Sherry Linkon, over on the Working-Class Perspectives blog, examines the question of how to identify students when you’re forming campus programs to lend assistance. Does defining students by their parents’ education level do them a disservice? Is there a stigma to the term “working class”? And what does it all have to do with income?
I’d hate to tie the notion of working class to income alone. I’ve known students who did not have to take multiple part-time jobs during college because their parents had good union jobs. But those good union jobs did not come with the cultural capital that accompanies a college degree–and so the students were as confused by college expectations and conventions as any student from a background in poverty–and they were as likely to drop out of college in frustration.
The students we encounter in public higher education, especially in community colleges, need resources to help them to navigate. And that’s the case at teaching-focused private institutions as well, where first-gen students are often a smaller percentage of the total student population. What’s important, as Linkon notes, is to explicitly identify the services you’re providing, make them known all over campus, and make sure the students who need them get access to them.
Get yourself to Westfield State University tomorrow for the fourth annual Teaching at Teaching-Intensive Institutions event! It’s the only event of its kind, bringing together doctoral students and recent PhDs with experts from community colleges and four-year institutions that focus on teaching. Learn about the rewards of teaching in institutions that focus on undergraduate learning.
Here’s the registration link.
It’s time to sign up for the 2017 Teaching at Teaching-Intensive Institutions event at Westfield State University!
Friday , October 6th – 9:00am-3:00pm
Westfield State University, Scanlon Hall, Westfield, MA
Teaching at Teaching Intensive Institutions Conference
Interested in teaching at colleges and universities that put teaching first? Community colleges, regional comprehensive universities, and liberal arts colleges are great places to make a career, and you can learn about them at this free one-day regional conference, which brings together graduate students, postdocs, and faculty to discuss what it’s like to work at teaching intensive institutions and how to apply for these faculty positions. Graduate students and postdocs will engage with faculty and deans from a range of teaching-intensive institutions across the New England region through a series of talks, panel presentations, and networking opportunities. Faculty will be available to review and offer advice on CVs and cover letters. View the agenda and register now – space is limited!
Friday, October 6
Learn all about what it’s like to make a career at a teaching-intensive institution, where the focus is on students.
- How can I convince a hiring committee that teaching is more important to me than publishing?
- Is it possible to do research and teach four courses per semester?
- What are community college students expecting of their professors?
- Help–my advisor thinks I should focus on research, not teaching. But I care more about teaching!
You can find out ll about how to do research with your undergraduates, what teaching/learning centers can do for you, and much more, at Westfield State University, on October 6, from 9 until 3. WSU is generously hosting this year’s Teaching at Teaching-Intensive Institutions free all-day workshop, for graduate students and recent PhDs from all over New England.
The registration link will be posted on this blog soon, so keep an eye out. The contact person is Shana Passonno, at UMass, email@example.com.
Sponsorship funds this year so far have come from UMass Amherst and UMass Boston, the University of Rhode Island, Brown University, the University of New Hampshire, and Boston College.
This week’s New York Times included an article with some good context and suggestions for first-generation college students. It’s great to see articles about the concerns of first-gen students appearing in mainstream news publications. It’d be even better to have more narratives from first-gen students themselves. Let’s encourage our students to talk about their experiences and their needs, and let’s help them to share those reflections with the folks on campus who can make a difference for them. And let’s be the ones who can make a difference.
Mark your calendars now. Teaching at Teaching-Intensive Institutions, New England’s annual daylong workshop for doctoral students and postdocs, will be hosted by Westfield State University in Massachusetts on October 6 from 9:30 until 3.
As always, the event will feature panels, discussions, job-search information, and job counseling sessions. This year we’ll have a plenary panel featuring directors of teaching centers at all kinds of teaching-focused institutions, including community colleges, public regional universities, and liberal arts colleges. Sessions will focus on combining teaching and research, student advising, conducting research with undergraduates, and many other topics.
The day is free for all participants, but attendees must register in advance. Watch this blog for the registration link.
The event is sponsored, so far, by Bridgewater State University, the University of Massachusetts Amherst, the Massachusetts Department of Higher Education, the University of Rhode Island, the University of New Hampshire, Brown University, and the University of Connecticut.
Nicole Matos, from the MLA’s Committee on Contingent Labor in the Profession (CCLIP), wrote a Chronicle Vitae post on how to ace a job interview with a community college. Take a look. And then, especially if you’re in the humanities, cruise on over to the CCLIP site to see what the committee is up to in support of contingent labor in higher ed.
Place community and collaboration at the center of the conversation. The “community” in community college is anything but incidental. More than any other type of campus, these are hyper-local spaces, drawing the majority of their students from the immediate vicinity.