54th Annual TYCA Northeast Conference

Lighthouse in a Storm:
Shining the Beacon on Student Success

Westin Portland Harborview Hotel, Portland, ME
October 24th - October 26, 2019

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Conference Schedule

Friday Session A 8:30-9:25

Session Chair:
Jeff Ellenbird, Ashley Paul, Rob Whitman, and Alan Shute
Bunker Hill Community College
Transforming Teaching and Learning at BHCC: Teaching Practices to Supporting the Curriculum Reforms
In this session participants will learn about and engage around the teaching practices that are supporting the English and ESL curricular reforms at Bunker Hill Community College, which include reading/writing integration, co-requisite learning communities and accelerated models.

Sara Orne Jewett
Session Chair: Jerry Kavanaugh
Matthew Stokes
Quincy College
Rethinking Research: Undergraduate Composition and Research Textbooks in the Age of Alternative Facts and Information Overload
The last two decades saw an explosion in the accessibility and volume of information available to students. This presentation explores whether popular composition textbooks (most of which were originally published before widespread use of the internet) are giving students the skills they need to navigate this modern information environment.

Tim Stewart and Ali Khalil
Community College of Rhode Island
Digital Literacy in the Community College Classroom
Panelists will define Digital Literacy and discuss its place in the 21st-century community college classroom. This session will focus on how students digitally collect, synthesize, and distribute messages. Attendees will be asked to reflect upon their own roles as digital authors and consider including digital literacy in a future course.

Nathaniel Hawthorne
Session Chair:  Iris Bucchino
Maria Kasparova
Bergen County Community College
Best Practices in Community College Academic ESL Programs (EAPs)
This presentation reports on findings from a qualitative small sample collective case study that examined the use of high-impact practices in three New Jersey community college EAP programs. Findings revealed the EAPs varied significantly on broader outcomes commanding the use of best practices. The need for shared standards is discussed.

William Lowe
Howard Community College
Language in Motion: Efficacy in Teaching Deaf Students in ESL Courses
Through exploring the challenges faced by deaf students enrolled in English as a Second Language (ESL) writing courses, this presentation will examine the challenges instructors in those courses face in accommodating and teaching those students effectively.

Rines A
Session Chair: 
Ece Aykol and Demetri Kapetanakos
LaGuardia Community College
Rethinking “Literary” Analysis in the First Year Seminar: Curricular and Co-curricular Strategies for Student Success
This presentation focuses on how English faculty teaching LaGuardia’s credit-bearing, subject-focused First Year Seminar in the Liberal Arts balance primary course objectives such as habits of mind and a primer on college resources with well-selected literary texts that enable students to engage with the liberal arts disciplinary content.

Rines B
Session Chair: Eileen Fitzgerald
John Kulikowski
College of Southern Maryland
The Hook and Loop Method
Not just for crocheting or velcro, this method uses early assessment, targeted skills-based sessions,  individual/group student conferencing, and the building of learning communities to increase retention and student success for both at-risk and in-need student populations.

Jim Brosnan
Johnson & Wales University
Creating Story Poems as the Basis of Narratives
This interactive workshop will demonstrate an exercise which can be used to jumpstart the narrative assignment in English Composition courses. A discussion will follow on point of view (the use of the I or a narrator to tell the story), and a limited discussion of figurative language. Participants will be shown how this preliminary work could morph into a personal essay or flash fiction piece for composition class.

Friday Session B 9:40-10:35

Session Chair:
Suzanne Labadie, Oakland Community College
Rianna Amolsch, Macomb Community College
Coming Ashore: Demystifying the Art of Feedback
Faculty often struggle to balance time spent providing feedback for student writing and ensuring meaningful comments that promote their learning. Through the use of priority-driven feedback, student-friendly media, personalized communication, and pre-drafted templates, we will demonstrate strategies for delivering quality formative feedback and creating strong connections with students

Sara Orne Jewett
Session Chair
Eileen Fitzgerald, Michael Berkowitz, Iris Bucchino, and Maria Kasparova
Bergen Community College
An Anchor in a Stormy World:  English Courses at the Heart of Integrated Learning
The English Department at Bergen has embraced integrated learning as a high-impact practice to support student success: we currently offer learning communities in our Developmental, ESL, Composition, Literature, and Honors programs. Please join us for a discussion of effective learning communities at every level!

