53rd Annual TYCA-NE Conference in New York City

English at the Crossroads: Power and Possibilities

Thursday, October 11, 2018 - Saturday, October 13, 2018

Hosted by LaGuardia Community College, Queensborough Community College, and Borough of Manhattan Community College

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Program

The 2018 Conference program is available here.

Shuttle Service

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Schedule

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FRIDAY

8am-8:30am Continental Breakfast available in the Skylight Area, sponsored by W.W. Norton & Company

Session A: 8:30am-9:25am

M-104

SESSION MODERATOR: Heidi Johnsen
TITLE: “Intersectionality and Cultural Criticism in the Classroom”
DESCRIPTION:
Tim Dalton, Borough of Manhattan Community College, CUNY
“Disability Studies in the Composition Classroom”
This presentation will offer an overview of tactics for using concepts and texts from the worlds of disability studies and Deaf studies in composition classrooms.

Nancy Hynes Lasek, Passaic County Community College and Hudson County
Community College
“Women’s Issues, Then and Now; Exploring Through Literature and Composition”
This talk discusses ways to explore women’s issues, historical as well as contemporary, through literature and composition. Its purpose is to encourage students to interact verbally and to write academically.

Michele Sweeting DeCaro, The City College of New York Center for Worker Education (CWE) “#writeon: Theory and Cultural Criticism”
Through teaching various cultural theories, this talk will demonstrate how cultural criticism is used to guide students in writing critical essays. Students are challenged to write essays based on the- ories learned in the classroom and connected to the cultural issues of the current day. Composi- tions in the age of #Blacklivesmatter, #Metoo, and #Queer, as well as understanding psychological defense mechanisms challenge adult learners to acquire new critical vocabulary, and of course to sharpen their essential reading and writing skills.

M-106

SESSION MODERATOR: Mary Jo Keiter
TITLE: “Destination Imagination: Using Creativity in the College Classroom”
DESCRIPTION:
Lauren O’Leary and Drew Stutsman, Gateway Community College
Creativity is an often overlooked and underutilized element of “traditional” college English. This interactive workshop will leave attendees with many new and exciting activities that can be used im- mediately in the classroom to inject creative thought, creative writing, and creatively critical reading techniques into material to give it new life and fresh perspective

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SESSION MODERATOR: Elizabeth Keefe
TITLE: “Collaborative Multimodal Composition: Activating the Power of Critical, High-Order Thinking Skills”
DESCRIPTION:
Kathleen Wentrack, Trikartikaningsih Byas, Barbara Lynch and Alisa Cercone, Queensborough Community College, CUNY
English Composition is a challenging landscape in two-year institutions with students of various learning, cultural, social, and political backgrounds. Student Wiki Interdisciplinary Groups (SWIG) facilitates multimodal compositions granting diverse students a different medium to showcase their knowledge, perspectives, and potential. Presenters will engage attendees to infuse SWIG in develop- ing project ideas across disciplines.

M-108

SESSION MODERATOR: Caitlin Larracey
TITLE: “Linguistics Approaches in Composition Pedagogy”
DESCRIPTION:
Mary Sepp, Borough of Manhattan Community College, CUNY
Writing about language –WAC pedagogy in an online linguistics class”
This presentation will focus on the ways in which an online Writing Intensive class develops student writing skills through varied and frequent writing assignments, along with discussions of language use through peer and instructor feedback. Several writing assignments, with some student samples will be presented.

Jamey Gallagher, Community College of Baltimore County
“The Politics of Proper English: Translanguaging in the Composition Classroom”
In this interactive presentation, participants will engage with real student writing produced at the Community College of Baltimore County, academic writing students have turned in that meshes vernacular writing with academic discourse. We will collaboratively break down what is considered acceptable and what is not, and will discuss why.

Caroline Pari-Pfisterer, Borough of Manhattan Community College, CUNY
“Redesigning Developmental Writing with a Translingual Approach”
Responding to the field of Composition and Rhetoric’s calls for teaching with a translingual ap- proach, I redesigned my developmental writing courses. In this presentation, I will review the current research on the translingual approach and show how it is the most effective way to address our stu- dents’ language differences, to develop our students’ potential as writers/ communicators, to under- stand the realities of language use, and to prepare our students as global citizens.

