Laura B. Liu, Ed.D.

Phone:

812-348-7244

Email:

lbliu@iu.edu

Department:

Division of Education

Professional Summary

Laura B. Liu is an Associate Professor of Teacher Education Research and the English as a New Language Program Coordinator in the IU Columbus Division of Education. Laura’s research focuses on glocalization, diversity sustaining teaching practices, and international professional development. Before IU Columbus, Laura was an Assistant Professor at Beijing Normal University’s Center for Teacher Education Research (2014-2015) where she earned her postdoctoral degree (2012-2014) on teacher education faculty international professional development. Laura completed her doctorate in multicultural teacher education (2010) at The George Washington University and her M.Ed. and B.A. at Stanford University. Laura was a high school English Language Arts teacher (2000-2005) in California where she earned her National Board Teaching Certification in secondary ELA teaching. Laura’s recent work includes the publication of an edited anthology of multilingual parent funds of knowledge stories highlighted in research, the media, and a website including lesson plans designed around the stories.

Education

• Postdoctoral Degree in Teacher Education Research, Beijing Normal University Center for Teacher Education Research (2014)
• Ed.D. in Curriculum and Instruction, The George Washington University, Washington D.C. (2010)
• M.Ed. in Education, Stanford University, Stanford, CA (2000)
• Secondary Teaching Credential in English with Certificate in Cross-cultural Language and Academic Development (CLAD), Stanford University, Stanford, CA (2000)
• B.A. in English with Creative Writing, Minor in Human Biology, Stanford University, Stanford, CA (1999)

IUPUC Courses Taught

• EDUC-L 400: Instructional Issues in Language Education
• EDUC-E 323: Science and Social Studies for Elementary Schools
• EDUC-L 441: Introduction to Bilingual Education
• EDUC-H 340: Education and American Culture
• EDUC-E 449: Trade Books in Elementary Classrooms
• EDUC-E 334: Inquiry in Mathematics and Science

Grants & Honors

• IUPUC Trustees’ Teaching Award (2022)
• IUPUI Arts & Humanities Diversity Fellowship Award (2021-2022)
• Indiana University Global Classroom Fellow (2021-2022)
• IUPUC Outstanding Faculty Research, Scholarship, and Creativity Award (2020)
• IUPUC Office of Student Research Award Mentor (2018-2019; 2019-2020; 2020-2021)
• IUPUI MOSAIC Faculty Fellow (2019-2020)
• IUPUI Welcoming Campus 50^th Anniversary Fund (2018)
• IUPUI Lilly Family School of Philanthropy’s The Science and Imagination of Living Generously Research Grant (2016)
• Beijing Normal University’s Center for Teacher Education Research Associate (honorary position) (2015-2020)
• Springer-Beijing Normal University Publication Grant, Beijing, China (2014)
• The American Educational Research Association Div. K Early Career Seminar, Vancouver (2012)
• The American Educational Research Association Div. K Graduate Student Seminar, San Diego (2009)
• Graduate Research Assistant Award (Full Scholarship and Stipend), GWU (2005)
• California’s National Board Certification in Teaching Adolescent English Language Arts (2004)

Book Publications

• Liu, L.B. (2015). Teacher Educator International Professional Development as 仁(Ren).Beijing: Springer.
• Liu, L.B., & Garrity, K. (Eds.) (2024). Home: Multilingual Funds of Knowledge Parent Stories. Amazon.

Journal Publications

• Sun, X., Zhou, J., Liu, L.B., & Li, Q. (2024). Teacher resilience development in rural Chinese schools: Patterns and cultural influences. Teaching and Teacher Education, 147.
• Liu, L.B. (2023). Community engaged research as relationship building: Multilingual parent funds of knowledge stories. INTESOL Journal, 20(1). INTESOL Journal (iupui.edu)
• Liu, L.B. (2023). Community engaged research as relationship building: Multilingual parent funds of knowledge stories. INTESOL Journal, 20(1). INTESOL Journal (iupui.edu) 

