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.
We’re excited to announce that the fourth annual Teaching at Teaching-Intensive Institutions workshop will be happening on October 6, 2017, at Westfield State University, in Westfield, Massachusetts. We’ll start at 9:30 am and finish at 3. Food is included, and the entire event is funded by Bridgewater State, Westfield State, and doctoral institutions in New England (will post the full list of sponsors soon–but it already includes URI, UMass Amherst, Boston College, and UNH).
This event, aimed at doctoral students, postdocs, and adjuncts in the New England area, features presentations on what it’s like to make a career at a college or university where teaching undergraduates is the primary focus. It includes sessions on balancing teaching and research, student demographics, how to start an undergraduate research program, what community college students need, and many other topics.
And bring your CV and a sample cover letter for the chance to meet one-on-one with folks who have been on search committees at regional pubic institutions and community colleges. a link for signups for the job counseling, as well as a link for registration for this FREE event, will be posted late in the summer. In the meantime, mark your calendar and tell your friends.
Keep checking this site for handy tips and links.
HASTAC is a great resource for teaching and learning in the digital age.
A recent blog post by HASTAC director Cathy Davidson tackles the topic of how to teach, in a responsible way, texts that have racist content. Davidson shares her experience in a graduate class she’s teaching, Teaching Race and Gender Theory in the Undergraduate Classroom. This topic is important for all teachers. If you want to teach at a teaching-intensive institution, you need to be aware that the student population tends to be more racially diverse than at an elite private college or a flagship state university. Many doctoral programs do not train students to think about who their undergraduate students will be, or how to teach in a culturally competent way, a way that takes into account the perspectives and needs of a range of students. This post offers some good teaching ideas for teaching difficult material.
Many of the students you will be teaching in community colleges and regional public institutions, and, indeed, an increasing proportion of college students in all institutions, are non-traditional students. These students are likely to be over 24, to be employed, to have children and/or dependent relatives, and to be attending college part-time or off and on.
Here are some tips for supporting those students, and some useful links to more information, so as to keep them enrolled and make sure they’re successful. Take a look.
Greenfield Community College, in Massachusetts, would like to call your attention to this opening for a historian: