Faculty Profile

Linlang He

Title
Assistant Professor
Department
Public Administration
College
College of Health and Public Service

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, University of Maryland, 2019. 
Major: Policy Studies





          

        
                

          
Current Scheduled Teaching*


          
PADM 5510.001, Administrative Research Methods II, Fall 2023 Syllabus
PADM 6710.006, Seminar in Public Administration and Management, Fall 2023 Syllabus


          
*
  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*


            
No previous courses available.

          


          
*
  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


  
Journal Article
Sampedro, J., Cui, R., McJeon, H., Smith, S., Hultman, N., He, L., Sen, A., Dingenen, R., Cazcarro, I.  (2021). Quantifying the reductions in mortality from air-pollution by cancelling new coal power plants. Energy and Climate Change. https://doi.org/10.1016/j.egycc.2020.100023
He, L., Hultman, N.  (2021). Urban agglomerations and cities' capacity in environmental enforcement and compliance. Journal of Cleaner Production. 313, 127585. https://doi.org/10.1016/j.jclepro.2021.127585
Cui, R. Y., Hultman, N., Edwards, M. R., He, L., Sen, A., Surana, K., McJeon, H., Iyer, G., Patel, P., Yu, S., Nace, T., Shearer, C.  (2019). Quantifying operational lifetimes for coal power plants under the Paris goals. Nature Communications. 10(1), 1-9. https://www.nature.com/articles/s41467-019-12618-3
Quigley, D., Sonnenfeld, D., Brown, P., Silka, L., He, L., Tian, Q.  (2016). Research ethics training on place-based communities and cultural groups. Journal of Environmental Studies and Sciences. https://link.springer.com/article/10.1007/s13412-015-0236-x
Research Report
Cui, Y., Hultman, N., McJeon, H., He, L., Sen, A., Surana, K., Tan, X., Kennedy, S.  (2018). Proposed new capacity and power sector decarbonization: implications of global coal power development for the Paris Agreement. University of Maryland Center for Global Sustainability. http://stateofglobalcoal.org/wp-content/uploads/2018/04/GlobalCoal_Technical_Report_04.09.18.pdf
Ciplet, D., Roberts, T. J., Khan, M., He, L., Fields, S.  (2011). Adaptation finance: how can Durban deliver on past promises?. International Institute for Environment and Development. https://www.jstor.org/stable/resrep01475



	
		
		
	  

	

	

  
    
	

	

	  

		

		   	
		
		
	  

	

	

	
	

  
  
  

  	

		

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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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