Chemistry assessments shape not only what students know, but how they interpret what kinds of reasoning are valued. For multilingual learners (MLs), linguistic complexity in assessment items can constrain access to epistemological resources, masking conceptual understanding. This study examines how undergraduates' epistemological framing and resource activation are influenced by linguistic features of stoichiometry items, with attention to language background. We introduce translinguistic framing, an epistemological frame describing how MLs orient to disciplinary tasks by coordinating linguistic and semiotic resources. We conducted semi-structured think-aloud interviews with 40 undergraduates (23 English monolingual, 17 multilingual) in an introductory chemistry course at a research-intensive U.S. university. Participants examined stoichiometry item pairs combining original and linguistically revised versions. Using Hammer and Elby's (2003) epistemological resources framework, we analyzed how students framed each task and what knowledge they drew upon. Findings reveal three interrelated frames—answer-making, sensemaking, and translinguistic framing—flexibly activated depending on item design, time constraints, and linguistic load. MLs faced barriers when chemistry terminology differed from classroom language, often shifting to symbolic or procedural representations. Emotional and strategic stances, including anxiety and time-aware strategizing, further mediated resource activation, limiting conceptual engagement. Translinguistic framing, in contrast, enabled MLs to sustain disciplinary reasoning by integrating first-language terms, English keywords, and symbolic notation. This study expands models of epistemological framing by highlighting an epistemic dimension of science assessment. Implications for equitable assessment design include minimizing unnecessary linguistic complexity, offering multimodal scaffolds, and recognizing translinguistic framing as a legitimate epistemological stance supporting opportunities to demonstrate conceptual understanding.

This study explored the role of educational leaders in integrating artificial intelligence (AI) into rural K-12 STEM education. The research focused on the perceptions, strategies, and barriers that educational leaders face in navigating AI integration, particularly in the unique context of rural schools. Drawing on survey and focus group data from rural school leaders, this study examined how rural educational administrators perceive AI's potential and the challenges associated with its adoption. It provided insights into leadership strategies for addressing infrastructural limitations, fostering professional development, and ensuring equitable AI adoption. Ultimately, this research aimed to empower rural educational leaders to harness AI technologies to enhance STEM education.

This study explores undergraduate chemistry students' epistemic frames for stoichiometry assessment items.We interviewed 40 introductory chemistry students to understand their experiences of a selection of items which were presented as pairs containing one traditional format item, typical of what is used in their undergraduate course, and a revised form, modified following principles of the Equitable Framework for Classroom Assessment (Siegel, 2007).Our analysis suggests that how the item is presented (i.e., as an exam or homework item) is very important to students' epistemic frame and goals.We found that students perceive efficiency (of time) as one key affordance of conceptual problems.Finally, students are cognizant of differences in problems that elicit understanding of concepts rather than mere mathematical manipulation and place substantial value on the former.Our study is a step towards forms of items that support learning aims and assessment aims as joint goals.