Author: ksuchor

Sherry Richer: Case #4

Characterization of Institution

Research I

Characterization of Department

Ph.D. granted in English (literature)
M.A. granted in English (literature)
B.A. granted in English (literature)

How would Sherry Richer’s case turn out in your department?  At your university/college?

Professor Richer’s record is inadequate. Unless she radically changes her approach to scholarship in the next two years, we would be forced to let her go.  Unfortunately, this case is a no-brainer.

What are the Department Chair’s responsibilities toward Richer? Which did she/he fulfill?  Fail?

I would expect this case to be turned down at the departmental level. In fact it would be the responsibility of the English Department Head to make sure that she’s turned down. The head should have had a serious discussion with Richer way before this third year. If her case were to make it to the College, even with a couple of more publications it would be dismissed. After three years, only one print publication and an unrefereed book chapter at that.

What are the Personnel Committee’s responsibilities toward Richer?  Which  did they fulfill?  Fail?

N/A

What are the responsibilities of the Dean?  Which did she/he fulfill?  Fail?

N/A

What are Richer’s responsibilities?  Which did she/he fulfill?  Fail?

N/A

What went wrong?  What went right?

N/A

Harrison Spenser: Case #5

Characterization of Institution

My institution is a Reseach I University. We have high standards for tenure/promotion, and over the last few years a single authored book with a university press has become the expectation.   However, we also have found ourselves demanding a great deal of service from our pre-tenure people because they bring in expertise, such as that described in this case, that senior faculty either do not have or have no interest in acquiring. Regardless of that demand, however, the pre-tenure people are still expected to meet the standards of “traditional” tenure/promotion guidelines.

Characterization of Department

Ph.D. granted in Composition/Rhetoric
M.A. granted in Composition/Rhetoric
B.A. granted in Composition/Rhetoric
M.S. granted in Technical Communication.

How would Harrison Spenser’s case turn out in your department?  At your university/college?

There is a key phrase in this case: “The committee recognized his book at the end of his first year but noted it was underway pre-hire.” With this book in place, Spencer’s tenure review would have probably been positive at my institution. The case would have been made stronger by publication of journal articles in print (rather than online). His conference work and his service, however, would have been recognized by the department as appropriate to his area of expertise. In addition, the external review letters written for tenure/promotion carry a tremendous amount of weight during a review here. If Spencer’s reviewers attested to his national expertise in the area of technology and composition/communication (as evidenced in this case), then he would have an excellent chance at tenure. Moreover, the department chair has a great deal of influence—and an agreement is made when the faculty member is first hired. In other words, the change in the chair in this case might not negatively affect Spencer if his hiring was based on his furthering the department’s expertise in technology/communication and indeed he has done that. These agreements again can be made in writing and therefore will protect the faculty member from a change in leadership in the department.  It seems that Spencer’s combination of traditional (the book) and non-traditional or innovative research and publication would lead to tenure at my institution.

What are the Department Chair’s responsibilities toward Spencer?  Which did she/he fulfill?  Fail?

The Department Head should have a written contract with Spencer, made within his first year, about the specific requirements of his position. These can vary greatly among faculty and therefore can be made specific to any one job. This written agreement would have protected Spencer from a change in leadership at the end of his pre-tenure period. However, the Department Head failed to protect Spencer from (1) the burden of too much service and (2) difficult negotiations with senior faculty members. The first protection can be given in terms of course release or summer grants to provide the pre-tenure faculty member with a block of time to finish research projects. The Department Head should have taken leadership in negotiating with more senior members of the department.

What are the Personnel Committee’s responsibilities toward Spencer?  Which did they fulfill?  Fail?

The Personnel Committee Chair should have solicited and read carefully outside letters of evaluation for the faculty member. These experts in the specific area of research can protect the pre-tenure faculty member from departmental politics. Outside letters can attest to the status of unusual publications (such as in online journals) and the impact of the pre-tenure faculty member’s thinking on the field of technology and communication. The letters should be solicited and read by all those voting for or against tenure for the individual.

What are the responsibilities of the Dean?  Which did she/he fulfill?  Fail?

I don’t see a role that the Dean took in this case. At my institution, the Dean does not read the file under it has gone through the department and the college P and T committee. He seldom overturns these earlier votes.

What are Spencer’s responsibilities?  Which did he fulfill?  Fail?

Spencer should have worked hard to estimate the amount of time it would take to fulfill his research projects and continually renegotiate with the Head his responsibilities to keep them at a reasonable level. He should have developed professional contacts outside the department—at conferences, for example—so that he could have strong letters of evaluations from experts in his field to convince his department. He should have asked for additional course release and a DEPARTMENTAL MENTOR who would guide him through his pre-tenure years (the mentor should not be the Head).

What went wrong?  What went right?

Expectations for the particular nature of Spencer’s job were not put in the form of a “contract.” However, Spencer’s case is not at all unusual—and he needs to draw upon the help of experts outside his department to help him make tenure. He needs an agreement about the amount of service that he will do—and the help he will get in doing it. It would be great if our field could establish those—for example, anyone setting up and running a computer lab should get one course release per year.

Maricela Guzman: Case #3

Characterization of Institution

Research II

Characterization of Department

B.A. granted in English
M.A. granted in English. (With this degree, it is possible to have a concentration in rhetoric and composition.)

How would this case turn out in your department?  At your university/college?

In my department, there would have been a “Statement of Chair’s Expectations” written and signed by the chair and Guzman at the time she was hired. This would have spelled out the teaching and administrative duties Guzman would be expected to perform. It would also have named the area(s) in which research publications were expected.

When it was time for third-year review, this statement would have been used as a kind of measuring stick to gauge whether she had measured up to expectations. Presuming that the research publications were in the areas expected, she would have fared all right there–except for maybe the CD-ROM on Mars. I think it would be difficult for my department and the committees evaluating her file to see how this work on Mars was pertinent to the work of an English Department (the scenario as you have written it just doesn’t seem to give enough information).

Considering that she has not been a very hands-on administrator in the Writing Center, I think she would be cautioned that she was hired to do that work and that evidence of a more active role would be expected by sixth-year review. At my institution, teaching evaluations from students and peers would also have to be favorable (and this scenario says nothing about her teaching). If they weren’t, Guzman would be warned to bring those up before sixth year review.

The basic problem I see in this scenario is that a writing center director was needed, but somebody (it’s not clear who–the university administration?) wanted a culture and technology program, which Guzman was capable of creating. So she was hired into the available position but given the freedom to create the new program. She must have been led to believe she could safely neglect the writing center to focus on her other interests. And she has done that very well indeed. But now some colleagues who thought she was a writing center director all along are not happy that she has focused on things that are not thought of as “typically” English. She sounds like she is bright and capable enough to be at a better university, and with her great reputation, she really ought to start looking for a better job so that the place where she currently works can find what they really want–a writing center director. Or she ought to negotiate to be let out of the WPA role and become just a professor who focuses on culture and technology.

What are the Department Chair’s responsibilities toward Guzman?  Which did she/he fulfill?  Fail?

I can’t really tell from the information in the scenario. I presume the chair knew that Guzman was being hired in the WPA position with the understanding that she was supposed to be a figurehead WPA while working on the culture and technology program. I don’t think the chair can change the way some faculty feel about Guzman. If she feels that Guzman has done what she was hired to do, she should support her case. Maybe the chair failed to inform Guzman of the political realities she would have to face, e.g., that some faculty would find her work irrelevant to English and that the administration, after getting the program up and running, would want her to become more of a WPA.

What are the Personnel Committee’s responsibilities toward Guzman?  Which did they fulfill?  Fail?