• Liu, L.B. (2022, May 28). Placemaking curricula in teacher preparation: Bridging state standards and local expertise. The Journal of Sustainability Education.Placemaking Curricula in Teacher Preparation: Bridging State Standards and Local Expertise « Journal of Sustainability Education (susted.com)
• Liu, L.B., & Russell, T. (2022). Farming practices as funds of knowledge. Science Education & Civic Engagement: An International Journal, 14(1), 45-54. http://new.seceij.net/articletype/projectreport/farming-practices-as-funds-of-knowledge/
• Liu, L.B., Conner, J., & Li, Q. (2021). Cultivating teacher professionalism in Chinese and U.S. settings:  Contexts, standards, and personhood. Education Inquiry.https://doi.org/10.1080/20004508.2021.1950274
• Liu, L.B., & Wang, J. (2020). Exploring teacher quality with a/r/tography in a teacher education course in China. Qualitative Research Journal, 21(1), 101-112. https://doi.org/10.1108/QRJ-05-2020-0041
• Liu, L.B. (2020). Learning empathy: a currere reflection on parenting, medicine, and education. Currere Exchange Journal, 4(2). https://cej.lib.miamioh.edu/index.php/CEJ/index
• Tang, Y., Wang, T., Liu, L.B., & Li, Q. (2020). Teacher job satisfaction in high-performing systems: A multi-level study of teacher, classroom, and school factors using TALIS 2013 surveys. Asia Pacific Journal of Educational Research, 1(3), 17-43. http://210.101.116.16/kiss61/viewer.asp
• Liu, L.B., & Ye, J. (2019). Ren-De agency in international faculty professional development: A China case study of glocal identity integration. Teacher Development: An International Journal of Teachers’ Professional Development. https://doi.org/10.1080/13664530.2019.1611628
• Liu, L.B., & Qiong L. (2019). “Culturally and Ecologically Sustaining Pedagogies: Cultivating Glocally Generous Classrooms and Societies.” In Patricia Snell Herzog, Una O. Osili, and Chelsea Jacqueline Clark (eds.), “The Science and Imagination of Living Generously,” a special issue with the American Behavioral Scientist Journal. https://doi.org/10.1177/0002764219850865
• Tang, Y., He, W., Liu, L.B., & Li, Q. (2018). Beyond the paycheck: Chinese rural teacher well-being and the impact of professional learning and local community engagement. Teachers and Teaching: Theory and Practice, 24(7), 825-839. https://doi.org/10.1080/13540602.2018.1470972
• Liu, L.B., Song, H., & Miao, P. (2017). Navigating individual and collective notions of teacher well-being as a complex phenomenon shaped by national context. Compare: A Journal of Comparative and International Education, 1(19). https://doi.org/10.1080/03057925.2017.1283979
• Liu, L.B. (2017). Aesthetic inquiry into Chinese university students’ fatherly life lessons: “Roots” and their implications for educational contexts. International Journal of Education & the Arts, 18(14). http://www.ijea.org/v18n14/index.html
• Liu, L.B. (2016). Indifference-driven discontent to empathy-led development: Globally minded educators in dialogue with Stiglitz. Journal of Curriculum Theorizing, 31(2), 45-49. http://journal.jctonline.org/index.php/jct/article/view/594
• Liu, L.B., & Milman, N.B. (2014). Developing glocally informed diversity and equity discourses: examining inequity via autobiographical reflection. Teacher Development, 18(4), 546-561.  https://doi.org/10.1080/13664530.2014.946151.
• Liu, L.B., Baker, L., & Milman, N.B. (2014). Technological innovation in 21^st century multicultural teacher preparation. Multicultural Education & Technology Journal, 8(1), 54-67. https://doi.org/10.1108/JME-02-2013-0005
• Song, H., Zhu, X., & Liu, L.B. (2013). The honourable road and its impact on teacher practice: An analysis of China’s National Honour System in cultivating professional development. Asia-Pacific Journal of Teacher Education, 41(3), 253-270. https://doi.org/10.1080/1359866X.2013.809055
• Liu, L.B., & Milman, N.B. (2013). Year one implications of a teacher performance assessment’s impact on Multicultural Education across a secondary education teacher preparation program. Action in Teacher Education, 35(2), 125-142. https://doi.org/10.1080/01626620.2013.775971
• Liu, L.B., & Milman, N.B. (2013). Silos to symphonies? Hopes and challenges implementing multicultural program infusion. Pedagogies: An International Journal, 8(3). https://doi.org/10.1080/1554480X.2013.794519
• Liu, L. B. (2011). Poetry as progress: Balancing standards-based reforms with aesthetic inquiry. International Journal of Education & the Arts, 12(12). http://www.ijea.org/v12n12/
• Liu, L.B., & Milman, N.B. (2010). Preparing teacher candidates to teach diverse student populations through reflective practice. Reflective Practice: International and Multidisciplinary Perspectives, 11(5). https://doi.org/10.1080/14623943.2010.516973

