ENGLISH COUNCIL OF CALIFORNIA TWO-YEAR COLLEGES 2015 ... · cecfgoke xcnwg qh itcrjke nkvgtcvwtg...
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ENGLISH COUNCIL OF CALIFORNIA TWO-YEAR COLLEGES 2015 CONFERENCE ⁵QFSJM!BOE!QSPNJTF;!SFBEJOH!BOE!XSJUJOH!UIF!GVUVSF⁶ October 28-31, 2015 - San Jose, Ca Doubletree www.ecctyc.org
Transcript of ENGLISH COUNCIL OF CALIFORNIA TWO-YEAR COLLEGES 2015 ... · cecfgoke xcnwg qh itcrjke nkvgtcvwtg...
ENGLISH COUNCIL OF CALIFORNIA TWO-YEAR COLLEGES 2015 CONFERENCE
October 28-31, 2015 - San Jose, Ca Doubletree www.ecctyc.org
ECCTYC 2015 PRESENTS
A Welcome from Perri Gal lagher and Kyra Mello, ECCTYC 2015 Conference Co-Chairs
It is our distinct pleasure to welcome you to this year’s ECCTYC conference: Peril and Promise—Reading and Writing the Future. Our 2015 conference attempts forecast the future—to predict and respond to the many pedagogical, budgetary, institutional, and legislative changes occurring in our field—to prophesize the ways these changes will impact our classrooms and our campuses. This year’s theme also underscores our purpose for coming here together to communicate and collaborate because, ultimately, our fate is in our hands.
This year’s conference offers a number of presentations, workshops, panels, and roundtables that we hope will spark meaningful discussions and lead to innovative discoveries. ECCTYC’s 2015 conference is proud to feature three speakers—Adam Bessie, Meg Withers, and Keenan Norris. In addition to the presentations, attendees are invited to attend nightly events. On Thursday night, ECCTYC will be hosting its Open Mic Night and Reception in the Oak/Fir room—listen to and share your favorite works of fiction and original works of fiction. On Friday night, the ECCTYC Board and Bedford/St. Martin’s will be hosting a Hallow-wine Social Hour and Reception. Wear your costumes and come to receive a special reading from ECCTYC’s special fortune-teller.
Before you leave the conference, we ask that you complete the conference evaluation form in your registration packet. We, at ECCTYC (TYCA Pacific Coast), truly value your feedback, so please provide any recommendations you might have for future events as well as issues you would like to see addressed at our board meetings. Finally, please let us know if you would like to become a board member. We hope that you thoroughly enjoy this year’s conference as you collaborate with colleagues and friends from across the state.
Perri Gal lagher, Ohlone Col lege and Kyra Mel lo , Yuba Col lege
ECCTYC Board 2015-2106
Officers
Perri Gallagher, President Ohlone College
Jody Millward, First Vice President Santa Barbara City College
Sterling Warner, Second Vice President Evergreen Valley College
Kevin Ferns, Treasurer Woodland Community College
Kyra Mello, Secretary Yuba College
Kiara Koenig, Editor of inside english and Historian Yuba College
Bruce Henderson, Webmaster Fullerton College
Chella Courington, Creative Editor inside english Santa Barbara City College
Jan Lombardi, Academic Senate Liaison San Diego City College
Sravani Banerjee, TYCA Representative Evergreen Valley College
ECCTYC Board 2015-2016
Regional Directors
Region I: Northern California Tina Ramsey, Yuba College Vacant Position (1)
Region II: San Francisco Bay John Thomas, Diablo Valley College Vacant Position (1)
Region III: San Francisco Southern Bay & Monterey Sravani Banerjee, Evergreen Valley College David Clemens, Monterey Peninsula College
Region IV: North Valley Vacant Positions (2)
Region V: South Valley Rosemarie Guglielmino, Fresno City College Vacant Position (1)
Region VI: Central Coast Chella Courington, Santa Barbara City College Vacant Position (1)
Region VII: North Los Angeles Santi Tafarella, Antelope Valley College Rachel Jennings, Antelope Valley College
Region VIII: South L.A. & Orange County Bruce Henderson, Fullerton College Vacant Position (1)
Region IX: San Bernardino Vacant Positions (2)
Region X: San Diego College Carmen Jay, San Diego Miramar College Vacant Position (1)
Adjunct Director Northern California Mandana Mohsenzadegan, Evergreen Valley College, San Jose State University
Adjunct Director Southern California Meg O’Rourke, Fullerton College, Chaffey College
! Friday,!October!30,!2015!Conference!Session!Schedule!
9:00=5:00!pm! Welcome!and!Registration—2nd!Floor!Gateway!Foyer!
Rooms! Pine! Cedar! San!Jose! Santa!Clara! Carmel!
Session!1!9:00=10:15!am!
“The!Somewhat!Sad!Tale!of!the!Pitcher!and!the!Crow:!How!to!Write!a!Flash!Novella”!
“Flipping!Language!Classes:!Stretching!
Time!and!Learning”!
“Click,!Pair,!Share:!Extending!Class!
Time!in!Multilingual!Composition!Courses”!
“Reading!More!Into!It”!
ECCTYC!HIRING!PANEL!
Session!2!10:30=11:45!am!
“Helping!Students!Read!Like!Writers”!!
“Algonquin!Circles:!Writers!and!
Creativity!in!the!College!Classroom”!!
“The!Cornerstone:!Informal!Process!
Writing!In!Developmental!Writing!Classes”!
=and=!“Levels!Peril!and!Promise:!Selecting!a!Nonfiction!Text!to!Promote!Critical!Thinking,!Writing,!and!Engagement!in!Developmental!English!Courses”!
“Who!Read!the!Reading!for!Today?”:!
Understanding!Students’!
Interactions!and!Engagement!with!
and!through!Assigned!Course!
Readings”!=and=!
“College!Level!Reading:!The!Disappearing!Competency?”!
“The!Peril!of!Word!Crimes”!
12:00=1:30!pm! Lunch!and!Speaker—Meg!Withers—2nd!Floor!Oak/Fir!Room!
Session!3!1:45=3:00!pm!
“Conversation!with!Meg!Withers”!
“Courseware!Representative!Addressing!the!
Perils!and!Concerns!of!
Technology!in!the!Classroom”!
“The!Class!is!a!Game!and!All!the!Students!Merely!Players:!Ways!to!(Lightly)!Gamify!the!Classroom”!
“The!I!of!the!Camera:!
Composition!of!Self!and!World”!
“Teaching!College!Writing!to!Latin@s”!
Session!4!3:15=4:30!pm!
“The!Global!Critical!Media!Literacy!
Project”!!
“Decoding!the!Newfangled!
Folder:!An!English!Instructor’s!Guide!to!Using!Digital!Portfolios!in!the!Classroom”!
=and=!"What!If!I!Die!
Here?:!The!Perils!of!Bored!Students!
and!Using!Presentation!Software!to!
Overcome!Them"!
“Piloting!Acceleration!for!
the!Lowest!Scoring!Students”!
"Inspiring!Students!to!Read!Creatively!and!Critically!and!
Write!with!Confidence"!
=and=!“Combining!a!literary!work's!topic,!theme,!
support,!and!style!for!a!complete!
reading!experience”!
=and=!“Inspiring!Students!to!Read!Creatively!and!Critically!and!
Write!with!Confidence"!
“Hacking!the!Paraphrase:!TwentyRFirst!
Century!Writing!Training”!
!
! !
!!
Thursday,!October!29,!2015!Conference!Session!Schedule!
12:00=5:00!pm! Welcome!and!Registration—2nd!Floor!Gateway!Foyer!
Session!1!
1:00=2:00!pm!Conference!Welcome!and!Keynote!Address:!Adam!Bessie—2
nd!Floor!Oak/Fir!Room!
Rooms! Pine! Cedar! San!Jose! Santa!Clara! Carmel!
Session!2!
2:15=3:30!pm!
“Conversation!with!Adam!Bessie”!
“Defacing!and!Designing:!
Repurposing!Social!Signs!to!Challenge!
Ideological!Assumptions;!or!Vandalizing!
Restroom!Signs!and!Messing!with!the!
Man”!=and=!
“Seeing!the!Future:!Using!Images!to!Teach!Argument,!
