Here's a note I sent to Chella [Region VI Co-Director] that might be of interest to those who are organizing or revamping Student Creative Writing Clubs.

I am the creative writing coordinator at Evergreen Valley College, and about ten years ago I established the Authors' Guild at our campus. Students now play a major role in soliciting materials and doing first round readings of potential pieces for publication in our yearly literary magazine, LEAF BY LEAF. In addition, the AG helps to run an Authors' Series--a series featuring superb writers, poets, and journalists (Lee Herrick was one of our guests!). Also, the AG members (and anyone else whose interested) meet every other week and plan activities. Then, apart for writing workshops throughout the year, AG members get together and attend poetry readings (and try to get a chance to read themselves) at local clubs or events (e.g., "Poetry and Pizza"). Finally, at the end of the school year, the Authors' Guild sponsors the Annual EVC Spring Poetry Festival.

Funding is an ongoing problem for creative arts events at EVC. (Administrators are not interested in extracurricular activities at the college unless the college makes money off of them.) Our ASB has been helpful at times but we still can't depend on it to pay for honorariums.

For a better idea of the sort of things that the EVC Authors' Guild does, take at the club's website--a sight put together by students at the college.

All of us in Region VI are excited that our own Lynn Fauth of Oxnard College won the Nina Theiss Award this year. His numerous contributions to the council -- as a regional representative, treasurer, president, and past-president -- were highlighted at the reception by Sterling Warner, who presented the award. Lynn graciously took the stage to offer a modest acceptance speech, and he was visibly moved by the crowd's obvious appreciation of his work.

Instructors from Region VI participated actively in the recent conference; we served as moderators, panelists, and presenters. While many of us left the conference refreshed and eager to share new ideas with colleagues at our respective colleges, our colleges, it appears, are still not terribly eager to help ECCTYC. Sadly, many of the colleges in our district have failed to pay their ECCTYC dues, and we are taking steps to rectify this oversight.

It's great to learn that Bakersfield College and California State University at Bakersfield are engaged in an ongoing dialogue to make transitions smoother for transfer students. In Region VI, Moorpark College and Oxnard College are trying to make transitions smoother for incoming high school students. Moorpark College has established the High School at Moorpark College, a program that encourages motivated high school students to pursue a college education while still in high school. And English instructors from Oxnard College recently met with local high school English teachers to discuss how to improve student performance at the college level.

ECCTYC 2005 Long Beach focused on The Teacher Scholar: Serving Our Students and the English Profession. The following summaries are a sampling of the breakout sessions offered at this conference. For a complete list of sessions and accompanying abstracts, visit the conference program. Do you have a memory of one of the sessions? Your comments and additions are welcome here.

“Accessing Academic Literacy in College: Student Pathways”

Presentation by Genevieve Patthey-Chavez and Tammy Robinson of Los Angeles City College and Joan Thomas-Spiegel of Los Angeles Harbor College

The presenters shared the results of their impressive study of students’ pathways through remedial and college English sequences in nine different institutions. Having completed this ambitious and highly informative research project, they have concluded that students would benefit from “greater integration into collegiate culture to learn to improve their study skills and academic literacy.” They suggest that students get to know their teachers and their teachers’ expectations (SLO’s), and that “inter-disciplinary and intra disciplinary collaboration would improve curricular cohesion and inter-institutional effectiveness.”

Summary by Session Moderator Elena Cole of Las Positas College

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“The Adjunct Instructor as Developmental Student—How to Humanely Improve ‘Student’ Success”

Presentation by Steve Rudy of Santa Barbara City College

Rudy presented his analysis of how both adjunct faculty and developmental students make up a “perceived underclass” and suggested that those who teach in the community colleges seek ways to address the inequities that emerge in this system.

Summary by Session Moderator Elena Cole of Las Positas College

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"Bridging Cultures Electronically"

Presenation by Johnny Sarraf of Fullerton Collge

Sarraf who taught from 2000 to 2004 at the American University in Cairo, described a class he taught in spring 2005, called: "Critical Resoning and Writing"—with a special focus "Why do they hate us?" In the class his students at Fullerton corresponded electronically with Arab students at the American University in Cairo. The course description, which was handed out, states that the focus "will involve looking at America and the Middle East from more than just an American lens."

