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Daria Mizza

  • Position: Assistant Professor, Applied Linguistics and Educational Studies
  • Department: The Department of Applied Linguistics and Educational Studies
Brief Biography

Daria Mizza is a scholar in the field of curriculum and instruction, in which she focuses on educational technology and teaching methodology. She has written extensively about the role of technology in transforming curriculum and instruction, both at higher education and K-12 levels.

Her papers and books stress the importance of a research-based plan and recognize the role of the proactive educators as catalysts for pedagogically enhancing innovative learning solutions, in which a structured framework for instructional design (ID) and the universal design of instruction (UDI) apply. Among her recent book publications, is the co-authored book titled: Creating Effective Blended Language Learning Courses: A Research-Based Guide from Planning to Evaluation (2020), which provides the rationale, strategies, and tools to design blended learning courses.

Before joining the Department of International and Comparative Education at The American University in Cairo (AUC) School of Humanities and Social Sciences (HUSS), Mizza served as the Head of Language Instructional Technology at the Johns Hopkins University School of Advanced International Studies in Washington, DC, where she also directed the French and Italian language programs. She has taught graduate courses on teaching methodology and instructional technology at the University of Warwick, the Catholic University of America, Middlebury College, and Ca’ Foscari University of Venice. She has directed academic programs, both in Europe and in the United States, where she continues to provide leadership and expertise in the use and effective implementation of educational technologies and teaching practices.

Research Interest
  • Curriculum and Instruction
  • Educational Technology
  • Blended/Hybrid Learning
  • Digital Equity
  • Universal Design for Instruction
  • Second Language Acquisition
Education
  • PhD, University of Warwick, 2008
  • MS, Education, Johns Hopkins University, 2016
  • MA, Post-Compulsory Education, University of Warwick, 2007
  • MA, Applied Linguistics (ITALS), Ca’ Foscari University of Venice, 2003

Book and Book Chapters

  • Mizza, D., & Rubio, F. (2020). Creating Effective Blended Language Learning Courses: A Research-based Guide from Planning to Evaluation. Cambridge, UK: Cambridge University Press. Link
  • Esmaili, M. T., & Mizza, D. (forthcoming). Persian (Farsi) in International Relations and Foreign Policy: A Content-Based Approach. London, UK: Routledge.
  • Mizza, D., & Esmaili, M. T. (2020). “The Language educator’s role in developing effective blended language learning: From principles to practice.” In P. Shabani-Jadidi (Ed.), The Routledge Handbook of Second Language Acquisition and Pedagogy of Persian. London, UK: Routledge.
  • Mizza, D., Esmaili-Sardari, M., Oliva, P., & Ghaedi, H. (forthcoming). Integrating language and content instruction for learning Farsi as a foreign language: A methodological framework for material design. In S. Hooman (Ed.), Handbook of Teaching and Learning of Persian as a Foreign/Second Language.Basingtoke, UK: Springer Nature.
  • Mizza, D., & Rubio, F. (forthcoming). Prácticas tecnológicas eficientes. In J. Muñoz-Basols, M. Fuertes Gutiérrez, and L. Cerezo (Eds.), E-learning y Enseñanza del Español: Cómo Planificar, Personalizar e Implementar. London, UK: Routledge.
  • Rubio, F., & Mizza, D. (2019). High-leverage practices for blended learning: Towards a successful implementation in the blended language learning path. In A. Palalas (Ed.), Blended Language Learning: International Perspectives on Innovative Practice (pp. 24-61). Beijing, China: Open University of China Press.

Peer Reviewed Articles

Selected Proceedings