Author: ksuchor

We know that each year, some CCCC members are unable to travel to the CCCC Annual Convention for a variety of reasons. CCCC is currently working on a long-term vision for the Convention that provides multiple ways for engagement. Although we are not yet prepared with a viable solution and plan for implementation, we believe it is important to think about ways that we can make participation in the Convention more accessible to more of our members right now. To that end, below are four options for offsite participation for those who had a proposal accepted for CCCC 2025 but are not able to physically travel to Baltimore. We acknowledge that there are limitations with each of these options during this transitional phase, none of which can entirely replicate the Convention experience for those who are not able to attend physically.

Asynchronous Remote Option

1. The CCCC 2025 Convention Companion Publication

Following its launch in 2024, we will continue to offer the option to share your work with others by having your short paper published in the CCCC 2025 Convention Companion Publication. The Companion Publication will be made available to all CCCC members on the NCTE publications platform, with print-on-demand copies available for purchase, the summer following the Convention. Papers will undergo light editorial review as opposed to a double-anonymous, peer-review process.

If you plan to select this option, please review the submission information and complete the Intent to Submit form by December 11, 2024. Paper submissions should be no more than seven pages in length and uploaded by January 8, 2025.

Synchronous Remote Options

We understand the value of connecting with colleagues synchronously. At the same time, we believe it is important to make members aware of several important factors to consider with regard to synchronous remote engagement:

• With an estimated 2,500 attendees, almost all of whom will be connected to the Convention venue’s internet, CCCC is unable to guarantee stable, consistent, or strong WiFi for live-streaming presentations.
• Maintaining WiFi at the Convention venue is an accessibility issue. Stable WiFi is necessary for attendees to look up information, connect with others, and access assistive technologies such as CART. For this reason, we ask that all members who are interested in a synchronous remote option weigh out their presentation needs alongside consideration of how their chosen mode of engagement might impact the venue’s Internet bandwidth.
• We can all do our part to lessen the strain on the Convention WiFi, such as, by turning off apps when not in use; turning off video when not speaking; avoiding use of high-bandwidth applications such as TikTok, YouTube, and Netflix on the Convention WiFi; downloading files in advance; and using cellular data if your phone plan allows for it.
• CCCC does not currently have the staffing and resources necessary to provide technical support for remote participation. Any presenters who choose a synchronous remote option should keep this context in mind, and plan for the possibility that technological issues may happen.
• In an effort to avoid some of the issues that arise when combining individual papers into three- to four-person panels including unfocused panels and uneven amount of time for each paper, and to rededicate the significant time and energy required to create these panels toward other longstanding organizational priorities, individual presentations are not arranged into panels this year. If your individual proposal was accepted and you cannot travel, please plan accordingly and choose the option that best supports your situation.

With these factors in mind, those who are unable to attend the Convention on site may consider one of the following synchronous remote presentation options:

2. Pre-recorded Video

You may choose to pre-record your presentation, to be played by an onsite co-panelist or contact that you identify and arrange.

We request that those who select this option caption and transcribe their presentation, send it to their onsite contact in advance, and arrange for the onsite contact to download the file prior to the time of presentation, so that its viewing is not dependent on the Convention WiFi.

Those with pre-recorded videos may choose to join via livestream for the Q&A.

3. Prepared Paper

You may opt to have a prepared paper read by an onsite co-panelist or contact that you identify and arrange.

4. Live-Streaming

Because live-streaming takes a more significant toll on the venue’s internet bandwidth than other presentation modes, we ask that presenters live-stream only when absolutely necessary for the success of the panel. In addition, live-streamers may consider taking steps to reduce bandwidth usage, e.g., turning off cameras during non-speaking times.

All presenters who are interested in synchronous remote presentation should read through the following requirements and complete the Intent to Present Remotely form by March 12, 2025.

Requirements for Remote Presentation

• All presenters, whether onsite or offsite, are required to register for the Convention. Your registration fee helps pay for the cost of WiFi at the Convention venue. Please visit the CCCC Professional Equity Project to learn more about financial assistance for the registration fee for eligible presenters (Note: If selected for this grant, remote presenters are not eligible to receive the $310 travel stipend.)
• In the case of panels and roundtables, we recommend that at least two panelists are physically present at the Convention to facilitate any remote presentations and to field questions for remote presenters connecting via live-stream.
• CCCC can only make remote presentations available to in-person Convention attendees who attend the session.

We recognize that these options for offsite participation in CCCC 2025 are imperfect. We are aware of the need to provide more opportunities for members to present and share their work and learn from others in ways that are inclusive and equitable, and that encourage a sense of belonging—values we hold dear to our endeavors. We are committed to continuing to work toward a more sustainable plan that keeps in mind the financial realities of the organization and its annual event in the short- and long-term. Most of all, we are thankful for all who have taken up the collaborative effort to create a more accessible professional organization and scholarly community, whether by speaking up about lack of access, gathering and relaying perspectives as a way to advocate for accessibility, coming up with concrete ways to address these issues, and/or by doing the work of planning and implementation.

