2015 Ph.D. in Educational Psychology, Cognitive Science of Teaching and Learning, University of Illinois at Urbana-Champaign
2013 M.S. in Applied Statistics, University of Illinois at Urbana-Champaign
2011 M.S. in Educational Psychology, University of Illinois at Urbana-Champaign
2009 B.A. in English, with Honors, Anhui University, China
- EDEC 540 Neuroscience & Its Impact on Child Development
- CI 510 Developmental and Learning Sciences
- EDU 626 Mixed Methods Research Design
- EDU 221 Educational Psychology & Measurement
- EDU 222 Educational Psychologyâ€‹ & Child Development
Jingjing Sun is an assistant professor of Educational Psychology at the Department of Teaching & Learning. Her research has centered on the processes of learning and development, with a current focus on youth’s socioemotional development and school engagement, specifically working with the Native American community in Montana. Surrounding this topic, she is currently working with colleagues from school psychology and counseling education programs, as well as school, tribal, and community representatives from the Flathead Nation, in establishing a social-emotional learning (SEL) program for Native American and Alaska Native youth. Her earlier research examined children’s social and cognitive development in collaborative learning, and the impact of classroom participant structures on children’s engagement and affect. She has worked with teachers from Montana in design-based research to examine how educators can be effectively supported to scaffold students' collaborative discussions.
Jingjing directs the Collaboration & Reasoning Lab at the University of Montana and is proud to lead an interdisciplinary team of dedicated graduate and undergraduate students.
- PI. Project SELA: Improving Mental Health for Native American Youth through Social-Emotional Learning. Early Investigator Career Award, American Indian/Alaska Native Clinical & Translational Research Program, National Institute of Health, $220,000, 8/1/2019 –07/31/2021.
- Co-PI. Designing for the Future: How Field Experiences in Formal and Informal Settings Impact Pre-service Early Childhood Teachers. PI: Kate Brayko, SHAPE program, Dennis & Phyllis Washington Foundation, $90,000, 03/01/2019– 12/31/2022.
- Co-PI. Project CLEAR Big Sky. PI: Tracy Missett. Esther Katz Rosen Grant, American Psychological Foundation, $37,000, 09/01/2016 – 08/31/2019.
- PI. Building Resilience and Social Emotional Competence among Native American Youth. American Indian/Alaska Native Clinical & Translational Research Program, National Institute of Health, $54,500, 8/1/2018 –07/31/2019.
- PI. The Process of Change: Teachers' Growth in Scaffolding Collaborative Dialogue. Small Research Grant, University of Montana, $5,000, 05/01/2017 – 08/31/2018.
Sun, J., Li, H., & Zhang, J. (in press). Teacher learning in scaffolding children’s collaborative dialogue in a Chinese elementary school. ENCU Review of Education. Morris, J. A., Miller, B., Anderson, R. C., Nguyen-Jahiel, K., Lin, T.-J., Scott, T., Zhang, J., Sun, J., & Ma, S. (2018). Instructional discourse and argumentative writing. International Journal of Educational Research.
Sun, J., Miller, B. W. &*Finlay, M.(2019).Rural students’ cultural assets during collaborative science argumentation. Poster presentation at the 2019 International Conference of Computer Supported Collaborative Learning, Lyon, France.Sun, J., *Datu, E., & *Warchola, G. (2018). Emergent leadership and its influence on collaborative and individual reasoning. In J. Kay & R. Luckin (Eds.). Rethinking learning in the digital age—Making learning sciences count: The International Conference of Learning Sciences 2018 Proceedings. London, UK: The International Society of the Learning Sciences.
Honors / Awards
2019 Early-Stage Investigator Career Award, American Indian/Alaska Native Clinical & Translational Research Program, National Institute of Health
2019 AERA-SRCD Early Career Research Fellow in Middle Childhood Education and Development