Publications

As part of its mission CUES aims to advance scholarship on teaching and learning in university education. These publications are authored by CUES Fellows and Grantees and stem from CUES-funded projects. Publications appear in alphabetical order by the first author.  Links to related projects are included.

  • Abourehab, Y. & Azaz, M. (2020). Pedagogical translanguaging in community/heritage Arabic language learning, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2020.1826496 | View Publication

  • Azaz, M. (in progress). Enhancing L2 Pragmatic Competence in Elementary Arabic Textbooks: The Role of Speech Acts in Egyptian Arabic. Foreign Language Annals, Wiley. 

  • Azaz, M. & Mohamed, A. (Accepted/Forthcoming). Contemporary Egyptian Arabic, Part I: A Textbook for Elementary Level. Georgetown University Press. Washington, DC.  

  • Azaz, M., & Abourehab, Y. (2021). Should Standard Arabic have “the lion’s share?”: Teacher ideologies in L2 Arabic through the lens of pedagogical translanguaging. Intercultural Communication Education, 4(1), 90–105. doi.org/10.29140/ice.v4n1.442 | View Publication

  • Azaz, M. (2020). Language program coordination during the pandemic: Challenges encountered and lessons learned. Second Language Research & Practice, 1(1), 174–178. Available from: hdl.handle.net/10125/69852 | View Publication

  • Baker, M., & Pollard, J.  (2020).  Student Learning in Interdisciplinary Team-Taught Courses Centered on a “Big Idea.” Journal of Interdisciplinary Studies in Education, 9(2), 338-360.  DOI: doi.org/10.32674/jise.v9i2.2273 | View Publication

  • Bean, J.  (2022). Cracking the Code: A New Perspective on Architectural Education. Proceedings of the Association of Collegiate Schools of Architecture Conference, May 18-20, 2022.

  • Bolger, M., Osness, J., Gouvea, J., Cooper, A. (2021). Supporting Scientific Practice through Model-Based Inquiry: A Students’ Eye View of Grappling with Data, Uncertainty and Community in a Laboratory Experience.  CBE—Life Sciences Education, 2021 20:4.  DOI: doi.org/10.1187/cbe.21-05-0128.| View Publication

  • Cooper, A.C., Southard, K.M., Osness, J.B., and Bolger, M.S. (2022). The Instructor’s Role in a Model-Based Inquiry Laboratory: Characterizing Instructor Supports and Intentions in Teaching Authentic Scientific Practices. CBE—Life Sciences Education, 2022 21:1.  DOI: doi.org/10.1187/cbe.21-07-0177 | View Publication

  • Daly, D. (2021). Humans R Social Media (Open Textbook Edition). The iVoices Media Lab. The University of Arizona. | View Publication

  • Dang, A., Conrad, N., and Staples, S. (2022). Adapting Corpus-Based Materials for Online Teaching in L2 Writing Courses. Second Language Writing News: The Newsletter of the Second Language Writing Interest Section of Teachers of English to Speakers of Other Languages (TESOL). | View Publication

  • Hammer, L., Simmons, W., Klimanova, L., Ed. Elliott, K. (2021). Multi-Nodal Virtual Exchange (VE) Pedagogy Across Continents. International Virtual Exchange Conference: Conference Proceedings. | View Publication

  • Hempel, B., Kiehlbaugh, K., Blowers, P. (2020). Scalable and Practical Teaching Practices Faculty Can Deploy to Increase Retention: A Faculty Cookbook for Increasing Student Success. Education for Chemical Engineers, 33, 45-65.  DOI: doi.org/10.1016/j.ece.2020.07.004 | View Publication

  • Kurtin, A., Forecki, M., McAndrew, A., and Mayer, B. (2021). The Experiential Learning Design Accelerator: Integrating Human-Centered Design Thinking With Student Learning Assessment. Pp. 271-287 in Adam Peck and Danielle DeSawal  (eds.) Applying Design Thinking to the Measurement of Experiential Learning. Hershey (PA): IGI Global. | View Publication

  • Mayer, B., Blume, A., Black, C., and Stevens, S. (2019). Improving Student Learning Outcomes through Community-based Research: The Poverty Workshop. Teaching Sociology 47(2): 135-147. | View Publication

  • Puente, T., Retis, J., Aguilar, A. & Ayala Rico, J., editors. (2022). Reporting on Latino/a/x Communities: A Guide for Journalists. Abingdon, Oxon: Routledge. | View Publication

  • Sanchez Muñoz, A. & Retis, J., editors. (2022). Communicative Spaces and Media in Bilingual Contexts: Discourses, Synergies, and Counterflows in Spanish and English. Abingdon, Oxon: Routledge. | View Publication

  • Subbian, V., & Shaw, L., & Halpin, C. (2022). Ethical Decision-Making Frameworks for Engineering Education: A Cross-Disciplinary Review. Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. Available from: peer.asee.org/41669. | View Publication

  • Subbian, V., & Shaw, L. R. (2020). Piloting an Adaptive Ethical Decision-making Tool for Engineering Students. Paper presented at 2020 American Society for Engineering Education (ASEE) Virtual Annual Conference, Jun, 2020. Available from: peer.asee.org/35056. | View Publication

  • Truitt, S., Bean, J., Sullivan, J., Paranjothi, G. & Moe, A.  (2022). Completing the Circuit: Workforce Development for Advanced Building Construction and Grid-Interactive Efficient Buildings. Golden, CO: National Renewable Energy Laboratory. NREL/TP-5500-80480. | View Publication

  • Velázquez, A., Conrad, N. Staples, S., & Sanchez, K. (2020). Applying learner corpus data in second language writing courses. Second Language Writing News: The Newsletter of the Second Language Writing Interest Section of Teachers of English to Speakers of Other Languages (TESOL). | View Publication