Faculty Profiles

Zollman, A., Lisa, & Suh, E. K. J. (2025). STEM SMART parenting: A practical guide for nurturing innovating thinkers. Manhattan: Bloomsbury.

Holschuh, J. P., & Suh, E. K. J. (2025). Semi-Annual Report, April 2025: Postsecondary Educator Micro-Credentials Stage 2-Best Practices for Teaching and Learning. THECB.

Suh, E. K. J., Oelschlegel, C. P., & Edizer, A. M. (2024). Self-Regulated Learning in Developmental Literacy Courses: Examining the Alignment of Learning Outcomes, Students’ Goals, and their Metacognitive Literacy Practices. Journal of College Literacy and Learning, 49, 24–49.

Suh, E. K. J., & Unruh, K. (2024). Bringing theory into action: Justice-oriented practices for the classroom. New Directions in Community Colleges.

Owens, S., & Suh, E. K. J. (2024). Queering the language of inclusion: Implications from a content analysis of inclusion language in developmental education scholarship. Journal of Leadership in Higher Education, 34(3), 295–316.

Suh, E. K. J., Zollman, A., Hoffman, L., & Estevez Posadas, B. (2024). STEM SMART: Unpacking the research about teachers’ beliefs about essential life skills and dispositions. Electronic Journal for Research in Science and Mathematics Education.

Suh, E. K. J., Owens, S., Womack, L., & Le, H. (n.d.). Reconceptualizing access: Moving towards an equity praxis. Journal of College Reading and Learning.

Suh, E. K. J., & Sweeney, B. (n.d.). Bringing a folding chair to the table: Building towards authentic equity In professional conversations about developmental education. Journal of Basic Writing.

Suh, E. K. J., Oelschelegel, C., & Edizer, A. (2024). Self-regulated learning in developmental literacy courses: Examining the alignment of learning outcomes, students’ goals, and their metacognitive literacy practices. Journal of Literacy and Learning.

Suh, E. K. J., & Layegh, N. (2024). “Creating this workspace and creating this better community”: An ideological discourse analysis of college administrators’ conceptualizations of equity initiatives. Journal of Diversity in Higher Education.

Suh, E. K. J., Estevez Posadas, B. V., Fuller, H. I., Cruz, M., & Andrade, J. (2023). “Open Our Hearts and Minds to Say I Belong Here”: Undergraduate Preservice Teachers’ Transfer Experiences. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/https://doi.org/10.1177/152102512312222

Suh, E. K. J. (2023). Translating persistence: Supporting generation 1 learners in the community college. In B. Griffiths & D. Jensen (Eds.), Two-year college writing studies: Rationale and praxis for just teaching. (pp. 61–78). Utah State University Press.

Suh, E. K. J. (2023). The case for collaboration: Aligning ES(O)L and developmental English to increase adult immigrant students’ college access and preparation. Adult Literacy Education, 5(3), 4–21. https://doi.org/https://www.proliteracy.org/resources/the-case-for-collaboration-aligning-esol-and-developmental-literacy-to-increase-adult-immigrant-students-college-access-and-preparation/

Owens, S., Suh, E. K. J., Gallagher, S., Baird Giordano, J., & Bowers Johnson, K. (2023). Lessons from activist administrators. National Organization for Student Success.

Suh, E. K. J., Wu, N., Garcia, A. J., Oelschlegel, C. P., & Armstrong, S. L. (2022). (Un)voicing a field’s expertise: A two-pronged citation and language analysis. Journal of Praxis in Higher Education, 4(2), 90–121.

Suh, E. K., Hemmeke, K., & Wu, N. (2022). Waiting children, forever families: A transitivity analysis of adoption agency blog posts. Adoption and Culture, 10(1), 64–95.

Dyer, J. M., Suh, E. K. J., Posey, B., & Owens, S. (2022). Using syllabi to create inclusive spaces: Employing language-based restorative andragogy. In Beyond equity at community colleges: Bringing theory into practice for justice and liberation (pp. 30–47). Routledge. https://doi.org/10.4324/9781003179665-3

Suh, E. K. J., Hoffman, L., Wade, & Maher, S. (2022). Offering English language learners the freedom to choose. English Journal, 111(5), 90–92.