I can’t see from this information what the responsibilities of the Personnel Committee Chair were, except to discuss the balloting with the department chair.  So I don’t know what he failed to do or succeeded in doing.

What are the responsibilities of the Dean?  Which did she/he fulfill?  Fail?

I don’t see the Dean mentioned at all in this scenario, so again it’s hard for me to say what he should or should not have done. If this happened at my institution, the dean would play a fairly limited role. He would look at the promotion file and write a letter indicating whether he thought Guzman should be advanced or not.  When the final results from the highest level of review came down, he would be charged with informing Guzman that she had succeeded or not.  I don’t see it as the Dean’s role to mentor the faculty members or caution them.  That is the role of the department chair.

What are Guzman’s responsibilities?  Which did she fulfill?  Fail?

She needed to have a clear understanding in writing of what was expected of her. If she relies on verbal agreements, she might be seriously disappointed when, later, those who made the agreements say they didn’t. She did fulfill her responsibility to be a scholar, and it seems she became the kind of scholar she thought she was expected to become. It doesn’t seem that she fulfilled as well as she might have the responsibility that presumably comes with the assignment to be a writing center director. But maybe she did what she had been led to believe she should do, i.e., focus on the culture and technology program, even if it meant neglecting the WPA work..

What went wrong?  What went right?

Communication of expectations seems to have gone wrong. The hiring committee seems to have been using the writing center director position as a tool to get a culture and technology specialist regardless of interest in writing program administration.

The chair (or somebody) seems not to have communicated to Guzman that, come advancement time, some people would actually expect her to have done recognizably “English” scholarship. The administrators who were eager to hire a culture and technology specialist are in the wrong to support her up to the point that the program is up and running and then to tell her chair to pressure her to do more writing center work. I think it is duplicitous of them to want to have their cake and eat it too. No one seems to have helped Guzman to see how she might have turned her interest in technology towards the work of the writing center.

What went right is that Guzman has established an enviable record of scholarship that cannot be gainsaid. So she is viable on the job market if she chooses to look elsewhere. She may also have a strong negotiating tool to get out of the writing center and into a position that allows her to do what she is interested in so that she can be judged on her merits, not on expectations that she didn’t understand or that weren’t really intended or communicated well at the time she was hired.

 

Sherry Richer was excited about her new job. The major research university where she was to begin work provided her with exactly what she had imagined: a light teaching load (one class a term); a course release to work in the computer classroom with new graduate students to help them learn to teach in that environment; scholarly publication. This, she thought, was more than do-able; this was academic heaven.

Her first year, Sherry didn’t get as much accomplished as she’d hoped, not as a scholar at least. She taught one undergraduate course and one graduate course; she found the undergrads in her new institution resistant to her liberatory pedagogy, and she found the graduate students surprisingly unsophisticated, not at all like her peers from her own graduate days. And she found that teaching graduate students was really quite different than working with undergrads. The prep time was considerable, and the grading took longer as well. Fortunately, the work with the TAs in the computer environment was going well. Four of them had developed papers that were accepted for the Computers and Writing Conference, and Sherry herself had put in a paper on the topic for CCCC.

During the second year, Sherry made what she considered progress. Teaching seemed to go better, and in addition to working with TAs in composition studies, Sherry began to work with the University’s Center for Teaching Excellence in their development program for TAs across the campus. The paper for CCCC was accepted; she gave it to a standing-room only crowd, and she was asked to serve on the CCCC Computer Committee. Also, given the response to her talk, she began a moderated listserv for faculty working with TAs in computer mediated environments. The focus of the listserv was to bring others together for three purposes:

1. to define what was meant by computer-mediated environment for composition studies;
2. to identify the major research questions such an environment raised; and
3. to define the kinds of texts possible in such an environment and to create assessments congruent with those texts.

She was also asked to coordinate a strand on this issue for Computers and Writing, and Kairos invited and then published a version of the CCCC talk. In addition, Sherry had one chapter included in a Josey Bass book on teaching with technology.

In her work with the TAs, Sherry saw that two major changes were needed. First, although the university used a commercial software provider, the software was both clunky and limited in functionality. Fortunately, Sherry knew enough to create a software prototype for a bulletin board, and she took that on as her next task. During her third year, she was able to mount a beta version of the bulletin board and begin an ethnographic study of how it was used in two classes. Second, as the TAs had shown her, they are using old assessment strategies and values to grade new digital texts. In other words, they need to know how to evaluate texts produced in electronic environments. To study this question, Sherry has invited a group of TA researchers to work with her, and one of her doctoral students is writing a dissertation on the topic. She feels confident that together, these projects will do ground-breaking work.

At the end of her third year, Sherry is called into the Chair’s office (or into the office of the Chair of the Personnnel Committee or into the Dean’s office)  to receive word about her re-appointment. She has a nagging feeling that she should have produced more scholarship. This is a university that wants a book for tenure, and all she has to offer so far is a publication in an electronic journal and a book chapter. At the same time, she’s been a good departmental citizen and continues to work with the Center for Teaching Excellence. As important, she believes that she is making a real contribution to the field, as evidenced by the role she is playing inboth the Computers and Writing group and the CCCC; her listserv is among the most active in composition studies; and the TAs are doing what is by everyoneís account very fine teaching, and they are beginning to theorize the texts they see and ways of valuing them. Not least, Sherry believes that her bulletin board software is a major scholarly effort; the reviews so far have been favorable, and next year it will be used by all the TAs.

Tenure and Promotion Cases for Composition Faculty Who Work with Technology

 

Editors

Matthew Davis, University of Massachusetts Boston
Kara Taczak, University of Central Florida

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College Composition and Communication publishes research and scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing and that reflects the most current scholarship and theory in the field. The field of composition studies draws on research and theories from a broad range of humanistic disciplines—English studies, rhetoric, cultural studies, LGBTQIA+ studies, gender studies, critical theory, education, technology studies, race studies, communication, philosophy of language, anthropology, sociology, and others—and from within composition and rhetoric studies, where a number of subfields have also developed, such as technical communication, computers and composition, writing across the curriculum, research practices, and the history of these fields.

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Visit the CCCC Convention website, or contact the CCCC Liaison at cccc@ncte.org.

Tribal College Faculty Fellows

2025
Guadalupe Gonzalez, Saginaw Chippewa Tribal College

2024
Meredith Marchioni, Alaska Pacific University, Anchorage

2023
Heather Flute, Sisseton Wahpeton College, SD
Nicholas Martin, Oglala Lakota College, SD

2022
Not awarded.

2021
Not awarded.

2020
Margaret Abbott, Fort Peck Community College, Poplar, MT
Ryan Winn, College of Menominee Nation, Keshena, Wisconsin

2019
Rebecca Frost, Keweenaw Bay Ojibwa Community College, Baraga, MI
Nina Knight, Saginaw Chippewa Tribal College, Mt Pleasant, MI

2018
Teresa Gomez, Southwestern Indian Polytechnic Institute, Albuquerque, NM
Casandra Lopez, Northwest Indian College, Bellingham, WA

2017
LaFrenda Frank, Diné College, Tsaile, AZ

2016
Nina Knight, Saginaw Chippewa Tribal College
Bond Love, Haskell Indian Nations University

2015
Norma Marshall, College of the Muscogee Nation, Okmulgee, OK

2014
Sarah Prielipp, Saginaw Chippewa Tribal College, Mount Pleasant, Michigan
Christopher L. Stockdale, Little Priest Tribal College, Winnebago, Nebraska