M-110

SESSION MODERATOR: Gerald Kavanaugh
TITLE: “Popular Culture in Freshman Composition”
DESCRIPTION:
Steven Lessner, Northern Virginia Community College
“Never Plan to Stop, When I Write My Hand is Hot’: Expanding Writing Invention Techniques for First-Year Writers Through Hip Hop”
The presentation explores expanding invention writing strategies for first-year writers at two-year colleges by detailing the rich diversity of Hip Hop artists’ invention techniques and how these can be helpful for students to interact with during early stages of their writing processes.

Joan Dupre and Christopher Leary, Queensborough Community College, CUNY
“I Am the Text and So Are You: The Intersection of Pop Culture and Autobiography”
The presentation will focus on the ways in which two faculty members have discovered that two courses they teach -- one on Pop Culture and one on Autobiography -- intersect in ways that are stimulating and fruitful for both students and faculty.

Session B: 9:40am-10:35am

M-104

SESSION MODERATOR: Heidi Johnsen
TITLE: “Digital Peer Review”
DESCRIPTION:
Gina Sipley and Valerie Fasanello, Nassau Community College
This session will overview critical reading and peer review strategies; demonstrate how to digitize these strategies using advanced editing features in Google Docs; and how to implement peer review in a mobile bring your own device (BYOD) classroom. Digital peer review makes the benefits peer review explicit and accessible to all learners.

M-106

SESSION MODERATOR: Margot Edlin
TITLE: “The Messy Business of Innovation: Community, Process, and Chaos in
First-Year Writing”
DESCRIPTION:
Daniel Collins, Nate Mickelson, and Jane E. Hindman, Guttman Community College, CUNY The discussion will highlight the challenges and successes of embedding “developmental” and first-year writing in interdisciplinary learning communities. In particular, the discussion will center on the sometimes chaotic process of enacting this approach. This approach is different by design: there are no developmental courses per se at Guttman Community College. Instead, all students enroll in a First Year Experience that includes a learning community course, City Seminar. This unconventional structure transforms these classrooms in ways that are different from and improve upon those in traditional writing programs.

M-107

SESSION MODERATOR: Jacqueline Scott
TITLE: “Communal Conexiones: Creating Institutional Identity as a Hispanic
Serving Institution”
DESCRIPTION:
C. L. Costello, Reading Area Community College
Joey Flamm Costello, Reading Area Community College
Jessica M. F. Hughes, Millersville University
David Leight, Reading Area Community College
Designation as a Hispanic Serving Institution prompted faculty at Reading Area Community College (Pennsylvania) to explore connections between language-arts curricula and Latinx students’ experi- ences. This presentation will explain how a 2015 NEH grant helped faculty appreciate dynamic Latinx identities and incorporate more culturally relevant pedagogy.

M-108

SESSION MODERATOR: Mary Jo Keiter
TITLE: “Make It New”
DESCRIPTION:
Pamela Haji, Mary Crosby, and Iris Bucchino, Bergen Community College
This is a roundtable discussion on innovative ways to teach writing in the 21st century. The present- ers’ three approaches include: creative ways of using poetry in the composition classroom, ways of using narrative for teaching research in the developmental classroom and using digital literacies and multi-modal writing in teaching argument in composition. Each presenter will discuss what they’re experimenting with and why, and then open the floor up to questions and discussion.

M-110

SESSION MODERATOR: Eric Maroney
TITLE: “Improving Students’ Reading Skills”
DESCRIPTION:
Minkyung Choi, Bronx Community College, CUNY
“What Is College Reading and How Do Students Navigate It?”
This research study looks at what it means to read at the college level and how students navigate college texts. In light of changing developmental education policies, a better understanding of what adult literacy is and how to provide literacy instruction that addresses it is necessary.