Suh, E. K. J., Sullivan, P., McGee, B., & Owens, S. (2022). Developmental education and the teacher-scholar-activist: An invitation. Teaching English in the Two-Year College, 49, 326–352.

Suh, E. K. J., García, A., Oelschlegel, C., Wu, N., & Armstrong. (2022). (Un)voicing a field’s expertise: A two-pronged citation and language analysis. Journal of Praxis in Higher Education, 4, 90–121.

Suh, E. K. J., Griffiths, B. M., Tinocco, L., & Sullivan, P. (2022). Agents of change: Modeling two-year college English teacher’s resilience and saturation during COVID and (hopefully) beyond. Radical Teacher, 124, 51–64. Retrieved from https://radicalteacher.library.pitt.edu/ojs/radicalteacher/issue/view/33

Suh, E. K. J. (2022). Teaching reading for raciolinguistic justice. Teaching English in the Two-Year College, 50, 332–349.

Suh, E. K. J., Hoffman, L., Zollman, A., & Estevez Posadas, B. (2022). Measuring students’ STEM smart skill--Studying teachers’ beliefs (pp. 36–43).

Giordano, J., Griffiths, B., Hassel, H., Higgins, K., Klausman, J., Snyder, S., … Wegner, M. (2022). TYCA report: White paper on two-year college English faculty workload. Teaching English in the Two-Year College, 49, 292–307.

Suh, E. K. J., & Dyer, J. (2022). (Re)Centering antiracist reading in reading scholarship: Reading strategy application for antiracist reading praxis. Journal of College Reading and Learning, 52, 304–320.

Suh, E. K. J. (2022). Miles to go before we sleep: A content analysis of representations of equity in the dev ed’r discourse community. Journal of College Reading and Learning, 52(4), 236–263.

Suh, E. K. J., Hoffman, L., & Zollman, A. (2022). STEM smart: Five essential life skills students need for their future (pp. 526–530). Martin Stein. https://doi.org/https://doi.org/10.37626/GA9783959872188.0.099

Suh, E. K. J., & Owens, S. (2022). From war to radical love: A beloved community approach to postsecondary transinclusion. In Opening pathways for marginalized individuals in higher education (pp. 33–52). Hershey: IGI Global.

Griffiths, B., Tinoco, L., Baird Giordano, J., Hassel, H., Suh, E. K. J., & Sullivan, P. (2022). Community college English faculty pandemic teaching: Adjustments in the time of COVID-19. In Community colleges’ responses to COVID-19: What worked, what did not work and lessons learned (pp. 58–71). New York: Routledge.

Suh, E. K. J., Williams, J., & Owens, S. (2021). Raciolinguistic justice in college literacy and learning: A call to reflexive praxis. College Reading and Learning Association. Retrieved from https://www.crla.net/images/whitepaper/CRLA_2021_WhitePaper_Raciolinguistic_Justice_FA.pdf

Suh, E. K. J., McGee, B., & Owens, S. (2021). When bootstraps break: Re-examining assumptions about the symbolic capital of immigrant students’ personal persistence narratives. Journal of Basic Writing, 40(1), 68–98. Retrieved from https://wac.colostate.edu/docs/jbw/v40n1/v40n1.pdf

Hoffman, L., Suh, E. K. J., & Zollman, A. (2021). What STEM educators need to know about ELL family engagement. Journal of STEM Teacher Education, 56(1), 1–15.

Suh, E. K. J., Owens, S., & Hughes, M. (2021). Reflecting on belonging: Stories to normalize college transition and encourage engagement. Journal of Access, Retention, and Inclusion in Higher Education, 4(1), 1–16.

Suh, E. K. J., Giordano, J., Griffiths, B., Hassel, H., & Klausman, J. (2021). The profession of teaching English in the two-year college: Findings from the 2019 TYCA workload survey. Teaching English in the Two-Year College, 48(3), 332–349. Retrieved from https://ncte.org/wp-content/uploads/2020/12/TYCA_Final_Report_December_2020.pdf

Suh, E. K. J., & Owens, S. (2021). Seeking teacher-scholar-activists: A thematic analysis of postsecondary literacy professional identity in practice. Teaching English in the Two-Year College, 49(1), 55–76.

