REGISTRATION REQUIRED BY NOON ON WEDNESDAY, DECEMBER 31, 2014
Lecture: While it’s not news that social class makes a difference in students’ experiences with, expectations of, and performance in college, most discussions about how to support working-class students focus on academic support services, not the classroom. But faculty also play a role in helping working-class students succeed, not only through mentoring but also through pedagogy. After a review of research on class and higher education, this presentation will suggest strategies for supporting working-class students in the classroom. How can we apply the insights from educational and student services research to develop teaching practices that will more effectively support working-class students?
COAS Workshops: Small group discussions—six groups (we can adjust based on how many people attend), participants choose. I’ll provide some questions to guide each discussion and spend a little time with each group:
Biography: Sherry Lee Linkon is Professor of English and Director of the Writing Program at Georgetown University. From 1997 to 2012, she was co-director of the Center for Working-Class Studies at Youngstown State University. With John Russo, she coauthored Steeltown USA: Work and Memory in Youngstown (Kansas, 2002) and coedited New Working-Class Studies (Cornell, 2005). In addition to her work on deindustrialization and working-class culture, Linkon does research on student learning in the humanities and on social class in U.S. higher education. She was the founding President of the Working-Class Studies Association, and she edits a weekly blog, Working-Class Perspectives.
Sponsored by the College of Arts and Sciences
Keynote address cosponsored by the Richard T. Doermer School of Business; College of Education and Public Policy; College of Engineering, Technology, and Computer Science; and College of Health and Human Services