anthropological Association (AAA) Annual Conference, Washington D. C.
• Sandoval, Vanessa. (2018, April). Exploring Agency and Activism of Mexican American Educators Implementing Mexican American Studies in South Texas. Paper presented at the American Educational Research Association (AERA) Conference, New York.
• Saw, G.K., Wang, T., & Brewington S.T. (2020). Disparities in Access and Outcomes of Out-of-School Time Mathematics Activities: A National Longitudinal Study. Research presented at the annual convention of the Association for Psychological Science, San Francisco, CA.

• Saw, G.K., Brewington S.T., & Culbertson, R. (2019). Theory-Based Shared Measures for Evaluating Outcomes across Informal STEM Programs. Presentation conducted at the annual meeting of the Texas Evaluation Network, San Antonio, TX.

• Saw, G.K., & Brewington S.T. (2019). Disparities and Outcomes of Out-of-School STEM Learning. Research shared at annual convention of the American Educational Research Association, Toronto, Canada.

Peer-Reviewed Conference Proceedings

• Carmona, G., Ryan, A. M., & Montero-Moguel, L. (2023, April 13-16). Mentoring a new generation of scholars: Broadening and diversifying participation in educational research. American Educational Research Association (AERA). Chicago, Illinois, USA. DOI: /10.3102/2017364
• *Chávez Valdivia, F. Acevedo Martínez, J. & Carmona, G. (2017). Metodología de Campus Viviente aplicada al aprendizaje de ecuaciones simultaneas en análisis de estructuras en contexto de las ciencias básicas e ingeniería. (Campus Viviente methodology applied to learning about simultaneous equation systems in the analysis of structures in basic sciences and engineering). Proceedings of the Seminario Nacional de Tecnología Computacional en la Enseñanza y el Aprendizaje de las Matemáticas. AMIUTEM: Michoacán, México.
• Carmona, G. (2017). Campus Viviente: Interdisciplinariedad en Ciencia, Ingeniería, Tecnología y Matemáticas (CITeM) como oportunidad para lograr un aprendizaje significativo y profundo para todos los estudiantes. (Campus Viviente: Interdisciplinarity in STEM as an opportunity for a deep and meaningful learning for all students). Proceedings of the Reunión Nacional de Educación en Ciencias, Ingeniería, Tecnología y Matemáticas RENACE. Durango, México: Universidad Juárez del Estado de Durango.
• Carmona, G., Lima, C., Tazzer, A. & Reyes, J. (2017). Campus Viviente: Modelos y modelación en el diseño de ambientes de aprendizaje interdisciplinarios en Ciencia, Ingeniería, Tecnología y Matemáticas. (Campus Viviente: Models and modeling in the design of interdisciplinary learning environments in STEM). Proceedings of the Reunión Nacional de Educación en Ciencias, Ingeniería, Tecnología y Matemáticas RENACE. Durango, México: Universidad Juárez del Estado de Durango.
• Gamez-Luna, Arlae Cecilia, “Unaccompanied Minors: Marginalized in the Education System” (2020). 2020 JHU Richard Macksey National Undergraduate Humanities Research Symposium. 202. https://www.mackseysymposium.org/virtual2020/all/presentations/2020 IES funding acknowledged: R305B160008

Books

• Alvarado, A., Carmona, G. & Mata, A. (2018). Tópicos Selectos para la Educación en Ciencias, Ingeniería, Tecnología y Matemáticas (CITeM): Una Visión Integradora. ©ECORFAN-México. ISBN 978-607-8534-43-2. (Peer-reviewed)
• Romo, H. & Dupont, W. (submitted) Bridging Cultures: Reflections on the Cultural Heritage of the Borderlands. Book manuscript submitted for publication.

Peer-reviewed Journal Articles and Book Chapters

• Carmona, G., Rivera, J., & Montero-Moguel, L., (2024). The role of family and friends to broaden and diversify participation in educational research, Education Science, 14(9), 1-11, DOI: 10.3390/educsci14090931
• Harmon, J., Martinez, M., Juarez, L., Wood, K., Simmerson, L., & Terrazas, C., (2019) An Investigation of Middle School Classroom Libraries, Reading Psychology, 40:7, 583-611, DOI: 10.1080/02702711.2019.1635240
• Lima, C. & Carmona, G. (2018). Utilizando actividades reveladoras de pensamiento para promover prácticas científicas en el salón de clase. In A. Alvarado, G. Carmona, & A. Mata. (Eds.). Tópicos Selectos para la Educación en Ciencias, Ingeniería, Tecnología y Matemáticas (CITeM): Una Visión Integradora. . ©ECORFAN-México. ISBN 978-607-8534-43-2. (Peer-reviewed)
• Marroquin, A. (2018) Book Review of Roger E. Moore’s Jane Austen and the Reformation: Remembering the Sacred Landscape. Transnational Literature, Volume 10 (2)

• Nichols, S. L., & Brewington, S. T. (2020) “Preservice teachers’ beliefs about high-stakes testing and their working environments”. Education Policy Analysis Archives, 28(30).
• Romo, H. and Aguilar, G.. (2018).” Extended Borders and Cultural Citizenship.” In Romo, H. & Dupont, W (Eds.), Bridging Cultures: Reflections on the Cultural Heritage of the Borderlands. Book Manuscript submitted for publication.

• Romo, H., & Ortiz, S. (2018). “Supportive Housing Contexts and Educational Opportunities for Foster Youth Transitioning Out of Care.” In Trejo-Castillo, E., & Trevino-Schafer, N. (Eds.), Handbook of Foster Youth. Abingdon: Routledge. Retrieved from https://www.routledgehandbooks.com/doi/10.4324/9781351168243-14#.

• Romo, H., Thomas, K. & Garcia, E.. (2018). Changing Demographics of Dual Language Learners and English Learners and English Learners: Implications for School Success (Social Policy Report Brief).
• Romo, H., Thomas, K. & Garcia, E.. (2018). “Changing Demographics of Dual Language Learners and English Learners.” SRCD Social Policy Report, 31:2, 1-35.
• Saw, G. K., Swagerty, B., Brewington, S.T., Chang, C.-N., & Culbertson, R. (2019). Out-of-school time STEM program: Students’ attitudes toward and career interests in mathematics and science. International Journal of Evaluation and Research in Education, 8(2), 356-362.
• Vargas, V., Cristóbal, C. & Carmona, G. (accepted). Competencias matemáticas a través de la implementación de actividades provocadoras de modelos. Educación Matemática. Vol. 30. (Peer-reviewed)