Nathaniel Hawthorne 
Session Chair:
Sean DeCaire
Brightspace Learning Management System (TYCA Northeast Sponsor)

Brightspace-D2L, recently adopted by both the Maine Community College System and the University of Maine System,  is an online content management system built by educators for educators. Come to this presentation to learn more about this flexible, easy to use, and highly responsive platform that offers a large suite of tools to connect with and engage students.

Rines A
Session Chair: 
Andrew Howard, Ahmad Wright, and Christian Aguiar
UDC Community College
All In Together Now: Inclusive Grading Practices in the Writing Classroom
This panel will consider several techniques for making assessment/grading in two-year writing courses more learner-centered. It will introduce classroom-tested approaches, offer guidelines for implementation, and open up space for further discussion. Topics covered include student-generated rubrics, interactive grading, and student-centered electronic grading.

Rines B
Session Chair: Jennifer Graham
Elizabeth Toohey
Queensborough Community College/CUNY
Why Journalism: Rethinking the Way We Teach Composition
In making a case for radically rethinking the way we structure composition courses, I draw on pedagogical and critical race theory to consider why students engage so deeply with journalism, in particular, through more self-direction and investment in their research and writing.

Elizabeth Keefe and Erin Maroney
Gateway Community College
Literacy of the Carceral State: Engaging and Advancing At-Risk Developmental Students through Theme-Based Reading and Writing about the U. S. Prison System
Using a variety of rhetorical modes related to the chosen theme of incarceration, students can apply reading and writing strategies while drawing on background knowledge that supports comprehension of texts with increasing complexity. Sample texts/assignments will be discussed.

Friday Session C 10:50-11:45

Session Chair: David Susman
Wes McNair
Professor Emeritus/Writer-in-Residence, University of Maine, Farmington
The Craft of Free Verse: A Workshop for Teachers, and for Teachers Who Write
In this workshop, poet Wes McNair will introduce participants to exercises and ideas for creating and teaching free verse poetry. Bring your notebook and pen, or laptop, for writing poetry.

Sara Orne Jewett
Session Chair: Margot Edlin
Jean Murley
Queensborough Community College/CUNY
Incorporating Anthropology into Composition
This presentation describes and demonstrates an innovative approach to teaching Freshman Composition using writing practices from the discipline of Anthropology. In my composition courses, students write a series of ethnography papers instead of more traditional rhetorical-form-based essays (argument, description, exposition, etc.), and I have achieved great success with this method.

Todd Barry
Three Rivers Community College
Using Law to Engage the Skeptical Literature & Composition Student
Law can be used to effectively engage Literature & Composition students who do not think that literary analysis holds any practical value. Students apply basic criminal statutes to a literary character and reflect on their assumptions about law, literature, and the ways that we create meaning out of language.

Nathaniel Hawthorne 
Session Chair: Mary Jo Keiter
Kathryn Stonich
Community College of Baltimore County
Using the History of English Language to Teach English 101
English 101 doesn’t have to focus solely on current events. This presentation will show you how units designed around the creation of English language, mythology, Shakespeare, and modern fiction writing, not only entertain students, but also cover modern day issues that prepare them for college level writing and research.

Maria Ornella Treglia
Bronx Community College/ CUNY
Urban College Students Learn about the Power of Language in History of the English Language Class 
Discover how a redesigned linguistics course, History of the English Language, can engage community college students from diverse linguistic and ethnic backgrounds to research and write about topics that give them a better grounding in English and provide insight into the power of language.

Rines A
Session Chair:
Jack Morales
Community College of Allegheny County
Sponsoring Civic Journalism in the US Community College, 1968-1976
This presentation provides early results from an archival project on the function of civic journalism during the Post Civil Rights Era in New York City. I argue that community colleges are an important site for the study of the role writing plays in community engagement, social networking, and political action.

Lane Glisson
Borough of Manhattan Community College/CUNY
“Enemy of the People”? Promoting First Amendment Rights and a Culture of Listening in an Era of Us against Them
Students are barraged online with conspiracy theories, bullying, and partisan spin. Less has been written about the silencing effect that the tone of our current national conversation has on students’ willingness to speak candidly in class. This presentation suggests ways to foster empathic dialogue that helps students feel that it's safe to speak up.

Rines B 
Session Chair: Wes Mills
Kathleen Tamayo Alves, Kerri-Ann Smith, Irvin Weathersby, and John Yi
Queensborough Community College/CUNY
Emotional Labor of Nonwhite Two-Year College Students and Student Success
This panel will discuss the accounts of four junior, nonwhite faculty members, whose lived experiences provide examples of what emotional labor often entails in higher education and how these experiences provide a lens of the racialized experiences of nonwhite two-year college students. Grounded in critical race theory and antiracist methodologies, we seek to buttress our experiences with recommendations for how community college leaders and faculty may help to alleviate the racialized experiences of nonwhite students.

