Dr. Terrazas-Arellanes is a Research Assistant Professor at the Center for Equity Promotion at the University of Oregon. Dr. Terrazas-Arellanes received her Bachelor of Arts in Psychology from the Universidad Autonoma de Sinaloa in 2000, a Master’s of Science in Special Education from the University of Oregon in 2008, as well as a Doctor of Philosophy from the University of Oregon’s School Psychology Program in 2009. She is also a teacher from Mexico who has coordinated research projects in areas of Spanish literacy instruction, second language acquisition, and eText supports.

Dr. Terrazas-Arellanes is a Principal Investigator of Project ESCOLAR (Etext Supports for Collaborative Online Learning and Academic Reading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disabilities. She is also a Principal Investigator of Project SSOAR (Stepping Up to SOAR: Strategies for Online Academic Reading) funded by OSEP and was Co-Principal Investigator of Project COPELLS (Collaborative Online Projects for English Language Learners) funded by the National Science Foundation.

Dr. Terrazas-Arellanes areas of expertise include: a) literacy and bi-literacy instruction for English Language Learners students of Spanish speaking background, b) use of assistive technology to address the educational needs of students with learning disabilities, c) research design and analysis of qualitative and quantitative data.

2004-2009 Ph.D., School Psychology
University of Oregon. Eugene, OR.

2004-2008 M.S., Special Education
University of Oregon. Eugene, OR.

1995-2000 B.A., Psychology, General and Special Honors
Universidad Autónoma de Sinaloa. Sinaloa, Mex.

-     2012 Summer Research Training Institute, sponsored by the National Center for Special Education Research (NCSER), Institute of Education Sciences (IES), U.S. Department of Education. Summer 2012.

-     Doctoral Research Award. University of Oregon, College of Education, February 2007.

-     Wes Becker Scholarship Award. University of Oregon, College of Education, April 2005. 

-     Universidad Autónoma de Sinaloa Award for College tuition and living expenses. Universidad Autónoma de Sinaloa, 1996-2000.

-     Universidad Autónoma de Sinaloa, Psychology School. June 2000.  Best Accumulative GPA of the generation 1995/2000.

-     Universidad Autónoma de Sinaloa, August 2000. Academic Award for 3.97 GPA at Psychology School.

-     Universidad Autónoma de Sinaloa, June 2000. Awarded for Excellence in Research Tasks.

-     Mexican Academic of Sciences, 1998. Awarded for participation in “The Summer of the Scientific Research IX”.

Terrazas-Arellanes, F., Strycker, L. A., & Walden, E. (in press). Web-based professional development model to enhance teaching of strategies for online academic research in middle school. Journal of Research on Technology in Education.

Terrazas-Arellanes, F., Gallard Martinez, A. J., Strycker, L. A., & Walden, E. (2018). Impact of interactive online units on learning science among students with learning disabilities and English learners. International Journal of Science Education. doi: 10.1080/09500693.2018.1432915

Terrazas-Arellanes, F., Strycker, L. A., & Walden, E, Gallard Martinez, A. J. (2017) Teaching with Technology: Applications of Collaborative Online Learning Units to Improve 21st Century Skills for All. Journal of Computers in Mathematics and Science Teaching, 36(4), 375-386.

Terrazas-Arellanes, F., Knox, C., Strycker, L. A., & Walden, E. (2017). Online learning tools for middle school science: Lessons learned from a design-based research project. International Journal of Information Communication and Technology Education, 13(1), 27-40.

Terrazas-Arellanes, F. E., Knox, C., Strycker, L. A., & Walden, E. (2016). A face-to-face professional development model to enhance teaching of online research strategies. Journal of Information Technology Education: Research, 15, 335-367.

Knox, C. H., Anderson-Inman, L., Terrazas-Arellanes, F. E., Walden, E., Strycker, L. A., & Hildreth, B. (2016). Strategies for Online Academic Research (SOAR): Digital literacy for middle school students. International Journal of Information Communication Technologies and Human Development, 8(1), 42-68.

Knox, C. H., Anderson-Inman, L., Terrazas-Arellanes, F., Walden, E., & Hildreth, B. (2015). The SOAR strategies for online academic research: Helping middle school students meet new standards. In Y. Rosen, S. Ferrara, & M. Mosharraf (Eds.), Handbook of research on technology tools for real-world skill development (pp. 68-104). Hershey, PA: IGI Global.

Terrazas-Arellanes, F., Walden, E., & Knox, C. (2015). PBL science empowered by discussion forums. Edutopia. Retrieved from: http://www.edutopia.org/blog/learning-science-pbl-discussion-forums-fatima-terrazas-arellanes

Terrazas-Arellanes, F., Knox, C., & Walden, E. (2015). Pilot study on the feasibility and indicator effects of collaborative online projects on science learning for English learners. International Journal of Information and Communication Technology Education, 41(11).

Terrazas-Arellanes, F., Knox, C., Rivas, C., & Walden, E. (2014). English language learners’ online science learning: A case study.  In J. E. Aitken (Ed.), Cases on communication technology for second language acquisition and cultural learning (pp. 322-355). Hershey, PA: IGI Global.

Walden, E., Terrazas-Arellanes, F., & Knox, C. (2014). Connect English learners to science with online projects. International Society for Technology in Education. Retrieved from https://www.iste.org/explore/articledetail?articleid=26

Terrazas-Arellanes, F., Knox, C., & Rivas, C. (2013). Collaborative online projects for English language learners in science. Cultural Studies of Science Education, 3(8). doi: 10.1007/s11422-013-9521-8

Anderson-Inman, L., Terrazas-Arellanes, F., & Slabin, U. (2009). Supported eText: Literacy scaffolding for students with disabilities. Journal of Special Education Technology, 24(3), 1-8.

Horney, M., Anderson-Inman, L., Terrazas-Arellanes, F., Schulte, W., Mundorf, J., Wiseman, S., Smolkowski, K., Katz-Buonincontro, J., & Frisbee, M. (2009). Exploring the effects of digital notetaking on student comprehension of science texts. Journal of Special Education Technology, 24(3), 45-61.

Terrazas-Arellanes, F. (2009). The effects of the “Templates” for direct and explicit Spanish instruction on English language learners’ reading outcomes (Unpublished doctoral dissertation). University of Oregon, Eugene, OR.

Peinado, J., Baker, D. & Terrazas-Arellanes, F. (2006). Templates for direct and explicit Spanish instruction (Unpublished materials).

Terrazas-Arellanes, F. (2000). El Aprendizaje Significativo y las Nuevas Technologías: Un Estudio en el Aula de Medios (Unpublished undergraduate thesis). Universidad Autónoma de Sinaloa, Culiacan, Mexico.

Dr. Terrazas-Arellanes focuses her research on studying the efficacy of Science Online Learning Environments for middle school students with learning disabilities through the ESCOLAR program. She is also interested in finding effective ways for expanding this curriculum to both elementary and high school grades. Dr. Terrazas-Arellanes’ efforts for disseminating the use of the ESCOLAR program have resulted in the creation of internship positions with social media and marketing undergraduate and graduate students that conduct numerous outreach activities.