Faculty Profile

Rachel Mun

Title
Associate Professor
Department
Educational Psychology
College
College of Education

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, University of Washington, 2015. 
Major: Education - Learning Sciences and Human Development
Degree Specialization: Gifted Education, Mixed Methods, Immigrant Education
Dissertation Title: Parental expectations for Asian American men who entered college early: Influences on their academic, career, and interpersonal decision-making.
MEd, Washington State University, 2006. 
Major: Counseling Psychology
Degree Specialization: Counseling Psychology
BA, University of Texas at Austin, 2002. 
Major: Psychology





          

        
                

          
Current Scheduled Teaching*


          
EPSY 5000.020, Introduction to Educational Psychology, Summer 2024 
EPSY 6950.708, Doctoral Dissertation, Spring 2024 
EPSY 5000.090, Introduction to Educational Psychology, Spring 2024 
EPSY 5110.080, Social and Emotional Components of Giftedness, Spring 2024 


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    EPSY 6950.708, Doctoral Dissertation, Fall 2023 
                    

                    EPSY 2000.020, Introduction to Gifted Education and Advanced Academics, Fall 2023 Syllabus SPOT
                    

                    EPSY 5105.080, Nature and Needs of the Gifted and Talented Student, Fall 8W1 2023  SPOT
                    

                    EPSY 6030.708, Practicum, Field Problem or Internship, Fall 2023  SPOT
                    

                    EPSY 6950.708, Doctoral Dissertation, Summer 10W 2023 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 3W1 2023 Syllabus SPOT
                    

                    EPSY 6950.708, Doctoral Dissertation, Spring 2023 
                    

                    EPSY 5110.080, Social and Emotional Components of Giftedness, Spring 8W1 2023  SPOT
                    

                    EPSY 6620.001, Special Populations in Gifted Education, Spring 2023  SPOT
                    

                    EPSY 6950.708, Doctoral Dissertation, Fall 2022 
                    

                    EPSY 5000.080, Introduction to Educational Psychology, Fall 8W1 2022 Syllabus SPOT
                    

                    EPSY 5105.080, Nature and Needs of the Gifted and Talented Student, Fall 8W1 2022 Syllabus SPOT
                    

                    EPSY 6950.708, Doctoral Dissertation, Summer 10W 2022 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 5W1 2022  SPOT
                    

                    EPSY 6950.708, Doctoral Dissertation, Spring 2022 
                    

                    EPSY 5000.092, Introduction to Educational Psychology, Spring 8W2 2022 Syllabus SPOT
                    

                    EPSY 5110.080, Social and Emotional Components of Giftedness, Spring 8W1 2022 Syllabus SPOT
                    

                    EPSY 6900.708, Special Problems, Spring 2022 
                    

                    EPSY 6950.708, Doctoral Dissertation, Fall 2021 
                    

                    EPSY 5000.080, Introduction to Educational Psychology, Fall 8W1 2021 Syllabus SPOT
                    

                    EPSY 5000.086, Introduction to Educational Psychology, Fall 8W1 2021 Syllabus SPOT
                    

                    EPSY 5105.080, Nature and Needs of the Gifted and Talented Student, Fall 8W1 2021 Syllabus SPOT
                    

                    EPSY 5105.086, Nature and Needs of the Gifted and Talented Student, Fall 8W1 2021 Syllabus SPOT
                    

                    EPSY 6030.708, Practicum, Field Problem or Internship, Fall 2021 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 5W1 2021 Syllabus SPOT
                    

                    EPSY 5000.026, Introduction to Educational Psychology, Summer 5W1 2021  SPOT
                    

                    EPSY 5000.601, Introduction to Educational Psychology, Summer 5W1 2021  SPOT
                    

                    EPSY 6950.708, Doctoral Dissertation, Spring 2021 
                    

                    EPSY 5120.090, Program Planning for the Education of Gifted and Talented Students, Spring 8W2 2021 Syllabus SPOT
                    

                    EPSY 5120.096, Program Planning for the Education of Gifted and Talented Students, Spring 8W2 2021 Syllabus SPOT
                    

                    EPSY 6620.001, Special Populations in Gifted Education, Spring 2021 Syllabus SPOT
                    