Alternative!Perspectives!and!
Information!Literacy”!
“Practical!Techniques!for!Composition!Development”!
"Negotiating!Perception/Decepti
on:!Strategies!toward!Promoting!Active!Citizenry!in!the!Community!
College!Composition!Classroom"!
“Embedding!Basic!Skills!Modules!into!
All!Courses:!Supporting!our!Students’!Needs”!
Session!3!
3:45=5:00!pm!
“Integrating!Minority!Literature!into!Beginning!
College!Composition!Courses”!=and=!
“The!MediaRFree!Day”!
“Sensing!Visual!and!Written!Texts:!
Aesthetic!Reading,!Basic!Writers,!and!the!Transfer!of!
Learning”!
“Can!The!Demise!of!the!COMPASS!
Placement!Exam!Lead!to!Improved!Student!Success!at!
California!Community!Colleges?”!
“Let's!Teach!Process...But!Let's!
Do!It!Online”!
“Portfolios/SLOs/&!Brain!Science”!
Session!4!
5:15=6:00!pm!
ECCTYC!Senate!Forum!
ECCTYC!Resolution!Forum!
ECCTYC!Adjunct!Forum!
ECCTYC!Inside!English!Forum! !
6:30=7:30!pm! Open=Mic!Reception—2nd!Floor!Oak/Fir!Room!
! !
!! Thursday,!October!29,!2015!Conference!Session!Schedule!Overview!
12:00?5:00!pm! Welcome!and!Registration—2nd!Floor!Gateway!Foyer!
Session!1!1:00?2:00!pm! Conference!Welcome!and!Keynote!Address:!Adam!Bessie—2nd!Floor!Oak/Fir!Room!
Rooms! Pine! Cedar! San!Jose! Santa!Clara! Carmel!
Session!2!2:15?3:30!pm!
“Conversation!with!Adam!Bessie”!
“Defacing!and!Designing:!
Repurposing!Social!Signs!to!Challenge!
Ideological!Assumptions;!or!Vandalizing!
Restroom!Signs!and!Messing!with!the!
Man”!?and?!
“Seeing!the!Future:!Using!Images!to!Teach!Argument,!
Alternative!Perspectives!and!
Information!Literacy”!
“Practical!Techniques!for!Composition!Development”!
"Negotiating!Perception/Decepti
on:!Strategies!toward!Promoting!Active!Citizenry!in!the!Community!
College!Composition!Classroom"!
“Embedding!Basic!Skills!Modules!into!
All!Courses:!Supporting!our!Students’!Needs”!
Session!3!3:45?5:00!pm!
“Integrating!Minority!Literature!into!Beginning!
College!Composition!Courses”!?and?!
“The!MediaRFree!Day”!
“Sensing!Visual!and!Written!Texts:!
Aesthetic!Reading,!Basic!Writers,!and!the!Transfer!of!
Learning”!
“Can!The!Demise!of!the!COMPASS!
Placement!Exam!Lead!to!Improved!Student!Success!at!
California!Community!Colleges?”!
“Let's!Teach!Process...But!Let's!
Do!It!Online”!
“Portfolios/SLOs/&!Brain!Science”!
Session!4!5:15?6:00!pm!
ECCTYC!Senate!Forum!
ECCTYC!Resolution!Forum!
ECCTYC!Adjunct!Forum!
ECCTYC!Inside!English!Forum! !
6:30?7:30!pm! Open?Mic!Reception—2nd!Floor!Oak/Fir!Room!
! Friday,!October!30,!2015!Conference!Session!Schedule!Overview!!
9:00?5:00!pm! Welcome!and!Registration—2nd!Floor!Gateway!Foyer!
Rooms! Pine! Cedar! San!Jose! Santa!Clara! Carmel!
Session!1!9:00?10:15!am!
“The!Somewhat!Sad!Tale!of!the!Pitcher!and!the!Crow:!How!to!Write!a!Flash!Novella”!
“Flipping!Language!Classes:!Stretching!
Time!and!Learning”!
“Click,!Pair,!Share:!Extending!Class!
Time!in!Multilingual!Composition!Courses”!
“Reading!More!Into!It”!
ECCTYC!HIRING!PANEL!
Session!2!10:30?11:45!am!
“Helping!Students!Read!Like!Writers”!!
“Algonquin!Circles:!Writers!and!
Creativity!in!the!College!Classroom”!!
“The!Cornerstone:!Informal!Process!
Writing!In!Developmental!Writing!Classes”!
?and?!“Levels!Peril!and!Promise:!Selecting!a!Nonfiction!Text!to!Promote!Critical!Thinking,!Writing,!and!Engagement!in!Developmental!English!Courses”!
“Who!Read!the!Reading!for!Today?”:!
Understanding!Students’!
Interactions!and!Engagement!with!
and!through!Assigned!Course!
Readings”!?and?!
“College!Level!Reading:!The!Disappearing!Competency?”!
“The!Peril!of!Word!Crimes”!
12:00?1:30!pm! Lunch!and!Speaker—Meg!Withers—2nd!Floor!Oak/Fir!Room!
Session!3!1:45?3:00!pm!
“Conversation!with!Meg!Withers”!
“Courseware!Representative!Addressing!the!
Perils!and!Concerns!of!
Technology!in!the!Classroom”!
“The!Class!is!a!Game!and!All!the!Students!Merely!Players:!Ways!to!(Lightly)!Gamify!the!Classroom”!
“The!I!of!the!Camera:!
Composition!of!Self!and!World”!
“Teaching!College!Writing!to!Latin@s”!
Session!4!3:15?4:30!pm!
“The!Global!Critical!Media!Literacy!
Project”!!
“Decoding!the!Newfangled!
Folder:!An!English!Instructor’s!Guide!to!Using!Digital!Portfolios!in!the!Classroom”!
?and?!"What!If!I!Die!
Here?:!The!Perils!of!Bored!Students!
and!Using!Presentation!Software!to!
Overcome!Them"!
“Piloting!Acceleration!for!
the!Lowest!Scoring!Students”!
"Inspiring!Students!to!Read!Creatively!and!Critically!and!
Write!with!Confidence"!
?and?!“Combining!a!literary!work's!topic,!theme,!
support,!and!style!for!a!complete!
reading!experience”!
?and?!“Inspiring!Students!to!Read!Creatively!and!Critically!and!
Write!with!Confidence"!
“Hacking!the!Paraphrase:!TwentyRFirst!
Century!Writing!Training”!
!
Rooms! Pine! Cedar! San!Jose! Santa!Clara! Carmel!
Session!5!4:45?6:00!pm!
“Autobiographies!to!Academic!Writing:!The!
Personal!Narrative!the!Bridge!
Connecting!Basic!Writers!to!Writing,!
investigating!identity,!and!"self"!as!a!spring!board!to!academic!
Writing!in!FYC”!
“Lost!In!Translation!Programs:!
Pedagogy,!Ethics,!and!Challenges!of!
Computer!Translation!in!Mainstream!Composition”!!
“Creating!the!Situation:!Exigency!in!the!Classroom”!!
?and?!!“Altering!Paths:!The!OneRtoROne!
Writing!Conference”!
“Making!the!Most!of!Your!InRClass!
Tutor”!?and?!
“Writing!Center!Crossroads:!The!Convergence!of!
Peers!and!Mentors!“!
“Climate!Change!Across!the!Curriculum”!
6:30?8:00!pm! SOCIAL!HOUR!RECEPTION—2nd!Floor!Oak/Fir!Room!
! Saturday,!October!31,!2015!Conference!Session!Schedule!Overview!
8:00?10:30!am! Welcome!and!Registration—2nd!Floor!Gateway!Foyer!
Rooms! San!Jose! Santa!Clara! Carmel! Monterey! San!Carlos!
Session!1!8:00?8:45!am!
“Incorporating!Other!Literacies!into!College!Writing!
Assignments”!
"A!Freer!Form":!Creative!Writing!in!
the!TwoRYear!College”!
“Using!Dystopian!Literature!as!a!way!to!Engage!Students!in!Current!World!Discussions”!
“The!Future!of!Teaching!Global!Issues!in!the!Community!
College!Classroom”!
!
Session!2!9:00?10:15!am!