In an effort to increase access and opportunity for all CCCC members to share their work with our intellectual community, we are calling for presenters accepted to the 2025 CCCC Annual Convention but who cannot attend to submit papers to be considered for the CCCC 2025 Convention Companion Publication. Papers may be up to seven pages in length (similar to that of a roundtable paper). To inform us of your intent to submit a paper, please complete this form by December 11, 2024. Following the completion of the Intent to Submit form, paper submissions are due by January 15, 2025.

While all CCCC members whose proposals were accepted for presentation at the 2025 CCCC Annual Convention but who are unable to attend are eligible to apply, those attendees impacted by one or more of the following considerations will be prioritized:

• Graduate student status
• Health (disability, physical or mental illness, or caregiving responsibilities)
• Religious observances (Passover, Ramadan, etc.)
• Funding or financial constraints (graduate students, adjunct faculty, and international scholars will be prioritized)
• Employment precarity (graduate students, adjunct faculty and lecturers, those experiencing austerity cuts at their institutions)

Only proposals that have been accepted to the CCCC 2025 program are eligible for inclusion in the Companion Publication.

The lead author/submitter must be a CCCC member at the time of submission to the Companion Publication. Submitters are not required to register for the 2025 CCCC Annual Convention.

The Companion Publication is one of a few options that CCCC is making available for those who are not able to physically attend the 2025 Convention in Baltimore. Please note that those interested in remote presentation should choose only one of the options. To provide equitable access for all presenters, we kindly request that members make a wise choice for where they want to submit their papers or presentations.

How to submit

1. Complete the Intent to Submit form by December 11, 2024. Paper submitters will be notified when the submission platform is open.
2. Once notified, submit your paper (no more than seven pages in length including any notes and references) by January 15, 2025. Additionally, papers should:

• • follow MLA style (MLA Handbook 9th edition);
  • be in Times New Roman, 12-point font;
  • have 1-inch margins;
  • be double-spaced; and
  • saved as an MS Word file.

The CCCC 2025 Convention Companion Publication will be made available for free to all CCCC members, with print-on-demand copies of the volume available for purchase, expected in Summer 2025.

Please email cccc@ncte.org with questions.

Proposed Timeline

October 2024: CFP and Intent to Submit form posted.

December 11, 2024: Intent to Submit form due.

January 15, 2025: Papers due.

December 2024–January 2025: Papers reviewed.

February 21, 2025: Decisions sent.

March 17, 2025: Any manuscript revisions due.

March–June 2025: Editing and review of page proofs.

Summer 2025: Proceedings published.

Thursday, November 14, 2024 | 5:00 p.m. ET
Thursday, December 5, 2024 | 6:00 p.m. ET
Thursday, January 23, 2025 | 4:00 p.m. ET 

This series invites members to talk with their colleagues and gain support in the areas they identify as most salient right now. Here’s a brief overview of the agenda for each session. Please note that we’ve kept these sketches rather rough to ensure that you, our members, have the opportunity to direct the conversation to the areas of most immediate concern for you as teachers. 

Session 1—Thursday, November 14, 2024, 5:00 p.m. ET

REGISTER TO ATTEND

We’re here to hear from you: What’s going on right now in your teaching, in your classroom, with your students, or in relation to your program? What’s at the top of your mind? What kind of conversations do you want to have with your colleagues? What kind of support can we provide? We’ll use facilitated breakout rooms to hear your concerns and identify topics for future discussion. 

Session 2—Thursday, December 5, 2024, 6:00 p.m. ET

REGISTER TO ATTEND

Building on the patterns observed during Session 1, facilitators will host breakout discussions and mini-workshops in each identified area of interest. Attendees will receive readings, ideation activities, and additional resources in advance of the session, and will leave with clear takeaways and suggestions. 

Session 3—Thursday, January 23, 2025, 4:00 p.m. ET

REGISTER TO ATTEND

What next? This session looks forward to possibilities that can continue to support members around teaching. We’ll consider whether communities of practice should be formed, whether we can provide specific resources or support, and what kinds of conversations we may want to have in the future. 

Though these sessions build on one another, participants may attend one, two, or three sessions. To ensure productive conversation, we will treat these circles as safe and brave spaces wherein we honor each other’s identities, perspectives, and concerns and remain cognizant of our own. These sessions will not be recorded. 

These events are available exclusively to CCCC members. Not a member? Join today! 

Facilitators 

This teaching circle will be facilitated by CCCC members: 

Sweta Baniya, Virginia Tech
Joanne Baird Giordano, Salt Lake Community College
Mara Lee Grayson, Independent Scholar 

 

Information for Students

If you are not currently an NCTE or CCCC student member, please follow the steps below to access the $70 registration rate for the 2025 CCCC Annual Convention.

