CFP: TETYC Special Issue on Guided Pathways

Special Issue of Teaching English in the Two-Year College: Guided Pathways

In April, 2015, authors Thomas Bailey, Shanna Smith Jaggers, and Davis Jenkins published Redesigning America’s Community Colleges: A Clearer Path to Student Success (Harvard UP), focusing on outlining a multi-strategy plan to streamline curriculum and create what they call “more educationally coherent programs of study” with the goal of increasing student retention, graduation, and transfer rates. Writing studies scholars such as Mike Rose have asked hard questions about the Guided Pathways model, and the prominent Community College Research Center has provided multiple supporting documents and studies that have led to the rapid ascent of Guided Pathways as part of the national dialogue around college completion. The American Association of Colleges and Universities has also published work on Guided Pathways, part of the multipronged national advancement of pathways as a proposed solution to the problem of low completion rates of two-year college students. The American Association of Community Colleges provides an array of documents, resources, and workshops intended to support an increase in the use of the model in two-year colleges.

  • Prior work in the field of English such as the Journal of Writing Assessment issue on the “Politics of Pathways” has begun the conversation about the implications of Guided Pathways for higher education; this TETYC special issue aims to focus the lens on the opportunities, complexities, challenges, and consequences of Guided Pathways for two-year college students and faculty in all fields and subfields of English Studies.

Questions that manuscripts might address could include the following:

  • What are the effects of a guided pathways approach on students and faculty?
  • What are the implications for the English curriculum?
  • How does Guided Pathways affect students’ educational choices?
  • What are best practices for implementing Guided Pathways?
  • What are successful (or unsuccessful) models for Guided Pathways?
  • What is the role of departments, of individual faculty, or student support staff, or shared governance groups on campus?
  • What are the implications for developmental education programs or coursework?

Submitted manuscripts should be clearly relevant to the teaching of English in the two-year college.

Timeline

  • Authors should submit complete manuscripts to the TETYC Editorial Manager  submission system by September 1, 2019. Submission guidelines are available here.
  • Feedback to authors by December 1, 2019
  • Revised manuscripts due by March 1, 2020
  • Publication in the May 2020 issue

TETYC is a peer-reviewed journal published by the National Council of Teachers of English. Questions can be directed to editor, Holly Hassel, at tetyc.editor@gmail.com. General submission guidelines and instructions can be found here.

 

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CFP: TETYC Special Issue on Dual Credit

Teaching English in the Two Year College invites proposals for a September 2020 themed special issue on Dual Credit and Concurrent Enrollment:

As the National Alliance of Concurrent Enrollment Partnerships, the national organization that has set standards around concurrent enrollment and offers program accreditation documents, in 2010, 1.4 million students took a dual credit course (earning college credit as high school students), and these numbers are only increasing. Policymakers in many states (including in Texas, Oregon, Iowa, Colorado, and others) have set goals or passed legislation to ensure high school students have access to or even complete specific minimum numbers of college credits prior to starting college. Some research suggests that dual credit coursework has a positive impact on college success and the college going choices of first-generation and low-income students.

National organizations in English Studies have issued statements on best practices and guidelines for dual credit including the “CCCC Statement on Dual Credit/Concurrent Enrollment Composition: Policy and Best Practices,” the “CWPA Position Statement on Pre-College Credit for Writing” and the “TYCA Executive Committee Statement on Concurrent Enrollment.” A joint organizational statement on dual credit/concurrent enrollment is also in progress to be issued collaboratively by multiple writing studies national groups, and the 2012 NCTE volume College Credit for Writing in High School: The “Taking Care of” Business  has also offered a scholarly foundation for concurrent enrollment work in English studies.

I invite 500-word special issue submission proposals that address dual credit/concurrent enrollment issues  especially those that focus on how these issues play out at community colleges.