Hoffman, L., Suh, E. K. J., & Zollman, A. (2021). Broadening conceptions of STEM learning: STEM smart skills and school-based multilingual family engagement. Electronic Journal for Research in Science and Mathematics, 56(1), 1–15.

Griffiths, B., Tinoco, L., Baird Giordano, J., Hassel, H., Suh, E. K. J., & Sullivan, P. (2021). Community college English faculty pandemic teaching: Adjustments in the time of COVID-19. Community College Journal of Research and Practice, online. https://doi.org/https://doi.org/10.1080/10668926.2021.2010623

Suh, E. K. J., Owens, S., O’Meara, E., & Hall, L. (2021). Clarifying terms and reestablishing ourselves within justice: A response to critiques of developmental education as anti-equity. National Organization for Student Success.

Griffiths, B., Giordano, J., Hassel, H., Higgins, K., Klausman, J., Snyder, S., … Sullivan, P. (2021). The profession of teaching English in the two-year college: Findings from the 2019 TYCA workload survey. Two-Year College English Association. Retrieved from https://ncte.org/wp-content/uploads/2021/04/TYC_English_Faculty_Workload.pdf

Suh, E. K. J. (2021). Little Teaching Tips for the Little Seagull. In The Little Seagull Handbook. New York: Norton & Company.

Suh, E. K. J. (2021). Literacy strategy use and identity enactment: Generation 1 learners’ emergent competence in college. Literacy Research and Instruction, 47(1), 21–43.

Suh, E. K. J., & Shapiro, S. (2021). Making sense of resistance: How adult immigrant students apply symbolic capital in the college classroom. TESL Canada, 37(3), 27–46.

Suh, E. K. J. (2020). Engagement from the periphery: Reconceptualizing adult English language learners’ resistance in developmental literacy. Literacy Research: Theory, Method, and Practice, 69(1), 1–20. https://doi.org/https://doi.org/10.1177/2381336920937276

Suh, E. K. J. (2020). Adoptees.Speak: A multimodal analysis of Korean adoptees’ adoption narratives. Critical Issues in Language Studies, 18(1), 65–84. https://doi.org/https://doi.org/10.1080/15427587.2020.1796486

Suh, E. K. J., Dyer, J., McGee, B., & Miller Payne, E. (2020). To, through, and beyond higher education: A literature review of multilingual immigrant students’ community college transitions. Community College Journal of Research and Practice, 1–17.

Suh, E. K. J., Zollman, A., & Hoffman, L. (2020). STEM inclusion research for English language learners (ELLs): Making STEM accessible to all. In C. Johnson, M. Mohr-Schroeder, T. Moore, & L. English (Eds.), Handbook of research on STEM education (pp. 311–322). London: Routledge.

Suh, E. K. J., & Jensen, D. (2020). Transdisciplinary cosmopolitanism: An exploration of communities of practice and professional identities in developmental education. Journal of Basic Writing, 39(2), 33–57.

Suh, E. K. J., Hoffman, L., Hughes, M., & Zollman, A. (2020). The twelve-foot basketball player task: STEM circles score points and win academic goals with emergent multilingual students. Middle School Journal, 51(3), 11–18. https://doi.org/https://doi.org/10.1080/00940771.2020.1735872

Zollman, A., Hoffman, L., & Suh, E. K. J. (2020). Investigating a STEM circle approach with multilingual students and families. In Research Council on Mathematics Learning (Vol. 47, pp. 18–25).

Suh, E. K. J., & Hodges, R. (2020). Generation 1 learners in college: Learning support for adult-arrival immigrant students. Journal of Developmental Education, 43(3), 12–19.