1. Log in to your My NCTE Profile. If you do not already have a login, you will need to create a free account.
2. Click Edit Profile in the left menu.
3. Set the Current Primary Professional Status to Student/Pre-Service Teacher and click Save at the bottom of the form.
4. Navigate to the CCCC 2025 registration page and proceed through the registration process.

Information for Part-Time Faculty, Retirees, and Veterans

Whether or not you are a current NCTE or CCCC member, please take the following steps to access the $115 registration rate for the 2025 CCCC Annual Convention if you are not already seeing this rate through the registration process.

1. Log in to your My NCTE Profile. If you do not already have a login, you will need to create a free account.
2. Click Edit Profile in the left menu.
3. For Part-Time or Retiree, set the Current Primary Professional Status to one of the options below.
   • Adjunct or Part-Time
   • Retired
4. For Veteran, set the Military Status to either “I am active duty” or “I am a veteran.”
5. Click Save at the bottom of the form.
6. Navigate to the CCCC 2025 registration page and proceed through the registration process.

Registration for the 2024 CCCC Fall Virtual Institute will close at 9:00 a.m. ET on Wednesday, October 23.

All registrants will receive an email with connection information on the evening prior to the Institute (October 22) and a reminder email on the morning of the event (October 23).

Institute sessions will NOT be recorded.

2024 CCCC Fall Virtual Institute: Machine Writing and the Work of Rhetoric and Composition
Program
October 23, 2024 | 10:45 A.M.–8:00 P.M. ET

ALL-ATTENDEE OPENING — 10:45–11:00 A.M. ET

Institute Co-Chairs:

• Antonio Byrd, University of Missouri–Kansas City
• Timothy Oleksiak, University of Massachusetts Boston

CONCURRENT ROUNDTABLE SESSION A — 11:00 A.M.– 1:00 P.M. ET

Option 1 — Administration
This roundtable will invite users to play an interactive adventure game in order to consider how writing program administrators facilitate real, low-stakes, complex conversations with layered audiences around AI. This gaming experience, directed and facilitated by the roundtable panelists, will ask participants to employ a concept-tactic approach of rhetorical listening. The virtual session aspires to disrupt the narrative(s) that generative AI has wreaked havoc on operations. Step outside of (or at least next to) the milieu, for a few minutes, in order to examine the roles, responsibilities, challenges, and opportunities in ways that open dialogue and sustain interest. In short, we will play and in doing so discover ways to engage with what may seem almost insurmountable.

11:00–11:45 — Roundtable Facilitators

• • Sherry Rankins-Robertson, University of Central Florida
  • Aurora Matzke, Chapman University
  • Angela Clark-Oates, California State University, Sacramento
  • Kyle Jensen, Arizona State University
  • Priscila Santa Rosa, University of Central Florida
  • Anastasia Salter, University of Central Florida

11:45–12:15 — Focused Writing

12:15–12:35 — Small-Group Breakouts

12:35–12:45 — Large-Session Report Back

12:45–1:00 — Personal Break

Option 2 — Theory
This panel positions AI hype as an opportunity to develop grant proposals in writing studies with reproducible, aggregable, data-driven (RAD) designs. Panelists will share examples from their own research, such as corpus-driven analysis of AI prompts, and discuss how these projects can be adapted to collaborative RAD frameworks. The session will provide a collaborative space for participants to theorize and develop study designs aimed at fostering cross-institutional collaborations in the field while enabling researchers to evaluate those designs, thereby preventing confirmation bias.

11:00–11:45 — Roundtable Facilitators

• • John Gallagher, University of Illinois Urbana-Champaign
  • Anuj Gupta, University of Arizona
  • Shiva Mainaly, University of Memphis
  • Fatima Zohra, University of Waterloo

11:45–12:15 — Focused Writing

12:15–12:35 — Small-Group Breakouts

12:35–12:45 — Large-Session Report Back

12:45–1:00 — Personal Break

CONCURRENT ROUNDTABLE SESSION B — 1:00–3:00 P.M. ET

Option 1 — Pedagogy
Our pedagogy roundtable will encourage discussions about the affective and emotional responses we have had to generative AI in university writing classrooms. Both undergraduate and graduate writing instructors alike must respond to the affordances and pitfalls of generative AI by first considering the various rhetorical situations and individual student challenges already present in their classrooms. Our roundtable will allow participants to take stock of their existing pedagogy and grapple with the need for critical AI literacy while examining its place alongside our time-tested pedagogical strategies like critical genre awareness, reflective writing, and experiential learning opportunities. 

