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CCCC Research Initiative - Previous Revision

Call for Proposals: 2009-2010 Research Initiative

The CCCC is pleased to announce the sixth year of its Research Initiative.  This year we invite proposals for analysis of the data collected in the CCCC Professional database (pdf) in conjunction with other publicly available, established national datasets, such as the National Survey of Student Engagement (NSSE), the campus data reported in the Voluntary System of Accountability, or the Integrated Postsecondary Education Data System (IPEDS). In addition, we welcome projects that attempt to include as part of the analysis other datasets collected by CCCCs members or affiliates, such as the Writing Centers Research Project, the CCCC Strategic Research Survey, data collected from ATTW members.  Our hope is that this project will allow us to combine and leverage these multiple efforts.

We hope that the analysis conducted under this program may provide the basis for CCCC to make authoritative statements about the teaching of writing, writing policies, support for writing programs, and other issues of importance to the profession. As this grant is intended to explore the potential of our new database and other existing ones to speak to issues of professional concern we cannot specify the questions that will currently be answerable with the existing data.  The grant is meant to challenge our membership to find the potential of the data and come up with smart methods to draw meaningful conclusions from the data.  To indicate the kind of study we imagine, the writing program characteristic data in the CCCC database (such as part-time/fulltime/tenure ratios, workloads, or training) might be, for example, compared with various measures of student and campus success reported for participating campuses in the Voluntary Reporting System of Accountability or aspects of student satisfaction measured by NSSE.

The recipient(s) of this grant should prepare a report describing the results of the analysis conducted.  A summary version of this report will be hosted on the NCTE website

The CCCC invites proposals for grants up to $10, 000 for such analysis. Proposals are to be submitted no later than Oct 1, 2009 as email attachments to Kristen Suchor at  . Decisions will be announced by December 1, 2009. Projects should be completed and a final report submitted by March 1, 2011.

Proposals should consist of the following:
A cover page that contains the title of the proposal, the names and full contact information of the investigator(s) (institution, address, phone, email), and, in the event of multiple investigators, the designation of a principal contact.
A narrative of not more than five pages explaining the aims of the analysis, the question to be addressed, the importance of the question for the profession, the data resources to be examined, the analytical methods to be applied, how the chosen data bases and method of analysis are compatible and appropriate to produce answers to the research question, the qualifications of the researchers to conduct this research, and plans for disseminating the findings.
A work plan with a  timeline of key events and processes proposed.
A detailed budget with specific rationale for all expenses. the expenses may include stipends of up to $5,000 for key personnel, clerical or assistantship help, consulting, copying, data-analysis, funds for travel and so on.  Investigators should be sure to include costs, if any, for accessing any databases proposed to be used.
Brief (one or two-page) CV’s for all investigators, highlighting successfully completed work relevant to the proposed project.

The CCCC Research Initiative “Composition, Rhetoric, and Literacy—What We Know, What We Need to Know” was approved in early 2004 and has been awarded three consecutive years (2004-2005, 2005-2006, and 2006-2007).  This effort has largely been focused on supporting new meta-analytical research by providing funding and an opportunity for researchers from all participating institutions to gather to share ideas and receive advice.  The program aims to create an opportunity for researchers to bring together what the profession has already learned, through a variety of methodologies, regarding the teaching and study of composition, rhetoric, and literacy.  While each award year has had a slightly different focus, in general the proposed research should address, in one of these areas, questions such as: What do we know?  What do we still need to know?  What research approaches seem fruitful?

The Research Initiative was indefinitely put on hold by the CCCC Executive Committee in March of 2007.  In April 2008, the CCCC Executive Committee approved committing 5% of the contingency reserve in FY 09 to establish a core descriptive database that can serve as a resource for all future CCCC-funded research projects.  The goal is to create a sustained research initiative to advance scholarship in composition and rhetoric and enhance the reputation of CCCC.  Under the current plan, the CCCC Research Initiative will re-launch in the summer of 2009.

CCCC-Sponsored Research: Writing in High School, Writing in College

In the spring of 2006, the CCCC Executive Committee invited proposals for a single grant of $25,000 from the CCCC Research Initiative to study the amount and kinds of writing American students do in high school and college.  The purpose of this focused initiative is to create an empirically-based description of student writing in school and college settings. The expectation for the project was that it would begin in late spring 2006, that the bulk of data would be gathered during fall 2006, with a progress report made by November 1, and with a final report due in March 2007.  The ideal proposal would be national in scope, gathering information from enough students, in enough diverse settings, that broad claims could reasonably be made about the nature nationally of student writing.  In May of 2006, CCCC awarded Dr. Joanne Addison, University of Colorado at Denver and Health Sciences Center, and Dr. Sharon James McGee, Southern Illinois University Edwardsville, the $25,000 grant.  The selection committee was especially impressed by the thoughtful work Drs. Addison and McGee had already done on the survey instrument.  Committee members also liked the portfolio approach to assessing student work.  In the spring of 2008, the project deadline was extended to June 2009.