“Directions!for!ESL!Learners!
The!Issue!of!Directions!for!ESL!
Learners”!
“BrainRBased!Strategies!for!
Reducing!Stress!in!the!Classroom”!
“Recycle,!Reduce,!Reuse:!Flipped!Classroom!Made!
Easy”!
“They!look!like!women.!They!talk!like!women.!And!
they!are!able!to!act!like!women:!The!AntiRMother!in!the!
College!Classroom.”!
“Conversation!with!Keenan!Norris”!
10:30?12:00!pm! BRUNCH!AND!SPEAKER:!KEENAN!NORRIS!–2nd!Floor!Oak/Fir!Room!
!
Thursday, October 29th Session 1—1:00-‐2:00 pm I. Room: Oak/Fir Welcome and Introductions Perri Gallagher, Ohlone College Keynote Address: “This College is not a Pipe” Adam Bessie, Diablo Valley College President Obama's signature education plan has been dubbed "The Cradle to Career Pipeline," and the community colleges are now being studied as an important, though "leaky" segment of the pipeline. Obama's treacherous metaphor of schooling as a pipe has leaked into all facets of the national dialogue, and even into our colleges. In this graphic speech, accompanied by panels from the many non-‐fiction comics Adam has written for a nationwide magazines, we will explore how business and economic metaphor now dominate the way we talk about education policy -‐ and how we, as English professors, have a responsibility to lead our peers and the public out of this linguistic pipeline.
Session 2—2:15-‐3:30 pm I. Room: Pine “Conversation with Adam Bessie” Adam Bessie, Diablo Valley College; Sterling Warner, Evergreen Valley College This special session offers everyone an opportunity to participate in a conversational forum with one of ECCTYC 2015's featured speakers, Adam Bessie. II. Room: Cedar “Defacing and Designing: Repurposing Social Signs to Challenge Ideological Assumptions; or Vandalizing Restroom Signs and Messing with the Man” Brian Burns, Moorpark College The presentation demonstrates how visual literacy can be utilized in the composition classroom, fostering critical thinking and engaging students in multiple modes of learning. Participants will take the role of students as the presenter leads them through an exercise in creative defacement of a common social sign.
“Seeing the Future: Using Images to Teach Argument, Alternative Perspectives and Information Literacy” Sharon Radcliff, Ohlone College Reports on the results of using image-‐based instruction in a freshman information literacy course. Results include: a survey of learning style preference (visual and verbal), a pre/posttest and scores from a rubric used to evaluate argument essays. III. Room: San Jose “Practical Techniques for Composition Development” Lauren Collins, Cal Poly Pomona What happens when your students can't think of anything else to write? How do they develop their work? The presenters will share practical and tested techniques for helping students develop and organize their ideas. IV. Room: Santa Clara "Negotiating Perception/Deception: Strategies toward Promoting Active Citizenry in the Community College Composition Classroom" Jordan Molina, Santa Barbara City College; Chad Kelly, Santa Barbara City College Presenters explore ways to teach rhetorical premises that promote critical engagement and active citizenry. V. Room: Carmel "Embedding Basic Skills Modules into All Courses: Supporting our Students’ Needs” Barbara Illowsky, CCC Online Education Initiative Most of our students with basic skills needs enroll directly into transfer-‐level and vocational courses. Let’s bring “just in time” learning into the 21st century using mostly open educational resources and other online modules. This session will show how to embed basic skills with examples from actual courses.
Thursday, October 29th Session 3—3:45-‐5:00pm I. Room: Pine “Integrating Minority Literature into Beginning College Composition Courses” Gloria Pace, California State University, Sacramento In an individual presentation entitled “Integrating Minority Literature into Beginning College Composition Courses,” the presenter intends to discuss strategies on how to integrate minority literature into beginning college composition courses as well as the importance of the inclusion of minority literature in early college English composition courses; each composition class needs to have a unit devoted to minority literature. Her presentation will also examine specific themes prevalent in minority literature that make it a topic that enhances and incorporates the skills and diversity awareness that are essential in fostering student success within the college and beyond it. "The Media-‐Free Day" Dr. Bruce Henderson, Fullerton College This presentation reviews and encourages assigning composition students an essay recounting a "media-‐free day. II. Room: Cedar “Sensing Visual and Written Texts: Aesthetic Reading, Basic Writers, and the Transfer of Learning” Cheryl Hogue Smith, Kingsborough Community College/City University of New York Current reading theories treat literary and informational reading as two ends of a spectrum of stances that Rosenblatt calls “aesthetic” and “efferent.” Using both visual and written texts, this session will present hands-‐on experiments and research results demonstrating that an “aesthetic” approach to texts is required for all reading experiences that lead to learning. III. Room: San Jose “Can The Demise of the COMPASS Placement Exam Lead to Improved Student Success at California Community Colleges?” William Silver, Evergreen Valley College
Big changes are on the horizon for placement testing at California’s community colleges. To better understand how these changes could affect the success of English students, this presentation will review recent developments and relevant research. IV. Santa Clara “Let's Teach Process...But Let's Do It Online” Suzanna Gates, El Camino College Our students need the strategic flexibility gained by engaging in reading and writing processes, but how do we determine the depth of our students’ interaction with process? We’ll discuss the importance of students’ textual decision-‐making, and how the research-‐based digital program, Power of Process, might transform and make visible students’ process engagement. V. Room: Carmel “Portfolios/SLOs/& Brain Science” Stephan Salonga, Evergreen Valley College This session focuses on creating digital and paper portfolios to meet Student Learning Outcomes. As appropriate, reference will be made to current research in neuroscience that is related to learning.
Thursday, October 29th Session 4—5:15-‐6:00pm I. Room: Pine “ECCTYC Senate Forum” Jan Lombardi, San Diego City College This roundtable discussion will be a space for national TYCA leaders to share information about legislation and initiatives affecting two-‐year colleges at both the state and national-‐level and to gather state and local policy information from each region.
II. Room: Cedar “ECCTYC/TYCA Resolution Forum: How ECCTYC/TYCA Can Help Your Campus Respond to Statewide CA Student Success Legislation Shaping Local Assessment/Placement Practices, Acceleration Efforts, Transfer Degrees and Literature Programs” Jody Millward, Santa Barbara City College; Sterling Warner, Evergreen Valley College; Cheryl Hogue Smith, National TYCA Representative The California Community College Student Success Initiative has profound implications for the ways local campuses provide assessment, curriculum and more. This panel will offer a case study of how ECCTYC—with
the help of national TYCA—preserved local assessment practices and discuss how this effort can help us meet the challenges that lie ahead. This roundtable discussion will be a space for local, state, and national ECCTYC/TYCA participants to share information about legislation and initiatives affecting two-‐year colleges at both the state and national-‐level and to gather state and local policy information from each region. III. Room: San Jose “ECCTYC Adjunct Forum” Mandana Mohsenzadegan, Evergreen Valley College/California State University, San Jose; Meg O’Rourke, Fullerton College/Chaffey College; Santa Barbara City College Students; Jody Millward, Santa Barbara City College This forum will provide an opportunity for adjunct instructors, full-‐time instructors, and administrators to share thoughts on issues relating to teaching as an adjunct instructor and to collaborate in order to discover potential solutions and best practices. IV. Room: Santa Clara “ECCTYC Inside English Forum” Kiara Koenig, Yuba College An informal question and answer session with ECCTYC’s new inside english editor. Come find out how to get your academic and creative work published. Thursday, October 29th Social Hour/Reception—6:30-‐7:30pm I. Room: Oak/Fir “Open Mic Reception: Open to Fiction/Creative Non-‐Fiction Writers/Poets” Chella Courington, Santa Barbara City College Many fiction and creative nonfiction writers and poets teach in our two-‐year system and should receive more public recognition. The ECCTYC Open Mic gives established and beginning poets an opportunity to share their poetry with colleagues from around the state and make connections with other writers and readers interested in poetry.