Jonathan Scott, Bronx Community College, CUNY
“The Neuroscientific Case for Reading Books in the Composition Classroom”
For the past ten years, researchers at Washington University’s Dynamic Cognition Laboratory have been studying the neurological effects of reading stories. They conclude: “Readers mentally simulate each new situation encountered in a narrative. The brain regions activated mirror those involved when people perform, imagine, or observe similar real-world activities.” This scientific discovery offers a new direction for writing pedagogy. This presentation will make the case for a return to reading stories as the key to mastering composition.

Session C: 10:50am-11:45am

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SESSION MODERATOR: Jennifer Garner
TITLE: English Chairs’ Roundtable Discussion
DESCRIPTION: In this roundtable discussion, chairs of English Departments from around our region will share information about how their departments are structured, their responsibilities as chairs and what they love/hate about the job. This discussion is perfect for current department leaders and those who see leadership in their future.

M-106

SESSION MODERATOR: Lauren O’Leary
TITLE: “Increasing Student (and Instructor) Engagement and Success through
Learning Communities”
DESCRIPTION:
Cheryl Scott and Amy R. Wilson, The Community College of Baltimore County
This presentation focuses on two learning communities at the Community College of Baltimore County— Academic Development: Transitioning to College & American Pluralism: Search for Justice— and how the paired curriculum and collaborative pedagogy and instruction benefit student success and instructor development.

M-107

SESSION MODERATOR: Tara Coleman
TITLE: “From Sitars to WhatsApp: Making Asian Connections in ESL Composition” DESCRIPTION:
William Lowe and Amelia Yongue, Howard Community College
The first presentation in this panel will explore generating student interest and engagement in Asian cultures (primarily Indian culture) in an intermediate-level ESL writing course through the study of a figure from Western popular music, George Harrison who developed a deep interest in Indian classical music and Hindu philosophy and whose compositions featured Indian classical music

paired with Western popular styles. The second presentation in this panel will demonstrate how easy it is to plan and carry out a fun, successful, and memorable global communication writing project with students in Japan and the U.S. as they discover surprising similarities and differences about others, practice important skills, and build international friendships.

M-108

SESSION MODERATOR: Linda Earls
TITLE: “The Challenges and Potential Benefits of Piloting a ‘Triple Developmental’ Learning Community in the Age of CUNY Start/Math Start”
DESCRIPTION:
Donna Kessler-Eng, Minkyung Choi, and Joel Nagloo, Bronx Community College, CUNY
This panel presentation will explore the challenges and potential benefits of designing an interdisciplinary developmental education learning community at a time when the City University of New York is either having developmental education students complete their developmental coursework in pre-matriculation programs such as CUNY Start and/or Math Start, or in co-requisite courses that place developmental coursework within a credit-bearing course framework.

M-110

SESSION MODERATOR: Lilla Töke
TITLE: “Teaching Literature in a Two-Year College”
DESCRIPTION:
Melissa Coss Aquino, Bronx Community College, CUNY, and Nicole Jones, former student at BCC, now at Lehman College, CUNY
“Fairy Tales as Metaphors and Road Maps for Our Times”
This faculty/student presentation will offer practical ways to use the fairy tale journey as an infrastructure for path making, writing and for bridging contemporary multicultural realities and practices. Students will discuss the impact their work on fairy tales has had on them as readers and writers and in their field of professional interests.

Andrew Tomko, Bergen Community College
“Using Moby-Dick as the Core of a Community College American Literature Course”
For the past six years, the presenter has been using Melville’s novel as the “hub” around which he structures his American Literature to 1800 course at Bergen Community College. In this presentation, the reasons for using such a long and dense text in what is for many students their first and perhaps only literature course in college will be explained.

Holly Messitt, Borough of Manhattan Community College, CUNY
“Understand the Poem: A Low-Tech Approach to Teaching Poetry”
No high tech, the method here goes back to basics, and asks students in a poetry class to speak the poems, paying close attention to sound, rhythm and form as a way to understand the emotional elements of the poem before moving into analysis.

