Category: Uncategorized

White Papers, Professional Statements, and Reports

Contingent and Adjunct Positions

• Center for Community College Student Engagement (2014). Contingent Commitments: Bringing Part-Time Faculty Into Focus (A special report from the Center for Community College Student Engagement). Austin, TX: The University of Texas at Austin, Program in Higher Education Leadership.
• “A National Survey of Part-time/Adjunct Faculty,” American Academic, American Federation of Teachers, March 2010.
• Tipple, Robert, “Effective Leadership of Online Adjunct Faculty.” Online Journal of Distance Learning Administration, vol. 14, no. 3, Fall  2011.

Workforce Data

• American Association of University Professors. The Employment Status of Instructional Staff Members in Higher Education, Fall 2011.
• Academic Workforce Data Center: The Academic Workforce Data Center presents Department of Education (DOE) data about the composition of the academic workforce at 4,246 colleges and universities in the United States. Users can look up statistics on part-time, full-time, tenure-track, and non-tenure-track instructors at each institution and compare data from 2009 and 1995.
• Background Facts on Contingent Faculty, American Association of University Professors
• Chapman, Diane. “Contingent and Tenured/Tenure-Track Faculty: MOtivations and Incentives to Teach Distance Education Courses.” Online Journal of Distance Learning Administration, vol. 14, no.3, Fall 2011.
• Desrochers, Donna, and Rita Kirshstein. “Labor Intensive or Labor Expensive? Changing Staffing and Compensation Patterns in Higher Education.” Delta Cost Project at American Institutes for Research, Feb. 2014.
• Education in the Balance: A Report on the Academic Workforce in English, MLA, 2008.
• Faculty Compensation Survey, American Association of University Professors
• Feal, Rosemary. “Contingent Faculty Members: More Alike than Different?” MLA Newsletter, vol. 42, no. 2, 2010, pp. 5-6.
• Gere, Anne Ruggles. “Initial Report on Survey of CCCC Members.” James R. Squire Office of Policy Research in the English Language Arts. 2009.
• A Portrait of Part-time Faculty Members: A Summary of Findings on Part-Time Faculty Respondents to the Coalition on the Academic Workforce Survey of Contingent Faculty Members and Instructors. The Coalition on the Academic Workforce, June 2012.
• McClelland, Ben W. “Part-Time Faculty in English Composition: A WPA Survey.” WPA: Writing Program Administration, vol. 5, no. 1, 1981 pp. 13–20.
• Summary of Data from Surveys by the Coalition on the Academic Workforce, MLA, American Historical Association, and CAW, 1999.
• US Government Accountability Office. Report to Congressional Requesters. “Contingent Workforce: Size, Characteristics, Compensation, and Work Experiences of Adjunct and Other Non-Tenure-Track Faculty.” October 2017.

Preparation Recommendations

• Rethinking the Master’s Degree in English for a New Century, ADE Ad Hoc Committee on the Master’s Degree, June 2011.

Working Conditions Recommendations

• Council on Writing Program Administration. “‘The Portland Resolution:’ Guidelines for Writing Program Administrator Positions.” WPA: Writing Program Administration  16.1/2 (Fall/Winter 1992): 88-94.
• MLA Issue Brief: The Academic Workforce (2009): The MLA Executive Council created this issue brief to inform members of the profession and the general public of the circumstances faced by the academic workforce in the humanities. It provides background information and explains the council’s working assumptions. The brief then lays out an agenda and recommends a course of action to improve working conditions for the academic workforce.
• Professional Employment Practices for Non-Tenure-Track Faculty Members: Recommendations and Evaluative Questions Committee on Contingent Labor in the Profession, June 2011.
• Statement on Non Tenure Track Faculty Members, Modern Language Association, 2003.
• Statement on Working Conditions for Non-Tenure-Track Writing Faculty, Conference on College Composition and Communication, April 2016.
• One Faculty Principles, American Association of University Professors
• Tenure and Teaching-Intensive Appointments, American Association of University Professors, 2009.
  • Recommendations from Report
• Contingent Appointments and the Academic Profession, American Association of University Professors 2003, updated 2014.
• The Employment Status of Instructional Staff Members in Higher Education, Fall 2011.
• Connected Academics, Preparing Doctoral Students of Language and Literature for a Variety of Careers, Modern Language Association, website.