2013
Ahmed Al-Asfour, Oglala Lakota College, Kyle, South Dakota
Jon Kohn, Little Big Horn College, Crow Agency, Montana

2012
Kate Bertin, Chief Dull Knife College, Lame Deer, Montana
Jeanne Sokolowski, White Earth Tribal and Community College, Mahnomen, Minnesota

2011
Eric Jurgens, College of Menominee Nation, Keshena, Wisconsin

2010
Christie Cooke, Haskell Indian Nations University, Lawrence, Kansas
Jennifer Ann Owens, Little Big Horn College, Crow Agency, Montana

2009
Sara Knight, College of Menominee Nation, Keshena, Wisconsin
Ryan Winn, College of Menominee Nation, Keshena, Wisconsin

2008
Nathan Jenkins, Haskell Indian Nations University

2007
Geselle Coe, Tohono O’Odham Community College

2006
Ron Carpenter, Turtle Mountain Community College
Brian Tosky, College of Menominee Nation

2005
Priscilla A. Fairbanks, Leech Lake Tribal College
Steven King, Sisseton-Wahpeton College
Laurie Koepplin, Little Big Horn College
Patrick J. Shields, Lac Courte Oreilles Ojibwa Community College

Nomination Deadline: June 1

Purpose: CCCC recognizes works in Technical and Scientific Communication across these six categories:

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Nominations should be sent by June 1, 2025, to cccc@ncte.org.

Winners will be notified in January and are presented with a certificate during the CCCC Awards Session at the CCCC Convention.

Winners

2025

Best Book in Technical or Scientific Communication
Erin Clark, Feminist Technical Communication: Apparent Feminisms, Slow Crisis, and the Deepwater Horizon Disaster, Utah State University Press, 2023

Honorable Mention
Christa Teston, Doing Dignity: Ethical Praxis and the Politics of Care, Johns Hopkins University Press, 2024

Best Original Collection of Essays in Technical or Scientific Communication
Jason Tham and Timothy Ponce, Design and Design Thinking in Technical and Professional Communication Programs, Special Issue of Programmatic Perspectives, 2024

Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication
Sunnie R. Clahchischiligi, Julianne Newmark, and Joseph Bartolotta, “This Is a Viral Story about Viral Stories: Image and Graphical Power in COVID Communication in the Navajo Nation,” Global Rhetorics of Science, SUNY Press, 2023

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Alicia K. Hatcher and Lerie M. Gabriel, “(Re)situating Professionalism: Using Course Documents As Tactical Tools in the Professional Writing Classroom,” Technical Communication Quarterly, 2024

Best Article on Philosophy or Theory of Technical or Scientific Communication
Cana Uluak Itchuaqiyaq, Chris A. Lindgren, and Corina Qaaġraq Kramer , “Decolonizing Community-Engaged Research: Designing CER with Cultural Humility as a Foundational Value,” Communication Design Quarterly, 2023

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Nora K. Rivera, “Online Design Thinking and Community-Based Learning: Co-Designing an Indigenous Curriculum to Help Redress Language Marginalization,” Programmatic Perspectives, 2024

2024

Best Book in Technical or Scientific Communication
Michael L. Black, Transparent Designs: Personal Computing and the Politics of User-friendliness, Johns Hopkins University Press, 2022

Best Original Collection of Essays in Technical or Scientific Communication
Amber Lancaster and Carie S. T. King, “Localized Usability and Agency in Design: Whose Voices Are We Advocating?,” Technical Communication, 2022

Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication
Jessica Edwards and Josie Walwema, “Black Women Imagining and Realizing Liberated Futures,” Technical Communication Quarterly, 2022

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Jianfen Chen, Sarah Hughes, and Nupoor Ranade, “Reimagining student-centered learning: Accessible and inclusive syllabus design during and after the COVID-19 pandemic,” Computers and Composition, 2023

Best Article on Philosophy or Theory of Technical or Scientific Communication
Candice A. Welhausen, “Wicked Problems in Risk Assessment: Mapping Yellow Fever and Constructing Risk as an Embodied Experience,” Journal of Business and Technical Communication, 2023

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Kristin C. Bennett and Mark A. Hannah, “Transforming the Rights-Based Encounter: Disability Rights, Disability Justice, and the Ethics of Access,” Journal of Business and Technical Communication, 2022

2023

Best Book in Technical or Scientific Communication
Andrew Fiss, Performing Math: A History of Communication and Anxiety in the American Mathematics Classroom, Rutgers University Press, 2021

Best Original Collection of Essays in Technical or Scientific Communication
Rebecca Walton and Godwin Y. Agboka, Equipping Technical Communicators for Social Justice Work: Theories, Methodologies, and Pedagogies, Utah State University Press, 2021

Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication
Lynda C. Olman, “Decolonizing the Color-Line: A Topological Analysis of W.E.B. Du Bois’s Infographics for the 1900 Paris Exposition,” Journal of Business and Technical Communication, 2022

Honorable Mention
Jason Tham, “Pasts and Futures of Design Thinking: Implications for Technical Communication,” IEEE Transactions on Professional Communication, 2022

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Godwin Y. Agboka and Isidore K. Dorpenyo, “Curricular Efforts in Technical Communication After the Social Justice Turn,” Journal of Business and Technical Communication, 2022

Best Article on Philosophy or Theory of Technical or Scientific Communication
Cana Uluak Itchuaqiyaq and Rebecca Walton, “Reviewer as Activist: Understanding Academic Review Through Conocimiento,” Rhetoric Review, 2021

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Laura Gonzales, Robin Lewy, Erika Hernandez Cuevas, and Vianna Lucia Gonzalez Ajiataz, “(Re)Designing Technical Documentation About COVID-19 with and for Indigenous Communities in Gainesville, Florida, Oaxaca de Juárez, Mexico, and Quetzaltenango, Guatemala,” IEEE Transactions on Professional Communication, 2022

Honorable Mention
Godwin Y. Agboka, “What is on the Traditional Herbal Medicine Label? Technical Communication and Patient Safety in Ghana,” Technical Communication, 2021

2022

Best Book in Technical or Scientific Communication
Huaton Sun, Global Social Media Design: Bridging Differences Across Cultures, Oxford University Press, 2020

Best Original Collection of Essays in Technical or Scientific Communication
Michael J. Klein (Ed.), Effective Teaching of Technical Communication: Theory, Practice, and Application, WAC Clearinghouse and University Press of Colorado, 2021

Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication
Naoko Ozaki, Jillian Hill, and Mike Duncan, “The Rhetoric of Kamikaze Manuals,” Technical Communication, 2020

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Shannon Butts and Madison Jones, “Deep Mapping for Environmental Communication Design,” Communication Design Quarterly, 2021

Best Article on Philosophy or Theory of Technical or Scientific Communication
Fernando Sánchez, “Examining Methectic Technical Communication in an Urban Planning Comic Book,” Technical Communication Quarterly, 2020

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Steven Fraiberg, “Unsettling Start-Up Ecosystems: Geographies, Mobilities, and Transnational Literacies in the Palestinian Start-Up Ecosystem,” Journal of Business and Technical Communication, 2021

2021

Best Book in Technical or Scientific Communication
Rebecca Walton, Kristen Moore, and Natasha Jones, Technical Communication after the Social Justice Turn: Building Coalitions for Action, Routledge, 2019

Honorable Mention
Heidi Yoston Lawrence, Vaccine Rhetorics, The Ohio State University Press, 2020

Best Original Collection of Essays in Technical or Scientific Communication
Edward A. Malone, David Wright, and Daniel Reardon (Eds.), Special Issue on Transmedia, Participatory Culture, and Digital Creation in Technical Communication, 2019

Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication
Edward A. Malone, “‘Don’t Be a Dilbert’: Transmedia Storytelling as Technical Communication during and after World War II,” Technical Communication, 2019

