Carolin Fuchs

• Innovation in Language Program Direction Award, American Association of University Supervisors, Coordinators, and Directors of Language Programs (AAUSC). https://aausc.wildapricot.org/AAUSCblog/13289898
• Course Enhancement Funds, The University Grants Committee of Hong Kong, Teaching & Learning Project on Information Literacy: Enhancing Student Learning through Information Literacy, July 15, 2016 – May 16, 2017. HKD 15,000.
• Task-Based Collaboration in Flipped Classroom Mode – A Model for Language Teacher Education. Start-Up Grant, City University of Hong Kong. Amount: HKD 198,496, 2016 – 2018, Principal Investigator (PI).
• Computer-mediated ethnographic research through international collaboration – A pilot study. Teaching Development Grant, City University of Hong Kong. Amount: HKD 117,908, 2016 – 2017, Principal Investigator (PI).
• Award for Dedicated Services, 2011-2012, Teachers College, Columbia University.
• Ph.D. Scholarship, Hans Böckler Stiftung (Hans Böckler Foundation), July 2003 – March 2006.
• CSSH Outstanding Teaching Award, 2024-25. College of Social Sciences and Humanities, Northeastern University.
• AI Faculty Fellow in the AI in Teaching and Learning Across the Network (Inaugural Cohort), Northeastern University’s Provost and Chancellor’s offices. AY 2024/25.

Selected Publications

• Fuchs, C., Liaw, M.-L., & Priego, S. (2025). Virtual exchange in language education. In A. V. Brown, C. Crane, B. C. Dupuy, & E. Ene (Eds.), The Routledge handbook of language program development and administration (pp. 513–524). Routledge.
• Fuchs, C. (2024). Intergenerational service-learning through virtual exchange across a foreign language program. Journal of Virtual Exchange, 7, 119–134. https://doi.org/10.21827/jve.7.41313
• Fuchs, C., Tung, B., & Snyder, B. (2022). Learner appropriation of genre in a US-China virtual exchange. In S. Hilliker (Ed.), Second language teaching and learning through virtual exchange (pp. 73–95). De Gruyter Mouton.
• Fuchs, C., Hauck, M., & Dooly, M. (Eds.). (2021). Language education in digital spaces: Perspectives on autonomy and interaction (Vol. 52). Springer.
• Fuchs, C., Lo, F., & Thapa, S. (2020). Linguistic and non-linguistic choices and attitudes in an East-West telecollaboration. In A. Oskoz & M. Vinagre (Eds.), Understanding attitude in intercultural virtual communication (pp. 97–116). Equinox Publishing.
• Fuchs, C. (2020). “Soy estudiante de ingles”: A telecollaborative approach to intercultural and ethnographic engagement in a Hong Kong university course. The JALT CALL Journal, 16(1), 3–27. https://doi.org/10.29140/jaltcall.v16n1.290
• Fuchs, C. (2019). Critical incidents and cultures-of-use in a Hong Kong–Germany telecollaboration. Language Learning & Technology, 23(3), 74–97. http://hdl.handle.net/10125/44697
• Fuchs, C., Snyder, B., Tung, B., & Han, Y. (2017). The multiple roles of the task design mediator in telecollaboration. ReCALL, 29(3), 239–256. https://doi.org/10.1017/S0958344017000088
• Fuchs, C. (2017). Learner autonomy in beginning language MOOCs (LMOOCs): The student teachers’ perspective. In M. Cappellini, T. Lewis, & A. Rivens Mompean (Eds.), Learner autonomy and web 2.0 (pp. 168–197). Equinox eBooks Publishing. https://doi.org/10.1558/equinox.32711
• Fuchs, C. (2016). “Are you able to access this website at all?”: Team negotiations and macro-level challenges in telecollaboration. CALL Journal, 29(4), 1–17.
• Rubio, F., Fuchs, C., & Dixon, E. (2016). Language MOOCs: Better by design. In E. Martín-Monje, I. Elorza, & B. Garcia Riaza (Eds.), Technological advances in specialized linguistic domains (pp. 177–188). Routledge.
• Fuchs, C., & Akbar, F. (2013). Use of technology in an adult intensive English program: Benefits and challenges. TESOL Quarterly, 47(1), 156–167.
• Fuchs, C., & Snyder, B. (2013). It’s not just the tool: Instructional design for exploiting the potential of social networking. In M.-N. Lamy & K. Zourou (Eds.), Social networking for language education (pp. 117–134). Palgrave Macmillan.
• Fuchs, C., Hauck, M., & Müller-Hartmann, A. (2012). Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. Language Learning & Technology, 16(3), 82–102. http://www.lltjournal.org/item/2787
• Vandergriff, I. & Fuchs, C. (2009). Does CMC promote language play? Exploring humor in two modalities. Calico Journal 27(1), 26-47.