News Stories and Columns

• Adjunct activism in CUNY system, Inside Higher Ed, July 2017
• “A Tenure Track for Teachers?,” Chronicle of Higher Education, May 2017.
• “Fixing Our Job Market Problem,” column by Kevin Gannon, Chronicle of Higher Education.
• “Faculty Member Critics Lose Jobs at Sierra Nevada,” Inside Higher Ed, July 2017
• “Bad Idea About Writing: Anybody Can Teach It,” column advocating for non-tenure track faculty support, Inside Higher Ed, August 2017
• “Negotiations Required,” NLRB ruling on compensating adjuncts based on credit hours, Inside Higher Ed, 2016
• “A Kinder Campus for Adjuncts?,” Questions for colleges to consider regarding teaching conditions for adjunct faculty, Inside Higher Ed, July 2016
• “The No-Jobs Myth,” advocating for faculty involvement in governance, Inside Higher Ed, June 2016.
• “Contracts Up Close,” focusing on contract provisions for adjuncts that go beyond better pay, Inside Higher Ed, April 2015
• “New Model of Tenure,” argument for new model of tenure by Michael Berube, Inside Higher Ed, March 2015
• “Full time, Off Tenure Track,” reporting on a survey of job satisfaction among adjunct faculty, Inside Higher Ed, September 2015.
• “Supporting Online Adjuncts,” results of a study on online adjunct instructors and program coordination, Inside Higher Ed, November 2015.
• Flaherty, Colleen. “Withering Humanities Jobs: Full-time jobs in English and languages continue to decline, reaching a new low, says preliminary annual jobs report from the Modern Language Association.” Inside Higher Ed 21 November 2017.
• Kelsky, Karen. “How the Tenured Are to the Job Market as White People Are to Racism.” The Professor Is In, 1 Jan. 2014.
• Barlow, Aaron. “To My Tenured Colleagues.” Academe Blog, 14 Oct. 2013.
• Ruth, Jennifer. “When Tenure-Track Faculty Take on the Problem of Adjunctification.” Social Science Spaces, 16 July 2013.
• Patton, Stacey. “New MLA President Pledges to Improve Conditions on the Nontenure Track.” Chronicle of Higher Education, 26 January 2012.
• Schmidt, Peter. “Faculty Leaders at American U. Seek Old-School Rights for a New Work Force.” Chronicle of Higher Education, 12 June 2011.
• “When Adjuncts Push for Better Status, Better Pay Follows, Study Suggests.” Chronicle of Higher Education, 1 Nov. 2009.
• Street, Steve. “Why Don’t We Insist on Equity?,” Chronicle of Higher Education, 2 Dec. 2010. 
• “Surge in Adjunct Activism is Spurred by Bad Economy and Hungry Unions.” Chronicle of Higher Education, 14 Dec. 2009.
• June, Audrey Williams. “An Activist Adjunct Shoulders the Weight of a New Advocacy Group.” Chronicle of Higher Education, 10 Sep. 2009: A1.
• Jaeger, A., and M. K. Eagan. “Effects of Exposure to Part-Time Faculty on Community College Transfer.” Research in Higher Education, vol. 50, no. 2, 2009,  168–88. .
• Jaschik, Scott. “The Adjunctification of English.” Inside Higher Ed, 11 Dec. 2008.
• “Part-Time Faculty Members Try to Organize Nationally.” Chronicle of Higher Education, 26 Jan. 2001: A12–A13
• Wilson, Robin. “‘Chronicle’ Survey Yields a Rare Look into Adjuncts’ Work Lives.” Chronicle of Higher Education, 18 Oct. 2009.