Friday, October 30th Session 1—9:00-‐10:15 am I. Room: Pine “The Somewhat Sad Tale of the Pitcher and the Crow: How to Write a Flash Novella” Chella Courington, Santa Barbara City College This presentation focuses on how a writer/teacher can write a novella/novel while effectively teaching 4-‐5 writing and literature courses per semester. I will share particular tips that allow the writer/teacher to realize her writing goal while enhancing her classes. II. Room: Cedar “Flipping Language Classes: Stretching Time and Learning” Karen Russikoff, Cal Poly, Pomona; Edwin Teh, Cal Poly, Pomona Technology today allows for moving the lecture delivery to a new platform outside of class. Panelists will explain the advantages, technological and in-‐class methods, assessments, and caveats for this improved and exciting flipped methodology. Anecdotal and data-‐driven outcomes will be provided. III. Room: San Jose “Click, Pair, Share: Extending Class Time in Multilingual Composition Courses” Grace Castruita, Chaffey College The presenter will demonstrate how online document sharing applications can aid instructors with limited class time in the areas of collaborative writing, student feedback, and peer reviews in composition classrooms.
IV. Room: Santa Clara “Reading More Into It” Molly Emmons, Butte College; Chris Cullen, Butte College The presentation is based on a department survey at Butte College on how reading is being taught in composition courses and brings in the need for more dialog and collaboration. Cullen and Emmons will share key results from the survey and their plan to design a faculty inquiry group. Other schools might consider this approach, based on the Reading Apprenticeship program. We aim to open lines of collaboration and communication between colleagues, creating metacognitive conversation
about how we teach reading and why. Our goal is to engage in knowledge building within the department and develop social and personal dimensions taken from RA -‐-‐ designed for students but adapted for faculty in order to better address and improve how we teach reading. V. Carmel “ECCTYC Hiring Panel: How to Get a Job at Community College” Kiara Koenig, Yuba College; Jody Millward, Santa Barbara City College; Sterling Warner, Evergreen Valley College; Huma Saleem, Evergreen Valley College Interested in getting hired full-‐time at a two-‐year college? Come to hear current faculty and administrators suggest ways to best prepare yourself for a full-‐time position in a California community college. Bring any questions that you may have.
Friday, October 30th Session 2—10:30-‐11:45 am I. Room: Pine “Helping Students Read Like Writers” Kiara Koenig, Yuba College; Zu Vincent, Butte College This workshop explores how reading for the elements of writing craft that transcend genre can help students deepen their reading and enhance their writing across the disciplines.
II. Room: Cedar “Algonquin Circles: Writers and Creativity in the College Classroom” Sterling Warner, Evergreen Valley College; Toby Kaplan, Laney College, Chella Courtington, Santa Barbara City College; Oliver Bochettaz, Evergreen Valley College; Dave Denny, De Anza College; Bruce Henderson, Fullerton College This panel will feature published writers who also serve as creative writing instructors at a variety of two-‐year colleges throughout California. Each panelist will briefly discuss how active engagement as a creative writer informs his or her creative writing lessons. III. Room: San Jose “The Cornerstone: Informal Process Writing In Developmental Writing Classes” Marlise Ajanae Edwards, San Jose City College Informal writing is key to the integrity of the developing writing process for the student writer. The journal as a major assignment in the developmental writing curriculum is a pedagogical maneuver that gives students a sense of their internal relationship and connection to the process of writing. “Levels Peril and Promise: Selecting a Nonfiction Text to Promote Critical Thinking, Writing, and Engagement in Developmental English Courses” Stefanie Johnson Shipman, San Diego City College This proposals overviews a developmental writing course that utilized Annie Leonard’s The Story of Stuff as an alternative to traditional developmental English textbooks. The proposal includes why the text was chosen—including the perils and promises in doing so—and offers suggestions and assignments for scaffolded learning that promotes critical thinking, community engagement, and increased reading and writing skills in a course two levels below transfer. IV. Room: Santa Clara “Who Read the Reading for Today?”: Understanding Students’ Interactions and Engagement with and through Assigned Course Readings” Jennifer Escobar, Moreno Valley College This presentation examines how students interact and engage with course readings. Attendees will walk away with tools for reflecting on their own reading selection
criteria and processes, as well as strategies that will provide opportunities for student engagement. “College Level Reading: The Disappearing Competency?” Debora A. Larry Kearney, Folsom Lake College With state and national attention on the improvement of transfer and graduation rates, there is no shortage of interest in students' achievement in college level writing and math. However, in the rush to student success, is competency in college level reading comprehension being sacrificed? A survey of the reading competency requirements at the 112 California Community Colleges will be presented with a discussion of its implications for students, faculty, and California. V. Room: Carmel "The Peril of Word Crimes" Dr. Laurie Rozakis, Farmingdale State College This session will explore ways to help students use language precisely to avoid the perils of miscommunication. As reading and writing becomes increasingly more brief-‐ tweets replacing leisurely letters, for instance -‐-‐-‐the importance of using the correct word becomes increasingly more critical to communicating in the future.
Friday, October 30th Lunch—12:00-‐1:30 Room: Oak/Fir “Lunch Awards Presentation and Speaker Presentation” Emcee and Welcome Perri Gallagher, Conference Chair and Cheryl Hogue Smith, National TYCA Best inside english Article Award Presented to Robert Piluso, "Infinite Play in the Composition Classroom, inside english, Spring 2014; presented by Sean Stratton Nina Theiss Award Presented to Sterling Warner; presented by Jody Millward Outstanding Adjunct Faculty Award Presented to Meg O’Rourke; presented by Jody Millward Outstanding Literary Journals David Sullivan, Porter Gulch Review, Chella Courington, Painted Cave; Sterling Warner, Leaf by Leaf; presented by Jody Millward Luncheon Speaker Meg Withers, award-‐winning poet/professor; with introductions by Chella Courington
Friday, October 30th Session 3—1:45-‐3:00 pm I. Room: Pine “Conversation with Meg Withers” Chella Courington, Santa Barbara City College This special session offers an opportunity for conversation with one of ECCTYC 2015's speakers. II. Cedar "Addressing the Perils and Concerns of Technology in the Classroom" Sara Tyler, Hawkes Learning The eLearning company Hawkes Learning will showcase its brand-‐new courseware, Foundations of English, which will help your students in basic reading and writing. III. San Jose “The Class is a Game and All the Students Merely Players: Ways to (Lightly) Gamify the Classroom” Renee Nelson, Evergreen Valley College/De Anaza College In this presentation, I will provide a brief introduction to gamification and provide various ways teachers can incorporate game mechanics into a lesson plan to build community, enhance participation, and engage the gamer in all of us. IV. Santa Clara “The I of the Camera: Composition of Self and World” Mark Hoffer, Antelope Valley College; Scott Covell, Antelope Valley College This panel presentation looks at how students can translate their understanding and use of visual media and technology to the skills needed for textual analysis, cultural critique, and other college-‐level tasks. V. Room: Carmel “Teaching College Writing to Latin@s” Dulce María Gray, West Valley College This presentation is based on Gray’s ethnographic research and focuses on best pedagogical practices for teaching pre-‐collegiate and first-‐year composition to Latin@s.
Friday, October 30th Session 4—3:15-‐4:30 pm I. Room: Pine The Global Critical Media Literacy Project Nolan Higdon, Diablo Valley College/Ohlone College; Mickey Huff, Director of Project Censored The Global Critical Media Literacy Project was launched by Project Censored and Action Coalition for Media Education (ACME), in September 2015. The project is the first of its kind in its use of a service-‐learning-‐based media literacy education model to teach digital media literacy and critical thinking skills, as well as to raise awareness about corporate and state-‐engineered news media censorship around the world.
II. Room: Cedar "Decoding the Newfangled Folder: An English Instructor’s Guide to Using Digital Portfolios in the Classroom" Justin T. Lotspeich, College of San Mateo
Two-‐year college reading, writing, and literature instructors lack contemporary, practical guides for creating free digital portfolio systems, incorporating them into classes, and grounding the process in education theory. This interactive, 45-‐minute presentation demonstrates how to set up and manage a digital portfolio system, explores assignment options for tailoring the system to the needs of both two-‐year instructors and students, and explains the theoretical influences embedded in the system to help demystify and promote a unique digital resource. "What If I Die Here?: The Perils of Bored Students and Using Presentation Software to Overcome Them" Corey Gruber, Ohlone College This presentation focuses on using presentation software as a framework for developing a meaningful and creative backdrop for your classroom. It reviews a few key features of free online presentation software that can be used to develop long lasting lesson plans and contribute to greater retention and interest in any course.