1:00–1:45 — Roundtable Facilitators 

• • Marsha W. Rhee, Johnson C. Smith University
  • Stephen Kim, Cornell University
  • Quang Ly, University of Miami
  • Jessica Mattox, Radford University
  • Lydia Wilkes, Auburn University

1:45–2:15 — Focused Writing

2:15–2:35 — Small-Group Breakouts

2:35–2:45 — Large-Session Report Back

2:45–3:00 — Personal Break

Option 2 — Assessment
Join us in a Composition II Course Committee meeting where diverse views on AI in assessment are discussed with the goal of creating a program assessment rubric for the age of Machine Writing. Together, we’ll explore innovative ways to integrate AI into meaningful evaluation of student writing. #EdTech #AIinEducation

1:00–1:45 — Roundtable facilitators

• • Eugenia Novokshanova, Georgia State University
  • Michelle Kassorla, Georgia State University
  • Jennifer Duncan, Georgia State University
  • Jennifer Hall, Georgia State University

1:45–2:15 — Focused Writing

2:15–2:35 — Small-Group Breakouts

2:35–2:45 — Large-Session Report Back

2:45–3:00 — Personal Break

CONCURRENT ROUNDTABLE SESSION C — 3:00–5:00 P.M. ET

Option 1 — Theory
This roundtable will feature the editors of College Composition & Communication, Computers & Composition, and Written Communication, who will consider several “live questions,” created by moderator Ira Allen, about the role that AI plays or might play in academic publishing. These editors will discuss how generative text technologies are and will inflect the processes and policies of their respective journals. The roundtable will also reserve time for attendees to consider those same questions, thus allowing editors and participants to collaborate on the future of academic journal publishing in rhetoric and composition.

3:00–3:45 — Roundtable Facilitators

• • Matthew Davis, University of Massachusetts Boston
  • Ira Allen, Northern Arizona University
  • Jason Tham, Texas Tech University
  • Mya Poe, Northeastern University
  • Dylan Dryer, University of Maine
  • Kara Taczak, University of Central Florida

3:45–4:15 — Focused Writing

4:15–4:35 — Small-Group Breakouts

4:35–4:45 — Large-Session Report Back

4:45–5:00 — Personal Break

Option 2 — Pedagogy
As college students’ reading abilities decline (allegedly), educators face new challenges in teaching effective reading and composition skills. While much attention has been given to AI writing tools like ChatGPT, other emerging technologies are also transforming how students read and research, such as AI-powered PDF readers and advanced research applications. A working group from the University of Texas at Austin’s Digital Writing & Research Lab explores how these machine reading and research technologies reshape composition pedagogy and impact student learning. By combining established reading theories with a survey of new technologies, the group aims to provide insights into how machine reading may impact composition pedagogy, considering both its potential benefits and challenges. 

3:00–3:45 — Roundtable Facilitators

• • Casey Boyle, The University of Texas at Austin
  • Ali Gunnells, The University of Texas at Austin
  • Maddie Bruegger, The University of Texas at Austin
  • Carlee Baker, The University of Texas at Austin
  • Samantha Turner, The University of Texas at Austin

3:45–4:15 — Focused Writing

4:15–4:35 — Small-Group Breakouts

4:35–4:45 — Large-Session Report Back

4:45–5:00 — Personal Break

CONCURRENT ROUNDTABLE SESSION D — 5:00–7:00 P.M. ET

Option 1 — Assessment
What do equitable and effective assessment practices look like in an era of artificial intelligence? This roundtable focuses on designing and revising writing assessments to integrate AI and learning objectives related to critical AI literacy. Exploring assessment in a variety of classroom and institutional contexts, we consider equitable assessments, ecological models, new rhetorics and rhetorical theories of assessment, and resistance of assessment-as-surveillance. Participants are invited to create or revise their own writing assessments informed by reflection on the roundtable discussion.

5:00–5:45 — Roundtable Facilitators

• • Salena Anderson, Georgia Southern University
  • Xiao Tan, Utah State University
  • Rodrigo Gomez, San Diego Miramar College
  • Lynn Briggs, Eastern Washington University
  • Kate Crane, Eastern Washington University

5:45–6:15 — Focused Writing

6:15–6:35 — Small-Group Breakouts

6:35–6:45 — Large-Session Report Back

6:45–7:00 — Personal Break

Option 2 — Administration
How does AI challenge what we do in the classroom, department, and institution? Why do we need AI policies and statements? Our roundtable invites participants to join us in a charette-style experience, in which organizers and stakeholders work together to create solutions, to collectively work through the thornier issues involved in creating, administering, and enforcing equitable and just AI policies. We will take participants through three scenarios that embrace the complications that AI administrative genres—which include but are not limited to policy—create for students, staff, faculty, and other campus community stakeholders. Participants will draft actionable policy artifacts in real time to effectively respond to generative AI policy decisions across learning and administrative contexts.