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Cecilia D. Shelton, “Shifting Out of Neutral: Centering Difference, Bias, and Social Justice in a Business Writing Course,” Technical Communication Quarterly, 2020

Best Article on Philosophy or Theory of Technical or Scientific Communication
Avery C. Edenfield, Steve Holmes, and Jared S. Colton, “Queering Tactical Technical Communication: DIY HRT,” Technical Communication Quarterly, 2019

Honorable Mention
David Wright, “Sounding Off: Toward a Rhetoric of Sound in Technical Communication,” Technical Communication, 2019

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Lucía Durá, Lauren Perez, and Magdalena Chaparro, “Positive Deviance as Design Thinking: Challenging Notions of Stasis in Technical and Professional Communication,” Journal of Business and Technical Communication, 2019

Josephine Walwema, “A Values-Driven Approach to Technical Communication,” Technical Communication, 2020

2020

Best Book in Technical or Scientific Communication
Elizabeth L. Angeli, Rhetorical Work in Emergency Medical Services: Communicating in the Unpredictable Workplace, Routledge

Best Original Collection of Essays in Technical or Scientific Communication
Angela M. Haas and Michelle F. Eble (Editors), Key Theoretical Frameworks: Teaching Technical Communication in the Twenty-First Century, Utah State University Press

Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication
Natasha N. Jones and Miriam F. Williams, “Technologies of Disenfranchisement: Literacy Tests and Black Voters in the US from 1890 to 1965,” Technical Communication, 2018

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Daniel Kenzie and Mary McCall, “Teaching Writing for the Health Professions: Disciplinary Intersections and Pedagogical Practice,” Technical Communication Quarterly, 2018

Best Article on Philosophy or Theory of Technical or Scientific Communication
Madison Jones, “Sylvan Rhetorics: Roots and Branches of More-than-Human Publics,” Rhetoric Review, 2019

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Rebecca Walton and Sarah Beth Hopton, “All Vietnamese Men Are Brothers: Rhetorical Strategies and Community Engagement Practices Used to Support Victims of Agent Orange,” Technical Communication, 2018

2019

Best Book in Technical or Scientific Communication
Christa Teston, Bodies in Flux: Scientific Methods for Negotiating Medical Uncertainty, University of Chicago Press

Best Original Collection of Essays in Technical or Scientific Communication
Natalia Matveeva, Michelle Moosally, and Russell Willerton (Editors), Special Issue on Plain Language, IEEE Transactions on Professional Communication, 2017

Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication
Lilly Campbell, “Simulation genres and student uptakes: The patient health record in clinical nursing simulations,” Written Communication, 2017

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Julie Watts, “Beyond Flexibility and Convenience: Using the Community of Inquiry Framework to Assess the Value of Online Graduate Education in Technical and Professional Communication,” Journal of Business and Technical Communication, 2017

Best Article on Philosophy or Theory of Technical or Scientific Communication
Jordan Frith, “Big Data, Technical Communication, and the Smart City,” Journal of Business and Technical Communication, 2017

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Lynda Walsh, “Visual invention and the composition of scientific research graphics: A topological approach,” Written Communication, 2018

2018

Best Book in Technical or Scientific Communication
Ehren Helmut Pflugfelder, Communicating Technology and Mobility: A Material Rhetoric for Transportation, Routledge

Best Original Collection of Essays in Technical or Scientific Communication
Clay Spinuzzi (Ed), Special Issue on the Rhetoric of Entrepreneurship: Theories, Methodologies, and Practices, Journal of Business and Technical Communication, 2017

Best Original Collection of Essays in Technical or Scientific Communication Honorable Mention
Derek G. Ross (Ed), Topic-Driven Environmental Rhetoric, Routledge

Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication
Kenneth C. Walker, “Mapping the Contours of Translation: Visualized Un/Certainties in the Ozone Hole Controversy,” Technical Communication Quarterly, 2016

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Scott Warnock, Nicholas Rouse, Christopher Finnin, Frank Linnehan, and Dylan Dryer, “Measuring Quality, Evaluating Curricular Change: A 7-Year Assessment of Undergraduate Business Student Writing,” Journal of Business and Technical Communication, 2017

Best Article on Philosophy or Theory of Technical or Scientific Communication
Natasha N. Jones, Kristen R. Moore, and Rebecca Walton, “Disrupting the Past to Disrupt the Future: An Antenarrative of Technical Communication,” Technical Communication Quarterly, 2016

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Jenni Virtaluoto, Annalisa Sannino, and Yrjo Engestrom, “Surviving Outsourcing and Offshoring: Technical Communication Professionals in Search of a Future,” Journal of Business and Technical Communication, 2016

2017

Best Book in Technical or Scientific Communication
Sean Zdenek, Reading Sounds: Closed-Captioned Media and Popular Culture, University of Chicago Press

Best Original Collection of Essays in Technical or Scientific Communication
Pavel Zemliansky et al. (Eds), Rethinking Post-Communist Rhetoric: Perspectives on Rhetoric, Writing, and Professional Communication in Post-Soviet Spaces, Rowman & Littlefield

Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication
Chelsea Redeker Milbourne, “Disruption, Spectacle, and Gender in Eighteenth-Century Technical Communication,” Technical Communication Quarterly, 2016

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Rebecca K. Britt and Kristen Nicole Hatten, “The Development and Validation of the eHealth Competency Scale: A Measurement of Self-Efficacy, Knowledge, Usage, and Motivation,” Technical Communication Quarterly, 2016

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Joanna Wolfe, “Teaching Students to Focus on the Data in Data Visualization,” Journal of Business and Technical Communication, 2015

2016

Best Book in Technical or Scientific Communication
Huiling Ding, Rhetoric of a Global Epidemic: Transcultural Communication about SARS

Best Original Collection of Essays in Technical or Scientific Communication
Miriam F. Williams and Octavio Pimentel (Eds.), Communicating Race, Ethnicity, and Identity in Technical Communication

Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication
Sam Dragga and Gwendolyn Gong, “Dangerous Neighbors: Erasive Rhetoric and Communities at R.” Technical Communication, 61:2, 2014, 76-94

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Jim Suchan, “Gauging Openness to Written Communication Change: The Predictive Power of Metaphor.” Journal of Business and Technical Communication, 28:4, 2014, 447-476

Best Article on Philosophy or Theory of Technical or Scientific Communication
Clay Spinuzzi, “Toward a Typology of Activities: Understanding Internal Contradictions in Multiperspectival Activities,” Journal of Business and Technical Communication, 29:1, 2015, 3-35

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Joseph Jeyaraj, “Engineering and Narrative: Literary Prerequisites as Indirect Communication for Technical Writing,” Journal of Technical Writing and Communication, 44:2, 2014, 191-210

2015

Best Book in Technical or Scientific Communication
Amy Koerber, Breast or Bottle: Contemporary Controversies in Infant-Feeding Policy and Practice

Best Original Collection of Essays in Technical or Scientific Communication
Eva R. Brumberger and Kathryn M. Northcut, Designing texts: Teaching visual communication

Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication
Dmitri Stanchevici, “The Rhetorical Construction of Social Classes in Stalin’s Secret Police.” Journal of Technical Writing and Communication, 43:3, 2013, 261-288

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Miles A. Kimball, “Visual Design Principles: An Empirical Study of Design Lore.” Journal of Technical Writing and Communication, 43:1, 2013, 3-41

Best Article on Philosophy or Theory of Technical or Scientific Communication
Patricia Sullivan and Kristen Moore, “Time Talk: On Small Changes That Enact Infrastructural Mentoring for Undergraduate Women in Technical Fields.” Journal of Technical Writing and Communication, 43:3, 2013, 333-354