Summary by Session Moderator Edith Conn of Ventura College

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"Business Un-Usual: What Integrating Reading into Business and Technical Writing Courses Can Do"

Presenation by Dr. Leslie St. Martin of College of the Canyons

Dr. Leslie St. Martin indicated that the class "develops reading and writing skills needed to be successful in the workplace." She assigns provocative reading such as "Reefer Madness" and assigns the use of journals and portfolios to encourage student writing. Students write essays on such topics as "My Ideal Job" and "What is the American Dream?"

Summary by Session Moderator Edith Conn of Ventura College

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"Cultural Literacy in a Visual Society: Critical and Creative Connections for Composition"

Presentation by Sterling Warner of Evergreen Valley College

Many English instructors now use composition textbooks that value multiple literacies -- particularly visual, digital, and multicultural literacies -- in their writing courses. This presentation by Sterling Warner highlighted some of these common literacies and showcased a few examples of his lessons and of projects by his former students. Prof. Warner explored and debunked some of the false perceptions involving multiple literacies, and he provided copies of his syllabi to illustrate how such literacies may be approached. While the presentation successfully reviewed some of the key concepts instructors deal with on a daily basis, it also provided an organized and inspiring perspective on the possibilities available to all of us who wish to improve our composition curricula.

Summary by Session Moderator Shant Shahoian of Oxnard College

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"Developmental Writers: Just How Far Can We Take Them?"

Presentation by Richard E. Bailey of Henry Ford Community College and Linda Denstaedt University of Michigan

When educators ask what developmental writers cannot do, they identify weaknesses and try to eliminate error. When educators ask what developmental writers can do, they identify strengths and try to build on streength and skill. This session illustrades instruction based on metacognitive, decision-making model that builds on strength and skill.

Session Moderator Gary Enns of Cerro Coso Community College

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“Doing the Right Thing: Preserving Quality of English Instruction in Contract Negotiations”

Presentation by Lynn Fauth of Oxnard College, Tom Hurley of Diablo Valley College, and Roger Marheine of Pasadena City College

The three presenters spoke of the problems on their respective campuses in regards to contract negotiations. Moral problems, reductions in health benefits and salaries, and an unwillingness for faculty to work on “extra” college projects or committees were mentioned as part of ongoing problems and concerns. After brief presentations, the floor was opened for discussion and input. Some conditions have gotten better, but many problems still remain. Each college had its own way of dealing with the situations, but an overall consensus by the participants was that faculty should do everything to keep up moral.

Summary by Session Moderator Gary Graupman, Taft College

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"Etruscans, Romans and Me—a Teacher Scholar"

Presentation by Terry Ferguson-Gonzales of Taft College

Ferguson-Gonzales attended an NEH Summer Institute to study "Roman Religion in Context." She discussed ways in which her studies of aspects of ancient Roman civilization could be used in her English 1B Critical Thinking Class. She also pointed out how the experience in "purse scholarship" at the Institute—being a teacher scholar—helped to revitalize her teaching in general.

Summary by Session Moderator Edith Conn of Ventura College

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“From ELL and Basic Skills to ‘AEL’” Seeing All Students as Academic English Learners?”

Presentation by Melissa Reeve of Hartnell College

English Professor Melissa Reeve and colleagues Maria Garcia Tabor and Kimberly Jean Smith conducted The Academic English Language Learners Project, a study of students in composition courses from basic skills to critical thinking levels at Gavilan and Hartnell Colleges. The study involved focus groups led by peer tutors inquiring about students’ previous knowledge of academic English and characteristics of their identities and attitudes that stand between them and academic success; research to define academic thinking and learning and to further identify attitudes, identities, and practices for success; and critical analysis of classroom and institutional practices that improve success. Reeve may be reached by email: mreeve@jafar.hartnell.edu

Summary by Session Moderator Patrick Bettencourt, Modesto Junior College

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“From Part-time to Tenure-track: How to Get Hired for a Full-time Gig”