Jennifer Graham
Northern Maine Community College
“You Want Me to Do What?”:  Faculty Perceptions of Institutional Retention Strategies
Based on findings from a case study of Maine community college faculty, this presentation will explore the gap between institutions’ desire for faculty participation in retention efforts and what faculty believe they should be doing to support retention. Participants will be encouraged to share their own best practices for retention.

Friday Session D 2:00-2:55

Session Chair:
Raquel Corona, Madiha Shameem, Sybil White, Valerie Peyer, and Claudia C
Queensborough Community College/ CUNY
Collaborative Mentoring: Using Faculty and Students Partnerships in Mentoring Community College Freshmen
This panel will present the experiences of a collaborative pilot mentoring program between the English Department, the Math Department, and a pre-college remedial program. Panelists will discuss an important factor of the mentoring program: how the faculty and peer mentors worked in partnership as a pair to oversee the advisement of their cohort.

Sara Orne Jewett
Session Chair:
Katie McGrath, Nina Keery, and Matt Walsh
MassBay Community College
Can Students Accelerate and Excel? A Co-Requisite Model in Review
Since 2012, MassBay has offered co-requisite English alongside our traditional developmental English courses. The results: co-requisite students are more likely to complete college-level English, to graduate, and to transfer. Should we eliminate our traditional developmental courses and offer only accelerated courses? Are students really meeting college-level outcomes? If acceleration is the way of the future, what practices are most effective? Please join the discussion!


Nathaniel Hawthorne
Session Chair: Annette O’Mara
Susan Chenard
Gateway Community College
ADA Compliance and Design Protocol
Present strategies to make online English composition teaching and learning more accessible to all students by improving quality and ensuring ADA compliance. Discuss institutional standards to improve the experience of students and uphold the legal obligation to ensure that all online courses are accessible to all students. Showcase the design protocol with a streamlined and logical institutional appearance for students, meeting legal obligations and integrating a design with a consistent and academically supported approach to best practices associated with course planning and development.

Andrew Marvin
Three Rivers Community College
Humanizing Our Online Courses
This session reveals one instructor’s efforts to give writing students an approachable, sane, and human online learning experience. Topics include designing unequivocal course outlines, establishing clear expectations, using video to amplify instructor presence, implementing a reassuring writing process, making peer review more meaningful, and reducing the pain of digital grading.

Rines A
Session Chair: 
Sophia Mitra and Mahua De
Union County College
Promoting Equity in ESL & Developmental English courses 
The two presenters will highlight how they ensure equity in their developmental English and ESL classrooms. They will share various strategies they use inside their classrooms and outside, in an effort to empower and engage marginalized students and provide them an equal opportunity for success.

Naoko Akai-Dennis
Bunker Hill Community College
The Translingual Approach: Equitable to Underrepresented and Underprivileged Students?  
Scholars and teachers who are oriented in translingual approach seem to share the understanding that translingualism is guided by the principles of linguistic social justice, regardless of different concepts of language, etc. And yet. Is the translingual approach equitable to students in community colleges who do not primarily orient themselves in standardized English or in any versions of Englishes? 

Rines B
Session Chair:
Debra Anderson, Elizabeth French, and J. Thomas Grady
Bristol Community College
Inviting Authors into the Writing Classroom  
This panel examines how guest writers can provide opportunities for creating innovative content for student engagement in the writing classroom, from anchoring values of process writing to seeing working writers as part of a student’s ethnography. Substantive curriculum created around these visits can also impact SLO’s, motivation and retention.

FRIDAY Session E 3:10-4:05

Session Chair:
Joline Blais
University of Maine/Orono
Online Formats for Creating and Publishing Stories
The workshop will explore some free tools students can use to create online stories from very simple sound/image projects, to timelines and maps, to full interactive game-like stories. Examples from previous student work published online, as well as lists of resources will be shared. 

Sara Orne Jewett
Session Chair:
Crystal Bickford, Sarah Harkness, Alexis Edmond, and Kasey Salter
Southern New Hampshire University
Faculty/Student Perceptions of Reflective Practices in the Classroom
Presented by a faculty member and current students, this panel provides participants with a broad overview of sample reflective learning activities, implementation practices, a brief discussion of faculty intentions as well as student results as shared by the students themselves.