Disciplinary Scholarship (Historical, Contemporary) on Labor

• Adler-Kassner, Linda. The Activist WPA: Changing Stories About Writing and Writers. Logan: Utah UP, 2008. .
• Bartholomae, David. “Teaching On and Off the Tenure Track: Highlights from the ADE Survey of Staffing Patterns in English.” Pedagogy, vol. 11, no. 1, 2011, pp. 7-32.
• Connors, Robert. “Overwork/Underpay: Labor and Status of Composition Teachers since 1880,” In Composition in the Twenty-First Century: Crisis and Change, edited by Lynn Z. Bloom, Donald A Daiker, and Edward M White, Southern Illinois UP, 1996, pp. 47-63.
• Corbett, Edward P.J. “Teaching Composition: Where We’ve Been and Where We’re Going,”
• College Composition and Communication, vol. 38, no. 4, 1987, pp 444-52. 
• Holbrook, Sue Ellen. “Women’s Work: The Feminizing of Composition Studies.” Rhetoric Review, vol. 9, 1991, pp. 201-229.
• Klausman, Jeffrey. “Not Just a Matter of Fairness: Adjunct Faculty and Writing Programs in Two-Year Colleges.” Teaching English in the Two-Year College, vol. 37, no. 4, 2010, pp. 363-71.
• Robertson, Linda R., et al. “The Wyoming Conference Resolution Opposing Unfair Salaries and Working Conditions for Post-Secondary Teachers of Writing.” College English, vol. 49, no. 3, 1987, pp. 274-80.
• Sledd, James. “Disciplinarity and Exploitation: Compositionists as Good Professionals.” Workplace: A Journal of Academic Labor, 4.1 (2001).
• —. “Return to Service.” Composition Studies, 28.2 (Fall 2000): 11-32. Web.
• —. “Why the Wyoming Resolution Had to Be Emasculated: A History and a Quixotism.” Journal of Advanced Composition,11.2 (Fall 1991): 269-281. 
• Soliday, Mary. “Symposium: English 1999, Class Dismissed.” College English. 61.1 (July 1999): 731-741.
• Trimbur, John and Barbara Cambridge. “The Wyoming Conference Resolution: A Beginning.” Writing Program Administration, v. 12, no. 1-2, Fall/Winter 1988, 13-

