Offers concrete suggestions for publicizing the "good work" of two-year colleges. (RS)

Partnership for Assessment of Readiness for College and Careers (PARCC) member states regard assessments as tools for enhancing teaching and learning, and are committed to providing all students, including but not limited to, students with disabilities, English learners, English learners with disabilities, and underserved populations with…

This guide directly addresses students who are interested in transferring to an National Collegiate Athletic Association (NCAA) school l to play a sport. The guide introduces them to the key issues and NCAA rules involved in transferring. It takes them through the steps they will need to understand the transfer rules, determine whether they…

More than 70 percent of the students who access higher education in Washington do so first at a two-year institution. Washington's two-year colleges account for a higher percentage of public and private college student enrollments (49 percent) than in the United States in general (34 percent). The Higher Education Coordinating Board's…

Discusses how professional conversation should focus on the intersection of teaching and text. Notes that exemplary practices can be found in two-year college English programs, and university research programs should find ways to study and critique that practice. Suggests that graduate programs in English should explicitly acknowledge that a…

Considers why the traditional research paper seems to have been part of the English curriculum forever. Provides a glimpse at what teachers in the past have done to alter its teaching and final format and provides a background against which English teachers may want to reevaluate and reinspire their own teaching of the research paper. (SG)

Attempts to define what "college-level" writing is. Argues that acknowledging the full range of complexities related to "college-level" writing is a necessary first step toward engaging in productive dialogue about it. Suggests that educators change the term "college-level writer" to "college-level reader, writer, and thinker." (SG)

Examines six shifting boundaries: time and space, authorship, writing skills, medium, availability, and the senses. Addresses what the new perimeters might mean for teaching writing at the college level, for student writing, and for instructional management. Considers the challenges of plagiarism. (SG)

Seeks opinions from two young professors whom the author and the department's personnel and budget committee had the good fortune to hire in the class of 1996. Considers four questions that someone might ask while considering a teaching career at a two-year college. Addresses and discusses each question. (SG)

Describes the Fulbright-Hays seminar and the author's experience with it. Discusses the application process and experiences with Fulbright seminars in Poland, Hungary, Peru, and Ecuador. Notes how she and her colleagues use Fulbright information in their classrooms. (SG)

Notes that keeping current in a specific academic discipline is as crucial for community college faculty members as it is for their university colleagues. Suggest that two-year colleges, and the communities they serve, can do much to further their faculty members' intellectual growth. Argues that institutions as a whole should provide budget…

Presents an exploration of research that benefits a community college English department as it reconsiders the theoretical foundations of its curriculum. Notes how the department crafted a curriculum that was not only inclusive but responsive to the students taught. Concludes that writing is only lasting when it is intertwined with the lives and…

Considers how the introductory business writing course is appropriate for the development of critical literacy, especially for students at second-tier, working-class colleges. Notes that the opposition between labor and management offers rich opportunities for the critical examination of corporate rhetoric, opportunities that are as relevant in…

Describes various attempts at mentoring for new faculty at Washtenaw Community College. Suggests seven characteristics of a mentoring program for faculty new to a two-year college: it should be systematic, positive, egalitarian, confidential, faculty-based, flexible, and supported by the institution. (RS)

This booklet contains questions that are intended to serve as a starting point for asking meaningful questions about the quality of the first year of college so that a two-year college campus can enhance the learning, satisfaction, and retention of new college students. The previous edition considered the first-year experience for both two-year…