                    HDFS 1013.001, Human Development, Fall 2020 Syllabus SPOT
                    

                    EPSY 5105.080, Nature and Needs of the Gifted and Talented Student, Fall 8W1 2020 Syllabus SPOT
                    

                    EPSY 6030.708, Practicum, Field Problem or Internship, Fall 2020 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 5W1 2020  SPOT
                    

                    HDFS 1013.006, Human Development, Spring 2020 Syllabus
                    

                    EPSY 6030.708, Practicum, Field Problem or Internship, Spring 2020 
                    

                    EPSY 5120.090, Program Planning for the Education of Gifted and Talented Students, Spring 8W2 2020 Syllabus
                    

                    EPSY 5900.708, Special Problems, Spring 2020 
                    

                    EPSY 6900.708, Special Problems, Spring 2020 
                    

                    HDFS 1013.001, Human Development, Fall 2019 Syllabus SPOT
                    

                    EPSY 5105.020, Nature and Needs of the Gifted and Talented Student, Fall 8W1 2019 Syllabus SPOT
                    

                    EPSY 5105.026, Nature and Needs of the Gifted and Talented Student, Fall 8W1 2019 Syllabus SPOT
                    

                    EPSY 6030.708, Practicum, Field Problem or Internship, Fall 2019 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 5W1 2019  SPOT
                    

                    EPSY 5000.026, Introduction to Educational Psychology, Summer 5W1 2019  SPOT
                    

                    EPSY 6030.708, Practicum, Field Problem or Internship, Summer 8W2 2019 
                    

                    EPSY 5110.020, Social and Emotional Components of Giftedness, Spring 8W1 2019 Syllabus SPOT
                    

                    EPSY 5110.026, Social and Emotional Components of Giftedness, Spring 8W1 2019 Syllabus SPOT
                    

                    EPSY 6620.001, Special Populations in Gifted Education, Spring 2019 Syllabus SPOT
                    

                    EPSY 6900.708, Special Problems, Spring 2019 
                    

                    HDFS 1013.002, Human Development, Fall 2018 Syllabus SPOT
                    

                    EPSY 5105.020, Nature and Needs of the Gifted and Talented Student, Fall 8W1 2018  SPOT
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 5W1 2018  SPOT
                    

                    EPSY 5120.020, Program Planning for the Education of Gifted and Talented Students, Spring 8W2 2018  SPOT
                    

                    EPSY 5110.020, Social and Emotional Components of Giftedness, Spring 8W1 2018  SPOT
                    

                    EPSY 5110.026, Social and Emotional Components of Giftedness, Spring 8W1 2018  SPOT
                    

                    HDFS 1013.007, Human Development, Fall 2017 Syllabus SPOT
                    

                    EPSY 5105.020, Nature and Needs of the Gifted and Talented Student, Fall 8W1 2017  SPOT
                    

                    EPSY 6900.708, Special Problems, Fall 2017 
                    

                    HDFS 1013.020, Human Development, Summer 5W1 2017 Syllabus SPOT
                    

                    EPSY 6620.001, Multicultural Gifted Education, Spring 2017  SPOT
                    

                    EPSY 5120.020, Program Planning for the Education of Gifted and Talented Students, Spring 8W2 2017  SPOT
                    

                    HDFS 1013.003, Human Development, Fall 2016 Syllabus SPOT
                    

                    EPSY 5105.020, Nature and Needs of the Gifted and Talented Student, Fall 8W1 2016  SPOT

