Research
Research
Publications
Peer-Reviewed Publications
Weng, Y., Terogo, I. J., & Dahl, L. S. (2026). Inter(sectional)(national): Modeling belonging and campus climate among Asian international students' identities. Journal of Comparative & International Higher Education, 18(4). https://digitalcommons.lib.uconn.edu/jcihe/vol18/iss4/12
McChesney, E. T., Weng, Y., Selznick, B., Winkler, C., & Mayhew, M. J. (2026). Effects of an interdisciplinary STEM Ph.D. program on innovation capacity development. Innovative Higher Education. https://doi.org/10.1007/s10755-025-09848-3
Terogo, I. J. R., & Weng, Y. (2026). Characterizing global citizenship education in U.S. international student services office websites: A critical discourse analysis. Journal of International Students, 16(4), 139-160. https://doi.org/10.32674/shw7n923
Weng, Y., & Creamer, E. T., & Sayre, J., & Gardner, J. D., & Mayhew, M. J. (2026, June), From Design Intentions to Student Sensemaking: Entrepreneurial Mindset in an Experiential STEM Learning Environment. American Society for Engineering Education [ASEE]. http://doi.org/10.18260/1-2--59590
Weng, Y., & Creamer, E. T., Bielicki, J. M., & Mayhew, M. J. (2025, June), The Role of Need for Cognition in Enhancing Innovation Capacities among Interdisciplinary Graduate Students: An Equity-Focused Approach. American Society for Engineering Education [ASEE]. http://doi.org/10.18260/1-2--57261
Bieklicki, J., Weng, Y., Creamer, E. T., & Mayhew, M. (2024). Fostering a sustainable energy future through interconnected curricular and co-curricular pedagogies. American Society for Engineering Education [ASEE]. https://doi.org/10.18260/1-2--47241
Book Chapters
Terogo, I.J., Weng, Y., & Yin, C. (2026). Interrogating equity in the English requirement for Asian GTAs in Ohio public universities: A narrative inquiry. In Veliz, L., Meighan, P., & Shah, W (Eds.), Routledge Handbook of Racial and Epistemic Inequalities in TESOL and Applied Linguistics. http://doi.org/10.4324/9781003630517-8
Blogs and Mainstream Media
Mayhew, M. J., DeRoche, C. & Weng, Y. (2026, September 15) To crack the job market, internships can be just as key for young people as the degree. https://theconversation.com/to-crack-the-job-market-internships-can-be-just-as-key-for-young-people-as-the-degree-288647
Terogo, I.J. & Weng, Y. (2025, May 30) Championing international students’ agency and voice through equitable assessments. NASPA. https://www.naspa.org/blog/championing-international-students-agency-and-voice-through-equitable-assessments
Manuscripts Under Review
Weng, Y., Creamer, E., Bielicki, J. & Mayhew M.J. (review and resubmit). The role of need of cognition in enhancing innovation capacities among interdisciplinary graduate students. Innovative Higher Education.
Terogo, I.J. & Weng, Y. (review and resubmit). Is a language requirement equitable for admissions: A duoethnography of international doctoral students. Journal of Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival.
Gill-Morris. A., Weng, Y. & Mayhew M. J. (under review). Examining students’ career readiness and career confidence: Experiences in a STEM experiential innovation training Program.
Terogo, I.J. & Weng, Y. (review and resubmit). Is a language requirement equitable for admissions: A duoethnography of international doctoral students. Journal of Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival.
Weng, Y., Terogo, I.J. (under review). Construct the ideal international applicant: A critical discourse analysis of U.S. Admission Policies.