TYCA-West 2011
Mesa Community College

October 7-8, 2011

Conference Program

Friday October 7, 2011

7:30am (LB145)

Breakfast & Registration


8:30am (LB145)

Welcome


9:00am (LB145)

Keynote: Kristine Hansen, Brigham Young University

Dual Enrollment Programs: The Good, the Bad, and the Future

In this presentation, Dr. Hansen will describe why dual enrollment programs have become so ubiquitous and so popular with federal and state governments, educational administrators, parents, and students. She will then describe some of the concerns that college writing program administrators and teachers have about dual enrollment programs. Finally, since dual enrollment programs are here to stay, she will discuss ways that they can be made as strong as possible.

Kristine Hansen is Professor of English at Brigham Young University, where she joined the faculty in 1987 after earning a PhD from the University of Texas at Austin. She was associate director and then director of the English composition program for six years (1990 – 1996). From 1998 – 2003 she served as associate dean of Undergraduate Education, overseeing all university writing programs and directing the university’s writing-across-the-curriculum program. Her current administrative assignment is director of the university’s Internship Office. She teaches undergraduate courses in advanced writing, rhetorical style, and the history of civilization (viewed from a rhetorical perspective), as well as graduate courses on rhetorical theory, research methods, and writing pedagogy. In addition, she has taught in BYU’s Study Abroad program in London. She has received BYU’s Excellence in Teaching Award and been named to two professorships at BYU: Karl G. Maeser Professor of General Education and Humanities Professor of English.


10:00am

Break


10:20-11:40am

A1 (LA1W)

Rhonda Schlatter, Mesa Community College

Multimodal, Multimedia, Multicultural, Mythology, and Methodology: Aristotle’s Mythological Heroic Narratives from Classical to Comic Books in Basic Writing Course to Motivate Transitioning into and out of Academe

Andrew Bourelle, Arizona State University

Comic Books in College Classrooms?: Exploring Multimodal Literacies by Reading and Writing Graphic Narratives

A2: (LA4N)

Shavawn M. Berry, Arizona State University

Cornelia “Corri” Wells, Arizona State University

Empathy and Civic Discourse in the College Writing Class

A3 (LA2S)

Tiffany Rousculp, Salt Lake Community College

Anticipating Expertise: Bringing Community Writing Center Pedagogies into the Composition Classroom

Burke Sorenson, University of Phoenix

Helping Students Transition from Basic English Composition to their Major Courses

A4 (LA2W)

José Manuel Cortez, University of Arizona

Sonia Arellano, University of Arizona

Kyle Boggs, University of Arizona

Ana Milena Ribero, University of Arizona

Gateways of the Academy: Using the First-Year Composition Class as a Transitionary Space


11:40am (LB145)

Lunch

TYCA National

TYCA-West Business (nominations)


1:00-2:20pm

B1 (LA4N)

Gary Lawrence, Glendale Community College & Cardinal Stritch University

A Different Way to “DO” 102: Teaching Format Guidelines in ENG102  

B2 (LA2W)

Leanna Hall, Mesa Community College

Carol Smith, Mesa Community College

Student Voices in Transition:  Technology and Research-Based Writing in the Developmental English Classroom

B3 (LA1S)

Geoff Layton, Northeastern Illinois University

Transition to Academic Writing – Grammar for the Right Brain, or Writing in the Context of Grammar

B4 (LA1W)

Patrick Quinn, College of Southern Nevada

Jennifer Nelson, College of Southern Nevada

Todd Moffett, College of Southern Nevada

John Ziebell, College of Southern Nevada

Responding to Online Writing: Tips, Techniques, and Best (Worst) Practices


2:20pm 

Break--Snacks available in LB145


2:40-4:00pm

C1 (LA1W)

Collusion: Serious Play in (and with) First-Year Composition

Chad Day, Mesa Community College

Magister Ludi: Teaching the Game of Academic Writing in the Age of Irony

Jason Renzi, Mesa Community College

The Liminal Student: Unconventional Paths to Higher-Order Communication Skills

C2 (LA2W)

Thomas Henry, Utah Valley University

Walking the Line: The Usefulness of the Lexical Approach in the Composition Classroom

C3 (LA4N)

Alejandro Arreguin, Mesa Community College

Retention and the First-Year Composition: Redefining the Writing Classroom in the Two-Year College

C4 (LA2S)

Sarah Duerden, Arizona State University

Jeanne Dugan, Mesa Community College

Christine Helfers, Mesa Community College

Engaging Students: Alternative Rhetorics for Writing Classes

C.5 (LB145)

