2yr Colleges: Spaces for Change
The first session I attended to day was an amazing panel made up of former TYCA chairs. Each was asked to elaborate on their sense of where we should be going in the future.
Lynn Troyka emphasized the need for TYCA to connect with graduate students.
Paul Bodmer discussed the need for continued reinvention of our teaching space due to the continuously changing needs of our students.
Georgia Newman focused on the TYCA document, “Guidelines for the Academic Preparation of Two-Year College English Faculty” and the need to develop graudate programs which focus on people’s needs to be generalists for work in at two-year college campuses.
Frank Madden advocated for continued pressure to define our professional lives as teacher-scholars.
Jay Wooten reminded the audience that numerous first generation students are attending two-year colleges, and their needs, especially in the sense of their confidence, require a faculty member to work in different ways. She emphasized what we all know; 1st generation students are just as academically capable, but do not a sense of the “academic” world to guide them.
Ben Wiley reminded us that we have a choice to accept or reject the vision of the two-year college that others project. He reminded us that we do vigorously reject the image of the two-year college student and faculty as “less than” or deficient in any way. Instead, we need to continue to challenge these false images and continue to project our version of the professional world in which we work.
Lynn Troyka emphasized the need for TYCA to connect with graduate students.
Paul Bodmer discussed the need for continued reinvention of our teaching space due to the continuously changing needs of our students.
Georgia Newman focused on the TYCA document, “Guidelines for the Academic Preparation of Two-Year College English Faculty” and the need to develop graudate programs which focus on people’s needs to be generalists for work in at two-year college campuses.
Frank Madden advocated for continued pressure to define our professional lives as teacher-scholars.
Jay Wooten reminded the audience that numerous first generation students are attending two-year colleges, and their needs, especially in the sense of their confidence, require a faculty member to work in different ways. She emphasized what we all know; 1st generation students are just as academically capable, but do not a sense of the “academic” world to guide them.
Ben Wiley reminded us that we have a choice to accept or reject the vision of the two-year college that others project. He reminded us that we do vigorously reject the image of the two-year college student and faculty as “less than” or deficient in any way. Instead, we need to continue to challenge these false images and continue to project our version of the professional world in which we work.
posted by sharon | 3/23/2006 12:22:00 PM
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