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Book Chapter
Mun, R. U., Larriviel, G., Johnson, R. D., Stewart, A.  (2023). ). Identifying and serving culturally and linguistically diverse gifted underachievers. 
Mun, R., Yeung, G.  (2022). Identifying and serving Asian American students in gifted education. Identifying and serving diverse gifted learners: Meeting the needs of special populations in gifted education. 
Piske, F. H., Mun, R. U. Bullying and its socioemotional implications in the education of gifted students.. Identifying, preventing, and combating bullying in gifted education. 
Mun, R. U., Lee, L. E., Ottwein, J.  (2020). Nurturing social and emotional development of gifted adolescents. Gifted and talented: Education, emotion, creativity, and potentialities. 
Hertzog, N. B., Mun, R. U., DuRuz, B., Holliday, A. A. (2018). Identification of strengths and talents in young children. APA Handbook of Giftedness and Talent. 301-316. APA. 
Journal Article
Johnson, R., Mun, R. U., Hodges, J. W., Rinn, A. N. (2023). Basic psychological needs, socioeconomic status and well-being of undergraduate students in honors programs.. 
Ottwein, J., Mun, R. U. (2023). Colorblind racial ideology among teachers of gifted students and its relationship with culturally responsive pedagogy. Gifted Child Quarterly. 67(4), 259-277. 
Johnson, R., Mun, R. U., Hodges, J. W., Rinn, A. N. (2023). Socioeconomic status, motivation, and well-being of undergraduate honors students. 2(2), 9-22. 
Yeung, G., Mun, R. U. (2022). A renewed call for disaggregation of racial and ethnic data: Advancing scientific rigor and equity in gifted and talented education research.. Journal for the Education of the Gifted. 45(4), 319-351. 
Hodges, J. W., Mun, R. U., Rinn-McCann, A. N. (2022). Disentangling inequity in gifted education: The need for nuance in racial/ethnic categories, socioeconomic status, and geography. Gifted Child Quarterly. 66(2), 154-156. 
Ezzani, M. D., Mun, R. U., Lee, L. E. (2021). District leaders focused on systemic equity in identification and services for gifted education: From policy to practice.. Roeper Review. 43(2), 112-127. 
Lee, L. E., Rinn, A., Crutchfield, K., Ottwein, J., Hodges, J., Mun, R.  (2021). Perfectionism and the imposter phenomenon in academically talented undergraduates. Gifted Child Quarterly. 65(3), 220-234. 
Mun, R., Ezzani, M. D., Yeung, G.  (2021). Parent engagement in identifying and serving diverse gifted students: What is the role of leadership?. Journal of Advanced Academics. 32(4), 533-566. 
Hodges, J., Mun, R., Jones Roberson, J., Flemister, C.  Educator Perceptions Following Changes in Gifted Education Policy: Implications for Serving Gifted Students. Gifted Child Quarterly. 
Mun, R., Ezzani, M. D., Lee, L. E., Ottwein, J.  (2021). Building systemic capacity to improve identification and services in gifted education: A case study of one district. Gifted Child Quarterly. https://doi.org/10.1177%2F0016986220967376
Hodges, J., Mun, R., Johnson, R.  Lewis Terman in context: An analysis of citations of Genetic Studies of Genius inside and outside the field of gifted education.. Journal for the Education of the Gifted. 
Mun, R., Hemmler, V., Langley, S. D., Gubbins, E. J., Callahan, C. M., McCoach, D. B., Siegle, D.  (2020). Identifying and serving English Learners in gifted education: Looking back and moving forward. Journal for the Education of the Gifted. 43(4), 297-335. https://doi.org/10.1177/0162353220955230
Hodges, J., Hodges, J., Oveross, M., Ottwein, J.  (2020). Assessing the scholarly reach of Terman’s work. Gifted Child Quarterly. 
Mun, R., Ezzani, M. D., Lee, L. E. (2020). Culturally relevant leadership in gifted education: A systematic literature review. Educational Research Review.  Amsterdam: Elsevier. https://www.elsevier.com/
Lee, L. E., Rinn, A., Crutchfield, K., Hodges, J., Mun, R.  (2020). Perfectionism and the Imposter Phenomenon in Academically Talented Undergraduates. Gifted Child Quarterly. 
Lockhart, K., Mun, R. U. (2020). Developing a strong home-school connection to better identify and serve culturally, linguistically, and economically diverse gifted students. Gifted Child Today. 43(4), 231-238. 
Mun, R. U., Hertzog, N. B. (2019). The influence of parental and self-expectations on Asian American women who entered college early. SAGE Journals. 