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Peter J. Fadde and Patricia Sullivan, “Designing Communication for Collaboration Across Engineering Cultures: A teaching case.” connexions, 1:2, 2013, 135-158

2014

Best Book in Technical or Scientific Communication
Robert R. Johnson, Romancing the Atom: Nuclear Infatuation from the Radium Girls to Fukushima

Best Original Collection of Essays in Technical or Scientific Communication
Johndan Johnson-Eilola and Stuart A. Selber, Solving Problems in Technical Communication

Best Article Reporting Historical Research or Textual Studies in Technical and Scientific Communication
Neil Lindeman, “Subjectivized Knowledge and Grassroots Advocacy: An Analysis of an Environmental Controversy in Northern California.” Journal of Business and Technical Communication, 27:1, 2013, 62-90

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Natasha Jones, Justin McDavid, Katie Derthick, Randy Dowell, and Jan Spyridakis, “Plain Language in Environmental Policy Documents: An Assessment of Reader Comprehension and Perceptions.” Journal of Technical Writing and Communication, 42:4, 2012, 331-371

Best Article on Philosophy or Theory of Technical or Scientific Communication
Karen Schriver, “What We Know about Expertise in Professional Communication.” In V. W. Berninger, (Ed.), Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. Psychology Press, 2012, 275-312

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Yvonne Cleary and Madelyn Flammia, “Preparing Technical Communication Students to Function as User Advocates in a Self-Service Society.” Journal of Technical Writing and Communication, 42:3, 2012, 305-322

2013

Best Book in Technical or Scientific Communication
Huatong Sun, Cross-cultural technology design: Creating culture-sensitive technology for local users

Best Original Collection of Essays in Technical or Scientific Communication
Jessica Reyman and Mary Lay Schuster, “Special Issue: Technical Communication and the Law,” Technical Communication Quarterly

Best Article Reporting Historical Research or Textual Studies in Technical or Scientific Communication
Sarah Read, “The Mundane, Power, and Symmetry: A Reading of the Field with Dorothy Winsor and the Tradition of Ethnographic Research,” Technical Communication Quarterly, 20:4, 2011, 353-383

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Jacob E. McCarthy, Jeffrey T. Grabill, William Hart-Davidson, and Michael McLeod, “Content Management in the Workplace: Community, Context, and a New Way to Organize Writing,” Journal of Business and Technical Communication, 25:4, 2011, 367-395

Best Article on Philosophy or Theory of Technical or Scientific Communication
Doug Brent, “Transfer, Transformation, and Rhetorical Knowledge: Insights From Transfer Theory,” Journal of Business and Technical Communication, 25:4, 2011, 396-420

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Cheryl Ball, “Assessing Scholarly Multimedia: A Rhetorical Genre Studies Approach,” Technical Communication Quarterly, 21:1, 2012, 61-77

2012

Best Book in Technical or Scientific Communication
Brad Mehlenbacher, Instruction and technology: Designs for everyday learning

Best Original Collection of Essays in Technical or Scientific Communication
Margaret Hundleby and Jo Allen, Assessment in Technical and Professional Communication

Best Article Reporting Historical Research or Textual Studies in Technical or Scientific Communication
Edward A. Malone, “’Chrysler’s ‘Most Beautiful Engineer’: Lucille J. Pieti in the Pillory of Fame.” Technical Communication Quarterly, 19:2, 2010, 144-183

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Clay Spinuzzi, “Secret Sauce and Snake Oil: Writing Monthly Reports in a Highly Contingent Environment.” Written Communication, 27:4, 2010, 363-409

Best Article on Philosophy or Theory of Technical or Scientific Communication
Jason Swarts, “Recycled Writing: Assembling Actor Networks From Reusable Content.” Journal of Business and Technical Communication, 24:2, 2010, 127-163

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Natasha Artemeva and Janna Fox, “Awareness Versus Production: Probing Students’ Antecedent Genre Knowledge.” Journal of Business and Technical Communication, 24:4, 2010, 476-515

2010

Best Book in Technical or Scientific Communication
Carol Siri Johnson, The Language of Work: Technical Communication at Lukens Steel, 1810-1925

Best Original Collection of Essays in Technical or Scientific Communication
Christina Hass, Written Communication, Special issue on Writing and Medicine, 26(3-4) July-October 2009, 215-396

Best Article Reporting Historical Research or Textual Studies in Technical or Scientific Communication
Catherine Schryer, Elena Afros, Marcellina Mian, Marlee Spafford, & Lorelei Lingard,
“The Trial of the Expert Witness: Negotiating Credibility in Child Abuse Correspondence,” Written Communication, 26(3), July 2009: 215-246

Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication
Christa Teston, “A Grounded Investigation of Genred Guidelines in Cancer Care Deliberations,” Written Communication, 26(3), July 2009: 320-348

Best Article on Philosophy or Theory of Technical or Scientific Communication
S. Scott Graham, “Agency and the Rhetoric of Medicine: Biomedical Brain Scans and the Ontology of Fibromyalgia,” Technical Communication Quarterly, 18(4), Fall 2009: 376-404

Best Article on Pedagogy or Curriculum in Technical or Scientific Communication
Rachel Spilka, “Practitioner Research Instruction: A Neglected Curricular Area in Technical Communication Undergraduate Programs,” Journal of Business and Technical Communication, 23(2), April 2009: 216-237

Click here for a list of recipients of the NCTE Technical and Scientific Communication Awards prior to 2010.

Application Deadline: October 10

Purpose: The Conference on College Composition and Communication sponsors the Scholars for the Dream Travel Award to encourage scholarship by historically underrepresented groups. This includes Black, Latinx, Asian, American Indian/Alaska Native, Native Hawaiian, or other Pacific Islander scholars, regardless of citizenship status—persons whose presence and whose contributions are central to the full realization of our professional goals.

CCCC offers selected Scholars for the Dream Travel Award winners travel awards of $1,000 each and sponsors a reception for all award winners. Award winners will have the opportunity to work with career mentors who are CCCC members as part of the award.

Eligibility: If you are from an eligible group and an emerging scholar, you are eligible to apply. Ten Scholars for the Dream Travel Awards will be first-time presenters at CCCC. Up to ten additional awardees may be selected from CCCC members whose proposals have been accepted to the convention, who have presented at no more than three previous CCCC conventions, and who have not previously received a Scholars for the Dream Travel Award.

Award Criteria: The Awards Selection Committee considers originality of research, significance of pedagogical or theoretical contributions to the field, and potential for larger, subsequent projects. Award winners will be notified by early December.

The Awards Selection Committee considers originality of research, significance of pedagogical or theoretical contributions to the field, and potential for larger, subsequent projects. Specifically, the Selection Committee will consider the following:

1. The Problem. The presentation promises to describe a significant problem or issue, meeting one or more of these criteria:

• Timeliness: contributes to a current issue in rhetoric or composition studies.
• Theory: references a specific theoretical framework within rhetoric or composition studies, sharpening concept definitions or presenting alternative viewpoints.
• Research: provides exploration with new research techniques or creative use of known techniques; demonstrates and fills a research void; creates or improves an instrument for observing and analyzing research data.
• Pedagogy: relates specific, creative classroom practices to particular theoretical frames, demonstrating potential for general application (more than a demonstration of a particular personality’s successful pedagogy).

2. The Potential. Whether theory, research, or pedagogy, the presentation should hold promise for future exploration and investigation.

Award Specifics: If you are from a historically underrepresented group, if you are an emerging scholar, and if you would be presenting at CCCC, you may apply by submitting the materials outline below.

