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The editors and contributing authors examine various student groups as well as give voice to the marginalization felt by a group of faculty. Topics include:
The volume concludes with key resources for anyone who works with or researches marginalized populations. The resources include sources for further reading, existing organizations serving various marginalized groups, and some possible funding opportunities.
This is the 155th volume of the Jossey-Bass quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
1. Deweyan Democratic Learning Communities and Student Marginalization 5
Clifford P. Harbour, Gwyn Ebie
Taking a step back for a greater vantage point, this chapter applies Deweyan principles to the ongoing efforts of community colleges as they work at defusing marginalization on campus.
2. Noncredit to Credit Transitioning Matters for Adult ESL Learners in a California Community College 15
Liza A. Becker
A single-institution, adult immigrant study in southern California is the basis for this chapter, which explores the issues and needs of cultural and academic transitions.
3. Developing an Institutional Culture toward Degree Attainment for Student Athletes 27
David Horton, Jr.
This chapter investigates how institutions can better serve their student athletes who are marginalized despite their seemingly high profile and publicly recognizable campus position.
4. A Primer on LGBTQ Students at Community Colleges: Considerations for Research and Practice 35
Eboni M. Zamani-Gallaher, Dibya Devika Choudhuri
Utilizing available theories and literature, this chapter provides recommendations and identifies how lines of future research can assist in the service of LGBTQ students.
5. Student Veterans and Community Colleges 51
Corey Rumann, Marisa Rivera, Ignacio Hernandez
This chapter illuminates the struggles and experiences of veteran students who return to college after completing their service, as well as providing exemplars and recommendations to connect veterans to campus.
6. Beyond Remedial Dichotomies: Are 'Underprepared' College Students a Marginalized Marjority? 59
Regina Deil-Amen
This author takes a broader perspective on remediation, discussing how remediation is more than a sequence of courses or only localized to community colleges by tying preparedness levels to issues of postsecondary access.
7. Borderland Stories about Teaching College in Prison 73
Susanna Spaulding
Adjunct faculty on community college campuses are often marginalized, and as they enter correctional facilities, their position is even more estranged when compared to their campus-based peers, inmate students, and corrections officers.
8. Key Resources on Marginalized Students 85
Susana Hernandez, Ignacio Hernandez
This chapter compiles additional service-centered resources to assist practitioners in reaching marginalized communities on their campuses.
INDEX 91
Anonymous
Posted December 5, 2012
As usual, TOTALY AWESOME!! Sadly, I am no longer writing Castle Hill on the NOOK. I'm writing it by hand, and hope to finish it by hand (the only story I ever finished by hand was really bad so this will be a big feat for me) and mabye one day work it into a real story and have it published!! Or not.
~ L&K
Anonymous
Posted December 4, 2012
Chapter Ten
A voice pulls me from the images.
"Terrin?" The single word echoes, seeming far away. Hands grab my shoulders and shake me. "Terrin!"
My eyes fly open and I sit up, inhaling sharply.
Green eyes, only inches from mine.
"Kato!" I gasp. I'm sitting on the windowsill, staring at him. "Kato?" What's going on?
"I asked Alaster where she thought you'd go, and she told me to go here. I came in, and you were sweaty and... pale." He recalls.
"I AM pale. It's just my skin." I respond.
"Well, yeah, but still."
I realize I'm clammy and trembling. "I must've been dreaming." I tell him my dream, and he frowns.
"Must be stress taking its toll." But he doesn't seem to believe it.
I don't either. His reassurances aren't hitting home. "Wait—why were you in the girls' dorms?" I ask.
"I was looking for you." He explains, like that explains everything.
I sigh and smile a little, shaking my head. 'Boys.'
# # #
"Are you hungry?" Kato asks as we walk.
"No." I answer, even though my stomach's growling. "Do you?"
"I already ate. Let's go train."
I nod and follow him to the Training Center. When we get there, I stop short. The place makes the saying "larger than life" seem... small. The roofs disappear in shadow, and the floorspace is larger than four times my house—which, honestly, isn't very large, but this room is HUGE.
Every weapon ever created is on tables and hanging on hooks on walls, along with some newer ones.
Kato makes a beeline for the fire-starting station, which looks pretty simple compared to the gleaming weapons. I crouch next to hi. His tight expression leaves no room for question, but I push it.
"What's your deal? Let's go use some weapons!" I say, moving to stand.
His tan hand flies out and catches my wrist, pulling me down next to him. "Let's NOT do whatever we can to attract attention, huh?" He hisses.
"C'mon, I'm a BORN popular girl. I gotta go strut my stuff!"
"Pfft. Someone's got way too big of an ego. Pride isn't cool."
"Neither are you. I'm loud AND proud!"
"Sit down and shut up, okay? This isn't funny! You don't- you don't get it." He mumbles, staring at the skinny match in his hand.
"Maybe I'd understand if you'd tell me. You can't expect me to understand something I know nothing about!" I stand and storm off, ignoring his call.
Let him hole himself up in a corner all day! When the war comes, lighting a match won't save you.
Overview
The editors and contributing authors examine various student groups as well as give voice to the marginalization felt by a group of faculty. Topics include: