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Welcome to the Blog!

Whether you are a casual fan of the humanities or teach in the humanities in one of the nation’s community colleges, we would like to welcome you to the blog for the Community College Humanities Association.  Feel free to poke around, read, and even submit content for future publication, which can be facilitated on this blog or in our Community College Humanities Review journal.

Please also note that the page you are currently viewing is a combination of both the Discourse Blog and the Member Discussions, either of which can be viewed separately.

Continue reading Welcome to the Blog!

AAR Opportunity

“Classical Summer School” Opportunity Offered by AAR

“Classical Summer School” Opportunity from the American Academy in Rome (AAR)

The deadline for this opportunity is fast approaching, so please be sure to apply by Friday, December 15th, 2017 if you are interested in this wonderful opportunity. If you are interested, more information on this particular opportunity is available on the AAR Website, HERE.

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NEH Summer Institute: Slavery and the Constitution

NEH Summer Institute: Slavery and the Constitution

Download a copy of this flier as a PDF HERE

For more information on this opportunity, click HERE.

The Institute at a Glance:

Slavery and the Constitution is a scholarship opportunity for twenty-five select faculty participants from two-year community and four-year colleges and universities to enhance their teaching and research by engaging with other scholars from a wide range of disciplines.

Funded by the National Endowment for the Humanities (NEH), this two-week Institute, held in Washington, DC, will enable faculty participants to explore the rapidly accumulating new collaborative scholarship, which focuses on the reading and interpretation of slavery in America and its impact on the US Constitution. The multidisciplinary approach provides a distinct perspective allowing for greater understanding of the complexities of slavery in America and opens a window onto how slavery could exist in a country founded on many of the ideals of the Enlightenment.

Institute seminars, discussions, and on-site field studies with renowned visiting scholars and content specialists, together provide a compelling format for the selected Institute Summer Scholars directly to engage in research on American slavery and its impact on the Constitution. Study tours to such relevant sites as the Smithsonian African American Museum’s exhibit on slavery will enable participants to appreciate for themselves the vast complexities and political ramifications of slavery.

Stipend:

The stipend for individuals selected to participate in this two-week project is $2,100. Stipends are intended to help cover travel expenses to and from the project location, lodging and some living expenses. Stipends are taxable. Applicants to all projects should note that supplements will not be given in cases where the stipend is insufficient to cover all expenses.

The $2,100 stipend for the two- week Institute will be given to participants in two $1050 checks with one delivered at the beginning of the Institute and the other on the last day. Participants will make their own travel arrangements to arrive in Washington, DC on July 8 in time for the 7:00 PM start of the Institute on Sunday evening at the Capitol Hill Hotel.

Housing:

Participants have the opportunity to stay at the Institute’s headquarters hotel, the Capitol Hill Hotel, just across the street from the Institute’s primary venue, the Library of Congress, at the rate of $98.73 including tax per night in a double room or at the of rate of $197.46 including tax per night for a single room. All those staying at the Capitol Hill Hotel will need to secure their room with a credit card before May 2, 2018. All those chosen to participate in this Institute will receive an e-link which will allow them to register for the special group rate at the Capitol Hill Hotel.

If a participant wished to make arrangements to stay at a different location, the participant will need to make is housing situation clear to Institute Co-Director Paul Benson at leebee@dcccd.edu by May 2, 2018.

Travel:

Participants will responsible for making their own travel arrangements to Washington, DC for this Institute.

More Information:

www.BrookhavenCollege.edu/NEHInstitute

Continue reading NEH Summer Institute: Slavery and the Constitution

CFP Ecocomposition

Call for Papers: Ecocomposition at the Community College

CFP: Ecocomposition at the Community College

Contributions are invited to a proposed volume of essays on teaching ecocomposition at the community college level. 

