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.

• Recognition of Mentoring Outstanding Thesis - Graduate School, UTEP (04/18/2018)
• 5 Years of Service Recognition - UTEP (02/01/2018-02/28/2018)
• Honorable Mention of Undergraduate Student Research - 2017 COURI Symposium (04/19/2017)
• Star on the Mountain Award - Mayor Oscar Leeser, City of El Paso, Texas (09/01/2015-09/30/2015)
• 2015 Regents Outstanding Teaching Award - The University of Texas System (08/01/2015-08/31/2015)
• 2015 College Nominee for Regents Outstanding Teaching Award - College of Education, UTEP (10/01/2014-10/31/2014)
• 2015 Department Nominee for Regents Outstanding Teaching Award - Teacher Education Department, UTEP (09/01/2014-09/30/2014)
• 2013-2014 Outstanding Performance Award - Office of Research and Sponsored Projects, UTEP (06/01/2014-06/30/2014)
• 2013 UTEP College of Education Excellence in Scholarship (Research) Award - College of Education, University of Texas at El Paso (05/01/2013-05/31/2013)
• University Research Institute (URI) Award - Office of Research and Sponsored Projects, UTEP (01/31/2012)
• Department Nominee for Distinguished Dissertation - University of Victoria (03/01/2009-03/31/2009)
• University Nominee for Distinguished Dissertation - Canadian Association for Graduate Studies (CAGS) and University Microfilms International (UMI) 2009 (03/01/2009-03/31/2009)
• International Committee Scholarship - National Association for Research in Science Teaching (NARST) (02/01/2009-02/28/2009)
• University of Victoria Graduate Award - University of Victoria (08/01/2008-08/31/2008)
• Best Student Paper Award - American Education Research Association (AERA) (03/01/2008-03/31/2008)
• Scholarship of Student-Led Research in the Social Policy Field - British Columbia Government, Canada (11/01/2007-11/30/2007)
• Scholarship of Outstanding Graduate Student - National Taiwan Normal University (06/01/2004-06/30/2004)
• Scholarship of Outstanding Graduate Student - National Taiwan Normal University (12/01/2003-12/31/2003)
• Outstanding Practice-Teaching Intern Award - Taipei First Girl High School, Taiwan (06/01/2001-06/30/2001)
• Scholarship of Outstanding Undergraduate Student - National Taiwan Normal University (12/01/1999-12/31/1999)
• Outstanding Volunteer of Community Network Team - Ucom Youth, Taiwan (12/01/1998-12/31/1998)
• Scholarship of Outstanding Undergraduate Student - National Taiwan Normal University (05/01/1998-05/31/1998)
• Scholarship of Outstanding Undergraduate Student - National Taiwan Normal University (12/01/1997-12/31/1997)

• 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)

• Youth’s cogenerative dialogues with scientists: Advance student-scientist partnership beyond the status quo (2020), Pei-Ling Hsu.
• “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.
• Cultivating Constructivist Science Internships for High School Students Through a Community of Practice with Cogenerative Dialogues Learning Environment Research 21 2 (2018), Pei-Ling Hsu, Penelope P. Espinoza.
• Navigating hurdles into and through undergraduate engineering and computer science studies Peter Lang Publishing (2018), Elsa Y. Villa, Elaine M. Hampton, Pei-Ling Hsu.
• Strategies to mediate cogenerative dialogues between scientists and high school students 2018 AERA Online Paper Repository (2018), Pei-Ling Hsu.
• Using co-generative dialogues to transform contradictions in project-based learning 2018 AERA Online Paper Repository (2018), Pei-Ling Hsu, Yi-Yu Liao.
• Using cogenerative dialogues to create a constructivist science internship for Hispanic high school students living in poverty Peter Lang Publishing (2018), Pei-Ling Hsu.
• Using cogenerative dialogues to improve science teaching and learning: Challenges and solutions in high school students’ internships. Journal of Science Education and Technology 27 6 (2018), Pei-Ling Hsu.
• Using cogenerative dialogues to transform contradictions in project-based learning Journal of Research in Science Teaching 14 12 (2018), Pei-Ling Hsu, Yi-Yu Liao.
• Examining high school students’ views on nature of science in a university internship 2017 AERA Online Paper Repository (2017), Pei-Ling Hsu, Gabriel Hayes.
• High school students’ science learning in a university internship: A cultural-historical activity theory perspective 2017 AERA Online Paper Repository (2017), Pei-Ling Hsu, Laura Venegas.
• Identity discourse in preservice teachers’ science learning autobiographies and science teaching philosophies Canadian Journal of Science, Mathematics and Technology Education 17 3 (2017), Pei-Ling Hsu, Giuliano Reis, Angelica Monarrez.
• Speak Up! Youths’ Cogenerative Dialogues With Scientists The Center for Advancement of Informal Science Education-Spotlight (2017), Pei-Ling Hsu.
• Use multiple representations to teach science Science Scope 40 2 (2016), Pei-Ling Hsu.
• A discursive approach in analyzing preservice teachers’ discourse of becoming a science teacher International Research in Higher Education 1 2 (2016), Pei-Ling Hsu.
• High school students’ experiences of cogenerative dialogues with scientists 2016 AERA Online Paper Repository (2016), Pei-Ling Hsu.
• Science teaching experiences in informal settings: One way to enrich the preparation program for preservice science teachers Universal Journal of Educational Research 4 5 (2016), Pei-Ling Hsu.