Your proposal will be reviewed by the Scholars for the Dream Travel Award Selection Committee. If your proposal is accepted and it meets criteria, you are eligible for a travel award.

Candidates for travel awards should submit an expanded, 3 to 5-page abstract and a completed Scholars for the Dream Eligibility Form (.docx) as a single PDF attachment by October 10, 2025, to the CCCC Liaison at cccc@ncte.org. (Note: You must be be from one or more of the historically underrepresented groups noted above.)

Award winners will be notified by early December.

Other Considerations: In the event that the CCCC Annual Convention moves to an online-only event with no in-person component, recipients will receive a complimentary registration for the convention in lieu of any travel funds.

E-mail questions

Scholars for the Dream Award Winners

2025
Raj Kumar Baral, University of Texas at El Paso
Durga Bhusal, Minnesota State University, Mankato
Thais Rodrigues Cons, The University of Arizona
Anh Dang, The University of Arizona
Suchismita Dutta, The University of Tampa
Cody Hmelar, University of Pittsburgh
Francis Issah, Wayne State University
Eric Nuamah Korankye, Illinois State University
Mehdi Mohammadi, University of New Mexico
Shourya Mohaniya, University of Wisconsin–Madison
Hem Lal Pandey, The University of Texas at El Paso
John Paul Obillos Dela Rosa, Northern Illinois University
Ty’kara Turner, Old Dominion University
Vanessa Garcia Vazquez, Oregon State University
Genoveva A. Vega, Washington State University
Hui Wang, The University of Arizona
Gabriella Wilson-Kopko, Syracuse University
Danna Yunis, San Diego State University
Dan Zhang, University of Illinois Urbana-Champaign

2024
Kofi Adisa, Howard Community College
Edzordzi Agbozo, University of North Carolina Wilmington
Saurabh Anand, University of Georgia
Purna Chandra Bhusal, University of Texas at El Paso
Andy Cheng, University of Cincinnati
Valeria Fernandez, Soka University of America​
José Flores, University of Texas at El Paso
Priyanka Ganguly, Virginia Tech
Nicole Golden, Michigan State University
Xuan Jiang, Florida International University
Chloe Leavings, Wayne State University
Rency Luan, University of Waterloo
Nattaporn Luangpipat, University of Wisconsin–Madison
Anselma Prihandita, University of Washington
Sujash Purna, University of Wisconsin–Madison
Kurt Ramos, University of Central Florida
Bridgette Sanders, Florida State University
Jiaxing Shi (Carina), University of Maryland
Justine Trinh, Washington State University
Wei Xu, University of Arizona

2023
Sadia Afrin, University of Waterloo
Cody Ares Baynori, Columbia University
Khadidja Belhadi, Illinois State University
Anuj Gupta, University of Arizona
Lena Hakim, Wayne State University
Meng-Hsien (Neal) Liu, University of Illinois at Urbana-Champaign
Quang Ly, University of Miami
Angela Mack, Texas Christian University
Sherrel McLafferty, Bowling Green State University
Michelle Tram Nguyen, Bowling Green State University
Shankar Paudel, University of Texas at El Paso
María D. Pérez, Texas Christian University
Carolina Roni, Universidad Nacional de La Plata, Buenos Aires, Argentina
Chenxing Xie, North Carolina State University

2022
Kimberly Bain, Florida Atlantic University, Boca Raton
Steven Beardsley, University of California, San Diego
José Cano Jr., Texas Christian University, Fort Worth
Janelle Chu Capwell, University of Arizona, Tucson
Jianfen Chen, Purdue University, West Lafayette, IN
Raquel DeLeon, Texas Tech University, Lubbock
Tabitha Espina, Northeastern University, Boston, MA
Angel Evans, The Ohio State University, Columbus
Wilfredo Flores, Michigan State University, East Lansing
Asmita Ghimire, University of Minnesota Twin Cities
Danie Jules Hallerman, Old Dominion University, Norfolk, VA
Nabila Hijazi, Loyola University Maryland, Baltimore
Raphael Ivan Reyes Juarez, University of Texas at El Paso
Suresh Lohani, University of Texas at El Paso
Misa Kinno Lucyshyn, Columbia University, New York, NY
Shyam B. Pandey, Purdue University, West Lafayette, IN
Nupoor Ranade, George Mason University, Fairfax, VA
Hanan Saadi, Texas A&M International University, Laredo

2021
Kodwo Adam-Moses, Auburn University, AL
Thir B. Budhathoki, University of Arizona, Tucson
Jasmine Corona, California State University, Chico
Meghalee Das, Texas Tech University, Lubbock
Kara Larson, University of South Florida, Tampa
Rashida Mustafa, Teachers College, Columbia University, NY
Nitya Pandey, Florida State University, Tallahassee
Jagadish Paudel, University of Texas at El Paso
Qianqian Zhang-Wu, Northeastern University, Boston, MA

2020
Ariana Brazier, University of Pittsburgh, PA
Wenqi Cui, Indiana University of Pennsylvania
Nicole C. Cunningham-Frisbey, University of New Hampshire, Durham
Samah Elbelazi, Stanford University, CA
Valentina Fahler, University of California Santa Barbara
Subhi Hindi, University of Houston, TX
Cana Uluak Itchuaqiyaq, Utah State University, Logan
Florianne Jimenez, University of Massachusetts Amherst
Salma C. Kalim, Miami University, Oxford, OH
Charmian Lam, Indiana University, Bloomington
Natalie Madruga, University of Central Florida, Orlando
Havva Zorluel Özer, Indiana University of Pennsylvania
Loretta Ramirez, University of California, Irvine
Eric Manuel Rodriguez, Michigan State University, East Lansing
Sherwin Kawahakui Ranchez Sales, Washington State University, Pullman
Pritisha Shrestha, Syracuse University, NY
Sumyat Thu, University of Washington, Seattle
Dhipinder Walia, CUNY Graduate Center, NY
Zhaozhe Wang, Purdue University, West Lafayette, IN
Yebing Zhao, Miami University, Oxford, OH

2019
Laura L. Allen, The Ohio State University, Columbus
Nouf Alshreif, Indiana University of Pennsylvania
Sweta Baniya, Purdue University, West Lafayette, IN
Ashok Bhusal, The University of Texas at El Paso
Liana Clarke, Florida State University, Tallahassee
Christopher Balajadia Garcia, University of Guam, Mangilao
Les Hutchinson, Michigan State University, East Lansing
Charisse S. Iglesias, University of Arizona, Tucson
Tamara Issak, St. John’s University, Queens, NY
Jialei Jiang, Indiana University of Pennsylvania
Soyeon Lee, University of Houston, TX
Shewonda Leger, Michigan State University, East Lansing
Eduardo Mabilog, Nevada State College, Henderson
Charlotte Morgan, Cleveland State University, OH
Bibhushana Poudyal, The University of Texas at El Paso
Sukanto Roy, Indiana University of Pennsylvania
Joanna E. Sanchez-Avila, University of Arizona, Tucson
Karen R. Tellez-Trujillo, New Mexico State University, Las Cruces
Landy Watley, Howard University, Washington, DC
Hua Zhu, Miami University, Oxford, OH