Nathaniel Hawthorne
Session Chair: Anna Medina
Jacqueline Scott
Community College of Baltimore County
Enthymemes as a Teaching Tool
Understanding enthymemes-- that is the unstated premise that is often understood by both the sender and the receiver (in this case the writer and the reader)-- can help debunk myths of bias and also detect forms of bias in sources. Specifically, my research focuses on comparing news coverage of the 1968 riots in Baltimore after the death of Martin Luther King Jr., and the coverage of the Baltimore uprisings after the death of Freddie Gray. By enhancing students' news literacy skills, they will learn to engage in a close reading of all sources to detect both implicit and explicit forms of bias.

Toni D’Onofrio
Westchester Community College
David Goldberg
Kingsborough Community College 
Unpacking Writing-Connected Research and Questioning its Effects on Student Learning Approaches
In this interactive session, presenters will look at both new and dated research that still is being used to shape teaching and learning. We'll question the implications of using this data and research and discuss how, as professionals, we can keep up with new theory in writing and test its soundness.

Rines A
Session Chair:
Enzo Surin and Alison Ruch
Bunker Hill Community College
Crafting a Better Future: Achieving Success through Creative Writing at a Two-Year College
Come learn how students at Bunker Hill Community College are inventing, refining, and publishing their written work via creative writing courses and a student-generated literary magazine.

Maura O’Connor
Manchester Community College
Publishing Student Writing: Poetry and Fiction
Maura O’Connor will present the successful publication of the literary and art magazine of Manchester Community College, Shapes, outlining the timeline and process for publishing student writing over an academic year through faculty collaboration and curriculum design in poetry, creative fiction and design classrooms.

Rines B
Session Chair:
Alejandro Leopardi and Michelle Prendergast
Montgomery College
Open Education Resources: Reducing Students’ Financial Burden while Increasing Success
The cost of education is an impediment to completion rates. Today, educators can address the skyrocketing costs of textbooks through creative use of Open Education Resources (OERs) in place of traditional textbooks. We will review our experiences with finding, and implementing, OERs in composition and literature classes, and the positive impact on student success.

Catherine Sweeting
Hudson County Community College
Calling on Experts!: Augmenting Classroom Lectures with MOOCs, Podcasts, iTunes University, and Guest Lecturers
As community college professors who teach literature survey courses, obtaining assistance from experts on specific authors and texts enhances and deepens class discussions, leading to student engagement and success.

FRIDAY Session F 4:15-5:10

Session Chair:
Kevin DeJesus, Rory Senerchia, Dorothy Abram, and Anne Shaw
John Hazen White College of Arts and Sciences
Johnson and Wales University
Cultivating the Undergraduate Interdisciplinary Writer: Strategizing for Developing Interdisciplinary Thinking and Writing as Classroom Practice
This roundtable intends to encourage dialogue about the ways in which college and university educators can facilitate interdisciplinary thinking and writing through intentional assignment development. The importance of being a proficient interdisciplinary thinker and writer continues to grow in salience, as employers demonstrate an on-going, growing demand that graduates not only write effectively, but also possess a wide array of knowledges, analytical efficacy and an informed acumen for human relations. Roundtable participants will share with the audience their own experiences and assignments intended to promote and assess interdisciplinary thinking and writing.

Sara Orne Jewett
Session Chair:
Catherine Babbitt
Gateway Community College
Decreasing Equity Gaps by Shedding Light on “Achieving the Dream” Data 
Upon joining Achieving the Dream, Gateway Community College collected data which indicated that African American and part-time students were not as successful as other ethnicities or full-time students. First year English was highlighted as one of the barriers. Using the disaggregated data, Gateway hopes to decrease the equity gap within these two populations through various strategies.

Anthony Sovak and Emily Churilla
Pima Community College
Using Success Data to Argue for Lower Class Size at Community Colleges
During this panel, presenters will show data on writing class success rates before and after a reduction in class size at Pima Community College and contextualize it with other published studies to create a roadmap better suited for Community College faculty in making the argument to reduce writing class size.

Nathaniel Hawthorne
Session Chair: Jacqueline Scott
Ellen Creane
Gateway Community College
The 3-Minute Individual Writing Conference 
Demonstration of how a brief individual conference for each student on just one aspect of writing an essay focuses the student and achieves successful writing. Presentation plus hands-on audience participation.