Past Research Initiative Recipients


"An Expanded Validity Inquiry into Minority Students' Experiences with a Large-Scale Writing Portfolio Assessment,” (Awarded: $7,544)
Diane Kelly-Riley, Washington State University, Pullman

"Survey of Writing Instructors at For-Profit Colleges and Universities,” (Awarded: $4,600)
Luana Uluave, University of Illinois at Chicago
Patricia Harkin, University of Illinois at Chicago
Kristine Hansen, Brigham Young University, Provo, Utah
J. Quin Monson, Brigham Young University, Provo, Utah

"The forms and functions of instant messaging as literate practice,” (Awarded: $4,600)
Christina Haas, Kent State University, Ohio
Pamela Takayoshi, Kent State University, Ohio

“'The Things They Carried': A Synthesis of Research on Transfer in College Composition,”
(Awarded: $8,188)
Kathleen Blake Yancey, Florida State University, Tallahassee
Emily Dowd, Florida State University, Tallahassee
Tamara Francis, Florida State University, Tallahassee


“Community Impacts of Service-Learning in Writing Courses,” (Awarded: $5,000)
Melody Bowdon, University of Central Florida, Orlando
Maggie Boreman, University of Central Florida, Orlando

“Large-Scale Second-Language Writing Assessment,” (Awarded: $5,000)
Beth Lewis Samuelson, Central Michigan University, Mt. Pleasant
Mary Ann Crawford, Central Michigan University, Mt. Pleasant
Susan Dyste, Central Michigan University, Mt. Pleasant
Heidi Vellenga, Saginaw Valley State University, University Center, Michigan
Judy Youngquist, Saginaw Valley State University, University Center, Michigan
Diane Boehm, Saginaw Valley State University, University Center, Michigan
Barry Alford, Mid Michigan Community College, Mt. Pleasant

“TYCA National Research Initiative,” (Awarded: $5,000)
Jody Millward, Santa Barbara City College, California
Leslie Roberts, Oakland Community College, Ann Arbor, Michigan
Patrick Sullivan, Manchester Community College, Connecticut


"Uncovering Theories and Practices of Multiliteracies and New Media Pedagogies,” ($5,000)
Daniel Anderson, University of North Carolina Chapel Hill
Anthony T. Atkins, Ball State University, Muncie, Indiana
Cheryl E. Ball, Utah State University, Logan
Krista Homicz Millar, University of Michigan, Ann Arbor
Cynthia Selfe, Michigan Technological University, Houghton
Richard Selfe, Michigan Technological University, Houghton

"Community-Based and Service-Learning Writing Initiatives: A Survey of Scholarship and Agenda for Research,” ($5,000)
Nora Bacon, University of Nebraska-Omaha
Thomas Deans, Haverford College, Pennsylvania
James Dubinsky, Virginia Tech, Blacksburg
Barbara Roswell, Goucher College, Baltimore, Maryland
Adrian Wurr, University of North Carolina-Greensboro

"A Study of the Implications for College-Level Literacy Instruction and Assessment of the P-16 Educatioon Policy Reform Movement,” ($5,000)
J.S. Dunn, Indiana University of Pennsylvania
Michael M. Williamson, Indiana University of Pennsylvania

"Visualizing Composition: Understanding Composing Processes as a Coordination of Technological and Cultural Activities,” ($5,000)
Bill Hart-Davidson, Michigan State University, East Lansing
Julie Lindquist, Michigan State University, East Lansing
Jeff Grabill, Michigan State University, East Lansing

"Students' Right to Their Own Visual Language,” ($5,000)
Erik Hayenga, Michigan Technological University, Houghton
Dennis A. Lynch, Michigan Technological University, Houghton

"Acquisition of Level 4 L2 English Writing Proficiency by Students Whose First Language is Arabic,” ($5,000)
Betty Lou Leaver, New York Institute of Technology, Amman, Jordan
Amal Mohammed Jasser, Jordan University of Science and Technology,
Irbid, Jordan
Rajai Khanji, University of Jordan, Amman, Jordan

"Second-Language Writing in College Composition Programs,” ($5,000)
Paul Kei Matsuda, University of New Hampshire, Durham

"National Adjunct Writing Faculty Survey Project,” ($5,000)
Gloria McMillan, Pima Community College (East), Tucson, Arizona

"TYCA Research Initiative,” ($5,000)
Jody Millward, Santa Barbara Community College, California
Gregory Shafer, Mott Community College, Flint, Michigan
Dianne Fallon, York Community College, Kittery Point, Maine

"A Meta-analysis of the Teaching of Technical Writing to Students for Whom English is Not a First Language,” ($5,000)
Christine Winberg, Peninsula Technikon, Cape Town, South Africa
Joyce Nduna, Peninsula Technikon, Cape Town, South Africa
Thea van der Geest, University of Twente, Enschede, The Netherlands
Barbara Lehman, The Ohio State University, Columbus

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