University and Community College Partnership: Building Teaching Capacity to Increase Underserved Student Success

Abstract

Postsecondary institutions need well-prepared instructors to equip students for changing economic and social realities, instructors who are also trained to address the learning needs of the many students who enter college unprepared to learn and persevere in a program of study. Unlike teacher preparation for kindergarten through twelfth grade, a preservice internship component is seldom seen in preparation for developmental education instructors for community colleges. This article details evidence-based components that should be included in effective literacy programs that prepare Developmental Reading Instructors (DRIs). Next, illustration of how community colleges actualize these evidence-based components is accomplished through analysis of similarities and differences among curricular offerings. Following this, a partnership between a four-year institution and several community colleges is examined demonstrating models of internship experiences for future DRIs. Description of the partnerships concludes with success stories from community college faculty supervisors.

KEYWORDS:

• community college
• developmental
• four-year
• instructor preparation
• internship
• literacy
• mentor
• partnership
• postsecondary
• reading

Additional information

Notes on contributors

Brad A. Biggs

Brad A. Biggs is an Assistant Professor in the Department of Literacy and Reading Education at California State University Fullerton. He completed his Ph.D. in Literacy Education with a specialization in Teacher Education at the University of Minnesota Twin Cities. His research agenda includes disciplinary literacy, reading comprehension, critical thinking and literacy, and online learning.

Erica Bowers

Erica Bowers is a Professor in the Department of Literacy and Reading Education at California State University Fullerton. She completed her Ed.D. in Literacy and Language at the University of Southern California. Her research agenda includes academic language, English language learners, struggling readers and assessment practices. She is currently serving as the Director of the Faculty Development Center.

Kathryn Bartle Angus

Kathryn Bartle Angus is an emerita lecturer at California State University, Fullerton. She taught undergraduate and graduate courses in critical reading, writing, and literacy. She is currently the Director of the Hazel Miller Croy Reading Center. Special interests include critical literacy, disciplinary literacy, and community reading programs.