Howard Tinberg

Professor of English (retired), Bristol Community College

Howard Tinberg, a professor of English (retired) at Bristol Community College, Massachusetts and former editor of the journal Teaching English in the Two-Year College, is the author of Border Talk:  Writing and Knowing in the Two-Year College and Writing with Consequence:  What Writing Does in the Disciplines. 

He is co-author of The Community College Writer:  Exceeding Expectations, and Teaching, Learning and the Holocaust:  An Integrative Approach.  He is co-editor of Deep Reading:  Teaching Reading in the Writing Classroom, What is “College-Level” Writing? and of What is “College-Level” Writing? Vol 2.  He has published articles in a variety of academic journals, including College English, College Composition and Communication, Teaching English in the Two-Year College, and Change.  His article “Reconsidering Transfer Knowledge at the Community College:  Challenges and Opportunities” received the Mark Reynolds Best Article of the Year in Teaching English in the Two-Year College for 2015. In 2004, he was recognized as US Community Colleges Professor of the Year by the Carnegie Foundation and the American Council on Education (ACE).   

From 2005 to 2006, he was a scholar in residence for the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL). In 2015, he was selected as a Museum Teaching Fellow at the United States Holocaust Memorial Museum. He is a former Chair of the Conference on College Composition and Communication, the premier national organization for college teachers of writing and rhetoric. In 2019, Deep Reading: Teaching Reading in the Writing Classroom, a book that he co-edited (with Patrick Sullivan and Sheridan Blau), was awarded the 2019 Outstanding Book Award in the Edited Collection category by the Conference on College Composition and Communication.

"Career and professional development merely begins at the point of hire.  Success in the classroom and, more broadly, in the workplace depends on one's ability to problem-solve and to adapt.

As a community college faculty member, I am impressed with Princeton's preparing and mentoring of grad students to teach at access-oriented institutions such as community colleges."

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