Community colleges in the United States are the first point of
entry for many students to a higher education, a career, and a new
start. They continue to be a place of personal and, ultimately,
societal transformation. And first-year composition courses have
become sites of contestation. This volume is an inquiry into
community college first-year pedagogy and policy at a time when
change has not only been called for but also mandated by state
lawmakers who financially control public education. It also
acknowledges new policies that are eliminating developmental and
remedial writing courses while keeping mind that, for most
community college students, first-year composition serves as the
last course they will take in the English department toward their
associate's degree. Chapters focusing on pedagogy and policy are
integrated within cohesively themed parts: (1) refining pedagogy;
(2) teaching toward acceleration; (3) considering programmatic
change; and (4) exploring curriculum through research and policy.
The volume concludes with the editors' reflections regarding future
work; a glossary and reflection questions are included. This volume
also serves as a call to action to change the way community
colleges attend to faculty concerns. Only by listening to teachers
can the concerns discussed in the volume be addressed; it is the
teachers who see how societal changes intersect with campus
policies and students' lives on a daily basis.
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