ERIC Number: ED347550
Record Type: RIE
Publication Date: 1992-Mar
Reference Count: N/A
Teaching Communities and Two-Year Colleges: Establishing Dialogue among Composition Instructors.
Composition instructors at two-year colleges embrace a large array of approaches and pedagogies, and forming a "teaching community" among these instructors is both a rewarding and a challenging commitment. The positive and negative implications of such a community were examined in a case study of one community college using questionnaires and interviews. First, it was found that a "community" of some sort has always existed at the college studied. There was an unspoken agreement among those who had come to that department from the sister college, an agreement not to interfere, criticize, or gainsay each other. The election of a division chair and her subsequent attempt to gather opinions concerning the department strengthened a sense of community. The crisis of a news report denouncing the college's writing program also fostered community, as did the hiring of "new blood." Perhaps the turning point was the departmental retreat, at which goals, standards, and curriculum development were discussed. Currently, the Language Arts faculty members of this college are united as never before. The impact of the community of writing instructors at the college has been felt specifically in a number of ways, especially by improving sensitivity to and communication with the teacher's students. However, some are still left out of such communities, as the comments of adjunct instructors demonstrate. Still, building a community of teachers clearly improves the quality of instruction and working environment. (An interaction diagram of the college's English faculty is included.) (HB)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: English Teachers
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992).