![]() ![]() With this outfit, she wears white gloves, chunky white hoop earrings, and a detached white pointed collar. On the front are three horizontal lime green stripes, which resemble the cuts made in ikayaki, or grilled squid, a popular Japanese festival food. The romper is made in a material that has a reflective texture, as if covered in color-shifting hexagonal sequins. The top of her outfit is form-fitting, and closes with green laces in the back. ![]() Marie wears a black strapless romper that includes a skirt and a heart shaped neckline. The coloration on the ends of Marie's tentacles Her ears are slightly narrower, longer, and more down turned than those of the average Inkling. She has large golden irises and plus-shaped brown pupils underneath large oval eyebrows. Unlike of the usual Inkling eye mask, Marie's eye markings are more droopy, with small eyelash-like points, and include a beauty mark under her right eye. The ends of her tentacles have a green gradient and are decorated with spots. Her tentacles, which are light gray, are tied in a large bow on the right side of her head, with the ends wrapped around to the other side and curling up slightly at the ends. T.A.Marie is a very fashionable Inkling and has a more 'laid-back' design in comparison to her cousin. University Teaching Fellows Program, University of Virginia, 2001-2002 Teaching + Technology Initiative Fellowship, University of Virginia, 2005-2006 Grant to Support Student Learning Assessment, University of Virginia, 2008-2009 SHANTI Cohorts Fellowship Program, University of Virginia, 2009-2010 University Academy of Teaching, invited member, University of Virginia, 2011-present Grant for Learning, University Academy of Teaching, University of Virginia, 2012ĭaniels Family NEH Distinguished Teaching Professor, University of Virginia, 2011-2014 Learning Assessment Grant, Adrienne Ward and Emily Scida, University of Virginia, 2012-2013 Learning Technologies Incubator Grant, University of Virginia, 2014-2015, 2015-2016, and 2016-2017Ĭontemplative Sciences Center Grant, University of Virginia, 2014Ĭontemplative Pedagogy Program Grant, University of Virginia, 2013įall 2012 Hybrid Course Challenge Grant, University of Virginia, 2012-2013 Hybrid Courses and Their Impact on Classroom Performance: A Case Study at the University of Virginia. Edstrom (eds.), El español a través de la lingüística: Preguntas y respuestas. ❼ómo es posible que un italiano entienda casi todo cuando le hablo en español? In J. Weber (ed.), Approaches to Teaching Teresa of Avila and the Spanish Mystics. Rosen, The Romance Languages: A Historical Introduction. History and structure of Portuguese: an overview. Marie scida series#Issues in language program direction: A series of annual volumes. Maxim (eds.), Educating the Future Foreign Language Professoriate for the 21st Century. Video Reflection in Foreign Language Teacher Development. International Journal of ePortfolio 4(2), 115-131. Reflective Course Design: The Interplay of Pedagogy and Technology in a Teacher Education Course. New Tools, New Designs: A Study of a Redesigned Hybrid Spanish Program. E-portfolios for Assessment of Student Learning in World Language Programs. Journal of Contemplative Inquiry 4(1), 207-228. Navigating Stress: Graduate Student Experiences with Contemplative Practices in a Foreign Language Teacher Education Course. Studies in Second Language Learning and Teaching 7(4), 573-599. The Impact of Contemplative Practices on Foreign Language Anxiety and Learning. In 2011, she was inducted into the University Academy of Teaching at UVA. Professor Scida has been the recipient of a number of grants and awards, including three Learning Technologies Incubator Grants for e-portfolio integration, a Fall 2012 Hybrid Course Challenge Grant, a 2011-2014 Daniels Family NEH Distinguished Teaching Professorship, two Learning Assessment Grants, a 2005-2006 Teaching + Technology Initiative Fellowship, and a 2001-2002 University Teaching Fellowship. As Director of the Spanish Language Program, Professor Scida coordinates the Spanish language courses at the beginning and intermediate levels and trains and supervises the GTAs and lecturers who teach these courses. She has taught courses in Spanish linguistics and in foreign language pedagogy, as well as Spanish language courses in the Summer Language Institute and has offered numerous teaching workshops. ![]() Her research interests include teacher education, instructional technologies, assessment, contemplative pedagogy, and historical Romance linguistics. ![]()
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