2018
Lama Alharbi, Indiana University of Pennsylvania
Charissa Che, University of Utah, Salt Lake City
Telsha L. Curry, Syracuse University, NY
Khirsten L. Echols, University of Louisville, KY
Marlene Galvan, University of Texas Rio Grande Valley, Edinburg
Christine Garcia, Eastern Connecticut State University, Willimantic
Kimberly C. Harper, North Carolina A&T State University, Greensboro
Brittany S. Hull, Indiana University of Pennsylvania
Ashanka Kumari, University of Louisville, KY
Halcyon M. Lawrence, Georgia Institute of Technology, Atlanta
Shaofei Lu, Case Western Reserve University, Cleveland, OH
Louis M. Maraj, The Ohio State University, Columbus
Samantha McCalla, St. John’s University, Jamaica, NY
Temptaous T. Mckoy, East Carolina University, Greenville, NC
Kendra L. Mitchell, Florida State University, Tallahassee
Vincent Portillo, Syracuse University, NY
Cecilia D. Shelton, East Carolina University, Greenville, NC
Celeste Siqueiros, Murray State University, KY
Teigha Mae Van, Illinois Central College, East Peoria
Karrieann Soto Vega, Syracuse University, NY

2017
Maryam S Alikhani, Teachers College Columbia University, New York, NY
Candace Chambers, University of Alabama, Tuscaloosa
Nina Feng, University of Utah, Salt Lake City
Michelle Grue, University of California, Santa Barbara
Logan Middleton, University of Illinois at Urbana-Champaign
Alejandra Irene Ramírez, University of Arizona, Tucson
Ella Dali Raynor, University of Central Florida, Orlando
Elijah Simmons, Miami University, Oxford, OH
Alison Lau Stephens, University of Oregon, Eugene
Mark Daniel Triana, Washington State University, Pullman

2016
Antonio Byrd, University of Wisconsin-Madison
Quanisha Charles, Indiana University of Pennsylvania
Brandon M. Erby, Penn State University, University Park
André Melvin Jones, Jr., Kean University, Union, NJ
Jamila M. Kareem, University of Louisville, KY
Cona Marshall, Michigan State University, East Lansing
Kelly Medina-López, New Mexico State University, Las Cruces
Consuelo Carr Salas, The University of Texas at El Paso
Danielle Tillman Slaughter, Georgia State University, Atlanta
Sheeba Varkey, St. John’s University, Jamaica, NY

2015
Cara M. Chang, University of Hawai?i at Manoa
Shenika Hankerson, Michigan State University, East Lansing
Erika T. Johnson, Texas Woman’s University, Denton
Ashley L. Newby, Michigan State University, East Lansing
Joy Robinson, Georgia Institute of Technology, Atlanta
Yanira Rodriguez, Syracuse University, NY
Sherita V. Roundtree, The Ohio State University, Columbus
James Chase Sanchez, Texas Christian University, Fort Worth
Rachel Sanchez, Washington State University, Pullman
Dawn N. Hicks Tafari, Winston-Salem State University, NC

2014
Pauline Felicia Baird, Bowling Green State University, OH
April Baker-Bell, Michigan State University, East Lansing
Amanda L. Funk, Kutztown University of Pennsylvania
Arianna M. Howard, The Ohio State University, Columbus
Luciana Junqueira, Georgia State University, Atlanta
Jennifer Lin LeMesurier, University of Washington, Seattle
Kyle T. Mays, University of Illinois at Urbana-Champaign
Reanae McNeal, Texas Woman’s University, Denton
Ana Milena Ribero, University of Arizona, Tucson
Flourice W. Richardson, Illinois State University, Normal

2013
Jada Augustine, California State University, Northridge
Catalina Bartlett, Texas A&M University, College Station
Tara Betts, Binghamton University, NY
Victor Jesus Del Hierro Texas A&M University, College Station
Romeo Garcia, Texas A&M University, Corpus Christi
Michelle Garza, Texas A&M University, Corpus Christi
Laura Martinez, University of Central Florida, Orlando
Indra N. Mukhopadhyay, University of Southern California, Los Angeles
Seonsook Park, New Mexico Highlands University-Rio Rancho
Alma Villanueva, Texas A&M University, College Station

2012
Steven Alvarez, The Graduate Center, City University of New York, NY
Erica Britt, University of Michigan-Flint
Karen Ching Carter, Arizona State University, Tempe
Christina Victoria Cedillo, Northeastern State University-Broken Arrow, OK
Marino Ivo Lopes Fernandes, University of New Hampshire, Durham
Juan M. Gallegos, University of Arizona, Tucson
Eileen Lagman, University of Illinois at Urbana-Champaign
Helen Lee, University of North Carolina at Chapel Hill
Jimisha I. Relerford, Georgia State University, Atlanta
LaToya L. Sawyer, Syracuse University, NY

2011
Sonia C. Arellano, Texas State University-San Marcos
Lamiyah Bahrainwala, Michigan State University, East Lansing
Michael Sterling Burns, University of Illinois at Urbana-Champaign
Lehua Ledbetter, Michigan State University, East Lansing
Kelly McLain, University of Alaska Anchorage
Caroline Prieto, San Francisco State University, CA
Cheyenne Riggs, Texas State University, Austin
Elias Serna, University of California, Riverside
Reva E. Sias, Syracuse University, NY

2010
Tamika Barrett, University of Pittsburgh, PA
Eileen Ain Shams Eddy, Washington State University, Pullman
R. Candace Epps-Robertson, Syracuse University, NY
Fernando Febres, Emerson College, Boston, MA
Regina L. Golar, University of Alabama, Tuscaloosa
ku’ualoha ho’omanawanui, University of Hawai’i at Manoa
Vivian García López, Boise State University, ID
Brandy Nalani McDougall, University of Hawai’i at Manoa
Cruz Medina, University of Arizona, Tucson
Gabriela Raquel Ríos, Texas A&M University, College Station

2009
Maryam Elena Jamali Ashtiani, California State University, Fresno
Lina Buffington, Philadelphia Futures, Pennsylvania
Jason B. Esters, Lincoln University, Pennsylvania
David F. Green, Jr., Penn State University, University Park
Janie Jaramillo-Santoy, Texas Tech University & Texas State Technical College-Harlingen
Marissa M. Juárez, University of Arizona, Tucson
Wen Ma, Le Moyne College, Syracuse, NY
Sarah Nieto Olivas, Texas State University-San Marcos
Bettina Ramón, Texas State University-San Marcos
Michelle Bachelor Robinson, University of Louisville, KY

2008
Qwo-Li Driskill, Michigan State University, East Lansing
Crystal M. Hills, Georgia State University, Atlanta
Donna Hunter, Stanford University, California
Aja Y. Martinez, University of Arizona, Tucson
Natalie A. Martínez, Arizona State University, Tempe
Leslie D. Norris, Rappahannock Community College, Glenns, Virginia
Old Dominion University, Norfolk, Virginia
Kathryn Ortiz, University of Arizona, Tucson
Andrea Osteen, California State University, Fresno
Melissa Berry Pearson, University of South Carolina, Columbia
Staci M. Perryman-Clark, Michigan State University, East Lansing

2007
Maria Bibbs, University of Wisconsin-Madison
Tamika L. Carey, Syracuse University, New York
Korina Jocson, Stanford University, California
Donna King, The Pennsylvania State University, State College
Lydia Balderamos Loskot, New Mexico State University, Las Cruces
Barbara Castillo Noyes, University of Texas at Arlington
Sung Ohm, Ohio University, Athens
Ryan Masaaki Omizo, University of Hawaii at Manoa
Debbie A. Reese, University of Illinois at Urbana-Champaign
Kimberly Thomas, Indiana University of Pennsylvania

2006
Timothy J. Brown, West Chester University, Pennsylvania
Kevin A. Browne, The Pennsylvania State University, College Park
Rachel Carrales, University of Texas at San Antonio
Elizabeth Imende, High Point University, North Carolina
Kendall Leon, Michigan State University, East Lansing
Jolivette Mecenas, University of Hawaii at Manoa
Soncerey L. Montgomery, Winston-Salem State University, North Carolina
Iris Ruiz, University of California, San Diego
Paul Velazquez, Texas State University-San Marcos
Han Yu, Illinois State University, Normal