Keynote Luncheon: 12:00pm-1:30pm in the E-Atrium

Welcome remarks by Dr. Gail Mellow, President of LaGuardia Community College, CUNY, and Dr. Jeffrey T. Andelora, President of the Two Year College English Association

Dr. Cathy N. Davidson “College for Everyone”

Session D: 1:45pm-2:40pm

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SESSION MODERATOR: Benjamin Miller
TITLE: “Towards a Shared Vision: Growing a Writing Program”
DESCRIPTION:
J. Elizabeth Clark, Neil Meyer, and Dominique Zino, LaGuardia Community College, CUNY Two-year colleges need to reflect on the shapes and structures of their programs in order to foster increased curricular coherence and, ultimately, student success. This roundtable presentation will explain the configuration and values of our evolving composition program and how they have been brought into focus through both curricular and cultural changes.

M-106

SESSION MODERATOR: Lauren O’Leary
TITLE: “Heads in the Cloud: Using Online Education Resources to Teach First and Second Se- mester Composition”
DESCRIPTION:
Mark Lamoureux, Robert Wycoff, and Eleanor Bloom, Housatonic Community College
This presentation will detail the practices employed by instructors at Housatonic Community College in teaching Eng 101 Freshman Composition and Eng 102 Literature and Composition in concert with an Achieve the Dream Grant. Presentation will offer best practices and strategies utilizing online materials in this context and will outline both the benefits and challenges in using OER materials in this context.

M-107

SESSION MODERATOR: Caitlin Larracey
TITLE: “Who Belongs Here? A Virtual Dive into America’s Immigrant Past”
DESCRIPTION:
Debbie Kemp-Jackson and Tulay Altin, Union County College
This workshop will discuss a group project across different ESL courses to help students become aware of America’s immigrant past and the complexity of our immigrant history through a 150-year period. Our goal is to broaden students’ awareness of this issue by placing it in an historical context.

M-108

SESSION MODERATOR: Demetrios Kapetanakos
TITLE: “Understanding the Self, Understanding Others: Designing Effective Assignments for a Multiple-Identity Classroom”
DESCRIPTION:
Marguerite María Rivas, Trisha Brady, Kelly O. Secovnie, and Jaime Chris Weida, Borough of Manhattan Community College, CUNY
Panelists will discuss and demonstrate ways in which various pedagogical practices relevant to students’ identities and cultures deepen students’ awareness of their own multiple identities and strengthen their relationships to others in the writing and literature classroom.

M-110

SESSION MODERATOR: Margot Edlin
TITLE: “Talking about Fake News, Teaching Media Literacy”
DESCRIPTION:
Steve Straight, Manchester Community College
“Teaching Students to Detect Bias, Spin, and Bullshit in the Media”
Discovering students’ failure to detect even obvious bias and spin in the media, the presenter developed a training ground for critical thinking. This presentation will describe the games, resources, assignments, and class activities that were designed or found so that students can apply their knowledge as a lifetime skill.

Lane Glisson, Borough of Manhattan Community College, CUNY
“Teaching Humorous Accounts of Fake News – And Why They’re Not So Funny”
Learn about a humorous—yet serious—slide show of fake and credible news stories, which guides students to recognize the underpinnings of good journalism and peer-reviewed scholarly writing. The presentation features the slide show from class and interactive discussion, demonstrating this active learning model.

Jacqueline Scott, Community College of Baltimore County
“More Than A Story: How Writing ‘Off the News’ Can Create Relevance and Meaning in Student Writing, Specifically the Narrative”
What is writing “off the news”? How can teaching the narrative enhance media literacy? This presentation will review elements of “The Narrative Project,” a collaborative effort in which English professors used stories in the news to encourage students to tell their own stories, which ultimately ended up in a public forum a la The Moth Radio Hour on public radio.

Session E: 2:55pm-3:50pm

M-104

SESSION MODERATOR: Belkis Gonzalez
TITLE: “Think You Know What Students Want in an Online Course? Think Again!” DESCRIPTION:
Jennifer Graham, Northern Maine Community College
Lynne Nelson Manion, Eastern Maine Community College
Over 500 community college students were surveyed to learn what they expect, what they experience, and what they take away from online classes. In this session, the audience will be challenged to a game of Kahoot! to compare your perceptions with what students reported. Leave with strategies to energize your online courses.