III. Room: San Jose “Piloting Acceleration for the Lowest Scoring Students” Katherine Eagan, Los Positas College Las Positas College has had accelerated, integrated reading and writing courses for over fifteen years. Most students take just a single developmental course, and only 5% of students are placed two levels below. Curious about how to accelerate this lowest-‐scoring group, LPC began a “Baltimore model” pilot in Fall 2014—we invited low-‐scoring students to enroll in three designated sections of the one-‐level-‐below course (10 students per section) if they also took a sidecar workshop that met for two hours a week with the same instructor. Initial results are very exciting. Though the low-‐scoring students had lower pass rates than students officially classified as one-‐level-‐below (67% versus 81%), their pass rates were higher than students in the slower-‐paced course two-‐levels-‐below (67% versus 57%). What is truly staggering, however, is the fact that while only 29% of students who took the traditional sequence were eligible for college English in two semesters, 67% of students in the new model were eligible in a single semester. That means eligibility for college English more than doubled in half the time. This data has far-‐reaching implications for our students and program design and for the national conversation about whether accelerated models are appropriate for low-‐scoring students.
IV. Room: Santa Clara "Inspiring Students to Read Creatively and Critically and Write with Confidence" Richard Compean, City College of San Francisco; Steven Mayers, City College of San Francisco Compean will discuss the process of using fiction (novels) to read critically, recognize creativity, and confidently practice both in the writing of essays. Specific novels to be cited will be "Madame Bovary" and "About a Boy." Mayers will discuss the theme of his English 1A course, “Writing From Exile,” and how he uses the stories of undocumented immigrants in the United States to engage students in reading the stories of this marginalized population. For the final project, he has his students interview someone who has immigrated to the United States, and write an oral-‐history essay on this person’s experience in the U.S. “Combining a literary work's topic, theme, support, and style for a complete reading experience” Abdul Jabbar, City College of San Francisco Students enjoy this strategy that asks them to interpret a literary work via its topic, theme, support, and style. Literary interpretation of this kind is an effective tool to teach creative and critical thinking.
V. Room: Carmel “Hacking the Paraphrase: Twenty-‐First Century Writing Training” Gary Pollitt, Fullerton College Attendees will learn about a systematic approach to teaching paraphrase writing. They will have deeper understand of the paraphrase how to teach it efficiently and effectively.
Friday, October 30th Session 5—4:45-‐6:00 pm I. Room: Pine “Autobiographies to Academic Writing: The Personal Narrative the Bridge Connecting Basic Writers to Writing, investigating identity, and 'self' as a spring board to academic Writing in FYC" Joe Ramos, Ohlone College The purpose is to motivate instructors of developmental reading and or writing, ESL and First Year Composition instructors, to consider using non-‐fiction (Autobiographies & Literacy Narratives) as the hook to get their students to not only read, but to want to read, and write, especially those students not at a college level in reading and writing. The students will begin the reading, writing process by reading three brief literacy narratives, and then writing their own literacy narrative. The purpose is to have the student look inward to "self," once the students are hooked on reading and then writing, then they are moved to Academic Writing. II. Room: Cedar “Lost In Translation Programs: Pedagogy, Ethics, and Challenges of Computer Translation in Mainstream Composition” Jody Millward, Santa Barbara City College The use of translator programs by international students in mainstream composition raises critical ethical and pedagogical questions. This presentation will describe the gap between international students and faculty perceptions of reliance on translator programs, how the unreliability of the programs affects student performance and faculty assessment of student learning, and offer suggestions and strategies for bridging the gaps that can improve teaching & learning.
III. Room: San Jose “Creating the Situation: Exigency in the Classroom” Gina Gibbs, Butte College/Yuba College This presentation will look at the importance of exigency in the classroom and how to help instill authentic writing encounters by using it. “Altering Paths: The One-‐to-‐One Writing Conference” Brett Ashmun, California State University, Stanislaus "Altering Paths" discusses the experiences I have had using one-‐to-‐one writing conferences as part of my pedagogy along with the benefits and complications that arise when incorporating one-‐to-‐one writing conferences.
IV. Santa Clara “Making the Most of Your In-‐Class Tutor” Maureen Wiley, Santa Barbara City College This informative and interactive session focuses on strategies for both the instructor and the tutor to utilize in order to maintain a level of engagement and support that can lead to greater levels of student success. As a former in-‐class tutor and current developmental reading and writing instructor, I provide insight into tips and tricks to make the most of any in-‐class tutoring programs present at our community colleges.
“Writing Center Crossroads: The Convergence of Peers and Mentors “ Sravani Banerjee, Evergreen Valley College; Huma Saleem Evergreen Valley College This is in interactive session engaging in a pedagogical discussion of Writing Centers for developmental writers. V. Room: San Carlos "Climate Change Across the Curriculum" Dr. Steven Mentor, Evergreen Valley College Climate Change Across the Curriculum is for faculty who are currently teaching climate change, faculty in the sciences and in the humanities. I will present an argument for informal exchange of pedagogies between faculty as a way of building one strong educational narrative across often compartmentalized disciplines. I’ll present some things I do in Critical Thinking and in Climate Fiction, and some of the climate change work being done by Bay Area faculty at a range of schools. Then we will have a roundtable discussion of the possibilities and practical issues facing work across the curriculum.
Friday, October 29th Social Hour/Reception—6:30-‐8:00pm I. Room: Oak/Fir Halloween-‐Themed Celebration Social Hour and Reception Saturday, October 31st Session 1—8:00-‐8:45 am I. Room: San Jose “Incorporating Other Literacies into College Writing Assignments” Setareh Tabrizi, American River College The presenter plans to discuss strategies on how to incorporate other literacies, such as oral and visual literacy, college writing courses. This presentation also plans to provide several writing assignments prompts developed in a college writing course that integrates oral and visual literacy with written literacy on topics.
II. Room: Santa Clara "A Freer Form: Creative Writing in the Two-‐Year College” David Starkey, Santa Barbara City College My presentation will focus on teaching creative writing in the two-‐year college, and will draw on the special issue on Creative Writing of TETYC (42.2, Dec. 2014) that I guest edited. The presentation will be interactive, asking for audience feedback on the role of creative writing in community college English departments. III. Room: Carmel “Using Dystopian Literature as a way to Engage Students in Current World Discussions” Kelly T. Candelaria, California State University, Chico Dystopian Literature is on resurgence today in our society. Using works such as The Hunger Games, Divergent, and Partials series is a way that we can begin to address social issues within the writing and literature classroom. All of the works lend themselves to forthright and interesting discussions regarding world events, feminist readings, and issues of race and culture. IV. Room: Monterey “The Future of Teaching Global Issues in the Community College Classroom” Elizabeth Grace Armstrong, Butte College I helped create an ambitious First Year Composition curriculum (both accelerated and normal speed) that centers on global issues and my presentation will consider how to help students engage with these issues as my colleagues and I put this curriculum into practice.
Saturday, October 31st Session 2—9:00-‐10:15 am I. Room: San Jose “The Issue of Directions for ESL Learners” Corinne Barley, Chaffey College; Alejandra Pulida, Chaffey College/Cal Poly, Pomona Directions are imperative to successful student understanding of tasks, assignments, and projects, yet English learners often fail to read or follow the directions. This research project conducted in multiple educational settings explains a variety of causes for this issue with classroom implications and reliable teacher responses. II. Room: Santa Clara “Brain-‐Based Strategies for Reducing Stress in the Classroom” Meg O'Rourke, Chaffey College; Adriana Sanchez, Fullerton College/Pasadena College This workshop will explain how stress can impact the brain and interfere with learning. We will discuss how to create learning environments, design assignments and lessons, and teach students techniques to reduce and cope with stress thus increasing learning potential.
