Teaching English in the Two-Year College - Volume 44, Issue 4, 2017

All the pieces in this issue ask readers to consider, reflect on, and try new ways of engaged teaching and learning, but in particular a cluster of pieces speak to current national conversations about service-learning and civic engagement.

This essay explores the service-learning experiences of largely marginalized two-year college students, arguing that their outcomes are different from that of current studies focusing on four-year students; it then calls for additional research on this subset of students based on transfer potential.

This article examines the role of narrative in helping students navigate their rhetorical positioning in the public and private discourses of service.

This dialogue considers the future of service-learning in two-year colleges given the issues raised by Kassia Krzus-Shaw, Jennifer Maloy, and Nancy Pine, based on their experiences in two-year college classrooms and contributions to TETYC.

The case method uses real-life scenarios to motivate students to engage with issues in the narratives and develop greater interest in their writing.