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Call for Papers: 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. Per the National Alliance of Concurrent Enrollment Partnerships, the organization that sets 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 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 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 (e.g., 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 submission system at 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. 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.

Questions can be directed to editor Holly Hassel at General submission guidelines and instructions can be found at


Call for Papers: TETYC Special Issue on Guided Pathways, December 2020

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, of student support staff, of 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. Complete manuscripts should be submitted to the TETYC submission system at by September 1, 2019. We will have feedback to authors by December 1, 2019, with revised manuscripts due by March 1, 2020. Publication will be in the December 2020 issue of TETYC.

Questions can be directed to editor Holly Hassel at General submission guidelines and instructions can be found on the TETYC website at