You can find TETYC here at the Literacy and NCTE blog!
You can find TETYC here at the Literacy and NCTE blog!
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: AND -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 email@example.com AND Sheri Rysdam, Utah Valley University firstname.lastname@example.org 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:
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.
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:
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.
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:
We look forward to this exciting new strategy for connecting up two-year college English instructors.
Greetings from Houston! My conference is full of meetings with amazing colleagues and inspiring sessions about all sorts of teaching and learning topics of interest to two-year college instructors. Right now I’m looking forward to session B.17: Basic Writing at Community Colleges: Redesigning Curriculum and Professional Development.
Colleagues with cool projects and ideas that are a good fit for the journal should stop by my Open Office Hours tomorrow, Friday, 4/8 12:30–3:15 pm:
Find me in Booth #108!
I am excited to announce the appointment of two great colleagues to the Teaching English in the Two-Year College editorial team. Mark Blaaw-Hara and Sheri Rysdam are joining the journal as review editors and will be collaborating with me during my term as editor of the journal.
Mark Blaauw-Hara is the Writing Program Coordinator and an English faculty member at North Central Michigan College in Petoskey, Michigan. He has taught a wide range of courses, including first-year composition, developmental writing, creative writing, literature, and film. His research interests include threshold concepts, transfer theory, developmental writing, student veterans, and writing in the disciplines. Mark’s work has appeared in Teaching English in the Two-Year College, The Community College Journal of Research and Practice,Community College Week, and The Writing Center Journal, as well as in the forthcoming edited collection, WPA Transitions. He has been a peer reviewer for TETYC for many years, as well as College English and the upcoming Journal of Veteran Studies. He currently serves on the Executive Board for the Council of Writing Program Administrators, and he has served on and chaired the CWPA Best Book Award committee.
Sheri Rysdam is Assistant Professor of Basic Composition at Utah Valley University. In addition to her scholarship on feedforward and other strategies for responding to student writing, her interests are in the rhetorics of political economy, issues of social class in the composition classroom, and women’s rights and advocacy. Her work has appeared most recently in Issues in Writing and the Journal for the Assembly for Expanded Perspectives on Learning. She also has chapters in Critical Expressivist Practices in the College Writing Classroom and Peer Pressure, Peer Power: Collaborative Peer Review and Response in the Writing Classroom.
If you haven’t already done so, read the fantastic piece published in the March 2016 issue of the journal, Christie Toth and Patrick Sullivan’s “Toward Local Teacher-Scholar Communities of Practice: Findings from a National TYCA Survey” which offers some fantastic insights and conclusions for two-year college English instructors and the field as a whole. I am looking forward to implementing some of their findings into my work as journal editor as I work toward my first official issue as editor, September 2016.