Labor Focused Scholarship and Critique in Writing Studies

• Bérubé, Michael. “The Blessed of the Earth.” Will Teach for Food: Academic Labor in Crisis, edited by Cary Nelson, U of Minnesota P, 1997, pp. 153-78.
• Bousquet, Marc Tony Scott, and Leo Parascondola, eds. Tenured Bosses, Disposable Teachers: Writing Instruction in the Managed University. Carbondale: Southern Illinois UP, 2004.
• Bousquet, Marc. “The Rhetoric of ‘Job Market’ and the Reality of the Academic Labor System.” College English, vol. 44, no..2, 2003: 207–28.
• College Composition and Communication, Special Issue on Political Economies of
  Composition. Vol 68, No. 1, September 2016.
• Cox, Anicca, et al. “The Indianapolis Resolution: Responding to Twenty-First-Century Exigencies/Political Economies of Composition Labor,”  vol. 68, no. 1, Sept. 2016, 2016, pp. 38-67.
• Fulwiler, Megan, and Jennifer Marlow. Con Job: Stories of Adjunct and Contingent Labor. Computers and Composition Digital Press/Utah State UP, 2014.
• Hansen, Kristine. “Face to Face with Part-Timers: Ethics and the Professionalization of Writing Faculties.” Resituating Writing: Constructing and Administering Writing Programs, edited by Joseph Janangelo and Kristine Hansen, Boynton/Cook, 1995, pp. 23-45.
• Harris, Joseph. “Meet the New Boss, Same as the Old Boss: Class Consciousness in Composition. College Composition and Communication, 52 (2000): 43-68.
• Hassel, Holly, and Joanne Baird Giordano. “Occupy Writing Studies: A Redefinition of College Composition by the Teaching Majority.” College Composition and  Communication on “The Profession.” 65.1 (September 2013): 117-139. Print.
• Kahn, Seth, William Lalicker, and Amy Lynch-Biniek. Contingency, Exploitation, and Solidarity: Labor and Action in English Composition. WAC Clearinghouse, 2017.
• Kezar, Adrianna. “Spanning the Great Divide Between Tenure-Track and Nontenure-
  Track Faculty.” Change: The Magazine of Higher Learning, November–December
  2012.
• Lamos, Steve “Credentialing College Writing Teachers: WPAs and Labor Reform.” WPA: Writing Program Administration, 35.1 (Fall/Winter 2011): 45-72. Print.  
• Lamos, Steve. “Toward Job Security for Teaching-Track Composition Faculty: Recognizing and Rewarding Affective-Labor-in-Space.” College English, 78.4 (March 2016): 362-386.
• McClure, Randall, Dayna V. Goldstein, and Michael A. Pemberton. Labored: The State(ment) and Future of  Work in Composition. Parlor Press, 2017.
• McMahon, Deirdre, and Ann Green. “Gender, Contingent Labor and Writing Studies.” Academe, vol. 94, no. 6, 2008, pp. 16-19.
• Mendenhall, Annie S. “The Composition Specialist as Flexible Expert: Identity and Labor in the History of Composition.” College English, vol. 77, no. 1, 2014, pp. 11-31.
• Miller, Thomas. “Why Don’t our Graduate Programs Do a Better Job of Preparing Students for the Work that We do?” WPA: Writing Program Administration. 24.3 (Spring 2011): 41-58. Print.
• Murphy, Michael. “New Faculty for a New University: Toward a Full-Time Teaching-Intensive Faculty Track in Composition.” College Composition and Communication, 52.1 (Sept. 2000): 14-42.
• Nelson, Cary. “Between Crisis and Opportunity: The Future of the Academic Workforce.” Will Teach for Food: Academic Labor in Crisis, edited by Cary Nelson, U of Minnesota P, 1997, pp. 3-31.
• Penrose, Ann. “Professional Identity in a Contingent-Labor Profession: Expertise, Autonomy, and Community in Composition Teaching.” Writing Program Administration, v. 35, no. 2, Spring 2012, pp. 108-126.
• Ritter, Kelly. “‘Ladies Who Don’t Know Us Correct Our Papers’: Postwar Lay Reader
  Programs and Twenty-First Century Contingent Labor in First-Year Writing.” College
  Composition and Communication, 63.3(2012): 387-419.
• Schell, Eileen. Gypsy Academics and Mother-Teachers: Gender, Contingent Labor, and Writing Instruction. Portsmouth, NH: Boynton/Cook Publishers, 1998.
• Schell, Eileen and Patricia Lambert Stock. Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education. Urbana, IL: National Council of Teachers of English, 2001. Print.
• Schell, Eileen. “The Cost of Caring: ‘Feminism” and Contingent Women Workers in Composition Studies.” Feminism and Composition: In Other Words, edited by Susan Jarratt and Lynn Worsham. MLA, 1998, pp. 74-93.
• Tirelli, Vincent. “Adjuncts and More Adjuncts: Labor Segmentation and the Transformation of Higher Education.” Social Text, vol. 51, 1997, pp. 75–91.