M-106

SESSION MODERATOR: Elizabeth Keefe
TITLE: “GPA and ALP: Reconfiguring Developmental English Approaches and Exemptions” DESCRIPTION:
Marc Steinberg, Linda Earls, Sherri Foster, and Eleanor Welsh, Chesapeake College
This presentation will explore Chesapeake College’s various new approaches to developmental English, primarily focusing on placement and use of the ALP (Accelerated Learning Program) model, as well as discussing exemption and curriculum issues. The impact on retention, success in later coursework, student morale, and the impact on instructors will be discussed.

M-107

SESSION MODERATOR: Margeurite Rivas
TITLE: “The Making of a Community College Major”
DESCRIPTION:
Jayashree Kamble, Phyllis Van Slyck, Lilla Töke, Marie Brewer, Shakira Whitley, and Michelle Pacht, LaGuardia Community College, CUNY
This panel describes the process of establishing an English major at LaGuardia Community College, including the creation of an articulation agreement between LaGuardia and Queens College faculty, and our subsequent efforts to foster the major.

M-108

SESSION MODERATOR: Margot Edlin
TITLE: “Possibilities for Literary Engagement: Introducing Students to Literary Thought and Interpretation”
DESCRIPTION:
Robert McAlear, Bill Ryan, and Richard Tayson, Queensborough Community College, CUNY This panel will present strategies for introducing students to literary interpretation. Given the diverse backgrounds and preparation of students in the two-year college classroom, instructors cannot assume that students understand the ways of speaking about, inhabiting, and analyzing narratives and poems as interpretable objects.

M-110

SESSION MODERATOR: Tara Coleman
TITLE: “The Pedagogy of Social Justice”
DESCRIPTION:
Susan Naomi Bernstein, City University of New York
“Toward a Pedagogy of Bearing Witness”
Combining theory and practice on trauma and communal experiences of bearing witness, this presentation offers examples of integrated reading and writing assignments that focus on more compassionate classrooms for students and faculty. Assignments emphasize community building and resilience in difficult circumstances.

Deniz Gokcora, Borough of Manhattan Community College, CUNY
“Teaching Academic Writing through the Lens of Social Justice”
Due to changing world politics, world population, approaches to education, and the influence of technology, university faculty reexamines the role of higher education to prepare students for an increasingly global setting. In this demo session, specific examples of global competencies of cultural understanding and integrated reasoning practices will be demonstrated using a writing course in an intensive English for Academic Purposes Program.

Benjamin Miller, Queensborough Community College, CUNY
“Heroic Research: Social Justice Pedagogy at the Community College”
A description of a non-traditional English 101 assignment that asks students to outline their essays like heroic investigators on film and TV who analyze criminal conspiracies with photos, documents, and string on a wall, and an interactive exercise that reviews Push Pin Project (PPP) kits used in the classroom.

Session F: 4:05pm-5:00pm

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SESSION MODERATOR: Michael Boecherer
TITLE: “Close Reading Across the Curriculum”
DESCRIPTION:
Jan Stahl and Zhanna Yablokova, Borough of Manhattan Community College, CUNY
This panel focuses on strategies to help students become effective at close reading, engaging in a thoughtful critical analysis of a text and being able to unpack its meaning. Presenters will share methods for close reading in such classes as College Composition, Introduction to Literature,
and Film.

M-106

SESSION MODERATOR: Belkis Gonzalez
TITLE: “Accelerating for Success – Leveraging High-Impact Practices for an Accelerated ESL Sequence”
DESCRIPTION:
Hannelore Moeckel-Rieke, Janie Burkhardt, Robert Emigh, and Luke McCarthy, Norwalk Community College
This panel discusses the development of an accelerated ESL sequence at Norwalk Community College. Participants will share how the program evolved first to a credit bearing, integrated reading/writing program, then piloted other high impact practices, such as learning communities and ePortfolio and is now piloting an accelerated sequence. Participants will also share how the development of ACE could leverage other initiatives at the college, including a Title V grant NCC recently attracted that focused FYE, embedding study skills in gatekeeper courses, and advising. Workshop participants will be invited to discuss the feasibility and possible roadblocks to creating an accelerated ESL sequence and map existing high-impact practices and support systems at their colleges that could help to boost and stabilize an accelerated sequence.

