Photograph of a geometrical metal sculpture in a garden

The image is a photo of a sculpture titled Manifest, by Stephan Gersh, taken on the grounds of the Essex Conference Center, in Cape Ann, Massachusetts

RESEARCH

My primary research focus, derived from my doctoral training, is the way human language is produced and perceived, in particular, whether there exist cross-linguistic differences in human language processing, and whether there exist differences based on the speaker/hearer’s language history. My work examines processing in speaker/hearers of different languages, in particular, speaker/hearers of English and speaker/hearers of Spanish. I am additionally concerned with whether and how differences in language history affect language processing, a topic I investigate by comparing the performance of speaker/hearers who have only been exposed to one language (monolinguals) to the performance of speaker/hearers who have been exposed to more than one language (bilinguals and polyglots).

I have a second interest in matters related to teaching and learning, particularly how faculty development impacts student learning. This scholarship has grown out of my work in higher education administration. In this domain, I have interests in academic discourse and linguistically informed pedagogy, in ways to improve student success through institutional interventions, and in designing technology enhanced learning environments to advance both teaching and learning.

Articles & Chapters

Johnson, P. B., Singleman, C., Valad, J., Fernández, E. M., & Holtzman, N. (2023). College Mathematics Instructors’ Use of Recommended Pedagogical Practices. College Teaching, doi: 10.1080/87567555.2023.2221017

Johnson, P. B., Singleman, C., Valad, J., and Fernández, E. M. (2023). College mathematics instructors’ use of recommended pedagogical practices in a two-year and a four-year college. Journal for Leadership and Instruction, 22, 1, 13-20.

Fernández, E. M., Fraboni, M. C., Valad, J., Avila, S., Edmond, A., & Singleman, C. (2021). “Empathy is really important”: Improving undergraduate STEM education through a community of care. In K. Winter & A. Bramberger (Eds.), Re-conceptualizing safe space—Supporting inclusive education (pp. 141-159). Bingley, UK: Emerald Publishing Limited. doi: 10.1108/978-1-83982-250-620211015

Behrens, S. J. & Fernández, E. M. (2020). Linguistically-informed pedagogy in higher education: A role for teaching and learning centers. Journal on Excellence in College Teaching, 31, 2, 143-160.

Vesselinov, E., Villamizar-Santamaría, S., Gomez, C., & Fernández, E. M. (2019). A global community or a global waste of time? Content analysis of the Facebook site Humans of New York. Journal of Urban Affairs, online 27 Dec 2019. doi:10.1080/07352166.2019.1697184

Fernández, E. M. & Vickery, C. (2019). In search of hidden but accessible truths: Coding for All at Queens College. In K. M. Mack, K. Winter, & M. Soto (Eds.), Culturally responsive strategies for reforming STEM higher education: Turning the TIDES on inequity (pp.73-95). Bingley, UK: Emerald Publishing Limited. doi:10.1108/978-1-78743-405-920191005

Fernández, E. M., Souza, R., & Carando, A. (2017). Bilingual innovations: Experimental evidence offers clues regarding the psycholinguistics of language change. Bilingualism: Language and Cognition, 20, 2, 251-268. doi: 10.1017/S1366728916000924

Haras, C., Ginsberg, M., Fernández, E., & Magruder, E. D. (2017). Chapter 4. Future goals and actions of faculty development. In Haras, C., Taylor, S. C., Sorcinelli, M. D., & von Hoene, L. (Eds.), Institutional commitment to teaching excellence: Assessing the impacts and outcomes of faculty development (pp. 55-67). Washington, DC: American Council on Education.

Taylor, S. C., Haras, C., Magruder, E. D., Fernández, E., Ginsberg, M., & Glover, J. (2017). Chapter 5. Institutional investment in teaching excellence. In Haras, C., Taylor, S. C., Sorcinelli, M. D., & von Hoene, L. (Eds.), Institutional commitment to teaching excellence: Assessing the impacts and outcomes of faculty development (pp. 69-83). Washington, DC: American Council on Education (pp. 69-83). Washington, DC: American Council on Education.

Fernández, E. M. & Souza, R. (2016). Walking bilinguals across language boundaries: On-line and off-line techniques. In Heredia, R., Altarriba, J., & Cieslicka, A. B. (Eds.), Methods in bilingual reading comprehension research (pp. 33-60). The Bilingual Mind and Brain Book Series 1. New York, NY: Springer. doi:10.1007/978-1-4939-2993-1_3

Pratt, E. & Fernández, E. M. (2016). Implicit prosody and cue-based retrieval: L1 and L2 agreement and comprehension during reading. Frontiers in Psychology, 7, 1922. doi:10.3389/fpsyg.2016.01922

Fernández, E. M. & Sekerina, I. A. (2015). The interplay of visual and prosodic Information in the attachment preferences of semantically shallow relative clauses. In L. Frazier & T. Gibson (Eds.), Explicit and implicit prosody in sentence processing (pp. 241-261). Studies in Theoretical Psycholinguistics 46. New York, NY: Springer. doi:10.1007/978-3-319-12961-7_13

Fernández, E. M., & Fraboni, M. (2012). But are they Connected? A Report on the Queens College Technology survey of the use of ubiquitous tools for learning. Ubiquitous Learning: An International Journal, 4(3), 13–32.

