[Katina Rogers]

Call for Papers for:
“Community College and the Future of the Humanities”

*#humsCC*

A National Conference Convened by LaGuardia Community College and the
Graduate Center, City University of New York

October 18 and 19, 2018

Community colleges are redefining the importance and centrality of the
humanities to the lives of the “new majority” of students, both during
their academic careers and after graduation. To explore and celebrate the
role of humanities within community colleges and across the broader
landscape of higher education, the CUNY Humanities Alliance[
cunyhumanitiesalliance.us17.list-manage.com]
<https://urldefense.proofpoint.com/v2/url?u=https-3A__cunyhumanitiesalliance.us17.list-2Dmanage.com_track_click-3Fu-3Dca60931c04b5e815eb9ba6ca5-26id-3D7d942b4277-26e-3D638a729d6a&d=DwMFaQ&c=8v77JlHZOYsReeOxyYXDU39VUUzHxyfBUh7fw_ZfBDA&r=a-QThwbARvANhzYbJ4E8OQ6_yZXbuhooN1ViykQb67Y&m=Ug2k83Fv701u99r0J9kNVmG6479sVHQkuaXY-SVNaZc&s=UW5iESPOp-w7eaHY_kyiVJaXQ6v6NI_m30kCxQSA5-A&e=&gt;
invites
proposals from college students, graduate students, faculty, and
administrators for interactive sessions at “Community College and the
Future of Humanities” conference. We seek a wide diversity of voices,
perspectives and positions, and strongly encourage applications from
scholars of color, people with backgrounds historically underrepresented in
the academy, and people with direct experience in community colleges.

*About the Conference *

The conference will provide an opportunity to explore how the humanities
are taught in community colleges and how the humanities affects the daily
lives and career choices of the “new majority” students enrolled in
community colleges. The conference will demonstrate the critical importance
of community colleges in the landscape of higher education, and examine the
human, structural, and institutional barriers faced by contemporary
community college students and faculty.

The conference will further explore the possible connections between
graduate education and community college teaching. Given that more than 50%
of undergraduate students attend community colleges, doctoral students
stand to benefit from preparation for careers at community colleges and
other teaching-intensive institutions. The CUNY Humanities Alliance and
other similarly-focused programs supported by the Andrew W. Mellon
foundation serve as case studies of innovative partnerships between
research institutions and community colleges committed to providing the
next generation of scholars and educators with a grounded understanding of
the theory and practice of student-centered pedagogies.

The conference will include keynote addresses and interactive workshops in
which participants will learn and share their experiences with, approaches
to, and ideas about the following topics:

– Innovative Pedagogies: Community College Pedagogy and Curricula in the
Humanities
– Transfer and Continuity: Pathways between Community and Four-year
Colleges
– Diversity and Inclusion: Learning and Life Circumstances of the “New
Majority” College Student
– Value of Humanities: examining, articulating, and affirming humanities
education in the lives and careers of students, and for the broader public
– Research and Professional Pathways: Connecting interests, research,
teaching, and professional development

*About the CUNY Humanities Alliance*

With generous support from the Andrew W. Mellon Foundation, the Graduate
Center and LaGuardia Community College of the City University of New York
(CUNY) created the CUNY Humanities Alliance, an ambitious new partnership
dedicated to training Ph.D. students in the most successful methods for
teaching humanities courses in some of the country’s most diverse
undergraduate classrooms, while simultaneously broadening and strengthening
access to and engagement in the humanities for community college students.
Graduate Center doctoral students train with LaGuardia Community College
master faculty and receive robust professional development from faculty and
administrators at both institutions, before implementing their
newly-acquired skills to teach their own classes at LaGuardia. The
LaGuardia students in our humanities courses and LaGuardia Mellon
Humanities Scholars program are given new opportunities and enrichment
activities to improve their understanding of the humanities and the
pathways that lead to completion of their degrees. For more information
about the CUNY Humanities Alliance, visit cunyhumanitiesalliance.org.