Suh, E. K. J., Toth, C., & Tinoco, L. (2020). Two-year college English faculty professional development workload (Working Paper #5). Two-Year College English Association. Retrieved from https://ncte.org/wp-content/uploads/2020/11/TYCA_Working_Paper_5.pdf

Suh, E. K. J. (2020). Lost in translation: A taxonomic analysis of generation 1 learner and faculty expectations for being a college student. Journal of College Reading and Learning, 50(2), 94–112. Retrieved from DOI: https://doi.org/10.1080/10790195.2019.1620143

Jensen, D., & Suh, E. K. J. (2020). Introducing lived interventions: Located agency and teacher-scholar-activism as responses to neoliberalism. Basic Writing E-Journal, 16(1), 1–11. Retrieved from https://bwe.ccny.cuny.edu/Introduction%20Jensen%20and%20Suh.pdf

Summers, E. J., Suh, E. K. J., & Jarrett, S. M. (2020). A Critical Discourse Analysis of Developmental Educators’ Roles in Postsecondary Education.

Suh, E. K. J., Dahlgren, D., Hughes, M., Keefe, T., & Allman, R. (2019). Conditions for success: Fostering first-year students’ growth mindset in developmental mathematics. Journal of the First-Year Experience and Students in Transition, 31(3), 63–78.

Palmquist, M., Wallraff, B., & Suh, E. K. J. (2019). In Conversation Grammar Exercises. In In  Conversation (2nd ed.) by Palmquist and Wallraff.

Suh, E. K. J., Hoffman, L., Albrecht, D., & Wade, S. (2019). Supporting student choice and voice: Examples from a secondary EL classroom project. InTESOL Journal, 16(1), 1–33.

Suh, E. K. J., Ross, P., Rada, G., & Thompson-Wolff, K. (2019). A transitions mission: Implementing a T.I.D.E.S. model. Journal of Developmental Education, 42(2), 12–19.

Catalano, T., Shende, M., & Suh, E. K. J. (2018). Developing multilingual pedagogies and research through language study and reflection. International Journal of Multilingualism, 15(1), 1–18.

Dyer, J., McGee, B., & Suh, E. K. J. (2018, December). “It’s all in the syllabus”: Supporting culturally and linguistically diverse students in word and deed. NADE Writing Network Newsletter.

Hodges, R. B., Payne, E. M., Suh, E. K. J., Hernandez, P., Wu, N., Castillo, A., & Shetron, T. (2018). Changing demographics: Recommendations for Texas developmental educators. Journal of College Academic Support Programs, 1(2), 25–35.

Suh, E. K. (2018). Counting backwards toward the future of community college immigrant students: Conceptualizing generation 1 learners. Basic Writing E-Journal, 15(1). Retrieved from https://bwe.ccny.cuny.edu/Suh.htm

Suh, E. K. J. (2018). Democratic education and social justice: Understanding the theoretical building blocks of your teaching practice. In J. Hollenbeck (Ed.), The American process: Uniting all in one (pp. 13–19). Dubuque, IA, United States: Kendall Hunt.

Suh, E. K. J. (2017). Revitalized SPINS, reaffirming connections. NADE News (12th ed., Vol. 39).

Suh, E. K. J., & Hodges, R. (2017). The cultural diversity committee: Leading NADE’s commitment to an organizational culture of social justice. NADE News (11th ed., Vol. 39).

Suh, E. K. J. (2017, October). Book Notes:  GARY GENOSKO, Critical semiotics: Theory, from information to affect. Language in Society.

Suh, E. K., & Jensen, D. (2017). Building professional autonomy: A way forward in hard times. Journal of Developmental Education (1st ed., Vol. 45, pp. 35–37).

Suh, E. K. J. (2017). Professionalization through politicization: Reaching beyond content silos to serve two-year college students. Teaching English in the Two-Year College, 45(1), 35–37.

Suh, E. K. J. (2016). Language minority student transitions. Journal of Developmental Education, 40(1), 26–28.

Suh, E. K. J. (2015). Language minority students transitioning  into developmental education.

Suh, E. K. J. (2014). Teaching developmental English to Generation 1.5 students. NADE English SPIN Newsletter, 5, 1–5.

Suh, E. K. J. (2009). Metapragmatic requesting instruction in an adult basic education-ESL classroom: A pilot study. MinneTESOL.