Fernández, E. M. (2011). Psycholinguistics. Oxford Bibliographies Online, Linguistics. Oxford, UK: Oxford University Press.

Fernández, E. M. (2010). Reading aloud in two languages: the interplay of syntax and prosody. In B. VanPatten & J. Jegerski (Eds.), Research in second language processing and parsing (pp. 297-320). Amsterdam, NL: John Benjamins Publishers.

Davison, A., Fernández, E. M., & Goldhaber, S. L. (2010). Academic discourse on a multilingual campus. In J. Summerfield, C. Smith, & E. Martineau (Eds.), Making teaching and learning matter: transformative spaces in higher education (pp. 171-193). Dordrecht: Springer. doi: 10.1007/978-90-481-9166-6_10.

Stoyneshka, I., Fodor, J. D., & Fernández, E. M. (2010). Phoneme restoration methods reveal prosodic influences on syntactic processing. Language and Cognitive Processes, 25(7), 1265-1293. Psychology Press. doi:10.1080/01690961003661192

Books and Edited Volumes

Fernández, E. M. & Cairns, H. S. (Eds.) (2017). The handbook of psycholinguistics. Hoboken, NJ: Wiley-Blackwell.

Fernández, E. M. & Cairns, H. S. (2010). Fundamentals of psycholinguistics. West Sussex, UK: Wiley-Blackwell.

Sekerina, I., Fernández, E. M. & Clahsen, H. (eds.) (2008). Language processing in children. Amsterdam, NL: John Benjamins Publishers.

Fernández, E. M. (2003). Bilingual sentence processing: Relative clause attachment in English and Spanish. Amsterdam, NL: John Benjamins Publishers.

Fernández, E. M. (2003). Selected papers from the 15th Annual CUNY Conference on Human Sentence Processing. Journal of Psycholinguistic Research, 32, 1 & 2.

Presentations

Fernández, E. M. (2024). Linguistics: What educators should know. Presentation at Mercy University’s School of Education Speaker Series, March 7, 2024, Dobbs Ferry, NY.

Fernández, E. M. (2024). Journey to HSI. Presentation at Southern Connecticut State University, February 16, 2024, New Haven, CT.

Ness, A., Fernández, E. M., How, L., & Raza, S. (2023). Gaining buy-in and support across the institution on internationalization strategy: Where academics and administration can align. Panel discussion at The Pie Conference, November 14, Boston, MA.

Johnson, P. B., Valad, J., Singleman, C., & Fernández, E. M. (2021). The impact of STEM mentoring: Findings from five years of research. Paper presented at 14th Annual Mentoring Conference; Mentoring in an Interconnected World, October 18-22; The University of New Mexico, Albuquerque, NM.

Fernández, E. M., Johnson, P., & Winter, K. (2020). Exploring impacts of treatment dosage and treatment adherence in an undergraduate STEM intervention. Paper presented at ASHE (Association for the Study of Higher Education) 2020, November 20.

Fernández, E. M. (2019). Bilingual innovations as the preliminary steps in long-term language change. Keynote address, Fourth Brazilian Workshop on Sentence Processing, Universidade Federal do Ceará, January 28-31, Fortaleza, Brazil.

Fernández, E. M. & Bergey, B. (2019). Incorporating design-make-play methods in undergraduate STEM education: A work plan. Poster presentation, HSI Program’s Principal Investigator Conference, National Science Foundation, November 6-8, Washington, DC.

Mozeiko, K., Fraboni, M., & Fernández, E. M. (2019). Supporting all students in teacher education and music education. Poster presentation, Minding the gap: Retaining and sustaining the academic community. CUNY Faculty Diversity and Inclusion Conference 2019, March 29, CUNY Graduate Center, New York, NY.

Johnson, P., Valad, J., Avila, S., Singleman, C., Fraboni, M., & Fernández, E. (2019). The impact of peer mentors on student performance in introductory STEM courses: the mentors’ perspective. Poster presentation, 17th Annual Hawaii International Conference on Education, January 5-8, Honolulu, HI.

