Border Talk: Writing and Knowing in the Two-Year College

FIND A PRACTICE THAT WILL SUSTAIN YOU: An Interview with Jeffrey Andelora

“…I have endeavored to make this volume as pragmatic and classroom-centered as possible and to provide a variety of accessible entry points for readers. When contributors discuss theory and scholarship, I have encouraged them to talk about how they translate this theory into practice in their classrooms (Larson 2018;Reynolds 2005;Tinberg 1997).…”

“…To avoid disrupting the flow of the narrative too much by including lengthy parenthetical citations, I am employing footnotes in a few places here to direct readers to additional readings and citations. For more discussion of the emerging teacher-scholar-activist professional identity model, please see Tinberg 1997;Lewiecki-Wilson and Sommers 1999;Lovas 2002…”

For New English Teachers

“…One essential site on campus where this important work is accomplished is in gateway English classes-first-year composition classes and developmental reading and writing courses. There is much we can learn, therefore, from the teachers featured in this book, not only about teaching reading and writing, but also about promoting diversity, access, and social justice in our profession (Freire 1994;Tinberg 1997;Shaughnessy 1979;Sternglass 1997;Goldblatt 2007;Steele 2010;Stuber 2011).…”

Faculty Members’ Scholarly Learning Across Institutional Types

“…Indeed, scholarly learning takes place beyond major research universities. Further, scholarly learning occurs in different genres and for different aims (Boyer, ; Braxton, ; Terosky & Gonzales, ; Tinberg, ). Findings centered on research university faculty engagement in the scholarship of discovery were unsurprising; however, we also found significant evidence of scholarly learning within this particular domain at LACs, regional comprehensive universities, and community colleges (Braxton, ; Cejda & Hensel, ; Gonzales & Terosky, ; Martinez, ; Terosky & Gonzales, ).…”

“…As such then, their passions must also rest solely in teaching. Subsequently, faculty are viewed as disconnected and/or uninterested in learning beyond developing and improving pedagogical and curricular practices (Tinberg, ). These uncritically assimilated assumptions about faculty work are likely to stymie rather than stimulate and support scholarly learning by misinforming decisions surrounding necessary support and infrastructures, which are often inadequate and misaligned with organizational and faculty professional goals (Gardner, ; Gonzales, ).…”