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Gleason, J. (2026). Adding the Content Back in: Technology-Assisted PBLL across the FL Curriculum. In Project-Based Learning in Language and Content Teacher Education (p. Chapter 9). Routledge. https://doi.org/10.4324/9781003636588-11

In response to a call for PBLL to address language learners’ 21st-century needs, the present chapter showcases two examples of technology-assisted PBLL (TAPBLL) carried out in 100- and 300-level Spanish courses at a regional public university in the eastern United States. The TAPBLL using Generative AI chatbots in the lower-division Spanish course exemplified how content could be foregrounded in foreign language (FL) courses that might otherwise tend to overemphasize grammar. The TAPBLL using collaborative online international learning as a virtual exchange project in an (or the) upper-division course exemplifies how content can be prioritized early and often through projects that address learners’ 21st-century needs. When woven throughout the FL curriculum, TAPBLL can successfully build learners’ bilingualism, digital literacies, and cultural competence while at the same time working to counteract decreasing FL enrollments and imprudent narratives concerning the inapplicability of FL instruction to learners’ future academic and career goals.

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Hos, R., & Seloni, L. (2025). Racial Literacy Development of Pre-Service Teachers: Exploring Race, Culture, Language, and Privilege through TESOL Course Work. In Preparing Antiracist ESOL Professionals: Linguistic Equity for Multilingual Learners (pp. 23–50). Routledge. https://doi.org/10.4324/9781003434368

This chapter presents a multi-institutional study that explores 38 pre-service English to Speakers of Other Languages (ESOL) teachers’ identity development in

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Harry, C. (2026). Schelling & Plato. In Palgrave handbooks in German idealism (pp. 363–388). Springer International Publishing. https://doi.org/10.1007/978-3-031-18336-2_14

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Njoku, A., & Agbalenyo, M. (2026). Climate justice: access to safe drinking water and health—a legal discourse (pp. 279–295). https://doi.org/10.1007/978-3-032-12074-8_14

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Njoku, A., & Agbalenyo, M. (2026). Consumption patterns of drinking water and its impact on public health (pp. 39–57). https://doi.org/10.1007/978-3-032-12074-8_3

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Haitos, A. (2025). John Dewey. In J.B. Metzler eBooks (pp. 193–197). J.B. Metzler. https://doi.org/10.1007/978-3-476-06012-9_27

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Haitos, A. (2025). John Locke. In J.B. Metzler eBooks (pp. 159–163). J.B. Metzler. https://doi.org/10.1007/978-3-476-06012-9_20

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Haitos, A. (2025). Zeitloser Gegenstand. In J.B. Metzler eBooks (pp. 419–423). J.B. Metzler. https://doi.org/10.1007/978-3-476-06012-9_78

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Njoku, A., Molla, A., & Tohura, S. (2025). Health behavior and health promotion theories: application in environmental sciences and health. In Handbook of Concepts in Health, Health Behavior and Environmental Health (pp. 1–24). https://doi.org/10.1007/978-981-97-0821-5_123-1

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Øien, R., Nordahl‐Hansen, A., Skarbek, S., Tolkin, S., & Volkmar, F. (2025). Considering emerging, complementary, and alternative treatments. In Handbook of Evidence-Based Practices in Autism Spectrum Disorder (pp. 389–401). https://doi.org/10.1007/978-3-031-78143-8_15

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Reichow, B., Doehring, P., & Volkmar, F. (2025). Evidence-based practices in autism: where we started to where we are now. In Handbook of Evidence-Based Practices in Autism Spectrum Disorder (pp. 3–14). https://doi.org/10.1007/978-3-031-78143-8_1

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Volkmar, F., Doehring, P., & Reichow, B. (2025). Evidence-based practices and treatments in autism spectrum disorder: concluding thoughts. In Handbook of Evidence-Based Practices in Autism Spectrum Disorder (pp. 525–534). https://doi.org/10.1007/978-3-031-78143-8_22

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Lee, Y., Carrigan, B., Clontz, S., Couch, P., Jones, C., Noble, A., Owens, A., & Pang, Y. (2026). MaPP Challenge : Giving a Taste of Contemporary Mathematics Research to Secondary Students in a Puzzle‑Based Outreach Program. In Mathematics Outreach: Examples and Impact from Across the Globe (pp. 225–244). Emerald Group Publishing Ltd. https://doi.org/10.1108/978-1-80686-177-420261012

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Goralski, M., & Górniak-Kocikowska, K. (2026). Human Intelligence and Artificial Intelligence in Collaboration: Change Management, Creative Performance, and Societal Expectations. In Future of business and finance: Part F1779 (pp. 73–88). Springer International Publishing. https://doi.org/10.1007/978-3-032-06604-6_5

