Phone: (757) 221-1900
Area of Expertise: Online Education, Teacher Education, Culturally Responsive Teaching, Digital Literacies, Chinese Graduate International Students, Social Justice, Reading, and Diversity
With an established commitment to online education, Dr. Huang has a range of research interests and teaching experiences in teacher preparations, P-K12 settings, as well as for undergraduate and graduate students. Currently, she focuses on how to successfully transit from face-to-face education to online, situated, and multimodal learning and argues that factors that impact both traditional and online education are similar: sociocultural-based, collaborative, community-based, active, and interest-driven learning are proven to be keys for success of education.
Her research builds on sociocultural, situated, and critical perspectives to investigate how youth and adults engage in digital ways, and how their learning and teaching are impacted by factors such as gender, race, class, and ethnicity. Prior to her position at W&M, Dr. Huang worked over a decade as an associate professor of instruction (clinical), a lecturer, and a student affairs professional on different campuses.
Ph.D. in Teaching and Curriculum, University of Rochester, Margaret Warner Graduate School of Education and Human Development
Post M.A. Studies in Bilingual Education, New York University, Steinhardt School of Culture, Education, and Human Development
M.A. in Asian Civilization (Teaching Foreign Language Track), University of Iowa, College of Liberal Arts and Science
M.A. in Study of Classical Texts; B. A. in Chinese Language and Literature, Zhejiang University, College of Humanities
Activities and Honors
Editorial Review Board, 2023- current, Online Learning Journal (OLJ, SSCI, Q1)
Conference Meeting Associate and General Pool Unit Planner, 2023 Annual Conference for Comparative International Education Society (CIES).
Secretary, SIG Global Migration, Comparative International Education Society (CIES), 2022-2024
Coordinator of Undergraduate Studies, Supervisor of Ph.D. Teaching Assistants, WEC Liaison (Writing-Enriched Curriculum), Committee Member of Curriculum Council, University of Minnesota, College of Education, Department of Organizational Leadership, Policy, and Development (OLPD), Minneapolis, MN (2018-2020)
Program Advisor, Director of Chinese Program, Committee Member of Senior Thesis, University of Rochester, College of Liberal Arts, Department of Modern Language and Cultures, Rochester, NY (2012-2018)
Huang, T. Chen, S., Lin, J. & Cun, A.J. (2023). Marginalized, struggled, and silenced: understanding the plight of Chinese graduate teaching assistants in their awakening stories. International Journal of Chinese Education. (In press).
Huang, T. & Lammers, J.(2023). Do students have an agency in informal video learning? A sociocultural perspective from Chinese L2. Language and Sociocultural Theory. Equinox Publishing.
Huang, T. (2022). Authentic online spaces for Chinese fan girls: Bubu fandom. Transformative Works and Cultures. 38.
Huang, T. (2019) Effects of visual aids on intermediate Chinese reading comprehension. Reading in a Foreign Language. 31 (2), 173–200.
Huang, T. & Lammers, J. C. (2018). A qualitative inquiry of video learning by Chinese L2 learners: Learning internalization, understanding social realities, and reflecting on challenges. Journal of Chinese as Second Language (CSL). 53(3), 257–294.
Huang, T. (2016). Review of a website: Chinese reading world, Journal of the Chinese Language Teachers Association, 51(1), 98–103.
Huang, T. (2015). Interactive teaching of writing in Chinese as a foreign language advanced level classes, Journal of Chinese Teaching and Research in the U.S., 107–119.
Huang, T. & Xu, J. P. (2014). The value of quotes of Shijing (Classic of Poetry) in Yiwen Leiju (a Chinese leishu [encyclopedia] completed during the Tang Dynasty), Chinese Classics and Culture, 91(4), 11–16.