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Dr. Liang’s current research interests focus on assessment, evaluation, and accreditation in higher education, with particular attention to how evidence-based practices inform continuous improvement. Her work also explores experiential learning and other high-impact practices as mechanisms for deep, transferable learning. She is committed to advancing holistic approaches to education that support student intelligence, success, and overall well-being.
Dr. Liang is interested in teaching chemistry, first-seminar and VIP courses that prepare students not only for academic success but also for future life and career pathways. Her teaching philosophy emphasizes curiosity-driven inquiry, learner agency, and student-centered learning model, in which students actively construct knowledge rather than passively receive it. Ultimately, she seeks to create an inclusive learning environment that supports students’ social and emotional growth alongside their intellectual development.
1. Belt, E., Rogers, S., Liang, Y., & Rojas, W. (2025). Exploring Adjunct Faculty Emotional Labor and Online Teacher-Student Relationships, The 50th Professional and Organizational Development (POD) Network in Higher Education Annual Conference, San Diego, CA, Nov. 20-23.
2. Liang, Y. (2023). Using Critical Reflection to Cultivate Paraprofessional Competencies: A Pilot Workshop, The 52nd Annual Conference of the Society for Experiential Education (SEE), Orlando, FL, Sept. 25-27.
3. Liang, Y. (2022). Learning as Activity: Underpreparedness is an Academic Issue or a Behavioral Issue? Strategies and Discussion on Teaching Underprepared Students, Faculty Development Day, Georgia State University Perimeter College, Decatur, GA, Feb 4.
4. Stepleman, L., Liang, Y., Coleman, T., Nall, H., Williams, M., Samuels, S., & Zimmerman, D. (2022). Mentoring Minutes: A Collection of Brief Overviews of Evidence-Based Mentoring Practices. Augusta University: Scholarly Commons.