TYCA-West Officers Meeting


4:10-5:00pm

MCC Planetarium

Sky Myths of the Ancient Maya


Saturday October 8, 2011

7:30am (LB145)

Breakfast & Registration


8:45am (LB145)

Welcome


9:00am (LB145)

Keynote: Carol A. Jenkins, Glendale Community College

Plagiarism in the Multicultural Classroom - Implications for Teaching

and Learning

How and to what extent should plagiarism be viewed as both an academic and a sociocultural phenomenon? This presentation explores the complex nature of academic integrity, factors contributing to the rising rates of plagiarim, the role of culture in defining the ownership of knowledge, the influence of culture in the development of critical reasoning and writing skills, the importance of developing culturally responsive pedagogies, and ways we can develop and expand culturally sensitive responses to detected plagiarism.

Carol A. Jenkins is Professor of Sociology at Glendale Community College

- Arizona joining the faculty in 1992 after completing 23 years at the college

and university levels. Dr. Jenkins earned her doctorate in Sociology (rural

emphasis) in 1986 from Kansas State University. Dr. Jenkins specializes in

the teaching and learning of Introduction to Sociology.

Dr. Jenkins has built her scholarship on improving the undergraduate experience.

Her contributions to teaching about American diversities, especially in American

rural life, have been profound as she is recognized as a champion of infusing

rural diversities into the undergraduate curriculum and textbooks. She has

produced eleven insitutionally specific supplemental sociology texts, multiple

chapters on multicultural education in edited works, and numerous refereed

journal articles. Jenkins is a leader in efforts at articulation of courses

across institutional settings and an expert on student assessment and undergraduate

curriculum transformation. She has provided extensive professional organizational

leadership regionally and nationally.

In 2009 Dr. Jenkins was awarded the League for Innovation in the Community

College's 2009 K. Patricia Cross Paper Fellowship to write the Cross Paper

#12 entitled "Academic Integrity in a Multicultural Context: Implications

for Teaching and Learning". In 2005-2006 she was awarded a MCCCD-MIL Fellowship

in the Scholarship of Teaching and Learning. In 2008 Dr. Jenkins received

the American Sociological Association's national Distinguished Contributions

to Teaching Award, MCCCD's 2008 "Excellence in Diversity Award", the Rural

Sociological Society's 2002 national "Excellence in Teaching Award", and

the American Sociological Association's Section on Teaching and Learning

2002 national "Hans O. Mauksch Award for Distinguished Contributions to Undergraduate

Education".


10:00am

Break


10:20am-11:40am

D2 (LA2S)

Devon Christopher Adams, Mesa Community College

Dual Enrollment as transition into First-year Composition

David M. Pegram, Arizona State University

Dual Enrollment and Composition: What Can Be Learned from High School Students in College English Classes?

D.3 (LA2N)

Jenna Duncan, Glendale Community College

Pride and Prejudice and Twilight and Zombies: A Different Approach to Introducing Classic Literature at the Two-Year College

Shelley Rodrigo, Old Dominion University & Mesa Community College

Teaching the Now Generation; or, the WWWWWH of Teaching Digital Literacies

D4 (LA3S)

Todd Moffett, College of Southern Nevada

The Primal Village: Another Look at the Stories We Tell

Tifarah O’Neill, Colorado State University

Inviting Non-Traditional Students into Academic Discourse Through Culturally Inclusive Styles of Teaching in the First Year Composition Classroom

D.5 (LA5N)

Laura Turchi, Arizona State University

Sharon Fagan, Chandler-Gilbert Community College

Expecting More Thinking and Writing from Future Elementary Teachers Through Community College-University Partnership: The Teaching Foundations Project


11:40am (LB145)

Lunch

Organizational Business (Elections)

Regional Dialogues


1:00-2:20pm

E2 (LA2S)

Brandon Alva, Salt Lake Community College

Transference and Writing in the Two-year College

Robert LaBarge, Arizona State University

Breaking from Prescription in Revision Processes:  Advocating  the Teaching of General Linguistic Theory to First-Year Composition Students

E3 (LA2N)

Debra Berry, College of Southern Nevada

Kevin Boyle, College of Southern Nevada

Assessing Placement, Placing Assessment

E4 (LA3S)

Cristyn L. Elder, Purdue University

Margaret Munson, Arizona State University

Sherry Rankins-Robertson, Arizona State University

Duane Roen, Arizona State University

Shirley Rose, Arizona State University

Implementing the Framework for Success in Postsecondary Writing


2:30-3:30pm (LB145)

WPA-West Annual Meeting

Please attend this session to learn about becoming a member of the WPA affiliate organization.  All are welcome.