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Kolpak, A. M., Walker, F. J., Reiner, J. W., Segal, Y., Su, D., Sawicki, M. S., Broadbridge, C. C., Zhang, Z., Zhu, Y., Ahn, C. H., & Ismail-Beigi, S. (2025). Interface-Induced Polarization and Inhibition of Ferroelectricity in Epitaxial SrTiO3/Si. In C. Ahn, S. Chambers, A. A. Demkov, J. Ekerdt, B. Jalan, L. Kornblum, J. Ngai, A. Posadas, & F. Walker (Eds.), Handbook Of Molecular Beam Epitaxy Of Oxide Materials (In 3 Volumes) (Vols. 1–3, p. 3:97-3:100). World Scientific Publishing Co. https://doi.org/10.1142/9789819807000_0013

We use SrTiO3/Si as a model system to elucidate the effect of the interface on ferroelectric behavior in epitaxial oxide films on silicon. Using both first-principles computations and synchrotron x-ray diffraction measurements, we show that structurally imposed boundary conditions at the interface stabilize a fixed (pinned) polarization in the film but inhibit ferroelectric switching. We demonstrate that the interface chemistry responsible for these phenomena is general to epitaxial silicon-oxide interfaces, impacting on the design of silicon-based functional oxide devices. © 2026 by World Scientific Publishing Co. Pte. Ltd.

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Endo, N., Ghezzi, L., Goto, S., Hong, J., Iai, S.-I., Kobayashi, T., Matsuoka, N., & Takahashi, R. (2025). Rings with q-torsionfree canonical modules. In Commutative Algebra (pp. 405–426). Walter de Gruyter GmbH. https://doi.org/10.1515/9783110999365-014

Let A be a Noetherian local ring with canonical module KA. We characterize A when KA is a torsionless, reflexive, or q-torsionfree module for an integer q ≥ 3. If A is a Cohen–Macaulay ring, H.-B. Foxby proved in 1974 that the A-module KA is q-torsionfree if and only if the ring A is q-Gorenstein. With mild assumptions, we provide a generalization of Foxby’s result to arbitrary Noetherian local rings admitting the canonical module. In particular, since the reflexivity of the canonical module is closely related to the ring being Gorenstein in low codimension, we also explore quasinormal rings, introduced by W. V. Vasconcelos. We provide several examples as well. ©2025 Walter de Gruyter GmbH,Berlin/Boston.

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Hong, J., & Morey, S. (2025). Hilbert coefficients and Sally modules: a survey of Vasconcelos’ contributions. In Commutative Algebra (pp. 97–132). Walter de Gruyter GmbH. https://doi.org/10.1515/9783110999365-004

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Ghezzi, L., & Hong, J. (2025). Degrees: Vasconcelos contributions. In De Gruyter Proc. Math. (pp. 203–240). Walter de Gruyter GmbH. https://doi.org/10.1515/9783110999365-006

A degree of a module M is a numerical measure of information carried by M. We highlight some of Vasconcelos’ outstanding contributions to the theory of degrees, bridging commutative algebra and computational algebra. We present several degrees he introduced and developed, including arithmetic degree, jdeg, homological degree, cohomological degrees, canonical degree, and bicanonical degree. For the canonical and bicanonical degrees, we discuss recent developments motivated by our joint works [25, 19, 9]. ©2025 Walter de Gruyter GmbH,Berlin/Boston.

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Yang, C., Ivanova, E., & Ivanova, M. (2026). Framing the future: how museums shape sustainability mindsets in business education. In E. Ivanova, I. Rimanoczy, & D. Singhal (Eds.), The Power of Arts-Based Pedagogies: Transforming Mindsets to Shape Our Future (pp. 224–239). Taylor and Francis. https://doi.org/10.4324/9781003666325-16

Recent research proposes that arts-integrated teaching approaches in business education can nurture students' aesthetic sensitivity and emotional capacities, such as self-awareness and empathy. In this chapter, we examine the pedagogical possibility of art appreciation in art museums as a consciousness-raising practice, especially for the sake of cultivating business students' environmental awareness in two different contexts. We have analyzed American and Russian students' reflective essays based on their museum visits in order to explore how business students make sense of their aesthetic experiences and how art appreciation helps them to develop their sustainability mindset in a creative learning space. Through attentive viewing of the works of art, students have learned some key insights from their aesthetic appreciation at art museums. These insights not only facilitated honing their emotional skills, but also deepened their environmental awareness and heightened their sense of personal empowerment to act upon these newly acquired insights and values ensuing from art appreciation. After identifying six key themes extracted from both groups of students' essays based on their museum learning, we further discuss the pedagogical implications of contemplative art appreciation in museums as a means of contributing to more innovative and sustainable management education. © 2026 selection and editorial matter, Ekaterina Ivanova, Isabel Rimanoczy and Divya Singhal; individual chapters, the contributors.
Felix, A. R., Mendoza, G. S., & Torres-Baez, D. (2025). Introduction and 2024–2025 Update. In A. R. Felix, G. S. Mendoza, & D. Torres-Baez (Eds.), Heart Work: The Handbook on the Surviving and Thriving of Cultural and Identity Centers in Higher Education (pp. 1–20). Emerald Group Publishing Ltd. https://doi.org/10.1108/978-1-80592-148-620251001

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Last update from database: 6/12/26, 4:15 PM (UTC)