Mammadov, S., Hertzog, N., Mun, R. U. (2018). An examination of self-determination within alumni of an early college entrance program. Journal for the Education of the Gifted. 41(3), 273-291. SAGE Journals. 
Mun, R. U., Hertzog, N., (2018). Teaching and learning in STEM enrichment spaces: From doing math to thinking mathematically. Roeper Review. 40(2), 121-129. Taylor and Francis. 
Hamilton, R., McCoach, D. B., Tutwiler, S. M., Siegle, D., Gubbins, E. J., Callahan, C. M., Brodersen, A., Mun, R. U., (2018). Disentangling the roles of institutional and individual poverty in the identification of gifted students. Gifted Child Quarterly. 62(1), 6-24. SAGE Journals. 
Siegle, D., Gubbins, E. J., O'Rourke, P., Langley, S. D., Mun, R. U., Luria, S. R., Little, C. A., McCoach, D. B., Knupp, T., Callahan, C. M., Plucker, J. A. (2016). Barriers to underserved students’ participation in gifted programs and possible solutions. Journal for the Education of the Gifted. 39, 103-131. 
Mun, R. U. (2016). Identifying and assessing highly capable students. 8(2), 14-17.  Seattle, WA:. 
Hertzog, N. B., Mun, R. U. (2016). Outcomes for students on a fast track to college: Early college entrance programs at University of Washington. Roeper Review. 37(1), 39-49. 
Mun, R. U., Hertzog, N. B. (2015). University of Washington Robinson Center for Young Scholars: A review of current research. 8(1), 33-36.  Seattle:. 
Magazine/Trade Publication
Johnson, R., Mun, R. U. (2021). Asynchronous development and gifted children: Parenting challenges ahead. Parenting for High Potential. 
Mun, R. U., Hertzog, N. B. (2014). Early college entrance: How will my child do?.  Seattle:. 
Research Report
Rinn-McCann, A. N., Mun, R. U., Hodges, J. W. (2022). 2020-2021 State of the States in Gifted Education. National Association for Gifted Children. 
Gubbins, E. J., Siegle, D., Hamilton, R., Peters, P., Carpenter, A. Y., O'Rourke, P., Puryear, J., McCoach, D. B., Long, D., Bloomfield, E., Cross, K., Mun, R. U., Amspaugh, C., Langley, S. D., Roberts, A., Estepar-Garcia, W.  (2018). Exploratory study on the identification of English Learners for gifted and talented programs. 1-56.  Storrs, CT: National Center for Research on Gifted Education. 
Mun, R. U., Langley, S. D., Ware, S., Siegle, D., Gubbins, E. J., McCoach, D. B., Hamilton, R., Callahan, C. M., (2016). Effective practices for identifying and serving English Learners in gifted education: A systematic review of the literature. 1-42.  Storrs, CT: National Center for Research on Gifted Education. https://ncrge.uconn.edu/wp-content/uploads/sites/982/2016/01/NCRGE_EL_Lit-Review.pdf
Technical Report
Rinn, A., Mun, R., Hodges, J.  (2021). State of the States Report. National Association for Gifted Children. 



	
		
		
	  

	

	

  
    
	

	

	  

		

		   
Awarded Grants



  
  
  	  
          
Contracts, Grants and Sponsored Research  

 	 
	 	 
  
Contract   
Rinn-McCann, A. N. (Co-Principal), Mun, R. U. (Co-Principal), Hodges, J. W. (Co-Principal), "2020-2021 State of the States in Gifted Education," Sponsored by National Association for Gifted Children, National, $15000 Funded. (2022).
Rinn-McCann, A. N., Mun, R. U. (Co-Principal), Hodges, J. W. (Co-Principal), "2018-2019 State of the States in Gifted Education," Sponsored by National Association for Gifted Children, National, $10000 Funded. (2020).



	
		
		
	  

	

	

	
	

  
  
  

  	

		

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					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
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    • The course content was
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    • The instructor’s contribution to the course was
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    • The instructor’s effectiveness in teaching the subject matter was
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  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
      • 
					
    • The intellectual challenge presented was
      • 
					
    • The amount of effort you put into this course was
      • 
					
    • The amount of effort to succeed in this course was
      • 
					
    • Your involvement in course (doing assignments, attending classes, etc.) was
      • 
				
    
			
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