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ENGINEERING AN IN VITRO hiPSC-DERIVED CARDIAC TISSUE CONSTRUCT FOR REGENERATIVE MEDICINE APPLICATIONS
Full text linkCardiovascular disease is the leading cause of mortality across the world with invasive surgeries and pharmaceutical intervention commonly associated with urgent care. Moreover, congenital, progressive, and hereditary heart diseases rely on many forms of medical prevention and intervention (pharmaceuticals, x-rays, bloodwork, etc.). Developing a three-dimensional (3D) cardiac tissue engineered in vitro model to study human cardiac physiology can revolutionize biomedical research. The purpose of this research is to optimize natural & synthetic biomaterials to fuse cardiac stem cells and synthesize a 3D-printed in vitro model for disease modeling, drug delivery, and regenerative medicine. Natural biopolymers needed for such innovations are extracted from numerous sources such as fish and porcine, namely, gelatin methacrylol (GelMA). GelMA has been shown to demonstrate excellent cytocompatibility. The cytocompatibility can be further improved with choline-based bio-ionic liquids (BILs) to make the biopolymer (“BioGel”) suitable for culturing sensitive cells. The overall aim of this project is to optimize the composition of fish BioGel to provide a mechanically as well as biologically conducive environment for culturing of human induced pluripotent stem cells derived cardiac fibroblasts (hiPSC-CF). Development of a fish BioGel based system for culturing hiPSC-derived cardiac cells would facilitate the fabrication of 3D bio-printable cardiac constructs as a step towards the realization of a physiologically relevant in vitro model of cardiac tissue for a myriad of regenerative medicine and tissue engineering applications
Mi Testimonio: The Beginning of My Healing Journey
Full text linkMy testimonio, presented as my dissertation, is a deep and personal reflection on my experiences as an immigrant and multilingual student. I share my story by trenzando—braiding—lived experiences, critical analysis, and relevant research on immigration and trauma, language and identity, and the links between multilingualism and academic success. Through deep reflection and analysis, I draw on Maslow\u27s Hierarchy of Needs (1943), Giles and Johnson’s Ethnolinguistic Identity Theory (1981), and García’s (2009) translanguaging framework to explore the following questions: How does the oppression of one’s linguistic and cultural practices affect identity development? How does my story—my testimonio—empower the mother, the daughter, the wife, maestra, and the leader? What can schools and teachers do to support multilingual students in maintaining their home language and cultural identity?
Chapter One introduces the study, including the problem statement, purpose, and research questions. Chapter Two reviews the literature, theories, and frameworks that inform the study. Chapter Three outlines testimonio as methodology, grounded in resistance and storytelling. Chapter Four presents the findings, illustrating the intersections between research, lived experiences, and critical analysis. Chapter Five concludes with key insights, recommendations for future research, guidance for educational leaders and reform, and a discussion of limitations.
By using testimonio, a methodology that is rooted in resistance, political struggle, and urgent calls for change (Huber & Aguilar-Tinajero, 2024), my dissertation challenges dominant narratives and traditional research methods and offers alternative ways of knowing, thus contributing to the decolonization of educational research.
A PIPELINE TO PRISON OR A PATHWAY TO PROMISE? THE INEQUITIES FUELING THE SCHOOL TO PRISON PIPELINE
Full text linkThis systematic review proposal would investigate the school-to-prison pipeline and examine the role of pedagogical interventions in mitigating youth involvement in the justice system. By analyzing existing literature, this proposal would study and explore how school system biases, educational frameworks, and systemic factors contribute to the perpetuation of this pipeline, with a specific focus on how educational policies and disciplinary practices impact at-risk youth. The review aims to identify effective interventions that can disrupt this cycle, including restorative justice practices, trauma-informed education, positive behavioral interventions, and culturally responsive teaching. A comprehensive search strategy should be employed across various academic databases, including CSUSB One Search, Google Scholar, and PubMed, using keywords such as school discipline disparities, implicit bias, zero-tolerance policies, and youth recidivism. Inclusion criteria were set to select peer-reviewed articles published between 2012 and 2024, focusing on interventions within the U.S. education system. The review would synthesize data from relevant studies and evaluate their findings and methodologies to assess the effectiveness of pedagogical strategies to reduce educational disparities and improve student outcomes. The study should emphasize the importance of addressing systemic biases in education to foster positive youth development, reduce recidivism, and contribute to a more equitable educational environment. Despite its limitations, including the exclusion of non-English studies and potential gaps in the literature, this research would offer significant insight into the potential for educational interventions to break the school-to-prison pipeline and promote social justice in the classroom
INVESTIGATING INDEPENDENT AND TRANSITIONAL LIVING PROGRAMS: A SYSTEMATIC REVIEW
