Empowering the Community College First Year Composition Teacher

Empowering the Community College First Year Composition Teacher

Teaching writing about writing in the two-year college [Blog]. Retrieved from https://community.macmillan. com/community/the-english-community/bedford-bits/blog/2016/10/26/ teaching-writing-about-writing-in-the-two-year-college Downs, ...

Author: Meryl Siegal

Publisher: University of Michigan Press

ISBN: 9780472037919

Category: Community college teachers

Page: 329

View: 447

"This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate's degree. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students' lives on a daily basis."--Adapted from back cover
Categories: Community college teachers

Empowering the Community College First Year Composition Teacher

Empowering the Community College First Year Composition Teacher

The volume concludes with the editors’ reflections regarding future work; a glossary and reflection questions are included. This volume also serves as a call to action to change the way community colleges attend to faculty concerns.

Author: Meryl Siegal

Publisher: University of Michigan Press

ISBN: 9780472129003

Category: Education

Page: 328

View: 695

Community colleges in the United States are the first point of entry for many students to a higher education, a career, and a new start. They continue to be a place of personal and, ultimately, societal transformation. And first-year composition courses have become sites of contestation. This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate’s degree. Chapters focusing on pedagogy and policy are integrated within cohesively themed parts: (1) refining pedagogy; (2) teaching toward acceleration; (3) considering programmatic change; and (4) exploring curriculum through research and policy. The volume concludes with the editors’ reflections regarding future work; a glossary and reflection questions are included. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students’ lives on a daily basis.
Categories: Education

Resources in Education

Resources in Education

ED 430 395 Teacher Dismissal Dismissal of Tenured Faculty - the College Administrator's Ugly Responsibility . ED 430 607 Teacher Education ... ED 430 934 First - Year Training for First - Year Composition : TA Training from the Inside .

Author:

Publisher:

ISBN: MINN:30000006612950

Category: Education

Page:

View: 769

Categories: Education

Student Empowerment in Higher Education Reflecting on Teaching Practice and Learner Engagement

Student Empowerment in Higher Education  Reflecting on Teaching Practice and Learner Engagement

In Chapter 13, Ella R. Kahu, Anna Thomson and Barbara English reflect on the experiences of teaching and learning in a first-year online course on identity and citizenship at Massey University in Aotearoa New Zealand. The course is one ...

Author: Anjoom A. Mukadam

Publisher: Logos Verlag Berlin GmbH

ISBN: 9783832550899

Category: Education

Page: 558

View: 615

Student Empowerment in Higher Education brings together the accumulated knowledge and experience of many accomplished teachers and students from higher education institutions around the world, and has much to offer those who are engaged in higher education, as students, teachers or support staff. The authors offer personal reflections in teaching, learning, mentoring, assessment, hands-on activities, course design and student identities in higher education across the globe, supported by academic research and scholarship. Readers are provided with a window into tried and tested empowering practices in varying contexts, enabling them to see what works and what does not, alongside the challenges and possibilities. A distinctive feature of this book, and its paramount strength, is that it explores best practices in student empowerment, whilst reflecting on matters of teaching and learning that are familiar to students and teachers alike, and also explores practices in a variety of disciplines. The intention of these volumes, therefore, is not only to inform readers about the diverse learning and teaching approaches of the authors, but, most importantly, to facilitate processes of student empowerment and promote reflection on teaching and learning practices. "In recent decades, higher education policy discourse has persistently implied that a university education is 'delivered' to students under the impersonal banner of 'the student experience'. Not only does this commodify the diverse, individual experiences of students into one marketable product, it also creates false barriers and power dynamics between students and their teachers. In Student Empowerment in Higher Education, the students and lecturers who collaborated to write this important volume have literally blown such misleading notions out of the window! I highly recommend each varied and autonomous chapter to learn what really inspires confidence and success in university students." Professor Sarah Hayes, Professor of Higher Education Policy, University of Wolverhampton "The two volumes of Student Empowerment in Higher Education offer the reader rich and varied examples and understandings of student empowerment from around the world. The authors provide reflective accounts of learning and teaching from diverse perspectives and disciplines, which focus on many different areas of practice in higher education. It is this variety that will appeal to many readers, as the source of ideas and inspiration for numerous possible routes to empowerment. With many chapters co-authored by students and staff, the book models the collective responsibility students and staff have for enhancing student empowerment." Dr. Catherine Bovill, Senior Lecturer in Student Engagement, University of Edinburgh; Fulbright Scholar, Elon University, North Carolina, USA; Visiting Fellow (Knowledge Exchange), University of Winchester
Categories: Education

Beyond the Frontier Volume III

Beyond the Frontier  Volume III

Innovations in First-Year Composition Jill Dahlman, Tammy Winner. visionary entrepreneur, researcher, and advocate of Humane-InnovationSustainable-based Entrepreneurship and Community Engagement by EMPOWERING her students and RGV ...

Author: Jill Dahlman

Publisher: Cambridge Scholars Publishing

ISBN: 9781527564336

Category: Language Arts & Disciplines

Page: 232

View: 771

In these quickly changing times, this volume re-imagines the classroom after COVID-19. No one could have fathomed the multiple ways education would change when the country first entered into the pandemic in March, 2020. In this regard, this volume offers pedagogy that will create teaching opportunities in both virtual and physical classrooms. Ideas are meant to be shared and evolve into methods that work for both teachers and pupils.
Categories: Language Arts & Disciplines

Composing a Community

Composing a Community

When Gloria Neubert, a professor of education at Towson University, with wide networks in area K-12 schools and ... For the first year or so, we held our meetings round-robin style at various campuses, stretching our map-reading and ...