Sources on Higher Education, Labor, and Advocacy

• Baldwin, Roger G., and Matthew R. Wawrzynski. “Contingent Faculty as Teachers: What We Know; What We Need to Know.” American Behavioral Scientist, vol. 55, no. 11, 2011, pp. 1485-509.
• Benjamin, Ernst, and Michael Mauer, eds. Academic Collective Bargaining. New York: MLA, 2006.
• Benjamin, Ernst. “How Over-Reliance On Contingent Appointments Diminishes Faculty Involvement in Student Learning.” Peer Review, vol. 5, no. 1, 2002, p. 4.
• Berry, Joe. Reclaiming the Ivory Tower: Organizing Adjuncts to Change Higher Education, Monthly Review P, 2005.
• Cross, John G., and Edie N. Goldenberg. “Why Hire Non-Tenure-Track Faculty?” Peer Review, vol. 5, no. 1, 2002.
• Eagan, M. Kevin, et al. “Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty’s Job Satisfaction.” The Journal of Higher Education, vol. 86, no. 3, 2015, pp. 448-80.
• Ehrenberg, Ronald and Liang Zhang. “Do Tenured and Tenure-Track Faculty Matter?” Cornell Higher Education Research Institute Working Paper #53, 2004.
• Gavaskar, Vandana. “Can the Subaltern Speak? Contingent Faculty and Institutional
  Narratives.” Forum, College Composition and Communication, vol. 64, no. 1, 2012, pp. A1-A3.
• Gilbert, Daniel A. “The Generation of Public Intellectuals: Corporate Universities, Graduate Employees and the Academic Labor Movement.” Labor Studies Journal, vol. 38, no. 32, 2013, pp. 32-46.
• Grigs, Claudine. “Off the Tenure Track: The Tenuous Act of Adjuncting.” Forum: Issues about Part-Time and Contingent Faculty, vol. 12, no. 1, 2008, pp. A3-A5.
• Hammer, Brad. “The ‘Service’ of Contingency: Outsiderness and the Commodification of Teaching.” Forum, College Composition and Communication, vol. 64, no. 1, 2012, pp. A3-A7.
• Hammer, Brad. “From the Editor: The Need for Research in ‘Contingency Studies.’ Forum: Newsletter for Issues about Part-Time and Contingent Faculty, vol 14., no. 1, 2010, pp. A1-A3.
• Jacoby, Daniel. “Effect of Part Time Faculty Employment on Community College Graduation Rates.” The Journal of Higher Education, vol. 77, no. 6, 2006, pp. 1081- 103.
• Maisto, Maria. “Adjuncts, Class, and Fear.” Working-Class Perspectives, 23 Sept. 2013.
• Mattson, Kevin. “How I Became a Worker.” Steal This University: The Rise of the Corporate University and the Academic Labor Movement, edited by Benjamin Johnson et al. Routledge, 2003, pp. 87-96.
• Maynard, Douglas C., and Todd Allen Joseph. “Are All Part-Time Faculty Underemployed? The Influence of Faculty Status Preference on Satisfaction and Commitment.” Higher Education: The International Journal of Higher Education Research, vol. 55, no. 2, 2008, pp. 139-54.
• Nardo, Anna K. “Our Tangled Web: Research Mandates and Staffing Practices.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, vol. 11, no. 1, 2010, pp. 43-50.
• Schell, Eileen.  “Toward a New Labor Movement in Higher Education: Contingent Faculty and Organizing for Change.” Workplace. N.p., 2001 (4.1). Web. 8 Nov. 2009.
• Street, Steve. “Don’t Pit Tenure Against Contingent Faculty Rights.” Academe, vol. 94, no. 3, 2008, pp. 35-37.
• Thedwall, Kate. “Nontenure-Track Faculty: Rising Numbers, Lost Opportunities.” New Directions for Higher Education, vol. 143, 2008, pp. 11–19.
• Torgovnick, Marianna. “How to Handle an Adjunct.” College Composition and Communication, vol. 33, no. 4, 1982, pp. 454-56.
• Wyche-Smith, Susan and Shirley K. Rose. “One Hundred Ways to Make the Wyoming Resolution a Reality: A Guide to Personal and Political Action.” College Composition and Communication, vol. 41, no. 3, October 1990, pp. 318-324.