Full text linkBackground: Approximately, 20,000 youths in the United States age out of the foster care system every year. Youths are face with the heightened risks of homelessness, unemployment, and behavioral health challenges. Despite the implementation of Independent Living Programs (ILPs) and Transitional Living Programs (TLPs) created to assist foster youths through this transition, research indicates limitations in their effectiveness to address the emotional, interpersonal, and long-term effects. Present research additionally lacks the intersectional analysis to address the needs of LGBTQ+ and racial minority youths. These fundamental limitations call for more comprehensive, strength-based frameworks to improve the outcomes for transitioning foster youths. Objective: This research proposes to systemically review the empirical evidence on the effectiveness of ILPs and TLPs. The independent variable is the type of ILPs and TLPs services provided, while the dependent variable involves their outcomes, such as foster youths’ graduation rates, employment stability, housing security, and mental health. Methods: Using the CSUSB OneSearch database, peer reviewed articles published between 2018 and 2023 will be extracted. A combination of key terms related to transitional support programs, aging out, and foster care will be utilized in the search strategy. Search terms included the following: “aging out” and “foster care programs” and “independent living skills”; “independent living programs” and foster youth”; “effectiveness” and “foster care” and “transition programs”; “support programs” and “former foster youth”; independent living skills” and “foster youth”; “transitioning out” and “foster care” and transition programs”; “foster youth” and “aging out” and “independent living programs”; “LGBTQ+” and “racial minority youths” and “foster youth” and independent living programs.” Studies that will be synthesized in the review focus on the effectiveness of interventions and programs that support foster youths in the transition to adulthood. Participants in the study needed to be between the ages of 18 and 25 aging out of foster care
A Non-invasive Mental Health Risk Predictor Using Machine Learning Models Utilising Music Listening Habits
Full text linkGlobally, there has been a rise in mental health issues such as insomnia, anxiety, and depression. However, the stigma that is associated with such a diagnosis makes individuals not want to seek help. Recent research has explored the relationship between music listening habits and mental health status, offering promising insights into the potential of leveraging this data for predictive modelling. This research proposes a non-invasive approach that integrates features extracted from music listening patterns including demographic and lifestyle data to build machine learning models that detect mental health conditions such as insomnia, depression and anxiety levels The results show that Random Forest achieved an accuracy of 76.35%, which highlights the potential of using music listening habits to predict mental health states. The findings of this study provide valuable insight into the relationship between music and mental health predictors- namely depression, anxiety and insomnia across different age groups
Enhancing STEM Education with Generative AI: A Case Study Exploring Student Learning, Motivation, and Teacher Perception in Thailand
Full text linkThis qualitative case study investigates how generative artificial intelligence (GenAI) tools can support STEM education in a Thai secondary school setting. Conducted during a one-day STEM camp involving 50 students (grades 9–11) and one science teacher, the study explored the use of ChatGPT and Gemini to support students’ engagement in a bridge design challenge. The research examined GenAI’s influence on student learning within the engineering design process (EDP), student motivation and engagement, and teacher perceptions of AI integration.
Thematic analysis of observations, student surveys, interviews, and AI interaction logs revealed that GenAI tools supported students primarily during the early phases of the design process—particularly for brainstorming ideas, comparing materials, and visualizing structures. However, many students struggled with writing effective prompts, interpreting vague or irrelevant responses, and applying feedback during the testing or revision stages. Motivation and engagement varied by students’ digital literacy, confidence, and prior experience, with some preferring familiar platforms such as Google or YouTube. Cultural norms, such as kreng jai, also appeared to influence students’ willingness to explore AI tools openly.
The participating teacher viewed GenAI as a valuable scaffold for student creativity and group discussion but identified several challenges, including students’ over-reliance on AI, lack of prompt-writing skills, and ethical concerns related to uncritical copying. Her reflections emphasized the need for prompt literacy, critical evaluation, and structured integration of AI across all phases of the design cycle. She also highlighted digital equity concerns, particularly for students from under-resourced backgrounds.
This study contributes to the growing literature on GenAI in K–12 STEM education, particularly within non-Western contexts. It underscores the importance of culturally responsive pedagogy, ethics instruction, and teacher facilitation to ensure that AI tools are used meaningfully and equitably. While GenAI offers strong potential to support hands-on STEM learning, its effectiveness depends on how well students are supported to use it critically, creatively, and responsibly
VIRTUAL MAKEUP AND TECHNOLOGY INTEGRATION
Full text linkThe Virtual Makeup Streamlit application presents an advanced approach to digital cosmetic try-on by allowing users to apply makeup to their facial images in real time. This project uses computer vision and web technologies to create an interactive and user-friendly platform that capitalizes on the increasing popularity of virtual try-on solutions in the cosmetics industry.
At its core, the system uses effective facial detection and semantic segmentation techniques to recognize and separate facial areas such as lips and hair. Techniques such as U-Net and Resnet, and Midepipe are used to create accurate segmentation masks, which are essential for accurate makeup application.
The application further enhances the user experience by integrating rule-based overlay methods that apply makeup filters specific to the detected facial features. This ensures that the cosmetic effects, including lipstick, eye shadow, and blush, seamlessly integrate with the user’s skin tone and lighting environment.
