Hodges, A., Ronesi, L., and Zenger, A. (2019). Learning from/in Middle East and North Africa Writing Centers: Negotiating Access and DiversityThe Writing Center Journal, 37(2). 43-62.

This article was a very collaborative process, as it stemmed from the virtual keynote given by me and my two co-authors at the 2018 International Writing Centers Association conference. In our write-up of the keynote address, we examined the issues that arise from taking the American concept of university writing centers and locating them in the Middle East region, specifically our institutions in the United Arab Emirates, Lebanon, and Qatar.

Hodges, A., and Seawright, L. (2019). Writing in transnational workplaces: Teaching strategies for multilingual engineers. IEEE Transactions on Professional Communication, 62(3). 

This IEEE teaching case article examines interview data from 10 working engineers and 17 engineering students in Doha, Qatar. My co-author and I argue that technical communication instructors should emphasize the strengths of multilingual writers, particularly their sense of language difference and abilities of rhetorical attunement, to better prepare them for the transition to the transnational workplace.

Hodges, A., Bickham, T., Schmidt, E., and Seawright, L. (2017). Challenging the profiles of a plagiarist: A study of abstracts submitted to an interdisciplinary international conference. International Journal of Educational Integrity, 13(7). 

With a team of conference organizers, in this article I look at text-matching and plagiarism in 761 conference abstracts written by graduate students, early- to late-career faculty, and industry representatives, representing institutions from nearly 70 countries.

Hodges, A. (2013). The Female Quixote as promoter of social literacy. Aphra Behn Online: Interactive Journal for Women in the Arts, 1640-1830, 3(1).

I wrote this article as part of my graduate school course work, when I was interested in the representation of readers in eighteenth century British fiction. I argue that Lennox teaches her reader to read English social spaces in terms of discourses of power, thereby giving women the literacy skills to read their own subjectivity according to their position in both romantic and unromantic public spaces.

Peer-Reviewed Conference Proceedings

Ghazali, S., Abdalla, H., Kamil, M.Z., Kakosimos, K., and Hodges, A. (2020). Development of an Educational Mixed Reality Game on Water Desalination Plants. Proceedings from IEEE Frontiers in Education Conference. Retrieved from

This is a work-in-progress paper describing how my chemical engineering colleague and I worked with a team of undergraduates to create a mixed reality game based on a water desalination plant. I enjoyed working with them on a way to measure the impact of the game on higher-order learning, and we are currently collecting data on users in chemical engineering plant design courses. You can watch two of the students present about the game here.

Abdalla, A., Zaidi, M.J., Reghunath, R., and Hodges, A. (2019). Technical Communication in Transnational Contexts: A Study of Engineering Professionals in Qatar. Proceedings from IEEE Professional Communication Society.

This is a work-in-progress paper detailing the survey instrument I developed with three undergraduates to continue studying the literacy practices of professional engineers in Qatar. We have received IRB approval, have started to collect data, and plan to publish the results in 2020-2021.

Abdalla, A., Zaidi, M.J., Reghunath, R., and Hodges, A. (2019). How to approach learning: Engineering students’ perceptions of project-based learning at an international branch campus in the Middle East. Proceedings from ASEE 2019: American Society for Engineering Education Annual Conference and Exposition.

In this undergraduate research project, I trained three students to analyze focus group data on TAMUQ students’ experiences with projects. This information was used to inform new faculty development programming around project-based learning.

Al-Sheeb, M. and Hodges, A. (2019). The impact of socio-cultural factors in Qatar on females in engineering. Proceedings from ASEE 2019: American Society for Engineering Education Annual Conference and Exposition.

I worked with another undergraduate student to examine the experiences of female engineers in Qatar. We conclude with some suggestions for practices in engineering education that could potentially improve retention of Arab females in the field.

Hodges, A. and Al-Hamidi, Y. (2018). Improving Students’ Writing Skills by Integrating Prototyping Activities in Their Writing Course. Proceedings from ASEE 2018: American Society for Engineering Education Annual Conference and Exposition.

This paper reports on a collaboration I did with a mechanical engineer who also ran the Engineering Enrichment Program at TAMUQ. It documents how I redesigned my technical and business writing course by integrating prototyping, collaboration, and entrepreneurship skills. My technical writing webpage has more current assignments and resources.

Book Chapters and Edited Collections

Hodges, A. and Kent, B. (2017). Hybrid writing positions within WAC/WID initiatives: Connecting faculty writing expectations and MENA cultures. In L. Arnold, A. Nebel, and L. Ronesi (Eds.), Emerging Writing Research from the Middle East-North Africa Region. International Exchanges on the Study of Writing Series, WAC Clearinghouse and Parlor Press. 201-215.

Writing-intensive courses for engineers at Texas A&M University at Qatar provide a unique view into the efficacy of writing-in-the-disciplines (WID) policies and practices in the Middle East. In this chapter, I collaborated with a professional writing consultant to analyze qualitative data from faculty interviews to examine their perceptions surrounding the teaching and learning of writing as an engineer in the Arabian Gulf region. 

Hodges, A. and Seawright, L., eds. (2016). Learning Across Borders: Perspectives on International and Transnational Higher Education. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Universities everywhere are witnessing growing numbers of students in cross-border, international, and transnational spaces. This trend has resulted in many educators revising their curricula, pedagogical approaches, and assumptions about what it means to provide a university education in the 21st century. This edited collection contributes to a growing body of research in international and transnational education by looking back and looking forward at globalisation’s impact on higher education.

Hodges, A. and Rudd, M. (2014). Isn’t everyone a plagiarist?: Teaching plagiarism IS teaching culture. In L. Seawright (Ed.), Going Global: Transnational Perspectives on Globalization, Language, and Education, (192-217). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

This essay considers the negotiations of culture and authority between an American female teacher (Mysti) and a Southeast Asian male student (Sangga) against the backdrop of scholarly conversations on plagiarism. More significantly, this essay explores the new understandings that we, as coresearchers of a case study of a repeat plagiarist, came to have about the primacy of culture in both the teaching and learning of the practice of plagiarism in the academy. 

Hodges, A. (2013). Stories that sparkle in sunlight: Using Twilight to teach writing. In L.A. Nevarez, (Ed.), The Vampire Goes to College: Essays on Teaching with the Undead, (93-101). London, UK: McFarland Press.

In this essay written while I was pursuing my PhD, I discuss a literature course I taught connecting Twilight to vampire literature and other relevant texts, as well as writing prompts that instructors may adapt for their students. (That same year, I found out about Writing about Writing and never looked back. More recent descriptions of my writing courses are at this link.)

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