5:00–5:45 — Roundtable Facilitators

• • Rebecca Hallman Martini, University of Georgia
  • Virginia Costello, University of Illinois Chicago
  • Lainie Pomerleau, College of Coastal Georgia
  • Franziska Tsufim, Wake Forest University

5:45–6:15 — Focused Writing

6:15–6:35 — Small-Group Breakouts

6:35–6:45 — Large-Session Report Back

6:45–7:00 — Personal Break

ALL-ATTENDEE OPEN TOWN HALL AND MOVING FORWARD FOR OUR MEMBERS — 7:00–8:00 P.M. ET 

Institute Co-Chairs:

• Antonio Byrd, University of Missouri–Kansas City
• Timothy Oleksiak, University of Massachusetts Boston

Registered Attendees

Both roundtable participants and attendees that participated in the 2024 CCCC Fall Virtual Institute are listed below.

Alaa Abdelghaffar
Anoud Abusalim
Heather Adamson
Jun Akiyoshi
Sam Alexander
Christine Alfano
Ira Allen
Abram Anders
David Anderson
Salena Anderson
Tracey Anderson
Jennifer Arena
Jean Arthur
Michael Avery
Adrianna Aviles
Maggie Ayala
Raegan Babb
Lana Baeumlisberger
Austin Bailey
Carlee Baker
Paige Banaji
Sarah Banting
Layla Barati
Benjamin Barckholtz
David Barndollar
Rodolfo Barrett
Mary Barry
Aryn Bartley
Nathan Bauer
Aaron Beasley
Stacey Beauregard
Erin Beaver
Estee Beck
Marne Benson
Sherrin Berezowsky
Catherine Berkenfield
Siddharth Bhogra
Michael Black
Kelly Blewett
Ann Bomberger
Melissa Borgia-Askey
Casey Boyle
Kate Bradley
Kirsten Bradley
Alicia Brienza
Lynn Briggs
Marilee Brooks-Gillies
Mary Brower
Maddie Bruegger
Beverly Burch
Melanie Burdick
Dolphia Butler
Antonio Byrd
Megan Callow
Adam Camarena
Kyndra Campbell
Lillian Campbell
Ellen Carillo
Brooke Carnwath
Maria Carvajal Regidor
Ruiming Cash
Christopher Castillo
Geneve Champoux
Erin Chandler
Laura Clapper
Angela Clark-Oates
Catherine Clifford
Rachel Cofield
DeSilver Cohen
Sarah Coletta-Flynn
Joanna Collins
Denise Comer
Frankie Condon
Katherine Condra
Thais Cons
Ana Contreras Charmelo
Janice Cool Stephens
Kris Cory
Virginia Costello
Katheryn Crane
Jamie Crosswhite
Christopher Davidson
Laura Davies
Matthew Davis
Jennifer Dawes
Ann Dean
Thomas Deans
Rachel Del Signore
Renee DeLong
Michael-John DePalma
Lorise Diamond
Lorrie DiGiampietro
Amy Dohm
Jayne Doneskey
Michael Donnelly
Dylan Dryer
Michael Dufresne
Jennifer Duncan
Michelle Eble
Michael Edwards
Nicole Emmelhainz
Diana Epelbaum
Jason Evans
Adam Fajardo
Robert Faunce
Maggie Fernandes
Jake Ferrington
Ann Fetterman
Jenn Fishman
Maureen Fitzpatrick
Laura Flint
Christopher Foree
Ashley Fortner
Jen Foster
Elle Fournier
Monica Fox
Kimberly Freeman
Susie Fries
Bridget Fullerton
John Gallagher
Jeff Gard
Sarah Garelik
Lindsey Gendke
Barbara George
Carolyn Geraci
Catherine Gillespie
Brian Gogan
Emma Gomez
Joanne Gonzalez
Michelle Graber
Valerie Gramling
Leslie Grant
Jillian Grauman
Meredith Gravett
Kindall Gray
Angela Green
Nicole Green
Brent Griffin
Charles Grimm
Rachael Groner
Allison Gross
Elliott Gruner
Eric Grunwald
Elisabeth Gumnior
Alexandra Gunnells
Anuj Gupta
Emiliano Gutierrez-Popoca
Pamela Haji
Jennifer Hall
Susanne Hall
LewEllyn Hallett
Rebecca Hallman Martini
Talisha Haltiwanger Morrison
J W Hammond
Cheryl Hampton
Barbara Handt
Susanmarie Harrington
Holly Hassel
Wendy Hayden
Ling He
Edwina Helton
Jill Heney
Joel Heng Hartse
Brandon Herring
Susan Hesemeier
Heather Hill
Matt Hill
Wendy Hinshaw
Corrine Hinton
Kelsey Hixson-Bowles
Titcha Ho
Deborah Hodgkins
Mara Holt
Lauren Hornberger
Analeigh Horton
Andrew Hudgins
Paul Huey-Burns
Rik Hunter
Zita Hüsing
Rossitza Ivanova
Lindsey Ives