By combining advanced image processing methods with an intuitive Streamlit interface, the Virtual Makeup Application not only demonstrates technical advances but also opens up new possibilities for practical applications in virtual retail and customized beauty consultations
SAFETY, ACCESS TO RESOURCES, AND INCLUSION: A MIXED-METHODS STUDY OF THE LGBTQIA+ COMMUNITY IN THE INLAND EMPIRE
Full text linkLGBTQIA+ individuals face growing discrimination, exclusion, and systemic inequities that threaten well-being. Rising anti-LGBTQIA+ rhetoric exacerbates these challenges, contributing to anxiety, depression, and heightened suicide risks. This study explores LGBTQIA+ individuals’ sense of well-being by analyzing how external factors impact safety and inclusion. Using an exploratory, mixed-methods approach, this study surveyed members of the LGBTQIA+ community in the Inland Empire to determine perceptions on well-being (n = 219). Based on descriptive statistics, about one third of participants reported a below average to average sense of safety (35.6%), access to resources (32.0%), and inclusion (33.8%). Meanwhile, thematic analysis revealed that the participants felt an optimistic, pessimistic, or inadequate sense of overall well-being. This study has implications for the LGBTQIA+ community by informing policies, social work practices, and community interventions. Additionally, these findings advance the literature on systemic barriers faced by marginalized populations
Ethnic Studies Pedagogy: Professional Development and its Relevance to Student Achievement
Full text linkAs Ethnic Studies becomes a graduation requirement across all public schools in California, the importance of Ethnic Studies professional development cannot be understated. This is a tumultuous time in our world today. Multiple world conflicts are happening today, and many governments are facing challenges to their very existence. Ethnic Studies programs and classes challenge dominant narratives and close the opportunity gaps for historically marginalized communities.
This study examines the impact of Ethnic Studies (ES) professional development on student achievement within California’s public high schools, where ES has been mandated as a graduation requirement through Assembly Bill 101. The research emphasizes the transformative potential of ES to address systemic inequities, promote cultural understanding, and enhance educational outcomes for marginalized students. A quantitative approach was utilized, analyzing data from three high schools in Southern California over four academic years (2019–2023). The study focused on comparing student outcomes between those taught by ES teachers who received professional development and those who did not.
Findings revealed a significant positive correlation between ES teacher training and student performance. Students of trained ES teachers achieved higher grade point averages, reduced failure rates, and increased attainment of grades B or above compared to their peers taught by untrained ES teachers. Demographic analyses highlighted that socioeconomically disadvantaged students benefitted the most from trained ES teachers, while the impact on English Language Learners and Special Education students was more moderate. Additionally, experienced teachers (5+ years) showed greater efficacy in leveraging ES training to improve student outcomes than less experienced educators.
The study underscores the importance of robust, culturally responsive, and interdisciplinary ES professional development in fostering teacher efficacy and achieving equity in education. Policy recommendations include institutionalizing comprehensive ES training, aligning district-level initiatives with state mandates, and prioritizing resource allocation, such as the Local Control Accountability Program (LCAP), to sustain ES programs. This research contributes valuable insights into Ethnic Studies, providing a data-driven foundation for advancing social justice and addressing educational opportunity gaps. Future research should explore the long-term effects of ES training, its broader applicability across diverse contexts, and the lived experiences of students and teachers engaged in ES programs and professional development
META-ANALYSIS OF LEADERSHIP STYLES AND MENTAL HEALTH MANAGEMENT STRATEGIES FOR UNIVERSITY LEADERS
Full text linkIn this culminating project, a multiple-case study approach was used to investigate the impact of different leadership styles and their effects on mental health in the higher education sector. The research questions are: RQ1: What leadership styles in the past have positively affected employees\u27 mental health at this higher education institution? RQ2: What leadership styles in the past have hurt employees\u27 mental health at this higher education institution that caused a toxic work environment? Three real-world cases out of seventeen were selected and analyzed. The findings care RQ1: The transformational leader boosts and contributes to overall job satisfaction and well-being. RQ2: The autocratic and toxic leadership styles contribute to negatively affecting the mental health of the employee. It was found across the different case studies that autocratic leadership can contribute to the employee feeling a sense of anxiety, stressed, overwhelmed, and burnt out. The cases that highlight these effects of toxic leadership was the studies done in Turkey and Ireland that focused on the mental well-being of higher education employees. Common themes that was presented in these cases were these leaders created a fear-based environment, damaging moral and, higher turnover rates. The conclusions were as follows: RQ1: Higher education institutions benefit from having a transformational leader. RQ2: Autocratic leadership could lead to damaging the workplace and ultimately cause psychological harm to the staff members at the higher education institution. The areas of future research include: RQ1: Exploration of programs that focus on leadership development and the long-term impacts that are tailored towards employee well-being. RQ2: Consider reforming the hiring process so this allows the institutions to get their ideal leader candidate