Johnson, P., Valad, J., Avila, S., Singleman, C., Fraboni, M., Fernández, E. M., & Johnson, H. (2019). Classroom behaviors of instructors and students in introductory math courses: a comparison of four-year and two-year colleges. Poster presentation, 17th Annual Hawaii International Conference on Education, January 5-8, Honolulu, HI.

Fernández, E. M. (2018). Psycholinguistic approaches to studying language change: Bilingual innovations. MERMAID Workshop 1: Modelling Acquisition in Diachrony, Universität Mannheim, April 27-28, Mannheim, Germany.

Fernández, E. M., Reesman, L., Avila, S., Stroumbakis, K., & Clarke, A. (2018). STEM Bridges Across Eastern Queens: A model partnership. HACU (Hispanic Association of Colleges and Universities) 32nd Annual Conference, October 8, Atlanta, GA.

Taylor, S. C., Sorcinelli, M. D., Haras, C., von Hoene, L., Magruder, E. D., Fernández, E., Ginsberg, M., Zakrajsek, T. (2018). Measuring quality, scalable, evidence-based faculty development. Organizational Development Institute and Association of American Colleges & Universities (AAC&U), in conjunction with AAC&U’s 2018 Annual Meeting, January 23, Washington, DC.

Valad, J., Avila, S., Singleman, C., Johnson, P., Williams, C., Farenga, S., Subramaniam, G., Novick, P., Fraboni, M., & Fernández, E. M. (2018). Using peer mentors to enhance STEM lab performance: first steps and initial findings. Poster presentation, PKAL Upstate NY Regional Network Meeting, February 3, Oneonta, NY.

Winter, K. & Fernández, E. M. (2018). Working with What Works Clearinghouse Standards to evaluate designs for broadening participation. 2018 Transforming STEM Higher Education, Association of American Colleges & Universities Network for Academic Renewal, November 10, Atlanta, GA.

Fernández, E. M., McGee, S., Britez, C., Smith, D., Zhou, Y., Madhow, S. (2017). Connecting theory and practice through strong reflection in four internship/fellowship programs at Queens College. Breaking Boundaries Symposium 2017, April 27, Guttman Community College, CUNY.

Fernández, E. M., Fraboni, M., Reesman, L., & Avila, S. (2017). STEM Bridges Across Eastern Queens: A partnership between CUNY’s Queens College and Queensborough Community College. HSI STEM Grantee Connection Webinar, September 19, United States Department of Education.

Vickery, C. & Fernández, E. M. (2017). Cloud computing resources for assessment and accreditation. Annual Conference of the Middle States Commission on Higher Education, December 6-8, Philadelphia, PA.

Behrens, S. & Fernández, E. M. (2016). Teaching centers as linguistic resources. POD Network Conference 2016, November 11-13, Louisville, KY.

Vickery, C. & Fernández, E. M. (2016). Click here to begin. Workshop presented at Women in Technology and Entrepreneurship in New York (WiTNY) event, July 12, New York, NY.

Vickery, C. & Fernández, E. M. (2016). Tech, data, and the new Middle States standards. Keynote at Annual Institutional Research & Assessment Council Joint Retreat, City University of New York, June 10, New York, NY.

Fernández, E. M. & Vickery, C. (2015). Best practices in STEM education: Centering teaching & learning on the student. STEM Workshop conducted at General Education in the 21st Century: A Paradigm Shift, October 14, Qatar University, Doha, Qatar. http://www.qu.edu.qa/CCP2015/schedule.php

Fernández, E. M. (2015). Studying language change: Two investigations about short-term innovations and long-term shifts in grammatical representations. CUNY Psycholinguistics Supper, March 3, CUNY Graduate Center, New York, NY.

Fernández, E. M. (2014). Language, violence, Internet. Keynote speaker at Graduate Symposium, Communication and Communities of Violence and Peace, Division of Mass Communication, College of Professional Studies, November 20, St. John’s University, Queens, NY.

Fernández, E.M. (2013). Errors and innovations: learning to teach and teaching to learn. Second Annual Innovation Exchange: Ethics in action: The values that inspire social innovators. November 24, Center for Ethnic, Religious, and Racial Understanding (CERRU), Queens College, CUNY, Flushing, NY.

Fernández, E.M. (2013). Bilingualism and language change: Wandering across language boundaries. II Encontro Internacional do GT de Psicolinguística da ANPOLL (II EIPA), September 30 – October 5, Universidade Federal da Paraíba, João Pessoa, Brazil.

Fernández, E.M. (2013). Bilingualism and language change: Wandering across language boundaries. Cross-Linguistic Priming in Bilinguals: Perspectives and Constraints. September 9-11, Huize Heyendael, Radboud University Nijmegen, The Netherlands.

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