III. Room: Carmel “Recycle, Reduce, Reuse: Flipped Classroom Made Easy” Grace Castruita, Chaffey College This demonstration shows how anyone can be a part of the current flipped classroom trend. It explains how to turn existing PowerPoints, PDFs, or course handouts into an instructional video using only a tablet. And if that’s not enough, it demonstrates how all this can be done in 30 minutes. IV. Room: Monterey “They look like women. They talk like women. And they are able to act like women: The Anti-‐Mother in the College Classroom.” Shannon Cummings, Evergreen Valley College Young, single mothers perennially construct a large portion of my classroom. Ultimately, whether transfer-‐level or developmental, my students embrace discussions of the “mother” with fervor as it affects their daily lives and in these classroom interactions they make real
connections to both their own writing process as well as their assumed capability and language towards it. V. Room: San Carlos “Conversation with Keenan Norris” Keenan Norris, Evergreen Valley College; Sterling Warner, Evergreen Valley College This special session offers everyone an opportunity to participate in a conversational forum with one of ECCTYC 2015's featured speakers, Keenan Norris. Brunch and Speaker—10:30-‐12:00pm Room: Oak/Fir Welcome and Introductions Perri Gallagher, Ohlone College Bruch Speaker Keenan Norris, Evergreen Valley College
PRESENTER BIOGRAPHIES
Abdul Jabbar—Jabbar is a Professor Emeritus with a M.A. and Ph.D. in English, Case Western Reserve University, Cleveland, Ohio. Recipient of Fulbright scholarship and two National Endowment for the Humanities awards. Jabbar taught literature and composition courses for 36 years on a full-‐time basis at City College of San Francisco, including visiting professorship at UC Berkeley's Department of English. Teaching includes interdisciplinary courses at City College. His publications include "Reading and Writing with Multicultural Literature: In Search of Reconciliation and Peace," Third Edition (San Diego, California: Montezuma Publishing, 2013). This textbook is being used in college-‐level reading, composition, literature, and humanities courses. Celebrating America’s Cultural Diversity through Literature and Film, which has an expected date of publication in January 2016. A book chapter entitled, "A Mirror to Our Faces: The Short Stories of Khushwant Singh," Chapter 10 of "Sikh Art and Literature," ed. Kerry Brown (Routledge, 1999). And, articles including “Review of The True Subject: Selected Poems of Faiz Ahmed Faiz” in the Journal of South Asian Literature and "Beyond Stereotypes: E. M. Forster's Vision of Global Unity in 'A Passage to India'” in the Humanities Journal. [email protected] Adriana Sanchez—Sanchez studied Rhetoric, Composition, and Literature at California State Polytechnic University, Pomona. She is currently teaching composition and critical thinking courses at Fullerton College and Pasadena City College and is a faculty tutor at Chaffey College. She is passionate about empowering students and has presented her work at several conferences. Brian Burns—Burns is an educational professional with a deep passion for communication in varied forms. Brian earned his BA from California Lutheran University and his MA from California State University, Northridge. He has been teaching composition and literature at multiple campuses since 2003. [email protected] Chris Cullen—Chris Cullen is an English Instructor at Butte College and Yuba College. He specializes in composition, creative writing, and literature, but he has a background in publishing and journalism as well. He believes strongly in a student-‐centered approach and developing classroom community. [email protected] Debora A. Larry Kearney—Larry Kearney is an English professor at Folsom Lake College. Her teaching includes courses in all levels of composition and reading, literature, and creative writing. [email protected] Elizabeth Grace Armstrong—Elizabeth Grace Armstrong has been teaching English at Butte Community College in Chico, CA for three years. Last spring, she was a part of two curriculum groups dedicated to creating English classes that deal with global issues and is teaching two sections of the global issues curriculum this fall. Her interests include empowering students who feel disenfranchised and the intersection of composition and literature in the rhetoric and writing classroom. [email protected] Gloria Pace—Gloria Pace attended California State University, Sacramento, where she received her BA in English with a minor in History and her MA in Literature. She has taught writing workshop courses at CSU Sacramento and currently teaches at CSU Sacramento. [email protected] Huma Saleem—Huma Saleem is an English Instructor at Evergreen Valley College in San Jose. During her undergraduate studies at San Jose State University, she earned her bachelor’s degree Summa Cum Laude and received the Roberta Holloway Award for Excellence in Writing. Huma holds a master’s degree in English from San Jose State University and also holds an English teaching credential from there as well. Her professional pursuits include teaching a vast variety of literary works and working with struggling underrepresented students. Grace Castruita—Grace Castruita received her B.A. in Comparative Literature from UC Riverside, and her M.A. in English with a focus in TESOL from Cal Poly Pomona. Her interests include incorporating technology and social media in the classroom and promoting digital literacy for students' future success. Grace is currently teaching ESL at Chaffey College. [email protected] Jennifer Escobar—Escobar has been an educator for over a decade and is interested in how research and theory can better inform educational practices. [email protected] Jody Millward—Jody Millward serves on the ECCTYC Board, has served as Chair of National TYCA, has presented at the state and national level on the teaching of composition, and is currently director of the College Achievement Program at SBCC. [email protected]
John Toth—John Toth received his M.A. in English from California State University Fullerton and teaches composition and literature at Antelope Valley College. His specific areas of interest are developmental composition, detective fiction, and film noir. [email protected] Jordan Molina—Jordan Molina is a professor at Santa Barbara City College. She earned her M.A. in English with an emphasis in American Literature from San Diego State University. Jordan is particularly interested in the power dynamics of the classroom and how instructors can effectively disperse authority to their students. [email protected] Justin T. Lotspeich—Justin T. Lotspeich, a native Californian and first-‐generation college graduate, entered College of San Mateo community college as a pre-‐transfer reading and writing student in 2006. Attending college while working as a union Journeyman carpenter, he developed his passion for composition, literature, creative writing, and teaching, and he set a goal of returning to CSM as a teacher. He transferred and earned his BA, English, Notre Dame de Namur University; MA, English Literature, University at Buffalo; Graduate Certificate in Teaching Composition, San Francisco State University; and Graduate Certificate in Teaching Post-‐Secondary Reading, SFSU (expected July 2015). He taught composition and literature courses and tutored in the Writing Centers at Notre Dame de Namur University and University of San Francisco, served as Faculty Advisor for NDNU’s The Bohemian art and literary journal, and currently teaches reading and writing courses and tutors in the Writing Center at CSM. His areas of research interest and classroom experimentation include digital teaching methods, portfolio systems, responding to and assessing student writing, and media literacy. [email protected] Karen Russikoff—Karen Russikoff is an ESL teacher and teacher-‐trainer at Cal Poly Pomona University. Her research interests include ESL methodology and reading and writing practices for nonnative speakers of English. [email protected] Kelly T. Candelaria—Kelly Candelaria has a Master of Arts in English Literature, a Master of Arts in Education, and a Bachelor of Arts in Theatre Arts. Her classes are student driven, not lecture driven, and the emphasis is placed on student growth in academic writing, MLA format, structure, and academic reading. A typical class session allows students to work together on writing ideas and strategies. Candelaria typically teaches English 2 and English 119, as well as serving as a CAS workshop leader. She believes that through humanities and arts we can become a stronger society, and she is currently researching and developing a conference presentation entitled: Rediscovering Collective and Individual Memory from Times in Crisis; Recollection and Repercussions of What We Desire to Forget. Candelaria is usually involved in one or more of the following at any given time, directing, teaching, writing, and performing or perhaps grading papers. She is also an avid reader who tends to get hooked on certain genres; her most recent fixation is Dystopian Literature and how it relates to current day cultural and societal dilemmas. [email protected] Lauren Collins—Lauren Collins is a lecturer at Cal Poly Pomona University. Her research interests include e-‐learning formats for nonnative speakers of English. Margaret McKenzie-‐-‐ McKenzie is currently an Assistant Professor of English at Ohlone College, where she teaches developmental and transfer-‐level composition. She has also taught at Diablo Valley College and at The Catholic University of America, where she earned her MA and PhD in Comparative Literature. For her BA, she attended UC Berkeley and double-‐majored in Celtic Studies and Psychology. She has been deeply involved in student equity projects and greatly enjoys helping students discover the relevance of unknown-‐to-‐them pieces of world literature, past and present. Mark Hoffer—Hoffer teaches at Antelope Valley College. [email protected] Marlise Ajanae Edwards—After teaching in the Basic Skills classroom for more than a decade, the focus of Edwards’ teaching has become centered on the whole student. She works with students to develop their sense of personal power and agency. She is a native Californian and enjoys being able to participate in the public education system that ensures opportunities for advancement to all. [email protected] Maureen Wiley—Maureen Wiley holds a master's degree in Reading Education from Cal State Fullerton. As a Santa Barbara native, she relishes the opportunity to teach developmental reading and writing to her students at Santa Barbara City College. Maureen's true passions include reading contemporary fiction, learning foreign languages, and swimming in the ocean. She feels right at home in the English Skills department on SBCC's beautiful, sunny campus. [email protected] Meg O'Rourke—O’Rourke earned her Master of Arts degree in English with options in Composition and Rhetoric and
