Eliud Chuffe
- Associate Professor, Spanish and Portuguese
- Member of the Graduate Faculty
Biography
Dr. Eliud Chuffe is Associate Professor for the Department of Spanish and Portuguese where he also served as Director of Basic Languages for over 18 years. His areas of specialization are Spanish Golden Age Literature and Teaching of Spanish Methodology. He has many years of teaching experience having taught in Guadalajara, Mexico, and Segovia & Alcalá de Henares, Spain, as Resident Director of Study Abroad Programs. He received his MA and his Ph.D. from the University of Arizona. Professor Chuffe has co-authored and edited three books on Spanish language and teaching. His philosophy of teaching comes from years of personal experiences as an undergraduate student, a tutor, a graduate student, a father, a teacher, a mentor and, finally, as a professor and scholar. Since his early years, he has always been interested in teaching others and in developing ways to improve his own teaching techniques. This has guided him to reconsider the methods used by his own teachers, supervising over 80 graduate teaching assistants and adjunct instructors per semester and with the largestt Foreign Language program in the nation with almost 5700 students in the Spanish Basic Language program per year
His beliefs regarding the teaching of foreign languages are in constant evolution as he continues to develop more experience as an instructor and with the ever-changing world of technology that helps him teach more effectively to new generations of students.
“I walk into my first day of teaching with a strong believe that any student in my classes has the potential to succeed in higher education. I am constantly modifying my teaching methods in a search for the optimal goal “to become a more effective teacher in the field of Hispanic language and cultures”.
Degrees
- Ph.D. Spanish and Portuguese
- The University of Arizona, Tucson, Arizona, USA
- Teatro Breve-Carcajada Grande: un estudio del Entremés de Melisendra.
Work Experience
- The University of Arizona, Tucson, Arizona (2022)
- University of Arizona, Tucson, Arizona (2021)
- University of Arizona, Tucson, Arizona (2021)
- University of Arizona, Tucson, Arizona (2019)
- University of Arizona, Tucson, Arizona (2018)
- University of Arizona, Arizona (2017)
- University of Arizona, Tucson, Arizona (2016 - Ongoing)
- University of Arizona in Segovia (2014 - 2016)
- Department of Spanish and Portuguese University of Arizona (2004 - 2016)
Awards
- Nominated: University Faculty Service Award
- The University of Arizona, Spring 2025
- Nominated for the COH Award for Outstanding Achievement in Teaching
- The University of Arizona Provost’s Office., Spring 2017 (Award Nominee)
- The University of Arizona Provost’s Office., Spring 2014 (Award Nominee)
- Student Faculty Interaction Grant
- Student Affairs University of Arizona, Spring 2014
- Nominated for Accolades for Outstanding Faculty Award
- The University of Arizona., Fall 2009 (Award Nominee)
- Nominated for the Henry and Phyllis Koffler Award for Outstanding Achievement in Teaching, awarded by The University of Arizona Provost’s Office.
- The University of Arizona., Fall 2008 (Award Nominee)
- The University of Arizona., Fall 2007 (Award Nominee)
- Distinguished Innovation in Teaching Award
- College of Humanities, Spring 2008
Licensure & Certification
- ACTFL Oral Proficiency Interview Tester Training (OPI), The American Council on the Teaching of Foreign Languages (2005)
- B.A. Spanish, Minor in Mathematics, University of Arizona (1995)
- M.A. Hispanic Literature, The University of Arizona, University of Arizona (1997)
Interests
Teaching
• Spanish Medieval Literature• Spanish Golden Age Literature• Teaching of Spanish Methodology and Research• Contemporary Hispanic-American Literature• Second Language Acquisition & Teaching
Research
• Spanish Medieval Literature• Spanish Golden Age Literature• Teaching of Spanish Methodology and Research• Second Language Acquisition & Teaching
Courses
No activities entered.
