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Demonstrations
demonstrations
EngagedDialogue.ai: AISimulated Communication Practice for Bullying Intervention
EngagedDialogue.ai: AISimulated Communication Practice for Bullying Intervention
Presenters: Somya Luthra, Evan Ozmat
Showcase Advisor: Deborah Schussler
Abstract: In this hands-on demonstration, participants will directly engage with EngagedDialogue.ai, an AIdriven conversational practice tool designed to strengthen educators’ communication skills for responding to bullying and conflict. Traditional professional development often lacks the low-risk repetition and immediate feedback educators need to translate knowledge into action. Based on an earlier prototype developed by one of the presenters (see Schussler et al., 2017) EngagedDialogue.ai addresses this gap by providing unlimited, realistic practice grounded in evidence-based communication protocols. The platform simulates diverse student personas, emotional states, and cultural backgrounds to create culturally responsive, realistic scenarios. Participants receive immediate, targeted feedback on specific communication behaviors (e.g., emotion labeling, opened-ended question phrasing, and de-escalation skill) along with session transcripts for reflective review and professional development. EngagedDialogue.ai is designed to be highly scalable and equitable. It enables scenarios that are culturally, linguistically, and contextually relevant, and supports unlimited, on-demand practice to enhance efficacy and empathy.
Posters
posters
How Family and School Shape Immigrant Students’ Emotional Well Being and Academic Achievement
How Family and School Shape Immigrant Students’ Emotional Well Being and Academic Achievement
Presenters: Stephen Ai San Nap
Showcase Advisor: Aaron Benavot
Abstract: As the migrant student population grows, research often relies on deficit models and focuses heavily on reading while overlooking mathematics. Therefore, this paper examines how family background and school climate influence immigrant students’ emotional well being and academic achievement in English and mathematics in U.S. secondary schools. The review shows that emotional well being plays a key mediating role between family background, school climate and academic outcomes. Meanwhile, the literature suggests that language based deficit explanations do not operate in the same way across academic subjects. Reading functions as a language saturated domain where language proficiency as well as linguistic pressures strongly shape outcomes. In contrast, mathematics often operates differently and can become a space where immigrant students demonstrate their resilience as well as academic strength. Therefore, one single deficit explanation cannot fully capture immigrant students’ academic experiences. Instead, future research should examine subject specific outcomes using longitudinal data.