FERNANDO RUBIO

Curriculum Vitae

FERNANDO RUBIO portrait
  • Director, UOnline Curriculum Enhancement and Innovation, Undergraduate Studies
  • Co-Director, Second Language Teaching and Research Center, College Of Humanities
  • Associate Professor, World Languages and Cultures

Publications

Publications

  • Tschirner, E., Hacking, J. & Rubio, F. (in progress). Reading Proficiency and Vocabulary Size: An Empirical Investigation. In Ecke, P. & Rott, S. (eds.) Understanding Vocabulary Learning and Teaching: Implications for Language Program Development. Boston: Cengage/Heinle. In progress, 12/26/2016.
  • Hacking, J., Rubio, F. & Tschirner, E. (in progress). Vocabulary size, reading proficiency and curricular design: The case of college Chinese, German, Russian and Spanish. In Gass, S. & Winke, P. (eds.), The Power of Performance-Based Assessment: Languages as a Model for the Liberal Arts Enterprise. New York, NY: Springer. In progress, 12/22/2016.
  • Tschirner, E., Gass, S., Hacking, J., Rubio, F., Soneson, D., Winke, P. (in progress). The Role of Listening in the Growth of Speaking Ability. In Gass, S. & Winke, P. (eds.), The Power of Performance-Based Assessment: Languages as a Model for the Liberal Arts Enterprise. New York, NY: Springer. In progress, 12/22/2016.
  • Rubio, F., Hacking, J. (in progress). Proficiency vs. Performance: what do the tests show? In Gass, S. & Winke, P. (eds.), The Power of Performance-Based Assessment: Languages as a Model for the Liberal Arts Enterprise. New York, NY: Springer. In progress, 12/22/2016.
  • Richardson, S., Baker, M. & Rubio, F. (in progress). Relationship between instructor engagement and student engagement in a large-enrollment asynchronous online course. In progress, 12/21/2016.
  • Rubio, F. & Mizza, D. (in progress). High-Leverage practices for blended language learning: Towards a successful implementation in the Blended Language Learning Path. In Palalas, A. (ed.), Blended Language Learning: International Perspectives on Innovative Practice. China Central Radio & TV University Press. In progress, 12/20/2016.
  • Rubio, F., Thomas, J. & Li, Q. (in progress). The role of teaching presence and student participation in Spanish blended courses. In Thomas, M. & Gelan, A. (eds.), Analytics in Online Language Learning and Teaching. CALICO Monograph 2017. In progress, 12/20/2016.
  • Mizza, D. & Rubio, F. (under contract). Blended Language Learning: Designing Effective Courses in Higher Education. Cambridge, UK: Cambridge UP. Accepted, 12/20/2016.
  • Watzinger-Tharp, J. & Rubio, F. (in progress). The linguistic performance of dual language immersion students. In progress, 12/14/2016.
  • Hacking, J. & Rubio, F. (2016). A proficiency based articulation project between post-secondary institutions. In Urlaub, P. & Watzinger-Tharp, J. (eds.), The Interconnected Language Curriculum: Critical Transitions and Interfaces in Articulated K-16 Contexts. Boston: Cengage/Heinle. Published, 11/17/2016.
  • Rubio, F. & Cannon, T. (forthcoming, 2017) Juntos: Beginning Spanish. Cengage/Heinle. In progress, 01/24/2016.
  • Rubio, F., Fuchs, C. & Dixon, E. (2016). Language MOOCs: Better by design. In E. Martín-Monje (ed.), Technological Advances in Specialized Linguistic Domains. London, UK: Routledge. Published, 01/24/2016.
  • Rubio, F. (2015) The role of interaction in MOOCs and traditional technology-enhanced language courses. In E. Dixon & M. Thomas (Eds.), Researching Language Learner Interaction Online: From Social Media to MOOCs. CALICO Monograph 2015. Published, 06/30/2015.
  • Rubio, F. (2015). Assessment of oral proficiency in online language courses: Beyond reinventing the wheel. Modern Language Journal.. Published, 01/28/2015.