Presentation by Deborah Gilbert, Emily Malsam, Optimism One, Adrienne Peek, and Jason Wohlstadter of Modesto Junior College

This panel discussed the various philosophies and approaches that are critical for getting hired for full-time, tenure-track positions at California community colleges. Sources of job announcements and keys to making the best impression were shared along with practical tips for building a curriculum vitae and networking among future colleagues. Following the formal presentation was a lengthy opportunity for job-seekers to ask questions and experienced hiring committee members to respond. The panel may be reached by email: oneo@mjc.edu or peeka@mjc.edu

Summary by Session Moderator Patrick Bettencourt, Modesto Junior College

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“Ghostly Noise in the Hood: How Chaos and Complexity Theories Help
Us to Engage Multiple Literacies in the Information Age—Some Da-Centered and Of(f)-Color Re-Marx”

Presentation by Margaret Frances Shannon, Ph.D, and Christopher S. Glover of Long Beach City College

Shannon and Glover gave a humorous and provocative presentation about the ways chaos and complexity theory, as well as the study of circus, can illuminate the political and pedagogical issues that may be present in the philosophical underpinnings and management of a writing center.

Summary by Session Moderator Elena Cole of Las Positas College

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“The National TYCA Research Initiative: What It Means to California (and to Al Franken)”

Presentation by Jody Millward of Santa Barbara City College, and Lois Powers of Fullerton College (emeritus faculty)

Jody Millward and Lois Powers co-presented a groundbreaking session dealing with The National TYCA Research Initiative, a significant study that will establish a databank of information about two-year college. Goals of the TYCA Research Initiative include: discovering the most common two-year college teaching practices in English, identifying colleges and/or programs that promote “best practices,” and determining how material and working condition affect such practices.

Millward began the session discussing “Trends in California’s Community Colleges,” moving from California K-12 Facts such as, there will be a 75% increase in higher education students by 2010—535,500 of them being community college students—to California Higher Education Facts. Referring to various recent studies and Initiative findings, Millward guided workshop attendees through California Community College data, including references to enrollment patterns, student demographics, English Language Learners in California, CCC transfer rates, student preparedness, funding, cuts to programs and course offerings, student access, and the job market.

Powers followed Millward’s informative presentation with a detailed explanation of The TYCA Research Initiative Survey itself. The survey will investigate common practices in assessment (placement, exit competency, policies, and instruments), technology use and pedagogy, WAD/WID (number of programs, ways of incorporating), and teaching conditions (teaching loads, tenure, sabbaticals reassigned time, and so on). She thoroughly engaged session participants as she talked about the responses received up until this point, noting that a “close reading of surveys based on guiding principles for reading and sorting data information” is a task in progress. The evaluation process in the survey interpretation will include 1) establishing ways to link hard data, and 2) establishing ways to interpret/categorize data in comment sessions. ECCTYC/TYCA Pacific Coast and the other regions of national TYCA eagerly await Initiative results, which will come in handy for future two-year college teacher/scholar papers and studies.

Summary by Session Moderator Sterling Warner, Evergreen Valley College

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"Peer Editing from the Trenches"

Presentation by Charmaine Phipps-Smith, Sean Stratton, and Melissa Utsler of Chaffey College

Although thousands of English instructors use peer evaluation every semester, we often grapple with some of the finer points of the process or question the efficacy of it. This insightful panel discussion explored the challenges, pitfalls, and successes of this teaching tool. In addition to bringing a wealth of knowledge and passion about the topic to the table, these three professors effectively used attendee feedback and questions to fuel the discussion. The ensuing brainstorming session -- a peer editing exercise on the use of peer editing -- helped clarify some of the roadblocks inherent to using peer evaluation, and it helped us to define, for ourselves, the best way to approach our use of it.

Summary by Session Moderator Shant Shahoian of Oxnard College

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“Response to Student Writing: Useful or Useless? How Effective Are We?”

