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School of Education

Qi Shi, Ph.D.

Director of the Center for Research and Evaluation, Professor, School Counseling
Qi Shi

Education

The George Washington University
Doctor of Philosophy, Counselor Education with a specialization in school counseling, 2014

Drake University
M.S., School Counseling, 2009

Beijing International Studies University
B.A., English, 2003

Biography

Qi Shi received her Ph. D. in counselor education from the George Washington University. Dr. Shi has published and presented in the areas of school counselors’ role in personal, social, and academic development of underrepresented student populations (e.g., immigrant students, English Language Learners), group counseling, and international school-based counseling policy and evaluation.  

Grants & Funding (selected)

  • PI, Latinas’ Resistance Behaviors at Predominantly White Institutions and Hispanic Serving Institutions: An Intersectional View. National Science Foundation (funded), $498,270, 2023-2026
  • Co-PI, Loyola University Maryland Noyce STEM Teacher Education Program (CREST): Recruiting, Preparing and Retaining High-Quality STEM Teachers. National Science Foundation (funded), $1,199,042, 2023-2028.
  • PI, I Am/Was a Latina English Learner in STEM: A Phenomenological Analysis of Interest, Access, and Persistence. National Science Foundation (NSF), $193,853 (funded), 2020-2023.
  • Evaluator, Loyola’s Empowering STEM Scholars for Success (Empowered). National Science Foundation (funded), $1,997,766, 2025-2030
  • Evaluator, Loyola University Maryland School Counseling Scholarship Program: Culturally Responsive and Inclusive School-Counselor Preparation (CRISP), Department of Education, (funded), $3,342,606, 2023-2028

Awards

  • Faculty Award for Excellence in Engaged Scholarship, Loyola University Maryland, 2021
  • Loyola Digital Pedagogy Fellowship, 2019
  • Hoen Award, Loyola University Maryland, 2017
  • AERA Division E Early Career Mentoring Program Award, 2017
  • Digital Pedagogy Fellowship, School of Education, Loyola University Maryland, 2015
  • Dissertation Fellowship, The George Washington University, Summer 2013
  • Poster Presentation Award by the Society of Group Psychology and Group Psychotherapy at the 2011 American Psychological Association Convention

Research Interests

Dr. Shi’s research interests include school counselors’ role in personal, social, and academic development of underrepresented student populations in K-12 schools, broadening the participation for immigrant youth and English Language Learners in Science, Technology, Engineering and Math (STEM) majors and careers, and school counseling profession’s development in international contexts. Moreover, she has been working on developing partnerships with local community agencies to provide Loyola school counseling students early exposure/experiential learning opportunities to work with immigrant youth and English Learners in Baltimore.

Publications (selected)

  • Lambrinou, M., & Shi, Q. (2025). “We deserve to take up space”: Exploring Latinas’ resistance behaviors in engineering at a Southwestern Hispanic Serving Institution. Manuscript accepted for publication the Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000663
  • Shi, Q., Sink, C. A., & Mullen, P. R. (2024). A Call for Policy Research in School-based Counseling: Editors’ Perspective on the Past, Present, and Future of JSCPE. Journal of School-Based Counseling Policy and Evaluation, 6(2), 82-85. https://doi.org/10.25774/xwd4-q718
  • Shi, Q., Phillips, K., & Lambrinou, M. (2024). Latina English Learners’ persistence in STEM undergraduate programs: framed within the Community Cultural Wealth Model. International Journal of Qualitative Studies in Education, 1–20. https://doi.org/10.1080/09518398.2024.2386238
  • Shi, Q. (2023). Counseling English Language Learners in K-12 Schools. Conference proceedings in The Maryland International Education Consortium (MIEC) Teaching English to Speakers of Other Languages (TESOL) 2023.
  • Shi, Q., *Phillips, K., Davis, J., & Hines, E. (2023). Challenges experienced by Latina English Learners in STEM undergraduate programs: Framed within LatCrit and Intersectionality. Journal of Latinos and Education.DOI: 10.1080/15348431.2023.2256851
  • Shi, Q., *Phillips, K., & Davis, J. (2023). Latina English Learners’ sense of belonging in STEM programs: An intersectional view. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000518
  • Shi, Q., *Phillips, K., Moody, D., & Cordova, T. (2023). Adapted Strong Kids Curriculum for English Language Learners (ELLs) during COVID-19. Professional School Counseling (PSC), 27(1), 1-11. 

Professional Activities/Services

  • Panelist on National Science Foundation (NSF) review panel, 2025, 2024, 2023
  • Editor (July 2024-present) and Associate Editor (2019-2024), Journal of School-Based Counseling Policy and Evaluation
  • Research Board Member & Institutional Lead, Baltimore Education Research Consortium (BERC), September 2019-present
  • Executive Board Member, International Society for Policy Research and Evaluation in School-Based Counseling (ISPRESC), May 2017-present
  • Advisory Council, Evidence-Based School Counseling Conference, 2023-2024