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- Volume 51, Issue 1, 2023
Teaching English in the Two-Year College - Volume 51, Issue 1, 2023
Volume 51, Issue 1, 2023
- Articles
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2023 TYCA Chair’s Address: Building a New Future as Open-Access Literacy Educators
Author(s): Joanne Baird GiordanoThis is a lightly edited version of the TYCA Chair’s Address delivered at the 2023 National TYCA Conference in Chicago, Illinois.
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2023 TYCA National Conference Chair’s Address
Author(s): Jason C. EvansThis is a lightly edited version of the Conference Chair’s Address delivered at the 2023 TYCA National Conference, held on February 15 in Chicago, Illinois.
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Feature: Strategic Interventions: Grade-Based Nudging in Online and Hybrid Courses
Author(s): Rochelle Rodrigo, Beth Eyres and Sara WaltonIn this article, we share strategies and data from a study constructed in a faculty learning community using course analytics to design, deliver, and track instructor-student communication—in the form of “nudges”—to improve student success. Although we do not feel comfortable making generalized conclusions from such a small sample, we think our data suggests that many students positively benefited from grade-based nudging. We also think it was extremely important that our nudging interventions focused on all students within the class, not only those who were not doing well. However, we acknowledge that the majority of the instructors said this type of work takes time.
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Feature: “Be careful of what you’re holding with students’ hearts”: Native American Community College Students’ Perceptions of Self-Disclosure in Writing Assignments
Author(s): Danielle Kubasko SullivanThis critical phenomenological study sought Native American student perspectives on intention and desired faculty response following self-disclosure of personal challenges in college writing assignments and discusses implications for faculty and for implementing trauma-informed writing pedagogy with students who are historically marginalized.
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Instructional Note: The Get and Give of Topic Choice in the College Writing Classroom
Author(s): Amber E. WagnonStudents entering first-year composition often discover self-inquiry for the first time, enabling them to examine their identities when opportunities are created to do so. The experiences of two traditional first-year college students are examined to better understand the power that writing instructors and writing courses hold.
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Instructional Note: Seeing All Students as Writers: Video-Based Discussion Board Strategies for Remote Classrooms
Author(s): Rowan Bayne and Alvina Mardhani-BayneThis article presents a video discussion board assignment designed to foster belonging and academic language practice in a remote classroom. We consider how the assignment supported robust discussion and multimodal composition in Critical Reading and Writing, a course run with synchronous and asynchronous components during the COVID-19 pandemic at a technical college.
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Volumes & issues
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Volume 51 (2023 - 2024)
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Volume 50 (2022 - 2023)
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Volume 49 (2021 - 2022)
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Volume 48 (2020 - 2021)
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Volume 47 (2019 - 2020)
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Volume 46 (2018 - 2019)
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Volume 45 (2017 - 2018)
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Volume 44 (2016 - 2017)
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Volume 43 (2015 - 2016)
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Volume 42 (2014 - 2015)
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Volume 41 (2013 - 2014)
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Volume 40 (2012 - 2013)
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Volume 39 (2011 - 2012)
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Volume 38 (2010 - 2011)
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Volume 37 (2009 - 2010)
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Volume 36 (2008 - 2009)
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Volume 35 (2007 - 2008)
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Volume 34 (2006 - 2007)
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Volume 33 (2005 - 2006)
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Volume 32 (1996 - 2005)
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Volume 31 (2003 - 2004)
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Volume 30 (2002 - 2003)
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Volume 29 (2001 - 2002)
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Volume 28 (2000 - 2001)
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Volume 27 (1999 - 2000)
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Volume 26 (1998 - 1999)
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Volume 25 (1998)
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Volume 24 (1997)
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Volume 23 (1996)
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