Krista Jackman
Lubna Javeed
Kyle Jensen
Helen Jeoung
Chelsea Johnson
Maureen Johnson
Emily Johnston
Leigh Jones
Mikala Jones-Wall
Jay Jordan
Linda Jordan
Tyler Julian
Sean Kamperman
Martha Karnes
Adrienne Kaufmann
Tara Kazmark
Megan Keaton
Erin Kelly
Sara Kelm
Jack Kenigsberg
Stephanie Kerschbaum
Jessica Kester
Stephen Kim
Elizabeth Kimball
Ana King
Carie King
Kristen Kirkman
Amanda Knopf
Laura Kovick
Denise Krane
Maureen Kravec
Sarah Kruse
Joy Kwon
Sarah Lacy
Marisa Lamb
Brenda Lanphear
Ethna Lay
Lisa Lebduska
Meredith Lee
Soyeon Lee
Erica Leigh
Barbara Leplattenier
Ruth Li
Sasha Litzenberger
Andy Jiahao Liu
Janet Lively
Maria Perpetua Liwanag
Nick LoLordo
Nattaporn Luangpipat
Amy Lueck
Jennifer Lutman
Breanna Lutterbie
Quang Ly
Christina Lynch
Kathleen Lyons
Sasha Maceira
Yogita Maharaj
Shiva Mainaly
Shirley Manigault
christina Mar
Holly Marich
Farah Marklevits
Bruce Martin
Londie Martin
Cynthia Martinez
Christine Martorana
Carrie Matthews
Jessica Mattox
Tina Matuchniak
Aurora Matzke
Gabriella Mazal
William McCarter
Megan McIntyre
Adam McKee
Beatrice McKinsey
Cruz Medina
Kristi Melancon
Cynthia Miecznikowski
Benjamin Miller
Daisy Miller
Lynn Miller
Sandra Mills
Lilian Mina
Cynthia Mishlove
Jennifer Mitchell
Kendra Mitchell
Tiffany Mitchell
Jackie Mohan
Kathleen Mollick
Stephen Monroe
Jenna Morton-Aiken
Paul Muhlhauser
Colette Murphy
Brigitte Mussack
Melinda Myers
Nimmy Nair
Siskanna Naynaha
Heather Nelson
Alissa Nephew
lisa nienkark
Trishena Nieveen-Phegley
Matt Noonan
Krystia Nora
Euguenia Novokshanova
Ildi Olasz
Timothy Oleksiak
Adrienne Oliver
Matthew Osborn
Amanda Oswalt
Lana Oweidat
Grant Palmer
Donna Paparella
Courtney Parker
Jessica Parker
Joy Pasini
Kalani Pattison
Matthew Pavesich
Shanna Peeples
Vanessa Petroj
Kelly Peugh-Forte
Danielle Pieratti
Emily Plummer Catena
Mya Poe
Lainie Pomerleau
Kate Pond
Phatik Poudyal
Steven Price
Melody Pugh
Jill Quandt
Jill Quinn
Juval Racelis
Alma Ramirez
Sherry Rankins-Robertson
Diane Ransdell
Kyle Ratsch
Lynn Reid
Rhonda Reid
Brandi Reyes
Marsha Rhee
Tonya Rickman
Tanya Robertson
Glendal Robinson
Shelley Rodrigo
Christine Ross
Kacey Ross
Deborah Rossen-Knill
Jonathan Rovner
Kezia Ruiz
Larissa Runyan
Kate Ryan
Heidi Saenz
Consuelo Salas
Anastasia Salter
Catherine Savini
Sherri Sawicki
Martha Schaffer
Erika Scheurer
Priscila Schilaro Santa Rosa
Anne Schnarr
Amata Schneider-Ludorff
Jennifer Scott
Amanda Scukanec
John Seabloom-Dunne
Emily Sendin
Inês SIGNORINI
Jillian Skeffington
Heidi Skurat Harris
Jenn Sloggie
Alexander Slotkin
Elizabeth Smith
Jason Snart
Lingshan Song
Lauren Springer
Jess Stallings
Jadwiga Staniszewska-De Mott
Jessica Steele
Jennifer Stewart
Stephanie Stewart
Wendy Stewart
Jennifer Stumphy
Billie Tadros
Xiao Tan
Michelle Taransky
Kathleen Tarr
Gina Terry
Jason Tham
HoaiAnh Thanh
Jenny Thomas
Julie Thompson
Lizbett Tinoco
Tamara Toomey
Rachel Trnka
Mika Troutman
Mariya Tseptsura
Franziska Tsufim
Samantha Turner
Kimberly Turner-Shukis
David Tver
Onur Ural
Melissa Valerie
Marisol Varela
Molly Vasich
Elizabeth Vincelette
Beth Virtanen
Nicole Vogler
Jori Waldron
Dana Walker
Amy Wan
Tiffany Wang
Christine Watson
Daniel Weinstein
Rebecca West
Grace Wetzel
Sarah White
Kinlee Whitney
Lydia Wilkes
Mary Williams
Kelly Wilson
Natalie Wilson
Katie Winkelstein-Duveneck
Erica Wnek
Tara Wood
Allison Wright
Allison Wynhoff Olsen
Wei Xu
Ashley Yuckenberg
Grace Zanotti
James Matthew Zarnowiecki
Robert Zawatski
Jesseka Zeleike
Havva Zorluel Ozer
Damian Zurro

