Discusses the state of the humanities in the two-year college. (FL)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, asserts that the English faculty in two-year colleges should not be omitted from discussions of graduate study in English. Offers several recommendations for graduate education in English, particularly in relation to the implications for instructors in two-year…

Answers two questions regarding preparing English teachers for two-year colleges: whether a PhD is appropriate for teaching in a two-year college (yes and no); and what graduate departments can do to help their students find work (candidates for two-year college teaching jobs need teaching experience beyond traditional freshman composition…

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…

Suggests that educators in two year colleges must find a space, in all the other work that they have, to do both the reading and writing that allows them to thrive professionally. Concludes that teaching will always matter, but it should not exclude the essential development that only a broader professional conversation can enable in the teacher.…

Discusses the challenges of teaching English at two-year colleges, devising new methods of teaching composition and literature to reluctant writers and readers. Suggests that much of the important intellectual work from two-year colleges has been produced in the form of textbooks, and is also shown in curriculum development, interdisciplinary…

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)

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…

Recommends that prospective faculty members in two-year college English departments prepare by studying pedagogy as well as literature and that they acquire experience with diverse two-year college students. (DF)

Discusses topics pertinent to staffing in the two-year college, including differences in two-year college programs, preparatory programs for two-year college teachers, one department's standards in hiring teachers, challenges posed by open enrollment policies, and ways new faculty members at one college are helped to grow, improve, and be…

Relates the experiences and efforts of a two-year college faculty to promote the value of literary study. (HOD)

Discusses the value of literary study in developing critical thinking in two-year college students. (HOD)

Describes a program for preparing community college teachers and for satisfying inservice needs of those already teaching in the two-year college. (TO)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, discusses the necessary attributes of a two-year college English teacher, and examines how those attributes can be attained in graduate school. (MM)

Defines and clarifies what a two-year college is. States that the organization of these schools is often misunderstood and maligned. Points out that most two-year colleges have an open admissions policy and are relatively inexpensive. Cautions that the low cost attracts both dedicated learners and students who are unprepared for college-level…