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Position Statements

TYCA has developed the following documents which may be of interest to Two-Year College English Educators:

TYCA Executive Committee Statement on Concurrent Enrollment
Because of the significant investment undertaken by states in funding concurrent enrollment programs, it is important that states commit to programs that will benefit all students, regardless of economic status.

For more information on Dual Credit and Concurrent Enrollment, go to:
https://sites.google.com/site/tycadualcredit.

Characteristics of a Highly Effective Two-Year College English Instructor
This statement offers guidelines for individual faculty, faculty groups, administrators, boards of trustees, accrediting agencies—in short, those who may screen, hire, assess, or evaluate two-year college English faculty.  The document identifies and briefly describes the unique strengths of highly effective two-year college English instructors.

 

Guidelines for the Academic Preparation of English Faculty at Two-Year Colleges

The Two-Year College English Association of the National Council of Teachers of English developed the following document to give guidelines for the academic Preparation of two-year college English faculty.

Summary            Entire Document

 

REVISED EDITION

Research and Scholarship in the Two-Year College

The teacher-scholar is the faculty member for whom teaching is informed both by Reflective Practice and the application of the best theoretical approaches.

Summary            Entire Document 

 

Position Statement on Two-Year College Writing Centers
When the TYCA Executive Committee met in Chicago on March 25, 2006, they discussed this statement which was published in the March 2006 TETYC v33.3 (260-263). The entire issue was focused on Writing Centers in Two-Year Colleges. The position statement was endorsed by the International Writing Center Association, an NCTE assembly, in November 2005. The TYCA EC also voted to endorse the document.

 

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