<Back to the Call for Proposals

Frequently Asked Questions (FAQ)

We wanted to take a moment to share with you some of the questions members had during our information sessions on July 15 and 16 and our responses. We share because we understand that not all our members could attend. This FAQ page is the result of these conversations.

What makes a good topic for a proposal to this Institute?

You can propose any topic you’d like as a professional in rhetoric, composition, literacy, and writing studies. However, there are several cues for refinement that might increase your chances of being a roundtable speaker. We encourage you to ground your proposal with area, exigence, role, and context in mind.

1. What area—theory, pedagogy, administration, assessment—does your idea most closely align with?
   • There is a box for this on the submission form.
2. What is the exigence that your roundtable or individual proposal responds to?
3. What role do you imagine playing during the roundtable?
   • There is a box for this on the submission form.
4. What context or situation do you imagine you and your roundtable partners performing in?
   • Given the openness of the experience we have created, thinking about where you will be playing your roundtable can help ground your work. Consider the context of a public school board meeting, a department curriculum meeting, a teacher training session, a university writing board. These contexts can shape the way you and your colleagues might structure your roundtable.
   • Even if you propose as an individual, it might be useful to name a context that you can bring to the discussion should you be selected as a speaker in a “chair-made” roundtable.
   • Describing the context is optional, but you can see how it would ground the way you are thinking about your roundtable. This kind of grounding will help us make decisions.
   • It is important to note that for individual proposals your context might not be the same as another’s context. Should two different contexts be placed in the same roundtable, you have a rich opportunity to work it out among yourselves.

How citational do I have to be in the proposal?

Please be as citational as you need to be in order to articulate the need for your contribution.

How might I best think about roles?

Think about the role as a disposition toward the exigence animating your roundtable and toward your fellow roundtable speakers. You may also choose to think about your role as demonstrating a way knowledge gets made.

We want to honor the various ways we make knowledge in this field. At some point we need a rhetorical gadfly to test our claims. At some point we need to be an empiricist to ground our theories in what writers might actually be doing. At some point we want to listen deeply and pose questions. Sometimes we need to assert the full weight of our accumulated, expert knowledge. And so on. We have offered some roles in our CFP and encourage you to define other roles you might play if these are not to your liking or disposition.

What if I can imagine playing multiple roles? Should I state that somewhere?

Please select the one role you are both comfortable and excited to play during your roundtable.

Creating roundtables for the Institute will be a labor-intensive process. We need you to support this labor by being direct in how you imagine things playing out. Such directness will help us make our decisions more efficiently.

What if I don’t care what role I play? I just want to propose something; can I propose without a role?

Please pick a role. No, you cannot submit a proposal without selecting a role.

I got invited to be a roundtable speaker, now what?

All invited speakers will need to take the following steps once they receive an invitation to participate during the Institute as a roundtable speaker:

1. Confirm that you are committed to participate in this way.
2. Begin refining your roundtable experience with your members.
3. Attend one of the two roundtable Zoom sessions for support:
   • September 18, 2024, from 11:00 a.m. to 12:00 p.m. ET
   • September 19, 2024, from 10:00 a.m. to 11:00 a.m. ET
   • Registration links will be sent to invited speakers as soon as decisions are made.

Do I have to propose something to be a part of the Institute?

No. Please attend as an audience member and come with questions, concerns, and other ways for you to engage the day’s events.

We have created multiple experiences for our members. You can

• listen well during the roundtable presentations;
• write and reflect on what you have heard during the 30-minute writing session;
• offer your voice via the smaller breakout sessions; and you can continue to a larger session “all chat” that concludes each session.

Bring your whole self as a participant.

What advice do you have for someone not sure if they want to submit an individual proposal or a roundtable proposal?

Do what you have time and energy for or what you are able to do between now and the submission deadline of August 9, 2024, before 10:00 a.m. ET.

We note that the planning stages are different for those who submit as a roundtable and those who submit individually. Roundtable folks have already begun the planning stage together and can now move on to the play and revise stages.

Individual proposers will have the added complication of needing to work with folks they may not have met before. While this makes things more complicated, we hope that individual proposers engage this in the spirit of fun and possibility and have good stress in trying to make it work.