TESL from California State Polytechnic University, Pomona. She teaches developmental-‐ and transfer-‐level composition and literature as an adjunct instructor at Fullerton College and Chaffey College. O'Rourke is passionate about equity, participating in the field, and teaching in the community colleges. In addition to being ECCTYC’s immediate-‐past Conference Chair, she is ECCTYC's Adjunct Director for Southern California. [email protected] Melanie James—Melanie James is an associate faculty member at Mira Costa College, where she specializes in teaching developmental composition. She also teaches first-‐year composition at California State University, San Marcos. [email protected] Molly Emmons—Molly Emmons is a Butte College English instructor with a special interest in Shakespeare. She teaches composition, creative writing, and literature, and has written seven novels. [email protected] Nolan Higdon-‐-‐ Nolan Higdon is a professor of Latin American and US history in the San Francisco Bay Area. His academic work focuses on nationalism, propaganda, and critical media literacy education. He sits on the boards of the Media Freedom Foundation and ACME: Action Coalition for Media Education and is the Global Critical Media Literacy Project Coordinator. [email protected] Noreen Lace—Noreen Lace lives in Southern California and teaches English at California State University in Northridge as well as Pierce College. She has researched and presented on the use of social media in the composition classroom, creative/impromptu group assignments, and the value of Edgar Allen Poe in contemporary literature. As well, she has published both poetry and fiction in The Chicago Tribune's Printers Row Journal, Pilcrow & Dagger, and the Number Eleven Literary Magazine, among others. More information is available at www.NoreenLace.com. [email protected] Patricia do Carmo—Patricia do Carmo is an English and ESL adjunct instructor currently teaching at Chaffey College and Citrus College. She received her Master of Arts in English with options in Rhetoric/Composition and TESL from California State Polytechnic University, Pomona. Since then, she has been teaching varied levels of ESL and English composition and reading classes. She also trains tutors and leads workshops and tutoring sessions in writing centers. She is committed to professional development and has presented her work at a number of conferences and at the schools where she teaches. Richard Compean—After earning a doctorate at UC Davis, Richard Compean worked in the corporate world for two decades before teaching at several San Francisco Bay Area colleges. For the past ten years he has been teaching reading, writing, and critical thinking about literature at City College of San Francisco. [email protected] Sara Tyler—Representative at Hawkes Learning. [email protected] Setareh Tabrizi—Setareh Tabrizi attended Sierra College where she completed her GE courses and transferred to California State University, Sacramento where she received her BA in English and her MA in Composition and Rhetoric. She currently works as adjunct faculty of English at American River College as well as works in a Writing Across the Curriculum (WAC) program. [email protected] Shannon Cummings—Shannon Cummings received an MA in Children's Literature from Hollins College. She received an MA in Literature from the University of Louisiana at Lafayette. She currently works at both Evergreen Valley College and West Valley College. She loves her students-‐they make her get up and enjoy going to work everyday. Sharon Radcliff—Sharon Radcliff has taught English composition and reading at Ohlone College for the past 15 years and has worked as a librarian at Saint Mary's College for thirteen years and has been a faculty member at CSU East Bay for the past two years. She has a BA in Philosophy and MLIS degree from UC Berkeley, a MA in English Composition with the reading certificate from San Francisco State University, and is working on completing her Doctorate in Education (Learning and Instruction) at University of San Francisco. [email protected] Sravani Banerjee—Sravani Banerjee has been teaching English Composition and Literature at Evergreen Valley College since 1997. She also teaches in the ASPIRE program which caters to the specific needs of the Asian and South Pacific Islander students. Banerjee serves as an advisor for the Honors program and the ASPIRE program and is currently coordinating the Writing center. She represents her division on the Academic Senate and serves as a mentor to new faculty. Banerjee develops and teaches in several learning communities and incorporates Service Learning in her classes. Currently, Banerjee serves as the ECCTYC /National TYCA rep. Banerjee has a passion for traveling around the world and aspires to visit the Seven Wonders of the Ancient World. In 2008, she spent a week in Salzburg, Austria at the Salzburg Global Seminar for educators. During her sabbatical in 2013, Banerjee worked on a textbook for her Asian and Asian American Literature class. [email protected]
Stefanie Johnson Shipman-‐-‐Stefanie Johnson Shipman is an Assistant Professor of English, Reading, and ESOL at San Diego Miramar College. She is also a coordinator of basic writing and reading. [email protected] Stephan Salonga—Teaches at Evergreen Valley College. [email protected] Sterling Warner—Over the last 33 years, Sterling Warner has taught a wide variety of Composition, Literature, Creative Writing, and Rhetoric courses at two and four year colleges and universities. The author of fiction, non-‐fiction, and poetry, Warner’s works include: THRESHOLDS (© 1997), PROJECTIONS: BRIEF READINGS ON AMERICAN CULTURE (2nd edition © 2003), VISIONS ACROSS THE AMERICAS (8th edition © 2013), and World LITERATURE/INTRODUCTION TO THEATRE (6th edition © 2015). His poems have appeared in several literary magazines and journals, including IN THE GROVE, THE CHAFFEY REVIEW, LEAF BY LEAF, THE MONTEREY POETRY REVIEW, INSIDE ENGLISH, THE MESSENGER, FACULTY MATTERS, THE ATHERTON REVIEW, and METAMORPHOSES. Additionally, Warner also has written four collections of poetry: WITHOUT WHEELS (In the Grove Press © 2005), SHADOWCAT: POEMS (Maple Press © 2008), EDGES: POEMS (Maple Press © 2012), and RAGS AND FEATHERS (Maple Press © 2015—as well as two chapbooks: MEMENTO MORI: A CHAPBOOK (Maple Press © 2010), and MEMENTO MORI REDUX (CreateSpace © 2015). A Jim Herndon Award recipient (2013), a Pushcart Award nominee (2014), and a Hayward Award winner (2000), Warner was named the Atherton Poet Laureate in 2014. Currently, Warner teaches in the English Department at Evergreen Valley College, where he has served as the Creative Writing Program Director, The Evergreen Valley College Author’s Series Organizer, the LEAF BY LEAF literary magazine Chief Editor, and the Evergreen Valley College Annual Spring Poetry Festival Coordinator. [email protected] Steven Mayers—Steven Mayers, Ed.D, Professor of English at City College of San Francisco. Dr. Mayers wrote his dissertation on the oral histories of Central American immigrants in the San Francisco Bay Area, and has his English students conduct oral history research with immigrants in the Bay Area. [email protected] Suzanne Gates—Works at El Camino College. [email protected] William Silver—William Silver has an M.A. in Creative Writing from Stanford University and an M.Phil. in English Literature from the University of Sussex, England. He has taught a variety of developmental and transfer English courses and has also served as academic dean at Evergreen Valley College in San Jose, CA. [email protected]
The Two-Year Col lege Engl ish Association of the National Counci l of Teachers of Engl ish National TYCA unites teachers of English committed to the teaching and study of English in the two-‐year college to advance the profession and provide a national voice for the two-‐year college in postsecondary education. Recognizing the unique institutional character of the two-‐year college, open to all students, TYCA is further committed to student diversity in culture, age, background, ability and goals, and the critical role of literacy required in a democratic society.
