Word’s Out: Published Works of CSUN Faculty and Alumni

Linda Reid Chassiakos (Klotz Student Health Center) and Louis Rubino (Health Sciences)

The two co-edited “Collaboration Across the Disciplines in Health Care” (Jones and Bartlett Publishers), with chapters by CSUN colleagues Terri Lisagor (Family and Consumer Sciences), Marsha Chan, Joni Novosel, Ron Sorensen and Jerry Jackson (all Health Sciences), and George Sarka (Klotz Student Health Center). Its learning-centered approach helps students develop communication skills that promote success in diverse professional settings.

Joseph Galasso (English)

Galasso’s “Minimum of English Grammar: An Introduction to Feature Theory with a Special Note on the Nature of Early Child Grammars of English” (University Readers) presents topics such as child language acquisition and language impairment, as well as theoretical syntax familiar to linguists.

Lynn Gordon (Elementary Education)

Gordon is the author/designer of “The Big Collection of Phonics Flipbooks” (Scholastic), a new teaching resource book for grades K-3. This collection of phonics flipbooks, dictation sheets and phonics assessments is designed to meet the needs of beginning and struggling readers, English learners and students with learning disabilities, visual impairment or dyslexia.

Christopher Magra (History)

“The Fisherman’s Cause: Atlantic Commerce and Maritime Dimensions of the American Revolution” (Cambridge University Press), by CSUN historian Magra, “is a welcome reminder that America is a sea-minded nation…Magra’s story, well told and well documented, is essential reading if we are to understand the role of the sea in establishing the American republic,” says historian William Fowler of Northeastern University.

Ana Sánchez-Munoz (Chicana/o Studies and Linguistics)

Sánchez-Munoz is the author of “Spanish as a Heritage Language in the United States: A Study of Speakers’ Register Variation” (Verlag Dr. Muller). The book contributes to “our understanding of bilingualism by providing evidence of variation in speakers’ non-dominant language” whether at home (for heritage speakers) or in classrooms (for second language learners).

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