Some possible topics might include:

  • Best practices for dual credit partnerships
  • Pedagogical considerations and recommendations
  • Administration of dual credit programs
  • Curriculum development
  • Student readiness
  • Professional development, mentoring, and ongoing support
  • Models for delivering dual credit/concurrent enrollment (online, hybrid, in high schools, on college campuses)
  • Classroom practices
  • Program assessment
  • Challenges and opportunities
  • The student experience
  • Longitudinal studies

Timeline

  • Submit 500 word proposals by April 1, 2019 to the TETYC Editorial Manager submission system. Proposals should identify the major questions and/or arguments that will be addressed, provide a scholarly context, and describe the methodologies that will be used. TETYC uses MLA documentation, 8th edition.
  • Complete manuscripts will be invited by June 1, 2019 after proposals are reviewed by the journal’s editorial board or additional invited peer reviewers.
  • Complete manuscripts will be due to the editor by December 30, 2019
  • Publication will be in the September 2020 issue

TETYC is a peer-reviewed journal published by the National Council of Teachers of English. Questions can be directed to editor, Holly Hassel, at tetyc.editor@gmail.com. General submission guidelines and instructions can be found here.

 

Abba et al. Students’ Metaknowledge about Writing. J of Writing Res., 2018. Posted 09/28/2018.

College Composition Weekly: Summaries of research for college writing professionals

Abba, Katherine A., Shuai (Steven) Zhang, and R. Malatesha Joshi. “Community College Writers’ Metaknowledge of Effective Writing.” Journal of Writing Research 10.1 (2018): 85-105. Web. 19 Sept. 2018.

Katherine A. Abba, Shuai (Steven) Zhang, and R. Malatesha Joshi report on a study of students’ metaknowledge about effective writing. They recruited 249 community-college students taking courses in Child Development and Teacher Education at an institution in the southwestern U.S. (89).

All students provided data for the first research question, “What is community-college students’ metaknowledge regarding effective writing?” The researchers used data only from students whose first language was English for their second and third research questions, which investigated “common patterns of metaknowledge” and whether classifying students’ responses into different groups would reveal correlations between the focus of the metaknowledge and the quality of the students’ writing. The authors state that limiting analysis to this subgroup would eliminate the confounding effect of…

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Best of Rhetoric and Composition Journals 2018: TETYC Article Selected

Congratulations to Darin Jensen and Susan Ely whose article “A Partnership Teaching Externship Program: A Model That Makes Do” has been  been selected for inclusion in The Best of Rhetoric and Composition 2018. The article appeared in the March 2017 issue of the journal.

I am thrilled to see Darin and Susan’s piece (and TETYC) represented in the series.  Watch for the collection to appear at CCCC 2019. Publication is through Parlor Press.

https://www.parlorpress.com/best_rhetcomp

 

 

May 2018 TETYC: Academic Freedom and Labor

So excited about the May 2018 TETYC special issue, with a focus on academic freedom and labor. This is a collaborative issue with Forum editor Amy Lynch-Biniek, featuring contributions by Jeffrey Klausman, Kristen Higgens and Anthony Warnke, Katie McWain, and symposium contributions by Christie Toth, Howard Tinberg, Pat Sullivan, Darin JensenAnnie Fleissner Del Principe, Jacqueline Brady, and others!

http://www2.ncte.org/resources/journals/teaching-english-in-the-two-year-college/current-issue/

 

King, Emily. Student Silence in Classroom Discussion. TETYC, Mar. 2018. Posted 03/21/2018.

College Composition Weekly: Summaries of research for college writing professionals

King, Emily. “Understanding Classroom Silence: How Students’ Perceptions of Power Influence Participation in Discussion-Based Composition Classrooms.” Teaching English in the Two-Year College 45.3 (2018): 284-305. Web. 16 Mar. 2018.

Emily King conducted a qualitative study of students’ willingness to participate in discussions in writing classrooms. She finds such exchanges essential in critical pedagogy, which, she contends, requires collaborative, dialogic engagement in order to raise student awareness of inequities and power structures “in the classroom and beyond” (284). In particular, she addresses how students’ perceptions of power differentials may influence their willingness to take part in discussion.

King reviews several decades of scholarship on student participation in critical classrooms to reveal hypotheses about the reasons students may or may not choose to speak during class. She cites scholars like Ira Shor, Paulo Freire, and Patricia Bizzell to propose that students often conclude, in Shor’s words, that their job is to “answer…

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