The National Two-‐Year College English Association (TYCA) is an organization formed in 1996 within NCTE to focus entirely on two-‐year college concerns. Seven regional organizations make up TYCA: Northeast, Southeast, Midwest, Southwest, West, Pacific Northwest, and Pacific Coast; ECCTYC, with over 110 community colleges, composes the Pacific Coast Region. Also, National TYCA coordinates the work of seven longstanding, dynamic Regional Conferences serving every section of the United States and many Canadian provinces. It further provides resources, develops strategies, and advocates on behalf of all who teach the first two years of college. WHAT IS NATIONAL TYCA? The National Two-‐Year College English Association (TYCA) is an organization formed in 1996 within NCTE to focus entirely on two-‐year college concerns. National TYCA coordinates the work of seven longstanding, dynamic Regional Conferences serving every section of the United States and many Canadian provinces. TYCA provides resources, develops strategies, and advocates on behalf of all who teach the first two years of college. WHO IS ELIGIBLE TO JOIN NATIONAL TYCA? Everyone is welcome. National TYCA is for everyone who loves to teach and everyone who wants practical, hands-‐on ideas for teaching informed by research. Full-‐ and part-‐time, adjunct, experienced, new, and prospective faculty are encouraged to join. Also welcome are administrators, friends, and supporters of two-‐year colleges. WHY SHOULD I JOIN?
• To receive the journal created especially for you—Teaching English in the Two-‐Year College. TETYC is the only national journal devoted exclusively to the concerns of two-‐year college English faculty. It is edited by a two-‐year college teacher for other teachers who want to explore what works in reaching and teaching the diverse student body in two-‐year colleges.
• To strengthen the voice of two-‐year college faculty locally, regionally, nationally, and internationally in debates about literacy, literature, and language.
• To share in the exchange of effective classroom teaching methods and important professional issues such as establishing the role of the two-‐year teacher/scholar in the academy.
• To learn about cutting-‐edge ideas from highly respected authors and scholars through discounts of up to 30% on NCTE publications.
• To connect with your colleagues on campuses across the nation through regional meetings and national conventions. HOW DOES NATIONAL TYCA WORK? All members of National TYCA elect national officers who are joined by elected representatives from each TYCA Regional to form the National TYCA Executive Committee. When you join National TYCA, you augment your membership in your Regional TYCA and become part of a national voice for two-‐year college faculty. HOW CAN I GET INVOLVED?
• Join TYCA committees and task forces. • Take part in the National TYCA Saturday breakfast and all-‐day strand at the CCCC Convention each year. • Respond to calls for submission of manuscripts for publication and program proposals for NCTE and CCCC
Conventions. HOW DO I JOIN? Simply fill out the enrollment form available at the ECCTYC/TYCA Pacific Coast exhibition booth and mail it to: NCTE: 1111 W. Kenyon Road, Urbana, IL 61801-‐1096 OR Fax it to (217) 328-‐9645, OR Call NCTE at (800) 369-‐6283, OR E-‐mail [email protected].
UPCOMING CONFERENCES/MEETINGS: 2015-2016
FALL 2015 National Council of Teachers of English (NCTE) Annual National Convention & Exposition http://www.ncte.org/annual
November 19-22, 2015 Minneapolis Convention Center Minneapolis, Minnesota
SPRING 2016 Modern Language Association (MLA) Annual National Convention www.mla.org/convention
January 7-10, 2016 Austin Convention Center Austin, Texas
CATE Annual State Conference California Association of Teachers of English www.cateweb.com
February 19-21, 2016 Hilton Orange County Costa Mesa, California
NCWCA Annual Conference Northern California Writing Centers’ Association http://www.scu.edu/provost/writingcenter/NCWCAConference/NCWCA-Conference-2016.cfm
April 2, 2015 Santa Clara, California Santa Clara University
CCCC Annual Convention Annual National Convention & Exposition www.ncte.org/cccc/conv
April 6-9, 2016 Hilton of the Americas Houston, Texas
TESOL Convention and Exhibit Annual National Convention & Exposition www.tesol.org/convention2016
April 5-8, 2016 Baltimore, Maryland
ECCTYC (TYCA Pacific Coast) Meeting of the Board www.ecctyc.org
April 2016 Southern California
SUMMER 2016 Annual Young Rhetoricians’ Conference Annual Convention & Exposition www.youngrhetoriciansconference.com
June 23-25, 2016 Unscripted Monterey Bay Monterey, California
Notes
Walking Distance Dining Guide DoubleTree by Hilton
2050 Gateway Place, San Jose, CA (408) 453-4000
19,20,21,22 23,24
5,6,7,8
1, 2, 3
10
9
17 VTA Metro Station
4
18
11,12,13, 14,15,16
25
1 Sprigs (408) 453-4000
2050 Gateway Pl. M-Sun 6am-10pm
First Floor
2 Spencer’s (408) 437-2170
2050 Gateway Pl. M-F 11:30am-2pm M-Sun 5pm-10pm
First Floor
3 Sushi & Sake Bar (408) 437-2166
2050 Gateway Pl. M-F 11am-2pm
M-Sun 5pm-9pm First Floor
4 Star Cafe (408) 453-8933
2001 Gateway Pl. #151 M-F 7am-4:30pm Sat-Sun Closed
0.2 Miles
5 Honba Sushi (408) 392-0087
1759 Technology Dr. M-F 11am-2:30pm
& 5pm-9pm Sat-Sun Closed
0.2 Miles 6 Señor Jalapeno
(408) 436-4884 1759 Technology M-F 7:30am-4pm Sat-Sun Closed
0.2 Miles
7 Starbucks (408) 451-9138
1759 Technology M-F 5am-7pm Sat 7am-3pm
0.2 Miles
8 Bagel Street Cafe (408) 437-4365
1757 Technology M-F 6am-3pm
Sat-Sun Closed 0.2 Miles
9 McDonalds (408) 436-0760
2040 N. First St. M-Sat. 5:30am-12am
Sun 6am-12am 0.5 Miles
10 Denny’s (408) 436-8481
2077 N. First St. Daily 24 Hours
0.4 Miles
11 Starbucks (408) 451-9974
1751 North First St.
M-F 5am-9pm Sat-Sun 6am-9pm
0.4 Miles
12 Wong Kok Restaurant
(408) 441-1234 1751 North First St M-Sun 10am-8pm
0.4 Miles
13 Pho Viet (408) 452-1060
1751 North First St
M-Sat 9am-9pm 0.4 Miles
14 Chipotle Grill (408) 453-6115
1751 North First St Mon-Sun 11am-10pm
0.4 Miles
15 Subway (408) 573-7766
1751 North First St M-Sun 10am-10pm
0.4 Miles
16 NYPD Pizza & Dogs
(408) 436-1111 1751 North First St
M-F 7am-4pm Sat-Sun Closed
0.4 Miles
17 Oasis Deli (408) 453-5054 1737 N. First St M-F 7am-3pm
Sat-Sun Closed 0.5 Miles
18 Zeytoun (408) 392-9709 191 Metro Dr.
M-Th 11am-6pm F-Sat 11am-
10pm 0.4 Miles
19 Madhuban Indian Cuisine
(408) 436-7959 50 Skyport Dr
M-Sat 11am-3pm & 5pm-9:30pm
0.7 Miles
20 Coffee Chai (408) 451-9724 90 Skyport Dr M-F 6am-8pm Sat 7am-5pm
0.6 Miles
21 Quizno’s (408) 453-6000 90 Skyport Dr
M-F 10am-8pm Sat 11am-3pm
0.6 Miles
22 Vito’s New York (408) 453-1000 90 Skyport Dr
M-F 10am-9:30pm Sat 6pm-9:30pm
0.6 Miles
23 Camille’s Café (408) 436-5333 90 Skyport Dr
M-Sat 7am-7pm Sun Closed
0.6 Miles
24 Sonoma Chicken Coop (408) 392-0212 90 Skyport Dr
M-TH 11am-9pm Fri 11am-10pm
Sat 11am-9pm-Sun Closed
0.6 Miles
25 M8trix Casino (408) 244-3333 Various Dining
Options 1887 Matrix Blvd Daily 24 Hours
0.3 Miles
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Acknowledgements
ECCTYC/TYCA Pacific Coast expresses its appreciation to the following publishers and software vendors for their generous support of its biennial two-year college English conference:
ECCTYC/TYCA Pacific Coast also thanks community colleges throughout California for their special support of conference activities ranging from multimedia assistance to publicity,
especially the colleges affiliated with the ECCTYC Board Members. www.ecctyc.org
