Publications & Products

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

Accepted/Forthcoming

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. (Forthcoming). El-Mumtaaz: Contemporary Beginning Egyptian Arabic. Georgetown University Press. Washington, DC.

Retis, J., (Accepted/Forthcoming). The critical understanding of Latina/o/x/s and the News Media in the global scenarios. In Rodriguez, C., et al. (Eds.), Mujeres de la Comunicación, Bogotá: Ebert Stiftung FES Comunicación.

Retis, J. & Cueva, L.M. (Accepted/Forthcoming). The Routledge Companion to Latino/a/x Journalism. Abingdon, Oxon: Routledge.

2024

Antebi, N. (2024). Small Seeds, Big Change (Animated Short Film). 'What's Up, Docs?' Annual Documentary Showcase, presented by The School of Theatre, Film & Television, University of Arizona, Tucson, AZ. Key Community Partner: Jordan Sene. | View Product

Daly, D., Kuru, J., Fripp, A., & Schneider, N. (2024). Humans R Social Media - 2024 "Living Book" Edition. The iVoices Media Lab. The University of Arizona. | View Publication

Kokroko, K.J., Leipold, W. & Hovis, M. (2024). Applying a pedagogy of interdisciplinary and cross-cultural collaboration as socio-ecological practice in landscape architecture education. Socio-Ecological Practice Research. 6(1), 21–40. DOI: 10.1007/s42532-023-00175-5 | View Publication

Oraby, E. & Azaz, M. (2024). Arabic Learner Perceptions of Translanguaging: Destabilizing Language Hierarchies in Content-Based Instruction. Critical Multilingualism Studies. 11(1), 131-164. ISSN 2325–2871. | View Publication

Staples, S., Dang, A. and Wang, H. (2024). Learner Corpora in Corpus-Informed Instruction: Moving Toward an Asset- and Genre-Based Model. TESOL Quarterly. 58(3), 1166–1180. | View Publication

2023

Arocha, Z., Cueva Chacón, L.M., Retis, J., & Subervi-Vélez, F. (2023). NAHJ members in U.S. journalism and media education. National Association of Hispanic Journalists. | View Publication

Chacón, L. M. C., & Retis, J. (2023). ¿Qué pasa with American News Media? How Digital-Native Latinx News Serves Community Information Needs Using Messaging Apps. The ANNALS of the American Academy of Political and Social Science, 707(1), 237-255. | View Publication

Daly, D. (2023). What Do We Do with the Fruits of Open Educational Practices? A Case for Open Educational Collections. In "Information for a Better World: Normality, Virtuality, Physicality, Inclusivity." Lecture Notes in Computer Science. Springer Nature, 2023. DOI: doi.org/10.1007/978-3-031-28032-0_14 | View Publication

Daly, D., Leach, A. (2023). Coding Funds of Knowledge in the iVoices Media Lab: Student Stories About Technologies. In "Information for a Better World: Normality, Virtuality, Physicality, Inclusivity." Lecture Notes in Computer Science. Springer Nature, 2023. DOI: doi.org/10.1007/978-3-031-28035-1_29 | View Publication

Mugmon, M. (2023). Premieres Across History. Digital repository of University of Arizona student-authored work for use in music history classrooms. | View Product

Mugmon, M. (2023). Premieres Across History: Fate Sisters, World Premiere by composer Michael Vince, sponsored by CUES and the Fred Fox School of Music, University of Arizona, Tucson, AZ. | View Product

Sánchez-Muñoz, A. & Retis, J. (2023). Bilingual and Spanish Language Media in the U.S. as a Language Maintenance Tool Among Latinx Communities, Spanish as a Heritage Language, Vol. 3. No 2. | View Publication

Sepanloo, K., Chen, Y., Shevelev, D., Hinton, J., Aras, S., Son, Y-J., Newton, T., Carter, B., & Machtley, S. (2023). A Multi-Sensor Integrated with Augmented Reality System for Precise Nursing Education and Analysis. (Paper presentation). Institute of Industrial and Systems Engineers, IISE 2023, New Orleans, LA.

