Faculty Profile

Rachel Mun

Title
Assistant Professor
Department
Educational Psychology
College
College of Education

    

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*

HDFS 1013.002, Human Development, Spring 2022
EPSY 5110.080, Social and Emotional Components of Giftedness, Spring 2022
EPSY 6900.708, Special Problems, Spring 2022
EPSY 6950.708, Doctoral Dissertation, Fall 2021
EPSY 5000.080, Introduction to Educational Psychology, Fall 2021 Syllabus
EPSY 5000.086, Introduction to Educational Psychology, Fall 2021 Syllabus
EPSY 5105.080, Nature and Needs of the Gifted and Talented Student, Fall 2021 Syllabus
EPSY 5105.086, Nature and Needs of the Gifted and Talented Student, Fall 2021 Syllabus
EPSY 6030.708, Practicum, Field Problem or Internship, Fall 2021

* 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 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
Hertzog, N. B., Mun, R., 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
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.
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.
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.
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., 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. (2018). Early entrance to college: 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., 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., (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., 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. (2016). Identifying and assessing highly capable students. 8(2), 14-17. Seattle, WA:.
Hertzog, N. B., Mun, R. (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., 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
Mun, R., Hertzog, N. B. (2014). Early college entrance: How will my child do?. Seattle:.
Research Report
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., 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., 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.
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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
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • 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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