The focus of this volume is the powerful connection between the pedagogical aims of ecocomposition and the pedagogical philosophy of community colleges. Today, all higher education faces a greater push for accountability and relevance, but community colleges in particular are disciplined for degree completion agendas, job readiness, and student engagement/retention. Ecocomposition is ideally suited for high engagement teaching practices like active learning, multimodal learning, service learning, interdisciplinarity, and community outreach. Community college students are in general less wealthy, less privileged, and less prepared than their university counterparts. They are often parents and full-time workers; many speak English as a second or third language. They are the people working “green” jobs in construction industries, sanitation, and landscaping. Their communities are most affected by pollution and smog and traffic. Most of the previous scholarship on ecocomposition addresses the classic first-year composition course at a university level. This volume seeks the insights of community college teacher-scholars who bring ecology, the environment, extreme weather, geology, the Anthropocene, animal studies, ocean studies, gardening, farming, fishing, birdwatching, wilderness, parks, backyards, recycling, sanitation, pollution, toxins, infestations, and/or nature writing into their community college first year composition courses.

D
iverse topics and approaches are welcomeLexington Books has expressed interest in this proposed volume as part of their Ecocritical Theory and Practice series. They require that all contributors have a Ph.D. (If there are multiple authors, at least one must have a Ph.D.)

Please submit abstracts and a short CV to Emily Hegarty at Emily.Hegarty@ncc.edu by February 15, 2018. (Complete papers due June 15, 2018.) 

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CCHA Thankful (to you) for a Successful 2017 National Conference

Dear CCHA Members,

As this is a time for reflection and giving thanks, we just wanted to thank you for helping make the 2017 CCHA National Conference in Baltimore, Maryland, a success. From all of the feedback we have heard, the conference was enjoyed and considered a resounding success by our attendees, and we have had many emails about feeling re-energized and ready to return to the classroom for a strong “final push” this semester. This is so encouraging to us as we want to continue to be an organization that supports and represents our countless strong faculty, staff, and administrative members in the humanities nationwide. 

We also want to say that it re-energizes us at CCHA to continue to find ways to support our members by creating connections and opportunities for grants, fellowships, and other possibilities; so we promise that we will keep working for you. We are thankful that we have so many amazing members to continue advocating for. 

In closing, we hope you enjoy the holiday and return to work afterwards continuing to feel the positive energy from the conference.

Thanks again,

Your CCHA Friends and Colleagues

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Call For Papers: Transitions & Transactions IV (BMCC / CUNY)

CALL FOR PAPERS

Transitions and Transactions IV:
Literature Pedagogies and Social Justice in Community Colleges

We invite Community College faculty to send proposals for the April 20-21, 2018 conference presented by Borough of Manhattan Community College, City University of New York, English Department. The Transitions and Transactions conference is dedicated to helping community college teachers flourish and excel as we envision, invent and expand our ideas of teaching given the demands of the community college population and the demands and constraints specific to our profession.

At the 2018 T&T4 conference, we will focus on teaching social justice through literature pedagogies, opening up the possibilities for raising critical questions and critical ways of teaching about the state of politics in the U.S. and the world at large. T&T IV invites teachers to think about the pressing issues of our particular historical moment. The escalation of police-community clashes, the constant media-presence of violent radical Islamic fundamentalism, all coupled with the reduction of culture and history to media sound-bites make the issue of trust in communication and speech and the ability to bear ambiguity all the more necessary and timely.

The conference will address the rewards and challenges particular to teaching social justice through literature at the community college level. We hope to create an environment where teachers share how they professionally, creatively and innovatively meet the challenges they face creating lessons and teaching them in the classroom today. How do the essays and other literary examples introduced in our classrooms encourage invention and change and help teachers to teach the students in the room, rather than the ones they might imagine are in the room? Have the texts that we have introduced into our classrooms paid close attention to the significant discrepancies in the levels of student preparation and addressed the ways that the contemporary cultural milieu has been for some students a deterrent, and others, an encouragement to develop meaningful conversations and engagement? How do we highlight pedagogical inquiry, student and teacher experiences and research that contribute to building scholarship in the field of literature pedagogy and social justice research and literature? We hope to engage in dialogue that will lead to the improvement and enrichment of the teaching and learning of literature and critical and or creative writing in the two-year college. We recognize that scholars cannot agree on a central goal for teaching literature, but lately we are noticing a shared vision among our colleagues, which is: “…making teaching it our common cause, and teaching it well our professional work” (Elaine Showalter).

