The March 2017 issue is available online!
Free access is available for the Editor’s Introduction and Darin Jensen and Susan Ely’s opening piece, and TYCA to You!
If you haven’t yet had a chance, take a look at the latest issue of TETYC.
Nonsubscribers are able to read the Editor’s Introduction as well as the “TYCA White Paper on Placement Reform.”
The book review editors at TETYC invite drafts or proposals for book reviews of the new books that are relevant to our field. We are particularly interested in reviews of books that are relevant to our upcoming special issues.
-Preparing Two-Year College Faculty:
-Academic Freedom in the Two-Year College:
Please read about writing book reviews for TETYC here. Send queries and proposals to the book review editors:
Mark Blaauw-Hara, North Central Michigan College
Sheri Rysdam, Utah Valley University
Finished drafts can be upload directly to the TETYC Editorial Manager site.
We look forward to reading about what you’ve been reading!
Sheri & Mark
Book Review Editors
May 2018 Special Issue of TETYC:
Academic Freedom and the Teaching of English in the Two-Year College
Many of us teaching in higher education have recognized important changes to the cultural, financial, structural, and ethical aspects of postsecondary teaching, from the increasing reliance on contingent faculty to a decline in state funding contributions to public colleges, and an increasing emphasis on corporate management models. These converging factors are reshaping higher education, but have a particular resonance for two-year college English instructors who work with a wide range of students, take on many uncompensated service and administrative responsibilities, and often work off the tenure track. Further, two-year colleges traditionally have had fewer traditions of shared/faculty governance than our university counterparts. As a result, our institutions may be affected disproportionately by these paradigm shifts in higher education.
Within this context, TETYC invites proposals for articles or other features focused on the special issue theme of “Academic Freedom and Teaching English in the Two-Year College.” (See the Information for Authors page for an overview of the types of pieces the journal publishes). I imagine this theme expansively, with the following suggested topics or themes serving as a starting point:
- Contingency, expectations of continuing employment, and short-term or long-term contract faculty
- Teaching and learning conditions, and working conditions more broadly
- State contexts, including legislative influence on higher education institutions within specific states
- Curricular regularization /standardization
- Faculty autonomy–influenced by employment status or other factors, deprofessionalizing or professionalizing efforts within institutions or other contexts
- Imposition of corporate models on the two-year college mission; reductions in state funding and disinvestment in public higher education–impacts, consequences, opportunities?
- Ongoing faculty development in two-year college English (including institutional and departmental training for instructors)
- How we develop our programs within the 21st century college and other contexts
- Liberal education, vocational education, and the multipronged missions of two-year colleges
- Faculty protections and job security inflected differently across the states, including assaults on public unions, threats to tenure and shared governance; legislation mandating right-to-work policies, etc
- The risks and rewards of teacher-scholar-activist work; with a greater need than ever for faculty advocacy, what are the risks of such work (see Sullivan, 2015)?
Timeline and Process
Unlike prior calls for special issues which seek complete manuscripts, the TETYC editor and editorial board hope to work with authors closely throughout the process of developing manuscripts.
- Proposals of 500 words are invited for submission by December 1, 2016. Authors should remove all identifying references to their identities or institutions; the proposals should identify the type of manuscript (feature article, instructional note, symposium, review essay, etc) as well as key arguments and sources, the exigency and importance of the topic to readers of TETYC.
- Please submit proposals to the TETYC Editorial Manager site; when the dropdown menu appears, select “Proposal for Special Issue” as the “Article Type.”
- Proposals will be reviewed by the Editorial Board, with authors of pieces selected for inclusion to be notified by March 20 2017. Complete manuscripts will be due to the TETYC submission system, Editorial Manager, by August 15, 2017. Revision suggestions will be provided by October 1, 2017, and final manuscripts are due to the editor by December, 30, 2017.
Resources and References
In July, 2017, an updated organizational statement from the Two-Year College English Association, “Guidelines for the Graduate Preparation of Two-Year College English Faculty,’ will appear in College English (and will also, subsequently, appear in TETYC in September). Aimed at graduate programs, the document updates the 2004 “Guidelines for the Academic Preparation of English Faculty at Two-Year Colleges” and spells out standards for best preparing two-year college English professionals. To build on this work, the September 2017 issue of Teaching English in the Two-Year College will focus on the special issue theme of “Preparing Two-Year College English Faculty.” The journal invites submission of full manuscripts related to this theme.
A rich scholarly body of work across the discipline has identified how best to prepare instructors for success in the two-year college English classroom (see Andelora; Toth; Toth, Griffiths, and Thirolf; Lovas; Sullivan; Hassel and Giordano; Hassel; TYCA). Building on this foundation, I invite submissions that speak to the ongoing work of preparing faculty for the unique teaching environments of two-year college English (including writing of all types, literary studies, and other areas of teaching and professional activity). Submissions might address the following topics:
- Department, institutional, or state-sponsored faculty development
- Effective or ineffective graduate school/training models
- Post-graduate preparation for teaching
- The role of assessment
- Ongoing faculty development
- Strategies for effective departmental collaborations, including writing across the curriculum and writing in the disciplines
- Model programs
- Challenges of professional development in two-year colleges (see Klausman)
- Internal and external forms of professional development for instructors
- Tensions or objections to ‘faculty development” (see Penrose)
- Fiscal, intellectual, disciplinary, or state/local contexts and constraints shaping faculty development
- Using classroom or program-level data to shape professional development activities
- Inter-institutional collaborations
- The risks, rewards, and challenges of collective work (vs. individual scholarship)
- Strategies for creating integrated teaching, service, and research responsibilities in the two-year college
- The role of administration in faculty development
Of course, this is not an exhaustive list; submission cover letters should specify how the manuscript advances this special issue theme.
Complete essay submissions should be received by the editor for consideration in the special issue by December 1, 2016. Authors should follow the submission guidelines for Feature Articles, Instructional Notes, Symposia, Review Essays, or What Works for Me manuscripts available at the TETYC webpage, including submission via the Editorial Manager system.
References and Related Sources
The Two-Year College English Association is excited to announce the creation of a list-serv for two-year college English teachers. The goal is to create a forum for broad communication among professionals who teach English in two-year college settings—technical colleges, community colleges, junior colleges–and to provide a tool for community building as well as disseminating resources and opportunities.
We imagine this list could be used for many purposes: posing and answering questions about teaching, learning, and program development in two-year college English; circulating conference or publication opportunities; connecting members in particular regions; as a sounding board for common issues faced by teachers working in the two-year college, etc. To join, please click on the following link:
If you have questions, contact Holly Hassel at firstname.lastname@example.org or Suzanne Labadie at email@example.com.
We look forward to this exciting new strategy for connecting up two-year college English instructors.