In this episode of Evidence for Education, we talk with Dr. Jenni Buckley, a Professor of Mechanical Engineering at University of Delaware, about the powerful connection between mechanical engineering, community engagement, and student learning. Dr. Buckley’s work sheds light on how a well-designed engineering curriculum can enhance student learning outcomes and create meaningful changes in our daily lives. We explore how these effects vary across academic environments, communities, and teacher experience levels.

If you care about engineering, science education, STEAM learning, research-practice partnership, or professional development, this episode offers insight, evidence, and hope. Tune in to learn how science can be a bridge—not a barrier—and why supporting students and teachers with diverse opportunities means creating future innovators.

For more information, please visit https://me.udel.edu/

In this episode of Evidence for Education, we’re joined by Dr. Nigel Caplan, Dr. Adrian Pasquarella, and Jamie Janick, the team behind Project DELITE at the University of Delaware, for an urgent and inspiring conversation about the growing need to support multilingual learners (MLLs) in today’s schools. As Delaware experiences one of the fastest-growing multilingual student populations in the nation, many educators are stepping up—but they need better preparation, more support, and systemic change to do this work well.

Our guests walk us through the design and impact of Project DELITE, a federally funded initiative providing free certification and professional development to Delaware teachers and paraprofessionals who want to better serve MLLs. We hear how this program not only strengthens instructional strategies, but also builds teacher confidence and fosters statewide communities of practice—breaking down isolation and lifting up multilingualism as a powerful classroom asset.

We also dig into the policy side: why certification matters, how current systems often create barriers for experienced paraprofessionals, and what changes are needed to create sustainable, equitable pathways for all educators to learn how to support multilingual students.

If you care about educational equity, teacher development, or the future of inclusive schooling, this episode offers insight, evidence, and hope. Tune in to learn how language can be a bridge—not a barrier—and why supporting multilingual learners means supporting all learners.

For more information visit: https://sites.udel.edu/project-delite/

Episode Description:

In this episode of Evidence for Education, we welcome back returning guest Dr. Leigh McLean to discuss her latest research on the powerful role of teacher emotions in shaping student engagement and learning. Building on her earlier work on teacher well-being, Dr. McLean shares new insights into how teachers' emotional experiences vary across different subjects—and how these emotions ripple out to influence students.

We explore how emotional transmission works, why younger students are especially sensitive to their teachers' feelings, and how factors like socioeconomic status can amplify or diminish these effects. A major finding we discuss is that science stands out from other disciplines: teachers’ and students’ emotions around science are often more dynamic and bidirectional than in subjects like math or reading. We reason through why that might be—and what it means for teacher preparation, classroom practice, and education policy.

If you care about the future of teaching, teacher retention, or student engagement, this is an episode you won’t want to miss.

Guest’s work:

McLean, L., Janssen, J., Espinoza, P., Lindstrom Johnson, S., & Jimenez, M. (2023). Associations between teacher and student mathematics, science, and literacy anxiety in fourth grade. Journal of Educational Psychology, 115(4), 539–551. https://doi.org/10.1037/edu0000790

McLean, L., & Jones, N. (2025). Using an observational measure of elementary teachers’ emotional expressions during mathematics and English language arts to explore associations with students’ content area emotions and engagement. Contemporary Educational Psychology, 80, 102352. https://doi.org/10.1016/j.cedpsych.2025.102352

McLean, L., Espinoza, P., Janssen, J., Jimenez, M., & Lindstrom Johnson, S. (2024). Relationships between elementary teachers’ enjoyment and students’ engagement across content areas and among student groups. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000633