At once transformative and threatening, literary studies affects and is affected by the global and the particular. T&T IV’s concern with context invites presenters to consider the discourses that affect and create us as subjects and as teachers. These include: negotiating new sexualities and gender identities; increasing our environmental awareness while addressing issues of environmental justice; negotiating virtual existence and social networking, navigating the rhetoric of marketing where we urged to never “unplug”; making sense of history and culture often reduced to “take-aways” – or what one of our students’ asked so well in her essay: “What is the difference between reality and spin?” Our context calls on us to create new ways of critically and creatively engaging with our students in the historical moment we share with them.

For example, many students today are engaged with environmental justice issues, specifically climate change. This is because social justice – justice for all people – and environmental justice – justice for our planet – are interconnected. Problems or difficulties that affect the environment have an impact on the people who live in that environment, and when some people have access to the means to alleviate the impacts of environmental issues, and others do not, that becomes a social justice issue. A U.N. report on climate change stated that, “People who are socially, economically, culturally, politically, institutionally or otherwise marginalized are especially vulnerable to climate change.” They are vulnerable to the many side effects of climate change, such as floods, water shortages, food insecurity, the spread of disease, and much more. As educators, we are poised to respond through the varied voices and expertise of community college faculty across the U.S. and beyond.

Literature & Social Justice Pedagogy Topics:
1. Collaborative Teaching and Learning Communities
2. Engaging a Reading Culture
3. Crowdsourcing Community Projects
4. Digital Multimodal Practices in the Teaching of Literature
5. (Dis) abilities and Teaching in the Literature Classroom
6. Election 2016: Campaigns, coverage and the Internet
7. Environmental Justice and Climate Change
8. Gender Constructions in the Text and in the Classroom
9. How Comics and Graphic Novels illustrate Social Justice
10. How to Help Prepare CC Students for Careers
11. How to Discuss and Debate Ethics Effectively in the CC Classroom
12. Is that News or Opinion? How to Help Students Decipher the Difference 13. Maps of Time: Data as Narrative
14. Money: Is Social Justice being shaped by Rising Income Inequality?
15. Open Web, Open News: Reporters and Developers Remix
16. Post-Multiculturalism and Marginalized Voices
17. Public Policy and its Relation to Community College Education
18. Revolutions on Stage (a nod at Hamilton)
19. Social Media and Revolution
20. Teaching Aesthetics and Politics
21. Teaching Literature in the ESL and Developmental Skills Classroom
22. Teaching Literature in Interdisciplinary Humanities Courses
23. Teaching the Politics of the University
24. Teaching Writing through Community Service
25. The Ethics of Authority (ethical practices of teaching)
26. The Rhetoric of Racial Profiling
27. Understanding Democracy and Democratic institutions
28. Urban Identities: students and texts in the Literature Classroom 29. Using Literature to Teach the History of Social Struggle
30. Writing and / as Testimony
31. Protests on the Streets and on the Page

This is an interdisciplinary call extended to community college teachers and graduate students. Additional topics are welcome. Extended deadline date: December 20, 2017. Send abstracts (minimum of 250 words) or inquiries to:

Dr. Margaret Barrow and Dr. Andrew Levy
Borough of Manhattan Community College/CUNY
English Department, Room N720
199 Chambers Street, New York, NY 10007
Telephone: (212) 220-8270 /Email mbarrow@bmcc.cuny.edu and alevy@bmcc.cuny.edu

For abstracts, please include a) name of author(s), b) affiliation, c) email address, d) title of presentation (e) body of proposal and (f) brief bio. We acknowledge receipt of all proposals submitted. If you do not receive a reply from us in a week you should resend. For a sample abstract contact us. Visit our website to learn about the conference and our two Keynote Speakers: Drs. Henry Giroux and Yolanda Sealey-Ruiz.

Non-presenters who prefer to participate in the conversations and workshops rather than deliver a presentation may attend on a first come, first serve basis subject to space available at the venue. To book, send an email to Dr. Barrow or Dr. Levy with “Booking Request” as the subject. Please include your name, affiliation and email address. Cost: $100.00 Full- time faculty; $50 Part-time faculty and $25 Graduate Students.