2005
Cedric D. Burrows, Miami University, Oxford, Ohio
Linh Dich, University of Massachusetts Amherst
Robin Evans, Oklahoma State University, Stillwater
Maisha T. Fisher, Emory University, Atlanta, Georgia
Elisa Marie Norris, Syracuse University, New York
Daisy Pignetti, University of South Florida, Tampa
Eric Darnell Pritchard, University of Wisconsin-Madison
Adina Sanchez-Garcia, University of Miami, Florida
Justin Schapp, Syracuse University, New York
Robyn Tasaka, University of Hawaii at Manoa, Honolulu

2004
JuliAnna Avila, University of California, Berkeley
Jeffrey Duncan-Andrade, University of California, Los Angeles
Ted Hall, Michigan State University, East Lansing
David Kirkland, Michigan State University, East Lansing
Melvette Melvin, Penn State University, State College
Rose Metts, Savannah State University, Georgia
Kelvin Monroe, Washington State University, Pullman
Spencer Salas, University of Georgia, Atlanta
Cecilia Solis-Sublette, Texas A&M University
Sandra Young, University of South Carolina, Columbia

2003
Jacqueline Brown, University of Louisville
Carol Brochin Ceballos, Laredo Community College, Texas
Rene Agustin De los Santos, University of California, Santa Barbara
Nichole Hamai, University of Hawaii, Honolulu
Jungmi Kim, Temple University
Seonjoo Moon, Temple University
Ken Rayes, University of New Orleans
Eunsook Rhee, Temple University
Tonya Scott, Texas A&M University, Commerce
Lillie Whetten, New Mexico State University, Las Cruces

2002
Haivan Hoang, The Ohio State University, Columbus
Carlos Evia, Texas Tech University, Lubbock
Michelle Johnson, Claremont Graduate University, California
Asao Inoue, Washington State University,  Pullman
Patricia Trujillo, University of Nebraska, Lincoln
Hilary Owens, California State University, Chico
Derek Landers, Cincinnati State College
Piper Kendrix Williams, Rutgers University
Rachel Brooks-Rather, Ohio University, Athens
Margaret Wong, Quinsagamond Community College, Marlborough,  MA

2001
Terry Carter, University of South Carolina
Rose Gubele, Sonoma State University, California
Daniel Justice, University of Nebraska, Lincoln
Rhea Estelle Lathan, University of Wisconsin at Madison
Kim Lee, University of Nebraska, Lincoln
Meredith Lee, University of Hawaii at Manoa
Kathleen McColley, University of Hawaii
Paul Minifee, University of Texas at Austin
Josye Sadler, University of Southern Mississippi
Faye Spencer Maor, Valdosta State University, Georgia

2000
Aesha Adams, Marquette University, Milwaukee
Christina Bell, Montgomery College, Maryland
Rebecca Cisneros, University of Vermont
Lisa Trevino Roy-Davis, Indiana University of Pennsylvania
Avis G. Hewitt, Grand Valley State University, Michigan
Joseph Ng/Eng, Eastern Washington University
Annette Harris-Powell, University of Louisville, Kentucky
Rebecca Small, Sonoma State University, California
Rhonda Robinson Thomas, University of New Hampshire, Durham
Kendra Vaglienti, Texas Woman’s University, Addison

1999
Wilson C. Chen, University of California
Resa Crane Bizzaro, East Carolina University
E. K. Daufin, Alabama State University
Charmin Granger, Miami University
Emily Porcincula Lawsin, California State University, Northridge
Levita D. Mondie, University of Maryland, College Park
Dora Ramirez, University of Nebraska, Lincoln
Kimberly A. Robinson, California State University, San Marcos
Gregory E. Rutledge, University of Wisconsin, Madison
Mae Lombos Wlazlinski, State University of West Georgia, Carrollton

1998
Fred Arroyo, University of Wisconsin, Milwaukee
Steve Chu, Iowa State University
Sheldon George, Boston College, Chestnut Hill, Massachusetts
Serena R. Huffman, University of New Mexico, Alburquerque
Celestine W. Liu, New York University
Cedrick May, University of Texas, Arlington
Elizabeth McHenry, University of Texas, Austin
Diana Elena Moran Molina, University of Wisconsin, Madison
Luana Uluave, Northampton Community College, Bethlehem, Pennsylvania
Linda Walking-Woman, University of Iowa, Iowa City

1997
Cassandra J. Canada, Purdue University, West Lafayette, Indiana
Ginny Carney, University of Kentucky, Lexington
Maria De Jesus Estrada, Indiana University of Pennsylvania
La Tisha Camille Fowlkes, Indiana University of Pennsylvania
Chikako D. Kumamoto, College of DuPage, Glen Ellyln Illinois
Cynthia Mccollie-Lewis, Long Island University, Brooklyn, New York
Donald McCrary, Long Island University, Brooklyn, New York
Charlotte Simmonds-Hammons, Northeastern University, Boston, Massachusetts
A. Tyson Sims, Purdue University, West Lafayette, Indiana
Marion Okawa Sonomura, Brigham Young University, Laie, Hawaii

1996
Erika Aigner-Varoz, University of New Mexico, Albuquerque
Victoria Cliett, Wayne State University, Detroit, Michigan
Renita Duncan, Illinois State University, Normal
Amanda Espinosa-Aguilar, University of Nevada, Reno
Sandra M. Grayson, Bentley College, Waltham, Massachusetts
Terry Haynes, State University of New York/Westchester Community College, Valhalla Joyce Rain Latora, University of Massachusetts, Boston
Lynn A. Casmier-Paz, University of Pittsburgh, Pennsylvania
Gwendolyn Pough, Miami University, Oxford, Ohio
K. Hyoejin Yoon, State University of New York, Albany

1995
Lena Ampadu, University of Maryland, College Park
María C. M. de Guerrero, Inter American University of Puerto Rico
Phyllis Pearson Elmore, North Lake College, Dallas, Texas
Carlton Floyd, University of Idaho, Moscow
Janice Gould, University of New Mexico, Albuquerque
David Holmes, Pepperdine University, Malibu, California
Terese Monberg, Rensselaer Polytechnic Institute, Troy, New York
Shondel Nero, Long Island University, New York Pata Suyemoto, University of Pennsylvania, Philadelphia
José L. Torres-Padilla, University of Puerto Rico, Cayey

1994
Jennifer Barfield, University of North Carolina, Wilmington
Kisha Brown, Long Island University, Brooklyn, New York
José Irizarry, University of Puerto Rico, Mayguez
Susan Kimoto, Cowell College, Santa Cruz, California
Alison O. Lee, College of San Mateo Tohcone College, San Francisco, California
Michelle McIver-Bell, Fayetteville State University, North Carolina
Natalia Apostolos Menendez, Foothill College, Los Altos Hills, California
Malea Powell, Miami University, Oxford, Ohio
Elaine Richardson, Michigan State University, East Lansing
Patricia Joan Saunders, University of Pittsburgh, Pennsylvania

1993
Meta G. Carstaphen, Texas Woman’s University, Denton
Louise M. Connal, University of Arizona, Tuscon
Evelyn Flores, University of Guam, Barrigada
Sharon Gamble, City College of New York, New York
Lisa M. Gonsalves, University of Massachusetts, Boston
Renee Moreno, University of Michigan, Ann Arbor
Jeryl Prescott, University of South Florida, Tampa
George Q. Xu, Clarion University of Pennsylvania, Clarion