Carla White Ellis
Johnson & Wales University
Transparency Through Assignments
This study explored the efficacy of a simple teaching intervention (developed by the TILT Higher Ed Project) in a population of students in the College of Arts & Sciences. The participating faculty members administered either an original version of a student assignment, or a modified version, shown to be effective.

Rines A
Session Chair: Peter Helff
David Raymond
Northern Maine Community College
“Improving the Silence”: The Art and Craft of John Gould of Maine
This presentation will introduce the life, work, and craft of John Gould, Maine character, essayist, humorist, folklorist, and curmudgeon. Participants will learn about this noted Maine author’s craft of writing humorous creative works of non-fiction and how his work makes Maine, Mainers, and the Maine way (life the way it should be) both edifying and amusing.

Dean Bowers
Anne Arundel Community College
Dark Literature: A Beacon of Ethics 

What can students learn about ethics from a hypocritical doctor? A deformed murderer? An obsessive student? A reanimated being? An inventor of robots? A paranormal investigator? Investigate how dark literature featuring these questionable characters can become a beacon of lessons of ethical responsibility in a composition class… if you dare….

Rines B
Session Chair: Elizabeth Keefe
Meghmala Tarafdar
Queensborough Community College
Classroom Strategies for Facilitating Reflection Activities
Reflection activities are often utilized for supporting the student learning outcomes in English classes. By designing effective reflection prompts, we can stimulate the knowledge, skills, and dispositions for addressing diverse issues within and beyond the parameters of the classroom. Presenter will share strategies for using reflection activities that promote student engagement, foster deep learning, and facilitate students' knowledge construction process.

Debbie Kemp-Jackson and Mahua De
Union County College
Exploring Community: One Writing Assignment at a Time
First Year composition courses are of crucial importance for English Language Learners as they navigate the process of acquiring fluency in academic discourse and writing. The presenters will discuss two research assignments centered on media and community literacy that guided students through the steps of academic writing and critical analysis.   

Poster Sessions (5:15-6:00pm)

Christine Marie Devlin, Montgomery College
Incorporating Quantitative Reasoning into Research Writing via Assignments and Rubrics

Elizabeth Benton, Montgomery College
Our Journey: On Solid Ground in English Composition's Era of Reform

Sheila Walsh, Quincy College
The Rush to Completion: Considering Success in the Accelerated English Classroom

Saturday Session G 9-9:55

Session Chair:
Carrie Steenburgh, Arlene Marcus, and Maria Palmeri-Martinez
Union County College 
Helping ESL Students Succeed in an Accelerated Learning Community
Panelists present a situation where ESL students are invited to join an intensive, accelerated learning community, studying academic English as well as learning American culture and history through student-centered experiential tasks.

Sara Orne Jewett
Session Chair:
Malkiel Choseed and Michael O’Connor
Onondaga Community College
What we talk about when we talk about “Non-Cognitive Barriers to Success” 
Learn how English faculty at Onondaga Community College have built structural and pedagogical interventions into their first-year composition courses that support holistic student success, and then take part in a conversation about enhancing this approach as we seek to further innovate to better meet students’ needs.

Patricia Sehulster
Westchester Community College/SUNY
The Non-cognitive/Cognitive Connection: A Workshop in Activity Design
How do we address the non-cognitive needs of our students while simultaneously advancing the necessary cognitive skills of our writing courses? In this workshop, participate in a model activity and then design your own.

Nathaniel Hawthorne
Session Chair: Chris Anderson
Brenda D’Alotto
Massasoit Community College
Social Media and Critical Thinking in the First Year Composition Classroom 
This session will explore the use of Social Media to engage learners and to scaffold critical thinking. Using OER content--blogs, news, YouTube, etc., students develop a common vocabulary and context for discussion and analysis. Attendees will participate in an activity designed to raise questions about our casual use of technology.

Brigitte Tilley, Queensborough Community College/CUNY
To Meme or Not to Meme? 
Our Gen Z students spend three hours a day using social media. How do you get them to engage with a long, philosophical, famously challenging text like Hamlet? Help them connect to the characters and the high drama of the plot by incorporating memes into your lesson plan!

Rines A
Session Chair:
Mark Lamoureux
Housatonic Community College
Tim Stewart
Community College of Rhode Island
Found in Translation: Using Translation to Facilitate the Teaching of Poetry
Panelists will discuss using translation, by way of glossaries, multiple translations of the same work, and homophonic translations, as a foundation for teaching students about poetry and prosody. Using translation from the Anglo Saxon to teach Beowulf and translation from the French of Paul Valery will be discussed along with an audience participation exercise.