2022

Antebi, N. (2022). Ingrained (Animated Short Film). 'What's Up, Docs?' Annual Documentary Showcase, presented by The School of Theatre, Film & Television, University of Arizona, Tucson, AZ. Key Community Partner: Silvia Valdillez. | View Product

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

Bean, J. (2022). Reflections on the adoption of Building Performance Simulation in Architectural Education (Paper presentation). 2022 Building Performance Analysis Conference and SimBuild, Chicago, IL.

Boustead, A., Braitberg, V. & Sidi, D. (2022). Understanding database reconstruction: learn this one neat trick for identifying people in datasets!, 2020 CUES Spanning Boundaries Challenge: Developing Socially-Aware Quantitative Intuition, sponsored by CUES, University of Arizona, Tucson, AZ. | View Product

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., Smith, M. R., & Bao, D. (2022). The Incessancy of #gobacktothekitchen and Responses to Normalized Online Misogyny. Proceedings of the Association for Information Science and Technology, 59(1), 659-661. DOI: doi.org/10.1002/pra2.682 | 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

Mugmon, M. (2022). Premieres Across History: Meet at 12. World Premiere by composer Meggie Keung, sponsored by CUES and the Fred Fox School of Music, University of Arizona, Tucson, AZ. | View Product

Oraby, E. & Azaz, M. (2022). Translanguaging Practices in Content-Based Instruction in L2 Arabic. Applied Linguistics (OUP). DOI: doi.org/10.1093/applin/amac054 | 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

Sánchez-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

Simmons, C. (2022). The Cost of High Production Quality: A Preliminary Discussion of the Value of Production in Asynchronous Online Modalities. Proceedings of the 2022 Pacific Neighborhood Consortium Annual Conference and Joint Meetings (PNC), Tucson, AZ, pp. 1-6, DOI: 10.23919/PNC56605.2022.9982791. | 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

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

2021

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: doi.org/10.29140/ice.v4n1.442 | View Publication

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

Boustead, A., Braitberg, V. & Sidi, D. (2021). Herd COVID-19 Vaccination Challenge: An Online Policy Simulation for UArizona Students. 2020 CUES Spanning Boundaries Challenge: Developing Socially-Aware Quantitative Intuition, sponsored by CUES, University of Arizona, Tucson, AZ. | View Product

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

Daly, D. (2021). Social Media & Ourselves (Monthly Podcast). Produced by the iVoices Media Lab, University of Arizona, Tucson, AZ. | View Product

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

Kurtin, A., Forecki, M., McAndrew, A., and Mayer, B. (2021). The Experiential Learning Design Accelerator: Integrating Human-Centered Design With Student Learning Assessment. In A. Peck & D. DeSawal (Eds.), Applying Design Thinking to the Measurement of Experiential Learning (pp. 271-287). IGI Global. | View Publication

Mugmon, M. (2021). Premieres Across History: Ibero-American Landscapes. Livestream World Premiere by composer Edwin Guevara Gutiérrez, sponsored by CUES and the Fred Fox School of Music, University of Arizona Tucson, AZ. | View Product

2020

Abourehab, Y. & Azaz, M. (2020). Pedagogical translanguaging in community/heritage Arabic language learning. Journal of Multilingual and Multicultural Development. DOI: doi.org/10.1080/01434632.2020.1826496 | 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), 330-354. DOI: doi.org/10.32674/jise.v9i2.2273 | View Publication

Carter, B. (2020). Immersive Teaching Initiative. Pilot, Immersive Technologies for Teaching Initiative (ITTI) Program, sponsored by CUES, University of Arizona, Tucson, AZ.

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

Mugmon, M. (2020). Quintetto Profano, A Piano Quintet for Five Quarantined Musicians. Livestream World Premiere by composer Tom Peterson, sponsored by CUES and the Fred Fox School of Music, University of Arizona, Tucson, AZ. | View Product

Simmons, W., Alves, S., Chen, D., Hammer, L. (2020). Decolonial Pedagogy and Curriculum Inventory (DPCI). A Project of University of Arizona’s Human Rights Practice Program. | View Product

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. Available from: peer.asee.org/35056 | 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

2019

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

Pollard, J. (2019) UA Cross Fertilizing Academic Disciplines, Strategic Plan, University of Arizona, with Megan Baker, PhD Student, University of Arizona. | View Product