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<DIV>Since many of you teach at community colleges (or even if you don't), you may find the below of interest.<BR> </DIV>M. L. Plochocki
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<DIV>(plo-hots-kee)
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<DIV style="FONT-SIZE: 13px; FONT-FAMILY: arial, helvetica, sans-serif"><FONT face=Tahoma size=2>----- Forwarded Message ----<BR><B><SPAN style="FONT-WEIGHT: bold">From:</SPAN></B> H Ostman <h.e.ostman@GMAIL.COM><BR><B><SPAN style="FONT-WEIGHT: bold">To:</SPAN></B> WPA-L@ASU.EDU<BR><B><SPAN style="FONT-WEIGHT: bold">Sent:</SPAN></B> Wed, July 7, 2010 9:06:20 PM<BR><B><SPAN style="FONT-WEIGHT: bold">Subject:</SPAN></B> CFP: Essay Collection: Learning, Literacy, and Knowledge at the Community College<BR></FONT><BR>Dear Colleagues:<BR>Please post--<BR>Thanks!<BR>Heather Ostman & Heidi Johnsen<BR><BR>CFP: Learning, Literacy, and Knowledge at the Community College<BR><BR>Submissions are sought for a collection of essays that explores the<BR>intersections of literacies and the building of knowledge in the<BR>community college classroom. The collection will look at the various<BR>ways knowledge is acquired through writing and how that learning
is<BR>acknowledged/reflected upon by students and used for further knowledge<BR>building.<BR><BR>Questions contributors may want to consider include, but are not limited to:<BR><BR>In what ways is the acquisition of knowledge different at a community<BR>college from a four-year institution? What accounts for those<BR>differences? If there are no differences, how can this be<BR>demonstrated?<BR><BR>How does the use of technology (or the restricted use of technology)<BR>affect student learning? What innovative ways have community colleges<BR>adapted technology in an effort to engage students?<BR><BR>How do material challenges (e.g. the need to work, lack of study<BR>space, limited computer access, etc) affect knowledge acquisition?<BR><BR>How do community college students engage with the community while<BR>learning? Does this occur more than for students at 4-year<BR>institutions?<BR><BR>How do community college composition teachers adjust
their pedagogy to meet<BR>the needs of a student body less often prepared for college-level work?<BR><BR>What types of knowledge emerge in the community college classroom<BR>(examples of subjugated/situated/emergent/etc.) and what are the<BR>intersections with writing?<BR><BR>What kinds of writing assignments encourage the demonstration of<BR>non-traditional concepts of knowledge?<BR><BR>What kinds of writing assignments or classroom-based activities build<BR>on prior knowledge students bring to the community college classroom?<BR><BR>How are instructors using reflective practice in the community college<BR>classroom? What challenges are met? What unexpected successes have<BR>been encountered?<BR><BR><BR>Please submit abstracts of no more than 500 words to Heather Ostman<BR>(<A href="mailto:Heather.Ostman@sunywcc.edu" ymailto="mailto:Heather.Ostman@sunywcc.edu">Heather.Ostman@sunywcc.edu</A>) and Heidi Johnsen<BR>(<A
href="mailto:hjohnsen@lagcc.cuny.edu" ymailto="mailto:hjohnsen@lagcc.cuny.edu">hjohnsen@lagcc.cuny.edu</A>) by September 30, 2010.<BR><BR>Completed essays (20-25 pages) will be due January 3, 2011.<BR></DIV></DIV></DIV></div></body></html>