Author: Susan H. McLeod

Publisher: Parlor Press LLC

ISBN: 9781602358119

Category: Language Arts & Disciplines

Page: 216

View: 944

Composing a Community is not only a history of early WAC programs but also of how the people developing those programs were in touch with one another, exchanging ideas and information, forming first a network and then a community. Composing a Community captures the stories of pioneers like Elaine Maimon, Toby Fulwiler, and others, giving readers first-hand accounts from those who were present at the creation of this new movement. David Russell’s introduction sets this emergent narrative into relief. Susan H. McLeod and Margot Iris Soven, themselves pioneers in WAC history, have assembled some of its most eloquent voices in this collection: Charles Bazerman, John C. Bean, Toby Fulwiler, Anne Herrington, Carol Holder, Peshe C. Kuriloff, Linda Peterson, David R. Russell, Christopher Thaiss, Barbara E. Walvoord, and Sam Watson. Their style is personal, lively, and informal as the authors succeed in putting their personal memories in the larger context of WAC studies.
Categories: Language Arts & Disciplines

Hiring the Next Generation of Faculty New Directions for Community Colleges Number 152

Hiring the Next Generation of Faculty  New Directions for Community Colleges  Number 152

The faculty of the future, like the students they teach, must continuously adapt to and influence change (Ciez-Volz, 2009), paving ever new directions for community colleges. Conclusion The teacher who enters the first-year composition ...

Author: Cejda

Publisher: John Wiley & Sons

ISBN: 9781118024850

Category: Education

Page: 112

View: 692

The first chapter in this volume presents an overview of the faculty personnel challenges facing community colleges; the next three discuss the socialization and professional development of new faculty. Authors stress the importance of understanding differences among the typs of community colleges and the importance of gender and racial/thnic diversity among the facultry of the institutions who educate the majority of undergraduate females and students of color. The volume concludes with chapters on legal aspects related to the faculty employment and the experiences of presidents and senior instructional administrators, giving valuable guidance to those actively involved in the hiring process. At the heart of this volume is the continued commitment to the community college ideal of providing educational access and, through quality instruction, facilitating student learning and success. Previous research indicated that community college faculty retire at or near the traditional age of sixty-five. With an aging faculty, enrollments that are reaching unprecedented levels, and the federal goverment calling for the community college to take an even greater role in workforce training, community colleges will need to both replace significant portions of their faculty and hire additional faculty lines between now and 2020. This next hiring wave has implications for community colleges, the diverse student populations who attend these institutions, and society in general. This is the 152nd volume of the Jossey-Bass quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Categories: Education

Sixteen Teachers Teaching

Sixteen Teachers Teaching

“The Impact of Perceived Barriers, Academic Anxiety, and Resource Management Strategies on Achievement in First- Year Community College Students.” Journal of The First- Year Experience & Students in Transition 29 (1): 9–32.

Author: Patrick Sullivan

Publisher: University Press of Colorado

ISBN: 9781607329305

Category: Language Arts & Disciplines

Page: 324

View: 138

Sixteen Teachers Teaching is a warmly personal, full-access tour into the classrooms and teaching practices of sixteen distinguished two-year college English professors. Approximately half of all basic writing and first-year composition classes are now taught at two-year colleges, so the perspectives of English faculty who teach at these institutions are particularly valuable for our profession. This book shows us how a group of acclaimed teachers put together their classes, design reading and writing assignments, and theorize their work as writing instructors. All of these teachers have spent their careers teaching multiple sections of writing classes each semester or term, so this book presents readers with an impressive—and perhaps unprecedented—abundance of pedagogical expertise, teaching knowledge, and classroom experience. Sixteen Teachers Teaching is a book filled with joyfulness, wisdom, and pragmatic advice. It has been designed to be a source of inspiration for high school and college English teachers as they go about their daily work in the classroom. Contributors: Peter Adams, Jeff Andelora, Helane Adams Androne, Taiyon J. Coleman, Renee DeLong, Kathleen Sheerin DeVore, Jamey Gallagher, Shannon Gibney, Joanne Baird Giordano, Brett Griffiths, Holly Hassel, Darin Jensen, Jeff Klausman, Michael C. Kuhne, Hope Parisi, and Howard Tinberg
Categories: Language Arts & Disciplines

Teaching Information Literacy and Writing Studies

Teaching Information Literacy and Writing Studies

Volume 1, First-Year Composition Courses Grace Veach. holds a BA and an MLA in History from ... Neera Mohess is an Assistant Professor in the Library Department at Queensborough Community College (CUNY). She holds a master's in Library ...

Author: Grace Veach

Publisher: Purdue University Press

ISBN: 9781612495477

Category: Language Arts & Disciplines

Page: 310

View: 592

This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom. This seminal work unpacks the disciplinary implications for information literacy and writing studies as they encounter one another in theory and practice, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include reading and writing through the lens of information literacy, curriculum design, specific writing tasks, transfer, and assessment.
Categories: Language Arts & Disciplines

Teaching Writing With Latino a Students

Teaching Writing With Latino a Students

Diana Cárdenas 2 In my seventeen years of teaching first - year writing at Del Mar College , our local community college ... students — who demonstrated varying degrees of writing proficiency — in meaningful and empowering experiences .

Author: Cristina Kirklighter

Publisher: SUNY Press

ISBN: 0791471942

Category: Language Arts & Disciplines

Page: 240

View: 932

Engages the complexities of teaching Latino/a students at Hispanic-Serving Institutions.
Categories: Language Arts & Disciplines