Scholarly Contributions
Books
- Chuffe, E. (2010). ¡Dímelo tú! (Now You Say It) A complete Course Textbook (Sixth Edition) Workbook - hard copy , Francisco Rodríguez (20%), Fabian Samaniego (60%), Thomas Bloomers (20%) and Eliud Chuffe (10%). Boston, MA: Thompson-Heinle.
- Chuffe, E. (2010). ¡Dímelo tú! (Now You Say It) A complete Course Textbook (Sixth Edition) , Francisco Rodríguez (20%), Fabian Samaniego (60%), Thomas Bloomers (20%) and Eliud Chuffe (10%). Boston, MA: Thompson-Heinle.
- Chuffe, E. (2010). ¡Dímelo tú! (Now You Say It) A complete Course Textbook (Sixth Edition) Electronic Workbook , Francisco Rodríguez (20%), Fabian Samaniego (60%), Thomas Bloomers (20%) and Eliud Chuffe (10%). Boston, MA: Thompson-Heinle.
- Chuffe, E. (2006). ¡A Leer!: Lecturas para español intermedio. (Let’s Read!) Eliud Chuffe, Editor, 1999, 2006 (Second edition). Florida: Harcourt Brace 1999; Thomson 2006.
- Chuffe, E. (1997). Surf's Up! Workbook for Basic Spanish, Chuffe Eliud (33%), Linda Moehle Vieregge (34%) and Rodney A. James (33%). Connecticut: Jeffrey Norton Publishers.
Journals/Publications
- Chuffe, E., Grall, K. H., Stoneking, L. R., & Panchal, A. R. (2016). Feasibility of Spanish-language acquisition for acute medical care providers: novel curriculum for emergency medicine residencies.. Advanced Medical Educucation Practices. 2016 Feb 18;7:81-6. doi: 10.2147/AMEP.S96928. eCollection 2016., 7, 81-66.More infoLanguage and cultural barriers are detriments to quality health care. In acute medical settings, these barriers are more pronounced, which can lead to poor patient outcomes.
- Grall, K. H., Panchal, A. R., Chuffe, E., & Stoneking, L. R. (2016). Feasibility of Spanish-language acquisition for acute medical care providers: Novel curriculum for emergency medicine residencies. Advances in Medical Education and Practice, 7(Issue). doi:10.2147/amep.s96928More infoIntroduction: Language and cultural barriers are detriments to quality health care. In acute medical settings, these barriers are more pronounced, which can lead to poor patient outcomes. Materials and methods: We implemented a longitudinal Spanish-language immersion curriculum for emergency medicine (EM) resident physicians. This curriculum includes language and cultural instruction, and is integrated into the weekly EM didactic conference, longitudinal over the entire 3-year residency program. Language proficiency was assessed at baseline and annually on the Interagency Language Roundtable (ILR) scale, via an oral exam conducted by the same trained examiner each time. The objective of the curriculum was improvement of resident language skills to ILR level 1+ by year 3. Significance was evaluated through repeated-measures analysis of variance. Results: The curriculum was launched in July 2010 and followed through June 2012 (n=16). After 1 year, 38% had improved over one ILR level, with 50% achieving ILR 1+ or above. After year 2, 100% had improved over one level, with 90% achieving the objective level of ILR 1+. Mean ILR improved significantly from baseline, year 1, and year 2 (F=55, df =1; P
- Chuffe, E., Grall, K., Panchal, A., & Stoneking, L. R. (2011).
NOVEL LONGITUDINAL CURRICULUM FOR SPANISH IMMERSION EDUCATION IN AN EMERGENCY MEDICINE (EM) RESIDENCY
. ICERI2011 Proceedings.
Reviews
- Chuffe, E. (2011. Journey of Five Capuchin Nuns by Sarah Owens(pp 212-214). Tucson, Arizona.
- Chuffe, E. (2007. Bibliografía de Antonio Mira de Amescua (Bibliography of Antonio Mira de Amescua) by Aurelio Valladares Reguero(pp 250-251). Tucson, Arizona.
