Curriculum Vitae

El-Ashmawy, Amina & Donald Weasenforth. Forthcoming. Internal Leadership Academy: Evaluation of one College’s Program. UCJC Community College Journal of Research and Practice.

Weasenforth, Donald, Redus, Margaret and Nancy Megarity. (2010). “Great Expectations: Whose Job is This Anyway?” In S. Kasten (Ed.) TESOL Classroom Practice Series. 179-192.

The Evergreen Instructor’s Guide to Teaching ESL Students. (2007). Houghton Mifflin.

Social Cohesion in Students’ Threaded Discussions: A Rhetorical Analysis. (2007). Proceedings of 2005 Conference of South Central Association for Language Learning Technology.

Review of Literacy in the Media Age. (2006). Language Learning and Technology.

Threaded Discussions: Providing Discourse-Level Grammar Practice. (2005). Proceedings of 2004 Conference of South Central Association for Language Learning Technology.

Weasenforth, Donald, Meloni, Christine and Sigrun Biesenbach-Lucas. (2005). Learner Autonomy and Course Management Software. In Holmberg, Börje, Shelley, Monica and Cynthia White (Eds.) Languages and Distance Education: Evaluation and Change. Clevedon, UK: MultiLingual Matters.

What do you think?: Requesting Responses from Professors. (2004). In K. Bardovi-Harlig, B. Hartford & R. Mahan-Taylor (eds.) Teaching Pragmatics. Washington, DC: USIA.

Weasenforth, Donald, Biesenbach-Lucas, Sigrun and Christine Meloni. 2002. Realizing Constructivist Objectives through Collaborative Technologies: Threaded Discussions. Language Learning and Technology. 6. 3. 58-86.

Weasenforth, Donald and Sigrun Biesenbach-Lucas. 2002. Evidential Reliability in Pragmatics: A Comparison of Ethnographic and Elicitation Approaches. LACUS Forum XXVIII (Selected proceedings of the 2001 annual conference of the Linguistic Association of Canada and the United States). 133-144.

Biesenbach-Lucas, Sigrun and Donald Weasenforth. 2000. Design, Implementation, Outcomes, and Assessment of Electronic Discussion Groups. Mosaic. 7. 4. 7-12.

Biesenbach-Lucas, Sigrun and Donald Weasenforth. 2001. E-mail and Word-processing in the ESL Classroom: How the Medium Affects the Message. Language Learning and Technology. 5. 1. 135-165.

Weasenforth, Donald and Sigrun Biesenbach-Lucas. 2001. Could we talk? Washington, DC: ERIC Clearinghouse on Languages and Linguistics. [ED445 530].

Weasenforth, Donald, Biesenbach-Lucas, Sigrun and Christine Meloni. 2000. Impact of Asynchronous Electronic Discussions on Native and Non-Native Students’ Critical Thinking. In Proceedings of Learning On Line 2000: Reassessing the Virtual University. Roanoke, VA: Virginia Tech. URL: http://www2.cddc.vt.edu/lol2/

Biesenbach-Lucas, Sigrun, Meloni, Christine and Donald Weasenforth. 2000. Use of Cohesive Features in ESL Students’ E-Mail and Word-Processed Texts: A Comparative Study. Computer Assisted Language Learning. 13. 3. 1-17.

Biesenbach-Lucas, Sigrun and Donald Weasenforth. 1998. The Appropriateness of E-Mail in Composition Instruction: A Linguistic and Rhetorical Analysis. In Darleguy, Veronique, Ding, Alex et Maria Svensson (eds.) Les Nouvelles Technologies Educatives dans l’Apprentissage des Langues Vivantes: Reflexion Theorique et Applications Pratiques. Lyon, France: Centre de Ressources en Langues.

