Call for Proposals
Starting the Conversation: Teaching, Scholarship, and Activism at Two-Year Colleges
Two-Year College English Association National Conference
March 13, 2019
Offered in connection with the 2019 CCCC Annual Convention
Proposal Deadline: November 1, 2018, 11:59 p.m. EDT
Call for Proposals
English instructors at two-year colleges come from a variety of backgrounds and experience. Our flexibility, competence, and communication skills often make us the “Swiss Army knives” of our institutions. English faculty members run dual-credit programs, chair governance committees, and lead community outreach initiatives. We’re content experts in all kinds of fields, but one thing we all have in common is our desire to continue to improve not only our institutions and departments, but our personal craft of teaching. Two-year college English faculty love and value teaching. We have to, because teaching is the main focus of our professional lives.
In 1947, officially establishing community colleges, Truman’s Commission on Higher Education argued that “[e]ducation that liberates and ennobles must be made equally available to all. Justice to the individual demands this; the safety and progress of the Nation depend upon it” (Sullivan and Toth, Teaching Composition at the Two-Year College: Background Readings, p. 8). This concept of education that “liberates and ennobles [and] must be made equally available to all” is at the heart of our work at two-year colleges and open-access institutions.
TYCA has existed since 1996. We began as, and continue to be, an organization that addresses regional needs. While each of the seven TYCA regions has its own characteristic flavor, we’re often talking about the same issues: course load, state funding, dual credit, maintaining rigor with underserved student populations. This first national TYCA conference is an opportunity to combine those conversations and talk “across country” with other colleagues who are facing many of the same challenges.
As English teachers at two-year colleges and open-access institutions, we are—whether by training or inclination (to say nothing of necessity)—compositionists; but we also bring with us a dizzying variety of expertise. We teach creative writing, literature, reading, ESL, technical reporting, and communication. We’re leaders in developmental ed, program design and assessment, writing centers, and professional development. Our scholarship is diverse as well, as can be seen by glancing through any recent copy of TETYC.
Our profession thrives on both individual expertise and careful collaboration. In this spirit, we invite you to join us at TYCA’s first national conference to discuss what our institutions bring to our communities—and our roles in providing educational opportunities for as many residents/students as possible. Because we believe in that. Because where so many systems fail our students, we can be and should be and are working to eliminate barriers and empower our students within our communities.
Joanne Baird Giordano (Chair), Salt Lake Community College
Beverly Fatherree, Hinds Community College
Sarah Johnson, Madison College
Stephanie Maenhardt, Salt Lake Community College
Travis Margoni, Yakima Valley College
Focus for Presentations
Proposals should address issues that are relevant to teaching English at two-year colleges. Participants do not need to be affiliated with a two-year college but must focus proposals on research and practices that are clearly relevant to TYCA members. Potential areas of exploration include (but are not limited to) first-year writing, developmental education, second language reading and writing, literature, creative writing, writing centers and other learning assistance programs, intermediate composition, communications, technical writing, business writing, professional development, teacher-scholar activism, community engagement, program administration and innovation, preparing to teach at a two-year college, and the role of contingent faculty.
Reviewers will evaluate proposals for presentations based on the following criteria:
- focuses on teaching, writing center or learning assistance programs, or other work of two-year college English teacher-scholars.
- provides attendees with practical strategies for teaching English in the first two college years or engaging as a professional in the discipline.
- presents concepts and practices that are relevant to working with a wide range of diverse learners at open-admissions institutions.
- uses research or other evidence to support recommended practices.
Presentations must not be part of an accepted session for CCCC 2019.
Required Proposal Sections
Session Information for the Program
Title (Up to 10 words)
Write a session title for the conference program.
Abstract (Up to 150 characters)
Write a very brief summary of the session or individual presentation for the conference program.
Contact Information for Each Speaker
Individual Presentation Title (for panel presentations):
Session Type (scroll down menu or check box)
- 15-minute individual presentation
- 60-minute panel presentation or discussion
- Roundtable discussion
- Workshop with a high level of participant interaction
- Poster presentation
Relevance to the Conference (Up to 50 words)
Explain how the presentation addresses issues or practices that are relevant to the work of two-year college teacher-scholars.
Write a detailed description of the session or presentation that includes the following information:
- the purpose, learning outcomes, or goals of the session
- an overview of the research, evidence-based teaching strategies, and/or best practices presented in the session
- an short outline or description of what will happen during in the session
- an explanation of how the presentation will actively engage attendees in discussions or other activities (not required for a 15-minute individual presentation)
Word-Count Limits for Session Descriptions
- 15-minute individual presentation (250 words)
- 60-minute panel presentation or discussion (1,000 words)
- Roundtable discussion (1,000 words)
- Workshop with a high level of participant interaction (1,000 words)
- Poster presentation (500 words)
Sponsored Session (optional)
Please enter the group name if the session is sponsored by a TYCA regional organization, a CCCC standing group or SIG, or another professional group affiliated with NCTE.