How can I share my ideas with others in order to find like-minded folks to create a roundtable proposal with?

We have created a Google Doc where you can post your ideas and ask for collaborators. We also encourage you to use your listserv connections and social media to gather colleagues. Access the following link to share your mini call: Mini Call for Roundtable Collaborators.

How does “institution type” play into your decision-making process?

It is important to our decision-making process.

We can say plainly that we want to make sure those institutions are honored with formal speaking roles to the best that we can permit.

We want folks from two-year colleges, tribal colleges, Historically Black Colleges and Universities (HBCU), small liberal arts colleges (SLAC), Hispanic-Serving Institutions (HSI), Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI), institutions that are part of the Association of Jesuit Colleges and Universities, highest reach output universities (R1), teaching universities, and private and public universities and colleges to feel welcomed to propose.

If you have not been invited to speak as a roundtable participant, we need your knowledge during the other events that occur during the day.

When can I register for the Institute?

We will send an email announcing that registration is open sometime in early/mid-August.

Who will be reading the proposals?

We, Antonio Byrd and Timothy Oleksiak, will be reviewing all the proposals and making final decisions.

Making decisions on the final speakers’ list is our responsibility as co-chairs. We might ask CCCC leadership or members of the Executive Committee to help us make decisions. We don’t want you to “guess what the co-chairs want.” Rather, help us understand the importance and need of your ideas. When in doubt, explain yourself but trust us to be as generous in our readings of your work as we can be, given the constraints that we are working with.

How should I spend my time during the Institute if I am not a roundtable speaker?

To be maximally involved in the Institute, you will

• Listen with care to the four roundtables (1 from each concurrent session).
• Write, reflect, and revise during the 30-minute individual writing time.
  • Expand upon the ideas you’ve heard.
  • Integrate the ideas you’ve heard into a project you are currently working through.
  • Eat or drink as your body needs.
  • Use the WC (toilet) as needed.
  • Power nap.
  • Go outside briefly for some air.
  • Backchannel how cool everything is.
  • Prepare for the smaller session breakout rooms.
• Actively engage during the smaller breakout rooms.
• Actively engage during the session “all member” chat.
• Join us for the final all-attendee Town Hall Meeting.

Of course, you are welcome to simply attend one roundtable. However, we hope that you join us for the all-attendee Town Hall Meeting at the end of the Institute.

Read the Call for Proposals for the 2024 CCCC Fall Virtual Institute

The CCCC Executive Committee is seeking a volunteer to serve in the role of Graduate Student Representative on the CCCC Executive Committee. This position is a voting member of the CCCC Executive Committee and would serve a three-year term beginning December 23, 2024, and conclude in December 2027.

Application Deadline: September 16, 2024

Application Form

About the CCCC Executive Committee

The Executive Committee of CCCC is the primary governing body of the organization.

Responsibilities

• Reviews and approves the annual CCCC budget.
• Reviews, and either acts on or files reports presented to the Executive Committee by member groups, standing committees, or special committees.
• Responds to items of current or public interest to the organization and its members in the form of position statements or other documents.
• Contributes members to the committee reviewing the CCCC research initiative proposals.
• Nominates and/or approves nominees to Standing Committees, Special Committees, and/or Task Forces as they are convened and charged.
• Serves on one subcommittee of the Executive Committee as needed with priorities developed by the Officers’ Committee.
• Serves on working groups, special committees, task forces, or as a liaison to CCCC committees as needed.
• Reviews and recommends revisions as needed to CCCC position statements on a five-year cycle.
• Attends designated sessions or events at the Annual Convention, including the Annual Business Meeting, as communicated by the CCCC liaison and determined by the CCCC Leadership.

Required Time Commitments

• Make a commitment to serve on the CCCC Executive Committee through the length of the specified term.
• Attend an online orientation following election and prior to/at the start of the specified term.
• Attend two (2) annual meetings of the Executive Committee (required). Remote participation is available as necessary.
  • At CCCC Annual Convention, all day Wednesday before Convention starts
  • NCTE Annual Convention, (takes place the week before Thanksgiving)
    • CCCC Executive Committee retreat, Sunday afternoon
    • CCCC Executive Committee Meeting, all day Monday
• Attend 2–3 virtual meetings annually of the Executive Committee.
• Conduct business on email, including voting, which requires a timely response.
• Serve on subcommittees of Executive Committee, which are appointed by Chair of CCCC.

NOTE: As of April 2024, the CCCC Executive Committee voted to hold all meetings of the CCCC Executive Committee virtually for a three-year period. Therefore, the exact timing of the November and March/April CCCC EC meetings will be determined several weeks in advance of the meetings based on EC member availability.

To nominate yourself for this role, please complete the application form by September 16, 2024. Email cccc@ncte.org with questions. A final selection will be made by late October.