The University of Southern California - Ph.D. in Applied Linguistics
The University of Illinois at Chicago - M.A. in Linguistics (concentration in TESOL)
Frostburg University - B.A. in French



Teaching History:
Fall 1995 - Spring 2002	Institution: The George Washington University
	Position: Assistant Professor

Fall 1990 - Summer 1994	Institution: The University of Southern California
	Position: Assistant Lecturer

Fall 1987 - Spring 1989	Institution: Roosevelt University
	Position: Instructor

Spring 1987 - Spring 1988	Institution: Morton College
	Position: Instructor

Additional Teaching History:
1. Assistant Lecturer, The University of Southern California, Los Angeles, CA, October 1991-January 1992. 2. Instructor, The Tutorium in Intensive English at The University of Illinois at Chicago, June 1988-March 1989. 3. Teaching Assistant, The University of Illinois at Chicago, March 1987-June 1987. 4. Teaching Assistant, The University of Illinois at Chicago, September 1979-June 1982. 5. Assistant Instructor, Collège Lucie Fauré, Paris, France, January 1979-April 1979.

Publications:
El-Ashmawy, Amina & Donald Weasenforth. Forthcoming. Internal Leadership Academy: Evaluation of one College’s Program. UCJC Community College Journal of Research and Practice. Weasenforth, Donald, Redus, Margaret and Nancy Megarity. (2010). “Great Expectations: Whose Job is This Anyway?” In S. Kasten (Ed.) TESOL Classroom Practice Series. 179-192. The Evergreen Instructor’s Guide to Teaching ESL Students. (2007). Houghton Mifflin. Social Cohesion in Students’ Threaded Discussions: A Rhetorical Analysis. (2007). Proceedings of 2005 Conference of South Central Association for Language Learning Technology. Review of Literacy in the Media Age. (2006). Language Learning and Technology. Threaded Discussions: Providing Discourse-Level Grammar Practice. (2005). Proceedings of 2004 Conference of South Central Association for Language Learning Technology. Weasenforth, Donald, Meloni, Christine and Sigrun Biesenbach-Lucas. (2005). Learner Autonomy and Course Management Software. In Holmberg, Börje, Shelley, Monica and Cynthia White (Eds.) Languages and Distance Education: Evaluation and Change. Clevedon, UK: MultiLingual Matters. What do you think?: Requesting Responses from Professors. (2004). In K. Bardovi-Harlig, B. Hartford & R. Mahan-Taylor (eds.) Teaching Pragmatics. Washington, DC: USIA. Weasenforth, Donald, Biesenbach-Lucas, Sigrun and Christine Meloni. 2002. Realizing Constructivist Objectives through Collaborative Technologies: Threaded Discussions. Language Learning and Technology. 6. 3. 58-86. Weasenforth, Donald and Sigrun Biesenbach-Lucas. 2002. Evidential Reliability in Pragmatics: A Comparison of Ethnographic and Elicitation Approaches. LACUS Forum XXVIII (Selected proceedings of the 2001 annual conference of the Linguistic Association of Canada and the United States). 133-144. Biesenbach-Lucas, Sigrun and Donald Weasenforth. 2000. Design, Implementation, Outcomes, and Assessment of Electronic Discussion Groups. Mosaic. 7. 4. 7-12. Biesenbach-Lucas, Sigrun and Donald Weasenforth. 2001. E-mail and Word-processing in the ESL Classroom: How the Medium Affects the Message. Language Learning and Technology. 5. 1. 135-165. Weasenforth, Donald and Sigrun Biesenbach-Lucas. 2001. Could we talk? Washington, DC: ERIC Clearinghouse on Languages and Linguistics. [ED445 530]. Weasenforth, Donald, Biesenbach-Lucas, Sigrun and Christine Meloni. 2000. Impact of Asynchronous Electronic Discussions on Native and Non-Native Students’ Critical Thinking. In Proceedings of Learning On Line 2000: Reassessing the Virtual University. Roanoke, VA: Virginia Tech. URL: http://www2.cddc.vt.edu/lol2/ Biesenbach-Lucas, Sigrun, Meloni, Christine and Donald Weasenforth. 2000. Use of Cohesive Features in ESL Students’ E-Mail and Word-Processed Texts: A Comparative Study. Computer Assisted Language Learning. 13. 3. 1-17. Biesenbach-Lucas, Sigrun and Donald Weasenforth. 1998. The Appropriateness of E-Mail in Composition Instruction: A Linguistic and Rhetorical Analysis. In Darleguy, Veronique, Ding, Alex et Maria Svensson (eds.) Les Nouvelles Technologies Educatives dans l’Apprentissage des Langues Vivantes: Reflexion Theorique et Applications Pratiques. Lyon, France: Centre de Ressources en Langues.