Presentation by Mary Margaret McGuire, Lynn McDonie, and Susannah Le Baron of Antelope Valley College

Teachers of writing spend a lot of time reading and responding to student work. This session will allow participants to share concerns about this time and discuss what can be done to ensure that the time spent provides students useful feedback for their revisions while allowing teachers to still have personal lives and relationships.

Session Moderator Darrell Thompson of El Camino College

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“Some Prospects for the Paperless Writing Classroom: Hypertextuality & Fluidity”

Presenation by Steven Rudy of Santa Barbara City College

In this session, Steven Rudy explored the prospects of a paperless classroom. While he discussed the benefits of the electronic circulation of student texts including hypertext and e-text, he also discussed problems of incompatible software issues and hypertext (cannot print) issues. Prof. Rudy highlighted the major benefit of saving time in responding to student papers online. The session generated a lively discussion, and true to his word, Prof. Rudy did not pass out paper handouts.

Summary by Session Moderator Sravani Banerjee of Evergreen Valley College

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“Teacher as Writer, Writer as Dancer”

Presentation by Dr. Rachel Jennings and Charles Hood of Antelope Valley College

Jennings and Hood discussed strategies for, and concerns about, the practice of teachers sharing their own writing with their students. Dr. Jennings described some of the ways she shares her professional writing with her students to illuminate the writing process while Mr. Hood raised provocative questions about the ethics of sharing his poetry with his creative writing students.

Summary by Session Moderator Elena Cole of Las Positas College

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“Teaching Acts, Scholarly Acts: How a Writing Center Can Offer Both”

Presentation by Denise Stephenson and Evelyn Burroughs of MiraCosta College

One of the highlights of this presentation was how the interaction between a discipline faculty member and the director of the writing lab was conducted. Working closely together, the two guided the students through a rather complex and intricate assignment. Another one of the highlights of the session was reading the student responses to the prompt. The way the writing center and the faculty can work together is very inspiring especially for institutions that don’t have writing labs and are thinking of implementing one.

Summary by Session Moderator Gary Graupman, Taft College

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"Text Based Analysis for Developmental Writing and Freshman Composition Courses."

Presentation by Gary Pollitt and Craig Baker of CSU Fullerton

Pollitt and Baker presented a practical, step-by-step process to make writing easier for students and to reduce the workload for composition instructors. Many in the audience admitted they were attracted to the session because of the words "reducing the workload" printed in the Conference Program. Most of these same people left pleased with text based analytical model adopted by the presenters in their writing classes. The model- based on a Claim/Quote/Commentary stepped process- emphasizes simplicity, ample practice, and "scaffolding" to effect a better writer and an improved product. The model and its attendant exercises, although used primarily in developmental writing courses by the presenters, are applicable to transferable writing courses as well.

Summary by Session Moderator Michael Dinielli of Chaffey College

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“Tips for First-Timers Teaching Online”

Presentation by Joyce Schenk of El Camino College

This was an enlightening session for all those who are considering teaching an online class. Joyce Schenk discussed strategies and suggestions for building an online community and the roles of the online student and the online teacher. Using specific examples from her Children’s Literature class, Prof. Schenk not only highlighted the benefits of teaching online, but also discussed some of the pitfalls, thus providing a very comprehensive picture of online instruction.

Summary by Session Moderator Sravani Banerjee of Evergreen Valley College

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“Writing with Students”

Presentation by Sharon Mitchler of Centralia College, Washington

Writing along with students can be rewarding, surprising, and invigorating. It can also be time consuming. So how can writing with students be accomplished without becoming overwhelming? Strategies to facilitate establishing boundaries, choosing assignments, brainstorming, peer revision, and responding to criticism from students will be included.

Session Moderator: Elissa Caruth, Oxnard College

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I would like to announce that the faculty from Modesto Junior College whose ECCTYC Conference presentation was titled "From Part-time to Tenure-track: How to Get Hired for a Full-time Gig" have begun a blog to continue discussion of their topic. They welcome comments from ECCTYC members and conference participants. They aim to use the blog as a sort of rough draft for a future inside english article on the same topic.

http://mjcdiscussesecctyc.blogspot.com/