Ohio Department of Education

Racially insensitive remarks and racial microaggressions often cause racial ruptures-instances of relational strain-yet little is known about how these ruptures can be effectively repaired, particularly in the experiences of Black individuals. This investigation comprised two studies: a qualitative interview study with 12 Black Science, Technology, Engineering, and Mathematics graduate students to develop a conceptual model of repair strategies and an experimental vignette study with 165 Black graduate students to assess their perceived effectiveness of these strategies. Study 1 identified the Pyramid of Repair Strategies framework, while Study 2 confirmed the perceived effectiveness of each repair strategy within the framework. The Accountability repair strategy emerged as the most effective. These findings underscore the need to expand diversity, equity, and inclusion approaches-often prevention-oriented-to incorporate relational repair. The Pyramid of Repair Strategies provides a foundational framework for research and practice aimed at fostering more productive and sustainable cross-racial relationships with Black individuals. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

ABSTRACT Does Black mental health matter? Historically, mental illness in the Black community has been inadequately addressed. Yet Black Americans experience more severe psychological distress than other races, and they are also more likely to experience poor outcomes in counseling. When considering the dehumanizing impact of racism on the mental health of Black Americans, Black critical theory (BlackCrit) is presented as a useful and scarcely utilized exploratory lens. The author provides a brief history of Black mental health, followed by an explanation of the need for and benefits of utilizing this theory to center Blackness when counseling Black clients. Implications for theoretical integration in clinical practice to (re)humanize Blackness in counseling are provided.

This full paper in the research category investigates the implementation of a programming concept inventory in a firstyear engineering course at a large midwestern university. Concept inventories are widely used in STEM disciplines, particularly in physics, and have gained substantial traction over the past three decades given their ability to positively inform curriculum change decisions. A MATLAB Concept Inventory, MSC1, has been developed to support curriculum changes and understand challenges unique to introductory programming courses in engineering. One problem many first-year engineering programs face is the challenge of teaching computing to students with varied prior knowledge levels. This research investigates: How does prior programming experience influence both performance and conceptual learning gains in a first-year engineering course focused on programming fundamentals, as measured by the MCS1 concept inventory? The assessments were given to firstyear engineering students in a pre/post-assessment format from 2021-2024. Overall student scores improved from the beginning to the end of the semester with the largest increases coming from students without prior programming experience. Additionally, while initial testing of the concept inventory assessment in 2019 showed no difference at the post-assessment based on prior programming experience, there are differences in the post-test results between the two populations. The findings from the analysis contribute to a more nuanced understanding of how prior experience effects programming conceptual development in introductory programming courses. This insight is crucial for optimizing curriculum and ensuring all students, regardless of background, develop the necessary skills for success in engineering education and future careers.

This full research paper investigates the experiences of Asian students in Engineering Education PhD programs in the United States, focusing on their first-year experiences. Despite their significant contributions, these students' experiences, especially in navigating identity, belonging, and institutional structures, are underexplored. The study uses Collaborative Autoethnography (CAE) to document the participants' reflections on their experiences, analyzed through thematic analysis. Key findings highlight that the transition into PhD programs is accompanied by dynamic identity development and cultural adaptation. Opportunities for deeper engagement with faculty and integration across research groups can significantly enhance students' sense of belonging. The study also draws attention to the importance of recognizing the unique experiences of Asian students, including the role of language and equitable access to resources for international students. The research emphasizes the need for intentional faculty engagement, accessible curricula, and proactive support systems that recognize Asian students' perspectives. It advocates for a culturally welcoming academic environment that supports all students, highlighting the importance of creating a globally responsive educational setting.

This work-in-progress study investigates the influence of the Need for Cognitive Closure (NFCC) on student engagement during problem-solving, seeking gender differences among engineering students. Examining gender differences in the context of cognitive and social processes is important and influences knowledge acquisition and decision-making. The NFCC is a cognitive construct that reflects an individual's tendency to seek a definite answer while avoiding ambiguity and confusion. NFCC exhibits itself in five different ways: Need for Order, Need for Predictability, Avoidance of Ambiguity, Decisiveness, and Closed-mindedness. There may be a difference in individuals' approaches to information processing and decision-making based on gender that may impact how individuals exhibit NFCC. However, inconsistent findings and limited research led us to examine these differences in the context of student engagement during problem-solving, particularly in STEM fields, mainly in engineering. This research builds on the data collection from undergraduate engineering students at Western University in the United States. The study aims to be a part of the growing research on the impact of cognitive factors on student engagement based on gender in the engineering discipline. Results of the study have shown that there is no significant difference between genders in each facet of NFCC except the need for order. This research offers practical implications for the implementation of more personalized and gender-sensitive educational approaches in engineering education.

Humanitarian engineering (HE) courses which involve travel have been offered at US universities for many years. When implemented thoughtfully these courses have the potential to have a significant impact on both community and student learning outcomes. At The Ohio State University, a multi-year human centered design approach was implemented across these courses with the intention of centering the community's wants, expectations, and voices. However, ensuring positive community impact can be challenging. One significant challenge is project continuity and maintaining relationships with the community throughout the year. To help address this, a partnership between HE courses which involve field experiences and a two-semester engineering capstone course, the Global Capstone Design Sequence, was established. Results from this collaboration have shown positive impacts on the relationship with the community, improved quality of student project work, an increase in student motivation, and gains in student intercultural competency. This paper documents the structure of this partnership and the lessons learned. Additionally, to assess the impact of this partnership on student intercultural competence, an analysis of Intercultural Development Inventory (IDI) scores is performed. The overarching aim of this paper is to continue to shift HE centric programs and projects towards parity in community and student outcomes.

ABSTRACT Teacher stress has been a critical issue in both the United States (US) and the United Kingdom (UK), with educators consistently reporting high levels of work-related stress. This study explored the multifaceted nature of teacher stress, drawing on the Coping-Competence-Context Theory to examine how societal context (i.e. country of residence), school context (i.e. coworker relationship, academic emphasis, resource support, and principal consideration), and teachers’ individual factors (e.g. coping, self-efficacy) interact and contribute to teacher stress. This study also found the mediating role of school factors (i.e. coworker relationship and academic emphasis) between the country of residence and teacher stress, as well as the moderator role of teachers’ coping in this pathway. This research offers a nuanced understanding of the interplay between societal, school, and individual factors in shaping teacher stress, providing insights that could inform targeted interventions and policy efforts to alleviate stress and promote teacher well-being in the US and the UK.

Abstract Mobile learning can positively impact learning in different aspects, but the retention rate of mobile learning applications could be better. Based on the Technology Acceptance Model and the updated DeLone and McLean Information System Success Model, this study develops a novel model to examine the determinants of learners’ acceptance of mobile learning outside the classroom. Learning outside the classroom refers to voluntary learning activities that occur beyond the physical classroom and scheduled instructional time, including activities performed by both students and non-students (e.g., those not currently enrolled in educational institutions). Six hundred eighty-one adults in the U.S. participated in this study. We utilized structural equation modeling for data analysis. Results indicate that two quality dimensions, namely system quality (mobility and compatibility) and service quality, and two learners’ beliefs, namely perceived usefulness and perceived ease of use, play an essential role in m-learning acceptance outside the classroom.