Book Chapters

• Liu, L.B., Hurtado, A., Boatner, N., Garrity, K., & Joslin, A. (2024). Storying as leadership: Multilingual parents as authors and community leaders. In A.G. Raj, S. Orozco, & C. R. Nazar (Eds.) Storying Leadership for Equity, Diversity, and Inclusion: Power Dynamics and Qualitative Research for Resistance, Resilience, Adversity, and Authenticity. Taylor & Francis.
• Liu, L.B., & Brodey, S. (2020, March 23). Funds of knowledge in storytelling and recipes. Mosaic: The Newsletter of the New York TESOL Association, 51(1), 3-7. https://drive.google.com/file/d/1R9IguZNB_vloPWjLOMtqVbjyyZWLj1KW/view
• Liu, L.B., Ewing, P., Pride, K., & Asher, M. (2020). How paper and digital children’s books support student understanding. In G. Onchwari & S. Keengwe (Eds.) Handbook of Research on Literacy and Digital Technology in Teacher Education. Hershey, PA: IGI Global. https://www.igi-global.com/book/handbook-research-literacy-digital-technology/233139
• Liu, L.B. (2019).Cultivating ecological generosity and sustainability in elementary youth and student teachers via children’s books. In G. Onchwari, & S. Keengwe (Eds.) Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students. Hershey, PA: IGI Global. http://go.iu.edu/2aRU
• Liu, L.B. (2017).Cultivating civic generosity in elementary youth across glocal cultures, ecologies, & generations. In G. Onchwari, & S. Keengwe (Eds.) Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners (pp. 396-410). Hershey, PA: IGI Global. http://go.iu.edu/2aRT
• Liu, L.B., Baker, L., & Milman, N.B. (2014). Embracing complexity and innovation in an era of globalization: What U.S. educators can learn from international diversity conceptualizations and multicultural teacher preparation. In J. Keengwe’s (ed.) Promoting Global Literacy Skills through Technology-Infused Teaching and Learning, (pp. 166-187). IGI Global. https://www.igi-global.com/gateway/chapter/115704
• Liu, L.B. (2007). Addressing mental health needs of culturally and linguistically diverse students: A message for school leaders and policy makers. In Kochhar-Bryant, C., Ianacone, R., & Gomez, J. (Eds.). Toward a ‘Caring System’: NCLB and Accountability for Youth with Mental Health Needs. New York, NY: Teachers College Press.
• Blythe, L. (2002). Unity and division: Working through the issues of equity and school reform. In Darling-Hammond, L (Ed.). Learning to Teach for Social Justice. New York, NY: Teachers College Press.

Book Reviews

• Liu, L.B. (2015). John Dewey, Liang Shuming, and China’s education reform: Cultivating individuality. Asia Pacific Journal of Education, 35(1), 140-142. DOI: https://doi.org/10.1080/02188791.2015.1003704

Administrative and Professional Activities

• Coordinator, English as a New Language Program, IUPUC (2018 - present)
• Chair, Student Affairs Committee, IUPUC (2018-2019)
• Faculty Intergroup Dialogue: Religion, Tradition, Spirituality – or Not, IUPUI (2017)
• Journal Reviewer: Compare: A Journal of Comparative and International Education
• Journal Editorial Board: Reflective Practice: International and Multidisciplinary Perspectives