Tag Archives: Community College

Hostos Community College History

One extraordinary thing I’ve come to appreciate in the past two years at Hostos is the fact that its history is fascinating and even inspiring. As I learn more and more about the institution—why it was founded, whom it serves—I feel quite privileged to be a member of its faculty and in a position to promote its mission. I have been affiliated in the past with institutions built upon shameful legacies, so to serve an academic community with the potential to dismantle oppression motivates a lot of the pedagogical work I do.Mural featuring Hostos' main building in the background, surrounded by people apparently celebrating, playing music, and holding protest signs. The head of Eugenio María de Hostos floats in the sky. Text at top says "Hostos Unido Jamas Sera Vencido."

I’ve been collecting materials about the college to use in my developmental and first-year writing courses, largely because I’m interested in learning more, but also because the issues raised by those who established this campus remain pertinent today (educational apartheid, poverty endemic to the South Bronx). And, for that matter, students love learning this bit of history.  So many arrive at Hostos largely because of proximity and affordability, so when they learn that they just so happen to be at a school whose mission relates directly to their own educational goals, and when they identify with the reasons for which people founded the school in the first place, this knowledge ignites a spark.

Below, I’m compiling a list of articles and resources for future reference, and because I think everyone can benefit from learning more about this particular history. It’s a tale that documents the power of grassroots organizing, the importance of the Young Lords and other 1960s radical movements, and the educational obstacles endemic to historically oppressed communities.

Hostos History Resources:

From the New York Times:

From the Hostos Website:

Miscellaneous:

End of Semester Reflections

I finished my second year as an assistant professor of English at Hostos a few weeks ago, and while I was tidying the end-of-semester detritus in my office, I took a picture of the fastidious four-month wall calendar I maintained since the term:Photo of the 4-month calendar—February through May—on the wall of my office. All the dates are crossed out. You can make out all daily events.

For a full time, 4-5 position, this was a relatively “light” term thanks to both what CUNY calls “junior faculty release time” (which relieves profs in their first five years from 24 hours of teaching) and my service as a faculty advisor to our writing center. It took me nearly a year to fully grok how “hours” work for full-time staff, but here’s the short of it (in case any of my friends in wealthy R1 institutions want to know what they’re missing out on, and in case any of my friends on the ever-lasting job market are contemplating a career at a community college): full-time CUNY instructors at the 2-year colleges teach 27 hours per year, meaning 5 then 4 three-hour courses each semester, respectively. (Getting assigned to 6-hour developmental courses reduces the total number of courses you teach each semester, but it still amounts to a lot of hours in the classroom. ) You’re also required to hold a few office hours a week in addition to your service. I didn’t formally learn much about “service” in grad school, but a large part of “service” translates to “many, many meetings.” In short, this Spring I managed to secure myself a schedule in which I taught only one course (!) and thus was ostensibly responsible for coming in twice a week to teach it.

Or so I thought. That sounded great, right? Like, damn I have to come in twice a week? Imagine all the articles I’ll finish! Imagine the book proposal coming together! The conference talks! But look at that calendar. This is the thing: I  still had to attend all those meetings and events and trainings. I had to lead PDs for Writing Center tutors on various Fridays. FRIDAYS!? (The former high school teacher in me is shaking her head at my precious new standard for daily life, of course.)

All this busyness, for which the idea of a light schedule had ill-prepared me, meant that I discovered a weird axiom that is probably applicable to many jobs in service- and teaching-heavy institutions:

No matter how many hours you think you’ve secured for writing and research, meetings will take up all the space anyway.

No one can “see” you working alone on your book, deleting, suffering, rewriting, suffering, ILL-ing books from CUNY libraries in other boroughs (FYI I have been told by our circulation librarian I’m the second-highest user of their services of all the faculty), suffering, and doing all that reading that goes along with it. So that invisible labor—which, to be clear, is also required of CUNY 2-year college professors for tenure (though many community colleges don’t have this requirement)—doesn’t seem to count quite as much in the short term because it’s invisible. Saying “no” to committee invitations and professional development events is extremely difficult.

Down the road, I’ve been assured and counseled, the end result of putting effort into writing and research actually counts more heavily toward tenure and promotion than the fact that you’ve attended 63 meetings in a semester. But the daily work of protecting that time, and the superficial cost of doing so, make it difficult. I’m realizing that as someone who is passionate about research and writing, the work of protecting that time while developing a meaningful relationship to the daily life of my extremely vibrant college is going to be the serious work I have to do for myself in this position.

So this has been the main lesson of my second year, made visual by this white-board calendar. I will conclude this post by zooming into my favorite event of every Spring:

Calendar depicting May 1-4 with the notation