*Call for Papers: *

The CUNY Humanities Alliance invites workshop proposals from community
college students, four-year college students, graduate students, mentors,
faculty, and administrators to address one or more of the following topics:

– Innovative Pedagogies: Community College Pedagogy and Curricula in the
Humanities
– What teaching strategies are effective for different community
college students?
– How can graduate students best prepare to teach the humanities in
community colleges?
– What unique or non-traditional classroom strategies — for
assignment design, assessment practices, curricular design, etc. — emerge
from community college learning practices?
– What can four-year colleges learn from the innovative pedagogies
generated in community college classrooms?
– How can we develop working partnerships across institutions to
better exchange information and effective practices?
– How can the use of technology create new opportunities in community
college classrooms? What challenges or barriers does it create?
– Transfer and Continuity: Pathways between Community and Four-year
Colleges
– What experiences have students had with transferring between
institutions, and how can the lessons learned be relayed to fellow
students, faculty and administrators?
– What strategies and programs have emerged, both at community
colleges and four-year colleges, to promote continuity between student
experiences at different schools?
– How do graduate students and faculty experience teaching at
community colleges before, after, or while teaching at four-year
colleges?
– How can inter-institutional agreements and articulation agreements
get transparently communicated to (and shaped by) students?
– How can technology be used to create more continuity between
two-year and four-year colleges?
– Diversity and Inclusion: Learning and Life Circumstances of the “New
Majority” College Student
– What kinds of inclusion and exclusion are reflected in the classes
students take at community college? Who gets to define this inclusion and
exclusion?
– How do assumptions about what “diversity” means shape teaching
practices and the departmental policies that govern them?
– How do the demographic differences between many graduate schools
and community colleges impact pedagogical decisions?
– Who are we recruiting into our institutions, and how are we
conducting this recruitment?
– How do structures of assessment (in classrooms and in tenure-track
positions) impact recruitment and retention?
– How does technology challenge or replicate systems of inclusion and
exclusion in educational institutions?
– Value of Humanities: examining, articulating, and affirming humanities
education in the lives and careers of students, and for the broader public
– What encouragement and what conflict may accompany studying the
humanities? How does this impact what curricula need to include?
– How does the level of disciplinary separation in various graduate
institutions pedagogically impact community college classrooms?
– What methods for unlearning faculty’s own disciplinary silos can
impact student experiences of discipline recreation?
– How does the defunding of the humanities institutionally and
nationally impact pedagogical practices that can redefine the
humanities as
much more than a luxury?
– How can students, graduate students, and faculty communicate the
value of the humanities to wider audiences? How could public
scholarship be
integrated into undergraduate and graduate curricula, as well as
the tenure
and promotion process?
– Research and Professional Pathways: Connecting interests, research,
teaching, and professional development
– How can classrooms and college programs better align students’
interests and research with their professional development and career
choices?
– How can community college students and graduate students be more
involved in research and development of programs intended for them?
– How can community college faculty balance significant teaching and
service requirements with research?
– What opportunities are available to advance the research of
community college faculty members?
– What do graduate students considering careers in community colleges
need to know?
– How can institutions better support the professional development of
present and future faculty in teaching-intensive positions?

*Format of Sessions*

All sessions will be one hour long, and we welcome and encourage creative,
participatory formats. Ideal sessions will be interactive and will provide
attendees next steps, takeaways, models, or other practical implementation
ideas for participants to take back to their home institutions.

We welcome submissions that include multiple presenters, particularly when
the presenters represent different roles or institutions (for example, a
proposal including a community college student, a graduate student from
another institution, and professor or administrator from a third
institution would be especially welcome). Preference will be given to
submissions that include scholars of color, people with backgrounds
historically underrepresented in the academy, and people with direct
experience in community colleges.

Individuals are also welcome to submit presentation ideas and will be
paired with others presenting on similar topics.

*Submitting a Proposal*

Please fill out the proposal form[cunyhumanitiesalliance.
us17.list-manage.com]
<https://urldefense.proofpoint.com/v2/url?u=https-3A__cunyhumanitiesalliance.us17.list-2Dmanage.com_track_click-3Fu-3Dca60931c04b5e815eb9ba6ca5-26id-3D9ea28fdd9c-26e-3D638a729d6a&d=DwMFaQ&c=8v77JlHZOYsReeOxyYXDU39VUUzHxyfBUh7fw_ZfBDA&r=a-QThwbARvANhzYbJ4E8OQ6_yZXbuhooN1ViykQb67Y&m=Ug2k83Fv701u99r0J9kNVmG6479sVHQkuaXY-SVNaZc&s=FGXc9X2nAfTktAGqPcm6NgLSLPo1whF2UWotoRV3_R0&e=&gt;,
which includes information for each of the presenters, a 200-word
description of your proposed topic, and a 100-word description of your
proposed format.

Proposals are due by March 31, 2018.

—
Katina Rogers, Ph.D.
Director of Programs and Administration
The Futures Initiative and HASTAC
The Graduate Center, CUNY
365 5th Ave, Office 3315 | (212) 817-7202
krogers@gc.cuny.edu

[Author]

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