  • Rubio, F. (2014). Teaching pronunciation and comprehensibility in a language MOOC. In Monje, E. & Barcenas, E. (eds) Language MOOCs: providing learning, transcending boundaries. Berlin: De Gruyter Open. (143-160). Published, 12/19/2014.
    http://www.degruyter.com/viewbooktoc/product/45567...
  • Dulfano, Isabel & Rubio, Fernando (2014). Reset or forge ahead? Is there a future and ‘value’ in the study of Spanish? Historical trends and calculations of the merit or dollar worth of the language. Informa UK Limited. Vol. 35(2), 139-150. Published, 2014.
  • Rubio, F. (2014). Boundless education: The case of a Spanish MOOC. FLTMAG.. Published, 03/20/2014.
    http://fltmag.com/the-case-of-a-spanish-mooc/
  • Dulfano, I and Rubio, F. (2013). Reset or forge ahead? Is there a future and value in the study of Spanish? Journal of Multilingual and Multicultural Development. Published, 11/13/2013.
    http://www.tandfonline.com/doi/full/10.1080/014346...
  • Rubio, Fernando (2013). AAUSC Hybrid Language Teaching and Learning 2012. Heinle & Heinle Pub. Published, 01/01/2013.
  • Rubio, Fernando (2012). Software Review: Acceso. Computer Assisted Language Instruction Consortium (CALICO). Vol. 29(2), 398-405. Published, 2012.
  • Rubio, F. & Thoms, J. (eds) (2012). Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues. Boston: Cengage/Heinle. Published, 11/2012.
    http://www.cengage.com/search/productOverview.do?N...
  • Hybrid language Teaching and Learning: Looking Forward. In Rubio, F. & Thoms, J. (eds) Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues. Boston: Cengage/Heinle. Published, 11/2012.
    http://www.cengage.com/search/productOverview.do?N...
  • Blended learning and L2 proficiency. In Rubio, F. & Thoms, J. (eds) Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues. Boston: Cengage/Heinle. Published, 11/2012.
    http://www.cengage.com/search/productOverview.do?N...
  • “Acceso” CALICO Journal, 29 (2), 398-405 CALICO Journal. Published, 01/2012.
  • Mal de muchos: la influencia del inglés en el español médico. Boletín de Pediatría, 2009, 49, 217-219. Published, 01/01/2009.
  • Rubio, F. & Rubio, L. Tercer Milenio: Composición y Gramática. GRT-Kendall Hunt: Dubuque, IA 2009. Published, 01/01/2009.
  • RUBIO, FERNANDO (2008). Problems in SLA by LONG, MICHAEL L. Wiley-Blackwell. Vol. 92(3), 479-480. Published, 2008.
  • “Second and Foreign Language Learning through Classroom Interaction”. Language 78, 3 607-8. Published, 01/01/2008.
  • “Problems in SLA”. Modern Language Journal 92, 479-80. Published, 07/07/2007.
  • “El uso de estrategias comunicativas entre hablantes avanzados de español.” Chapter in Álvarez, A. et al. (eds.) La competencia pragmática y la enseñanza del español como lengua extranjera. Oviedo, Spain: Universidad de Oviedo 2006. 547-556. Published, 01/01/2006.
  • Weblinks for Aventuras, Panorama 2nd ed., Viva, and Vistas. Vista Higher Learning. Published, 05/01/2003.
    http://www.vistasonline.com/aventuras/instructors/...
  • “Online feedback in foreign language writing.” Chapter in Cooke-Plagwitz, J. & Lomika, L. (eds.) Best Practices for Using Technology to Teach and to Learn in the Foreign Language Classroom. Boston: Heinle & Heinle 2003. 9-18. Published, 01/01/2003.
  • “Structure and complexity of oral narratives in advanced level Spanish: a comparison of three learning backgrounds.” Foreign Language Annals (Special Issue) 2003, 36, 4 537-45. Published, 01/01/2003.
  • “Linguistics for L2 Teachers”. Language 78, 2 366-7. Published, 01/01/2002.
  • “Psychological verbs in Spanish: Two teaching approaches,” Academic Exchange Quarterly (Fall 2001). 136-141. Published, 10/01/2001.
  • “Causative-accusative Verbs in TCL.” Chapter in Scarlett, E. & Wescott, H. (eds.) Convergencias Hispánicas: Selected Proceedings and Other Essays on Spanish and Latin American Literature, Film, and Linguistics. Newark, DE: Cuesta 2001. 287-97. Published, 05/01/2001.