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2017 September TETYC, v45.1

Non-Member Price: $18.75

NCTE Member Price: $6.25

Special Issue: Preparing Two-Year College English Teachers

Level(s): College

ISBN/ISSN: 0098-6291

Description

Special Issue: Preparing Two-Year College English Teachers

Information for Authors

Editor’s Introduction: Preparing the Next Generation of Two-Year College English Teachers
Holly Hassel

Feature: TYCA Guidelines for Preparing Teachers of English in the Two-Year College
Task Force of the Two-Year College English Association
Abstract: This report, produced by the Two-Year College English Association (TYCA), provides guidelines for preparing future two-year college English faculty. The document, which aligns with the “CCCC Position Statement on Preparing Teachers of College Writing” and TYCA’s “Characteristics of a Highly Effective Two-Year College English Instructor,” presents recommendations for those who train future two-year college English professionals: directors and faculty of English studies graduate programs. These guidelines also provide graduate students who are interested in two-year college teaching careers with recommendations for a combination of relevant coursework and research, professionalization activities, and hands-on experiences that will prepare them to be engaged two-year college teacher-scholars.

Feature: A Tale of Two Statements
Sarah Z. Johnson
Abstract: In this article, the author narrates the experience of crafting two related position statements, one for CCCC and one for TYCA, describing their differences and explaining how each can be useful for two-year college professionals.

Symposium: Responses to the TYCA Guidelines for Preparing Teachers of English in the Two-Year College
Christie Toth and Darin Jensen, coeditors
Abstract: Together, these four essays by Mark Reynolds; Emily Suh; Cheri Lemieux Spiegel and Mark Blaauw-Hara; and Jeff Andelora offer additional insights and resources for graduate programs and two-year college English departments seeking to implement the “Guidelines” principles in their local contexts. We anticipate that this symposium will further a much-needed dialogue about how two-year college English teachers are prepared.

Feature: Professional Autonomy and Teacher-Scholar-Activists in Two-Year Colleges: Preparing New Faculty to Think Institutionally
Brett Griffiths
Abstract: The author draws on analysis of a three-part study to argue that reprofessionalization of writing instructors at two-year colleges requires instructors to become better prepared and positioned to assert their teaching expertise through departmental and institutional interactions beyond the classroom.

Feature: The Instructional Note and the Professionalization of Two-Year College English Teaching
Jeff Sommers
Abstract: TETYC’s Instructional Note genre has evolved and begun to contribute to an ongoing scholarly conversation by contributing new knowledge, not merely passing along teaching lore.

Feature: Helping Faculty in Two-Year Colleges Use Eportfolios for Promoting Student Writing
Ruth Benander and Brenda Refaei
Abstract: The “TYCA Guidelines for Preparing Teachers of English in the Two-Year College” neglects to mention portfolios or eportfolios as a best practice with which two-year faculty should be prepared; the authors argue that eportfolio pedagogy and practice should be part of two-year faculty preparation to best serve both students and faculty at two-year colleges.

Review: The Slow Professor: Challenging the Culture of Speed in the Academy by Maggie Berg and Barbara K. Seeber; reviewed by Cheri Lemieux Spiegel

Review: Teaching Composition at the Two-Year College: Background Readings, edited by Patrick M. Sullivan and Christie Toth; reviewed by Sonja L. Andrus

Review: Winning Arguments: What Works and Doesn’t Work in Politics, the Bedroom,the Courtroom, and the Classroom by Stanley Fish; reviewed by Peter Wayne Moe

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A Professional Association of Educators in English Studies, Literacy, and Language Arts