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*

EPSY 5000.020, Introduction to Educational Psychology, Summer 2020

* 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*

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.

,
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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