Emily Scida holds a B.S. from Georgetown University and an M.A. and Ph.D. from Cornell University. Her research interests include teacher education, instructional technologies, assessment, contemplative pedagogy, and historical Romance linguistics. 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. 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.
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. In 2011, she was inducted into the University Academy of Teaching at UVA.
Ph.D., Cornell University
M.A., Cornell University
B.S., Georgetown University
Scida, E. & Jones, J. (2017). The Impact of Contemplative Practices on Foreign Language Anxiety and Learning. Studies in Second Language Learning and Teaching 7(4), 573-599.
Scida, E. & Jones, J. (2017). Navigating Stress: Graduate Student Experiences with Contemplative Practices in a Foreign Language Teacher Education Course. Journal of Contemplative Inquiry 4(1), 207-228.
Scida, E., James, K., & Firdyiwek, Y. (2016). E-portfolios for Assessment of Student Learning in World Language Programs. The Language Educator 11 (2), Mar/Apr.
Scida, E. & Jones, J. (2016). New Tools, New Designs: A Study of a Redesigned Hybrid Spanish Program. CALICO Journal 33(2).
Firdyiwek, Y. & Scida, E. (2014). Reflective Course Design: The Interplay of Pedagogy and Technology in a Teacher Education Course. International Journal of ePortfolio 4(2), 115-131.
Scida, E. & Firdyiwek, Y. (2013). Video Reflection in Foreign Language Teacher Development. In H. W. Allen & H. H. Maxim (eds.), Educating the Future Foreign Language Professoriate for the 21st Century. Issues in language program direction: A series of annual volumes. Boston: Heinle.
Scida, E. (2010). History and structure of Portuguese: an overview. In T. Alkire & C. Rosen, The Romance Languages: A Historical Introduction. Cambridge: Cambridge University Press.
Scida, E. (2009). The Language of Santa Teresa de Jesús. In A. Weber (ed.), Approaches to Teaching Teresa of Avila and the Spanish Mystics. New York: Modern Language Association.
Scida, E. (2008). ¿Cómo es posible que un italiano entienda casi todo cuando le hablo en español? In J. Ewald & A. Edstrom (eds.), El español a través de la lingüística: Preguntas y respuestas. MA: Cascadilla Press.
Scida, E. & Saury, R. (2006). Hybrid Courses and Their Impact on Classroom Performance: A Case Study at the University of Virginia. CALICO Journal 23, (3), 517-531.
Selected Grants & Awards
Learning Technologies Incubator Grant, University of Virginia, 2014-2015, 2015-2016, and 2016-2017
Contemplative Sciences Center Grant, University of Virginia, 2014
Contemplative Pedagogy Program Grant, University of Virginia, 2013
Fall 2012 Hybrid Course Challenge Grant, University of Virginia, 2012-2013
Learning Assessment Grant, Adrienne Ward and Emily Scida, University of Virginia, 2012-2013
Grant for Learning, University Academy of Teaching, University of Virginia, 2012
Daniels Family NEH Distinguished Teaching Professor, University of Virginia, 2011-2014
University Academy of Teaching, invited member, University of Virginia, 2011-present
SHANTI Cohorts Fellowship Program, University of Virginia, 2009-2010
Grant to Support Student Learning Assessment, University of Virginia, 2008-2009
Teaching + Technology Initiative Fellowship, University of Virginia, 2005-2006
University Teaching Fellows Program, University of Virginia, 2001-2002
T.A. Development Grant, University of Virginia, 2001
E-Portfolios in Foreign Language Teaching and Learning
The Impact of Contemplative Practices on Foreign Language Anxiety in an Introductory Spanish Course
Navigating Graduate Life: the Impact of Contemplative Practices on Teacher Stress and Self-Efficacy
Rehybridization of Elementary Spanish (SPAN 1010, 1020, 1060)