• Professionalism in the Scholarly Environment: Scholar Etiquette and Ethics (2020), Volume College of Education, UTEP, 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.
• Mediation of cogenerative dialogues between scientists and high school students. (2018), Volume El Paso, TX., Chelsea Lucas, Pei-Ling Hsu.
• Using cogenerative dialogues as formative assessments to improve project-based learning in a science internshipUsing co-generative dialogues to transform contradictions in project-based learning (2018), Volume El Paso, TX., Yi-Yu Liao, Pei-Ling Hsu.
• An engaging partnership between high school students and scientists (2018), Jaime Cano, Pei-Ling Hsu.
• Challenges encountered and lessons learned by mediators during the cogenerative dialogues between scientists and high school students (2018), Yamile Urquidi, Pei-Ling Hsu.
• Scaffolding students to develop project ideas in a project-based learning environment. (2018), Valerie Acuna, Pei-Ling Hsu.
• Using storytelling for effective science teaching: A case study of an exemplary scientist. (2018), Karina Valadez, Pei-Ling Hsu.
• Strategies to mediate cogenerative dialogues between scientists and high school students (2018), Volume New York, NY, Pei-Ling Hsu.
• Using co-generative dialogues to transform contradictions in project-based learning (2018), Volume New York, NY, Pei-Ling Hsu, Yi-Yu Liao.
• Using co-generative dialogues to transform contradictions in project-based learning (2018), Volume New York City, NY, USA, Pei-Ling Hsu, Yi-Yu Liao.
• Using cogenerative dialogues to address emotional issues in a project-based learning science internship (2018), Volume Atlanta, GA, Pei-Ling Hsu.
• Using cogenerative dialogues to identify and address challenges that occur in high school students’ science internships (2018), Volume Atlanta, GA, Pei-Ling Hsu.
• Using co-generative dialogues to transform contradictions in project-based learning (2017), Volume El Paso, TX, Yi-Yu Liao, Pei-Ling Hsu.
• Using co-generative dialogues to transform contradictions in project-based learning (2017), Volume El Paso, TX., Yi-Yu Liao, Pei-Ling Hsu.
• An engaging partnership between high school students and scientists (2017), Paula Gama, Pei-Ling Hsu.
• Enhance a student-scientist partnership through a collaborative approach with cogenerative dialogues (2017), Valeria Gonzales, Pei-Ling Hsu.
• Storytelling by an exemplary scientist to engage high school students in scientific practice (2017), Vania Ochoa Villalobos, Pei-Ling Hsu.
• Transform Students’ Learning Motivation from Extrinsic to Intrinsic Through Cogenerative Dialogues (2017), Yamile Urquidi, Pei-Ling Hsu.
• Examining high school students’ views on nature of science in a university internship (2017), Volume San Anotonio, TX, Pei-Ling Hsu, Gabriel Hayes.
• High school students’ science learning in a university internship: A cultural-historical activity theory perspective (2017), Volume San Anotonio, TX, Pei-Ling Hsu, Laura Venegas.
• Improve science teaching and learning collectively by cogenerative dialogues (2016), Pei-Ling Hsu, Yamile Urquidi, Valeria Gonzales.
• Building a Constructivist Learning Environment in a University Science Internship for High School Students (2016), Volume Washington, DC, Pei-Ling Hsu, Penelope P. Espinoza.
• High School Students’ Experience of Co-generative Dialogues with Scientists (2016), Volume Washington, DC, Pei-Ling Hsu.
• Mataphors that represent best possible relationships between scientists and high school students (2016), Pei-Ling Hsu, Mariana Urzua.

• Transforming Students’ Partnership with Scientists Through Cogenerative Dialogues-NSF
• Transforming Students’ Partnership with Scientists Through Cogenerative Dialogues-NSF