Lauren O’Leary
Gateway Community College
Engaging Students in Minimalist Fiction
This informational session will present information for a structured ENG 102 semester involving the use of minimalist fiction – both traditional prose and more unconventional micro/flash fiction. A model course schedule will be provided, substantiating ELOs, as well as examples of both reading assignments and writing exercises.

Rines B
Session Chair:
Nell McCabe, Julianna Spallholz and Matthew Muller
Berkshire Community College
You’ll Never Get a Job Doing That!
Three creative writing faculty discuss their experiences creating a campus culture that celebrates creative writing and cultivates a sense of belonging for students through literary readings, a student-run literary journal, and incorporating creative writing into literature and composition courses.

Benjamin Lawrance Miller and Alison Cimono
Queensborough Community College/ CUNY
Collective Engagement: The Student Literary Journal at the Community College
This panel showcases "Collective," the Queensborough Community College Student Literary Journal, an annual magazine created by the Queensborough Creative Writing Club and English Department. We describe the history of the magazine, how the magazine is produced, how our Creative Writing Club contributes to the journal, and how structural challenges create limitations.

Session H 10:05-11 am

Session Chair:
Barbara Gleason, Maria Vint, and James Dunn
History and Literature: Designing Integrated Reading/Writing Curricula
A Report from Three CUNY College Classrooms
Student engagement intensifies dramatically when students can relate historical contexts and perspectives to literary texts that they are reading. We offer three examples of reading & writing curricula that rely on supplemental history lessons for courses focused primarily on literature and writing.

Sara Orne Jewett
Session Chair:
Steve Straight
Manchester Community College
The Best of 40 Years of Teaching
From a 21-time TYCA presenter, this session will include the best assignments, handouts, classroom activities and strategies, unit designs, prompts, ideas, and bits of philosophy culled from a 40-year career teaching all levels of composition plus literature and poetry.

Nathaniel Hawthorne
Session Chair:
Ryan Dippre, Elizabeth Powers, and Jessica Winck
University of Maine
Labor-Based Grading Contracts: Exploring their Limits and Possibilities
Asao Inoue’s work on anti-racist writing ecologies have reimagined and revitalized contemporary work on grading contracts in Writing Studies. This panel reviews how labor-based grading contracts were taken up at three different campuses, and explores the limits and possibilities that these experiences suggest for applying labor-based grading contracts.

Rines A
Session Chair: Dan Salerno
Sharon Ross
University of Maine/Augusta
Wiki Power: Teaching Research and Digital Literacy with Wikipedia
New writers can’t resist using a Google search and Wikipedia on research projects. Learn how to embrace this wiki-habit by switching the student’s role to editor. Get tips on how to create a Wikipedia-based project that teaches students how to locate legitimate sources, synthesize information, and develop academic habits of mind.

J. Mark McFadden
Gateway Community College
Three Ways to Change the Temperature in Your Classroom without Touching the Thermostat
This presentation will explore three effective strategies for engaging students, including debate circles, pop oral reports, and crossover pairing, with examples of each.  Find some new ways to get your students to put down their phones!

Rines B
Session Chair: Meghan Hardison
Andrea Fabrizio and Gregory Marks
Hostos Community College/CUNY
Communities of Practice and Learning: Embedding Humanistic Questions in Composition Courses
Presenters will discuss Hostos Community College’s four-year collaboration with Columbia College (at CU) that incorporates elements of the Columbia Core curriculum into the Hostos CC composition classroom as a means of strengthening students' reading and writing skills. Presenters will share pedagogical approaches to making humanistic texts accessible and meaningful to students.

Margot Edlin and Beth Counihan
Queensborough Community College/CUNY
Readability Statistics: A Writing Strategy to Support Student Success
The presenters will share their research teaching diverse English composition students to use the Readability Statistics in MS Word to raise the level of sophistication in their writing and as a tool to ensure revision.  

Eastland Grand Ballroom
Saturday Brunch Panel Discussion: 21st Century Student Writing
11:15 a.m.-12:30 p.m.
Facilitator: Michael J. Cripps, English Department Chair/Director of Composition, University of New England
Dianne Fallon, York County Community College 
Kelly Secovnie, Borough of Manhattan Community College
Michele DiAcri, Gateway Community College
Tim Dalton, Borough of Manhattan Community College