M-107

SESSION MODERATOR: Linda Chandler
TITLE: “Reimagining Assessment with English Language Learners”
DESCRIPTION:
Missy Watson, Ibrahim Alhashidi, Javid Buchanan, and Laura Rizzo, City College of
New York, CUNY
While students’ academic and linguistic challenges often stem from forces beyond their control, there has yet to be determined how to best approach this dilemma. This panel examines some of the politics of assessing English language learners and reviews some best practices for more ethical and effective writing assessment.

M-108

SESSION MODERATOR: Demetrios Kapetanakos
TITLE: “Drawing Connections Between Visual Literacy, Textual Analysis and Issues of Gender and Identity”
DESCRIPTION:
Janina Perez, Kingsborough Community College, CUNY
Nicole Sampson, Borough of Manhattan Community College, CUNY
Visual literacy can be a vehicle into thoughtful and deeper analysis of readings and concepts often explored in the college classroom. This panel will discuss an introduction of how visual literacy can lead to analysis.

M-110

SESSION MODERATOR: Cristina Bruns
TITLE: “Teaching with Technology”
DESCRIPTION:
Christina Marie Devlin, Montgomery College
“No Beheadings Required: Using Open Educational Resources to Create an English Literature Course”

Creating a list of open educational resources for a literature course mirrored Gawain’s quest for the Green Chapel, traversing the bogs of copyright to the castle of the digital humanities. This presentation shows how OERs illuminate history of books and their audiences, bringing a fresh perspective to both canon and course.

Megan Baker, Southern Connecticut State University
“Evaluating the Effectiveness of Peer Editing”
The presentation examines peer writing workshops, an educational tool that provides a more successful approach to composition education in the collegiate classroom. This innovative technique not only improves student writing but establishes interpersonal/communicative skills that can also be applied at the societal and communal levels.

Poster Session: 5:15pm-6:00pm Poolside Café

Posters by

Allison Bressmer and Dina Ledwith, Nassau Community College Carla White Ellis and Erin Wynn, Johnson & Wales University Carr Kizzier, Community College of Baltimore County
Caitlin Larracey, University of Delaware

Meredith Leo, Suffolk County Community College

Sophia Mitra, Union County College, and Catherine Sweeting, Hudson County Community College

Meghmala Tarafdar, Queensborough Community College, CUNY

Maria Vint, John Jay College, CUNY, James Dunn, Medgar Evers College, CUNY, and Barbara Gleason, City College of New York, CUNY

Annual Poetry Café and Open Mic Night: 6:15pm-7:30pm in the Poolside Café

Moderated by James Freeman, Bucks County Community College, and Steve Straight, Manchester Community College

All poets are welcome at the microphone. Appetizers and refreshments will be served.

SATURDAY

8:30am-9:00am Continental Breakfast available in the Skylight Area, sponsored by W.W. Norton & Company

Session G: 9:00am-9:50am

M-104

SESSION MODERATOR: Cristina Bruns
TITLE: “Empowering Dialogues across Borders: COIL Pedagogies in Writing Courses at LaGuardia Community College”
DESCRIPTION:
Olga Aksalova, Tuli Chatterji, and Phyllis Van Slyck, LaGuardia Community College, CUNY This panel illuminates how writing courses with varying levels of difficulty and thematic foci can integrate Collaborative Online International Learning (COIL) practices in order to create opportunities for crossing national, cultural, linguistic and geographic borders via online platforms. Each speaker will address the potential of COIL to empower community college students to develop multiple literacies necessary for construing themselves as global citizens able to communicate across difference.

M-106

SESSION MODERATOR: Anita Baksh
TITLE: “Reconsidering Reading across the Community College English Curriculum” DESCRIPTION:
Beth Counihan, Aliza Atik, Elise Denbo, and Margot Edlin, Queensborough Community College, CUNY
In this roundtable discussion, four presenters will glean insights and advice on best practices from recently published scholarship for explicitly teaching reading skills in ALP, ENGL101, ENGL102 and upper level Writing Intensive courses.

