Faculty Research

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Last Updated: Oct 16, 2025, 01:43 PM

Cheng-Yao Lin

Dr. Cheng-Yao Lin

Dr. Cheng-Yao Lin was invited by Professor Yenealem Ayalew Degu, a Mathematics Educator, Career Promoter, and Learning Facilitator at Kotebe University of Education, Addis Ababa, Ethiopia, to deliver a webinar on mathematics education.
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Yvonne Hunter

Dr. Yvonne Hunger Dr. Yvonne Hunter has published a peer-reviewed article titled "Empowering Veterans in Career Transition: The Development of a Model for Overcoming Imposter Syndrome in the Civilian Workforce" in New Horizons in Adult Education and Human Resource Development. This work explores the often-overlooked experience of imposter syndrome among veterans as they transition to civilian careers. Grounded in human resource development (HRD) principles, the article introduces the Hunter Model—a practical, research-informed framework aimed at helping veterans reframe their military competencies and navigate identity shifts in the civilian workforce.
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Alex J. Armonda

Alex J. ArmondaAlex J. Armonda serves as Assistant Professor (Curriculum Theory) in the School of Education. He teaches courses on educational foundations in the Curriculum and Instruction program. Alex started his career in education as a middle school ELA teacher in Chicago. Prior to arriving at SIU, he earned his PhD at UT Austin (Cultural Studies in Education). Alex's research explores new intersections in critical pedagogy, critical theory, and educational philosophy.
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Cheng-Yao Lin

Dr. Cheng-Yao LinDr. Cheng-Yao Lin was invited by Professor Yenealem Ayalew Degu, a Mathematics Educator, Career Promoter, and Learning Facilitator at Kotebe University of Education, Addis Ababa, Ethiopia, to deliver a webinar on mathematics education. Dr. Lin will be presenting "Ten Answers: Why Multiplying Two Negatives Is Positive," which was published in NCTM's Mathematics Teacher: Learning and Teaching PK-12, with Dean Angela Barlow as the Chief Editor. Dr. Lin's discussion on mathematics education will also be presented during the SIU Education Day.

Dr. Lin graduated from the University of Illinois at Urbana-Champaign and is currently a Professor of Mathematics Education at Southern Illinois University Carbondale. He has secured significant funding for his research, notably through the Fulbright U.S. Scholar Program (2022) and the Fulbright Specialist Program (2017). His research interests include integrating technology into mathematics education, preparing pre-service teachers, and conducting cross-cultural research on pre-service teachers' understanding of fractions. He has published numerous articles in peer-reviewed journals focused on mathematics education research.

Yvonne Hunter

Dr. Yvonne Hunger Dr. Yvonne Hunter has published a peer-reviewed article titled "Empowering Veterans in Career Transition: The Development of a Model for Overcoming Imposter Syndrome in the Civilian Workforce" in New Horizons in Adult Education and Human Resource Development. This work explores the often-overlooked experience of imposter syndrome among veterans as they transition to civilian careers. Grounded in human resource development (HRD) principles, the article introduces the Hunter Model—a practical, research-informed framework aimed at helping veterans reframe their military competencies and navigate identity shifts in the civilian workforce.

Key contributions include:

  • A comprehensive review of imposter syndrome's causes and impact on veteran well-being and workforce integration
  • The introduction of a model that centers HRD professionals in the design of supportive, inclusive transition strategies
  • Actionable guidance for translating military experience into civilian-recognized qualifications and confidence

This article adds to the limited, yet growing body of research focused on veterans’ career transitions, mental health, and workplace inclusion—areas that deserve far more attention in academic and professional circles.

Dr. Hunter states, “I hope this work inspires further dialogue, research, and most importantly, action in support of those who’ve served. Special thanks to all veterans and military personnel for your service—and to my colleagues in HRD for the continued work in building affirming, purpose-driven post-military pathways.”

Alex J. Armonda

Alex J. ArmondaAlex J. Armonda serves as Assistant Professor (Curriculum Theory) in the School of Education. He teaches courses on educational foundations in the Curriculum and Instruction program. Alex started his career in education as a middle school ELA teacher in Chicago. Prior to arriving at SIU, he earned his PhD at UT Austin (Cultural Studies in Education). Alex's research explores new intersections in critical pedagogy, critical theory, and educational philosophy.

Research Spotlight

In August, Alex published his first book, A Lacanian Foundation for Critical Pedagogy.

This new book sets out from Paulo Freire's claim that the problem-posing model of education works as a “kind of psychoanalysis,” and deploys a Lacanian perspective to rearticulate the theoretical and practical principles of critical pedagogy.

A Lacanian Foundation for Critical Pedagogy is now available for purchase through Bloomsbury in hardcover, and (soon) in open access format through Bloomsbury Collections.

A Lacanian Foundation for Critical Pedagogy

Earlier this year, Alex also published a new edited volume (with De Lissovoy and Bailón) titled Teaching as Radical Logic.

Starting from an engagement with the philosophical traditions of dialectics and analectics, and challenging familiar partitions between academic orientations and disciplines, this volume extends currents in critical theory to offer original analyses of the fundamental organization of capitalism and coloniality in schooling and beyond.

A Lacanian Foundation for Critical PedagogyIn addition to serving as editor, Alex also contributed a chapter to this volume (alongside Adam Martinez). Teaching as Radical Logic is available for purchase in both hardcover and e-book formats.

Conclusion

Alex is excited to share his recent research with the SIU community, but he believes that studying and learning with SIU students is the best part of the job. Alex's work has found a welcoming home at SIU, and he is eager to share that home with prospective graduate and undergraduate students who are committed to the critical study of education.