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Newcomers' Orientation Committee (March 2019) - Previous Revision

Committee Charge

This committee is charged with the following:

Committee Members

Paul M. Puccio, Chair
Virginia Chappell
Amanda Espinosa-Aguilar
Paul Hanstedt
Paul Heilker
Joseph Janangelo
Martha Marinara
Clyde Moneyhun 
Suzanne Kesler Rumsey
Cindy Selfe
Joonna Trapp
  1. To guide members through the workings of the organization and help them derive the best of CCCC conference for their interests, through the Newcomers Welcome, the introductory sessions, the Mentoring Booth, and the like.
  2. To coordinate conference mentoring activities, assess them, and propose activities for the next conference (this would include identifying people to carry out activities, such as reception, publishing panels, events for first-time attendees, etc.).
  3. To develop welcoming activities for PEP participants especially.
  4. To continue to assess the effect of committee efforts and to work with CCCC program chairs to design new efforts as needed.

March 2009 Update

The Newcomers’ Orientation Committee is happy to provide events and resources to welcome new CCCC attendees and members. 

The Newcomers’ Orientation will offer the following events and resources to CCCC newcomers: an orientation session on Wednesday, a welcome breakfast on Thursday, a think tank for newcomers planning to propose sessions/presentations for the 2010 CCCC, a tip sheet with advice regarding the conference, and a Welcome Station (staffed Wednesday-Friday).

The CCCC and the Newcomers Orientation Committee, in partnership with the Digital Archives of Literacy Narratives (DALN) and NCTE, will also sponsor a story booth at the 2009 CCCC where members are invited to tell stories about reading, composing, and/or teaching. The process takes no more than 30-45 minutes. CCCC members’ stories will be archived, indexed, and made available to the public for browsing on the web. They will also be available for study by teachers and librarians, classes and organizations, families and citizens, and composition and literacy scholars and students. Collectively, these stories can help us trace the diverse history of literacy experiences, expectations, and values within our professional organization; think about our present practices and policies; and consider projects to undertake in the coming years. For more information, visit or contact Cindy Selfe at

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