M-107

SESSION MODERATOR: Rochell Isaac
TITLE: “Pathway to Success”
DESCRIPTION:
Amy Baldassare, Barbara Abolafia, Iris Bucchino, and Heather Barrack, Bergen Community College

Beginning with Success 101 and continuing with the Pathway Scholars Program, freshmen are provided with academic, personal, career, and social support. These two programs combine to make a powerhouse “first year experience” that builds a sense of belonging to the college community, while improving retention and gateway course pass rates.

M-108

SESSION MODERATOR: Linda Earls
TITLE: “Popular Culture as Text”
DESCRIPTION:
Stafford Gregoire, Sigmund Shen, Bethany Holmstrom, and Paolo Javier, LaGuardia Community College, CUNY

Popular culture is a natural fit for teaching students because the texts are accessible and widely dispersed. Whether they are graphic novels, popular songs or movies, if society is consuming it already it is a good way to reach students where they are. This panel will explore ways of using popular “texts” to teach academic skills.

M-110

SESSION MODERATOR: Christine Marks
TITLE: “Ways to Incorporate Creative Writing in Composition Pedagogy”
DESCRIPTION:
Annet O’Mara, Onondaga Community College
“A Chapter of One’s Autobiography/Memoir Writing Assignment: Accessibility for All Learners”
This presenter will share a project she is doing to reconstruct the first assignment of an autobiography/a chapter of a memoir in a creative nonfiction course using Universal Design for Learning (UDL) principles by providing multiple means of representation, action and expression,
and engagement.

Brunch & Presentation: 10:00am-11:15am in the E-Atrium

Brunch Presentation on the MLA International Bibliography with Full Text

Sponsored by the Modern Language Association and EBSCO

MLA B.png

Session H: 11:30am-12:25pm

M-104

SESSION MODERATOR: Margot Edlin
TITLE: “Theory to Praxis: The Personal as Political”
DESCRIPTION:
Tuli Chatterji and Florence Kabba, LaGuardia Community College, CUNY
The panel will focus on culturally relevant theoretical and pedagogical practices that will aim to de-centralize frameworks of Western epistemologies as the only way to interpret global consciousness.

M-106

SESSION MODERATOR: Anita Baksh
TITLE: “Living Artifacts to Enhance Cultural Identity in the English Curriculum” DESCRIPTION:
Michelle Prendergast and Alejandro Leopardi, Montgomery College
This presentation focuses on integrating public museums and historic landmarks into instruction to increase student engagement. Developing assignments that encourage students to interact with exhibits, artifacts, and/or historic sites is a way to develop student understanding of not only specific topics but also their own role as an academic.

M-107

SESSION MODERATOR: Beth Counihan
TITLE: “The Power of Belonging: Strategies to Foster Inclusion and Equity Amongst Students in the College English Classroom”
DESCRIPTION:
Kris Messer and Elizabeth Hart, Community College of Baltimore County
Educational research recognizes the role that belonging plays in the success of all students, but particularly for students whose voices are underrepresented in a traditional classroom. CCBC faculty will discuss research in the field of social belonging and share pedagogical strategies designed to promote inclusion and equity among all students.

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SESSION MODERATOR: Rochell Isaac
TITLE: “Outside the Classroom: Faculty-Student Interaction as a Key Factor for
Student Success”
DESCRIPTION:
Julie A. S. Cassidy, Erica Campbell, Lol Elizabeth Fow, Borough of Manhattan
Community College, CUNY
This group presentation will focus on the experiences of first-year community college students in freshman composition at Borough of Manhattan Community College (CUNY). Using excerpted qualitative data (student narrative writing), this presentation speaks to the benefits of faculty- student interaction, and also reflects upon students’ initial feelings of apprehension and resistance to engaging with their professors. Considering the students’ first-hand accounts of their experiences as new students leads to practical suggestions for building assignments that encourage engagement and reflection for students.