Dr. Pei-Ling Hsu is Associate Professor and Distinguished Teaching Professor at the University of Texas in El Paso and is a former high school earth science teacher. Her research interests focus on Science Discourse, Youth Empowerment, Internship Education, Dialogic Pedagogy, Youth College and Career Readiness. In terms of grants, Dr. Hsu received more than 2 million funding. Dr. Hsu is the recipient of 2015 Regions’ Outstanding Teaching Awards from University of Texas System. She has taught different education courses at the undergraduate, master’s, and doctoral levels. Also, through the partnership with different organizations (e.g., museums, after school programs) and schools, Dr. Hsu’s undergraduate and graduate students participated in creating engaging science projects for K-12 students inside and outside schools. So far, about 1,300 students benefited from these science projects.

• Ph D in Science Education/Curriculum and Instruction, University of Victoria (2008)
• MS in Science Education, National Taiwan Normal University (2004)
• BS in Earth Sciences, National Taiwan Normal University (2000)

• “It’s the magic circle!” Using cogenerative dialogues to create a safe environment to address emotional conflicts in a project-based learning science internship Cultural Studies of Science Education 15 1 (2020), Pei-Ling Hsu.
• High school students’ and scientists’ experiential descriptions of cogenerative dialogs International Journal of Science and Mathematics Education 17 4 (2019), Pei-Ling Hsu.
• Pragmatic philosophy and discourse approaches in the learning sciences Encyclopedia of Educational Philosophy and theory (2019), Pei-Ling Hsu.
• Activity features of high school students’ science learning in an open-inquiry-based internship program International Journal of Science Education 40 12 (2018), Pei-Ling Hsu, Laura Venegas.
• Book Review for "Successful Science and Engineering Teaching in Colleges and Universities" Teachers College Record (2018), Pei-Ling Hsu.

• Democratizing school-wide, project-based learning: A cultural-historical activity theory perspective (2019), Volume Toronto, Canada, Laura Venegas, Pei-Ling Hsu.
• Using cogenerative dialogues as formative assessments to improve project-based learning in an internship (2019), Volume Toronto, Canada, Pei-Ling Hsu, Yi-Yu Liao.
• An exemplary scientist’s storytelling in a high school students’ science internship. (2019), Volume Baltimore, MD, Pei-Ling Hsu.
• Using cogenerative dialogues as boundary pedagogy in a high school students’ science internship. (2019), Volume Baltimore, MD, Pei-Ling Hsu.
• Using co-generative dialogues as formative assessments to improve project-based learning in a science internship (2018), Volume El Paso, TX, Yi-Yu Liao, Pei-Ling Hsu.

• Latinas in Computer Science and Engineering: A Qualitative Study Examining Identity and Agency for Resilience and Persistence-NSF
• Transforming Students’ Partnership with Scientists Through Cogenerative Dialogues-NSF
• Transforming Students’ Partnership with Scientists Through Cogenerative Dialogues-NSF
• Research on Identity and Participation in Science, Technology, Engineering, & Science (STEM)-IDR