Author's Keywords: urban, community, college, CUNY, diversity, commonality, race, ethnicity, gender, civic, education	Convention All Academic Convention can solve the abstract management needs for any association's annual meeting. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: APSA Teaching and Learning Conference URL: http://www.apsanet.org
Citation: URL: http://www.allacademic.com/meta/p101341_index.html Direct Link: HTML Code:

Judd, Diana. "The Urban Community College: Diversity, Inequality and Common Ground" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, Washington, DC, Feb 18, 2006 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p101341_index.html>

Judd, D. M. , 2006-02-18 "The Urban Community College: Diversity, Inequality and Common Ground" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, Washington, DC Online <PDF>. 2009-05-25 from http://www.allacademic.com/meta/p101341_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: The teaching challenges faced by instructors at community colleges are as unique as they are myriad. As a professor of political science at a large, urban community college, I routinely teach classes containing students who are not only racially, ethnically, and nationally diverse, but who are also unequal in terms of academic preparedness, work schedules, study habits, life goals, and family situations. Overcoming the challenges of reaching such students requires pedagogical creativity. In this paper I will discuss a few of the more effective strategies I have used to establish common ground among my students, most of whom enter the classroom with a distinct set of assumptions, expectations, and a healthy dose of New York cynicism. How to create a sense of commonality among students with no pre-existing ties of race, ethnicity or gender? What are some strategies to get such students to appreciate thinkers such as Alexis de Tocqueville or John Locke? How might I accomplish my pedagogical ideals of provoking critical thought, helping my students to internalize complex and often abstract issues into their own personal and cultural contexts, and teaching them to think differently about the world, in a setting where very little common ground initially exists?

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