• Doaa Rashed
  • Doaa Rashed
  • Associate Teaching Professor, Director, Language Engagement Project
  • At Rutgers Since: 2019
  • https://lep.rutgers.edu/doaa-rashed
  • Rashed_CV.Profile.pdf
  • Office: 1 Spring Street, Room 204

Doaa Rashed holds a Doctoral in Philosophy in Language, Literacy & Culture and a Master of Arts in Teaching English to Speakers of Other Languages (TESOL) from the University of Maryland Baltimore County, where she also worked as the director of the MA TESOL Program and co-director of the TESOL Teacher Professional Training Programs. Dr. Rashed received her Bachelor of Science in Teaching English as a Foreign Language from Alexandria University, Egypt. Doaa Rashed serves as the Director of the Language Engagement Project, and co-Director of the Language and Social Justice Initiative in the School of Arts and Sciences at Rutgers University. 

Doaa Rashed works at the crossroads of bilingual and multilingual education, and cross-cultural studies. A native speaker of the Egyptian dialect of Arabic and a learner of Standard Arabic and English as a foreign language, her personal and educational experiences led her to career paths in teaching English as a Foreign Language and as a Second Language, language teacher education, and teacher professional development. Rashed has been active for many years with pre- and in-service English language teacher education, having taught courses on topics such as TESOL teaching methods, teaching grammar and pronunciation, cross-cultural communication, language assessment and evaluation, and second language acquisition. Her research and scholarship focus on transnational identities, the intersection between language, culture and identity, and identity as pedagogy. Here upcoming edited volume “Female Leadership Identity in ELT: Autoethnographies of Global Perspectives” includes autoethnographies of 25 female leaders exploring the intersectionality of leadership identity in the ELT field.

Doaa Rashed has dedicated her professional life to improving the educational experiences of students and teachers, and members of minority populations in the ELT field throughout the US and the world. She has served in many leadership roles in professional organizations including, Maryland TESOL, TESOL International Association, and the International Women Resource Center. She is a reviewer in academic journals and conferences, including TESOL Journal, the Journal of International Students, AAAL Conference, and the Fulbright National Screening Committee.

COURSES TAUGHT

Graduate Courses 

  • International Teaching Assistants Seminar
  • Writing for Research and Professional Purposes, Advanced
  • Graduate Writing Studio 
  • Culturally Responsive Teaching in STEM
  • English as a Second/Foreign Language Testing & Evaluation
  • ESOL Teaching Methods
  • Instructional Systems Development
  • Intercultural Communication to ESOL Teachers
  • Teaching English Language Grammar to ELLs 
  • Theories of Second Language Acquisition in the ESOL Classroom

Undergraduate Courses 

  • Authoring Identities: Digital Stories of Critical Narratives 
  • Cross Cultural Communication Intermediate
  • IEP/Beginning Reading, Writing, Grammar and Vocabulary
  • IEP/Beginning Speaking and Listening
  • Intermediate Reading, Writing, Grammar, and Vocabulary
  • Listening and Speaking, Advanced
  • TOEFL Preparation

Publications:

Rashed, D. (2022). CLAC programs as spaces for language and social justice pedagogy. I.C.  Plough & W. Tamboura (Eds.), Cultures and Languages Across the Curriculum in Higher Education: Harnessing the Transformative Potentials of CLAC Across Disciplines. Oxford, UK. Routledge.

Yazan, B., Pentón Herrera, L. J. & Rashed, D. (2023). Transnational TESOL practitioners’ identity tensions: A collaborative autoethnography. TESOL QUARTERLY, 75(1), 140-167

Rashed D. (2021). Postmethod pedagogy and its role in contemporary English language teaching. In J. K. Shin & P. Vinogradova (Eds.) Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications. Oxford, UK. Routledge.

Rashed, D. (2016). Review of Teacher education and professional development in TESOL: Global perspectives, by JoAnn Crandall & Mary Christion (Eds.), TEIS News. Retrieved from http://newsmanager.commpartners.com/tesolteis/issues/2016-11-29/5.html

England, Y., Rashed, D., Khalil, M., & Smernitskaya, N. (2014). Comparing ESL and EFL contexts: The impact of contextual factors on teachers’ pedagogical and instructional decisions. In P. Ng & E. Boucher-Yip (Eds.), Local contextual influences on teaching: Narrative insights from ESL/EFL professionals. Newcastle, UK: Cambridge Scholars Publishing.

Rashed, D. (2007). Poetry in the ESL classroom: Teaching stress and intonation. MD TESOL Newsletter: voices and perceptions.

Upcoming Publication

Rashed, D. & Suarez, D. (Eds). (January 2024). Female Leadership Identity in ELT: Autoethnographies of Global Perspectives. BRILL Publishers. Netherlands.

Rashed, D. (April, 2024) Exploring ESL teacher professional identity: The impact of teachers’ cultural sensitivity and linguistic diversity. Journal of Language, Identity and Education.

Awards and Grants

2023

Mutual Mentoring Grant, Rutgers University Equity and Inclusion Faculty Diversity Collaborative. $6000.00, support for building PD for Women of Color in higher education.

2023

TESOL Leadership  and Management Award

2022

The Institute for the Studies of Global Racial Justice

$14000.00 for developing and offering a graduate certificate on language and social justice.

2019

The Fulbright Junior Faculty Development Program for Egypt, Professional Development Grant

Grant awarded: $93,000.00 for developing and delivering 10 weeks professional development program for Egyptian Scholars in teaching EFL, leadership, and community engagement.

2017

Achilles-Harper-Swenson Emerging Researcher Award, the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE)

2018

The Donald Creighton Outstanding Faculty Award, The Graduate Student Association at UMBC

2003

Fulbright Scholar-Teacher Training Initiative-Seniors, University of California, Santa Cruz, CA, USA