Academic journals and book series play a vital role in the creation and circulation of knowledge in our field. To support the next generation of editors and authors, CCCC and TYCA have established the CCCC/TYCA Editorial Fellowship for graduate students (post qualifying exams) and early professionals. The selected individuals will work with either the editor of College Composition and Communication, the editor of Forum (an online, peer-reviewed CCCC journal dedicated to issues related to NTT faculty and published biannually in print), or the editor of Teaching English in the Two-Year College. During their appointment, recipients will gain experience in proposal/manuscript development, working with authors, building editorial boards, and implementing a strategic vision plan.

CCCC and TYCA members who identify as members of underrepresented groups, especially Black, Latinx, Asian, American Indian/Alaska Native, Native Hawaiian or other Pacific Islanders, as well as scholars/teachers from HBCUs, HSIs, and community colleges are encouraged to apply. One fellow will be chosen for each publication/series. CCC, Forum, and TETYC fellowships will each last one year. Fellowships can be extended for up to an additional year if such an arrangement is mutually agreeable to the fellow and respective editor. NOTE: No previous experience is required or assumed.

To apply, each applicant should submit the following:

• A one-page cover letter specifying which fellowship they are applying for (CCC, Forum, or TETYC) and highlighting any experiences relevant to that specific fellowship.
• A one-page statement of editorial philosophy, specifically addressing what the applicant understands to be the most pressing issues facing scholarly publishing at this current moment.
• A one-page curriculum vitae detailing relevant experience.

If appointed, each fellow should expect to gain experience in the following:

• Oversight of one manuscript from initial submission to publication, inclusive of assigning reviewers, providing feedback, and working with authors toward publication.
• Coordinating a set of publications to fulfill editorial mission.
• Developing editorial board policy and decision-making processes.

Application materials should be sent by Monday, September 26, 2022, to Kristen Ritchie, CCCC Liaison.

Fellowships will be announced by November 2022.

Selection Committee: Malea Powell (CCC editor), Trace Daniels-Lerberg (Forum editor), Darin Jensen (TETYC editor), and Jim Sitar (NCTE Journals Managing Editor).

The Conference on College Composition and Communication seeks from its membership applications and nominations for Editor of FORUM: Issues about Part-Time and Contingent Faculty. FORUM is published twice a year (alternately in College Composition and Communication and Teaching English in the Two-Year College). The peer-reviewed publication’s purpose is to publish articles, news, reviews, and other items related to non-tenure-track faculty in college English or composition courses. The editor of FORUM is a member of the CCCC Editors team, which meets face-to-face at the CCCC Annual Convention and, on occasion, virtually throughout the year. This three-year position will begin immediately after selection.

Send a letter of application and CV by July 15, 2024, to NCTE Publications Director Colin Murcray at cmurcray@ncte.org

 

As an organization with both an international membership and a commitment to transnational writing research, the Conference on College Composition and Communication reiterates its commitment to the freedom of all members — and, indeed, all people — to move freely across national and international borders. Movement of individuals is closely tied to movement of ideas and language, movement that enriches the lives of writers and writing regardless of location. CCCC opposes any actions that impede this freedom.

Given the U.S. administration’s recent actions related to international travel and immigration that restrict movement, in keeping with these principles, NCTE will refund CCCC convention and workshop registration fees for international participants should they determine they are unable to attend the CCCC convention. CCCC is also exploring options to honor the work of members who are unable to attend; details will be provided as they unfold.

What features of the CCCC Annual Convention are the most valuable to you?  Why do you attend this Convention?

 

The atmosphere of the convention is far more collegial, rather than competitive, than many other preeminent national conferences. I always find CCCC conventions a productive and enjoyable opportunity to meet my peers at other institutions.

Variety of sessions. Since our travel funds seem to be more and more restricted, it is vital that we can attend conferences where many different angles/approaches are covered.

I love the diversity and scope of panels, and I always find myself wishing I could attend multiple sessions at once.

I always take away something from sessions I attend, so I value that professional development time, but most of all I just like being among my colleagues, interacting with fellow professionals in my discipline and seeing friends.

I really liked the digital pedagogy posters this year. The quality was high and the placement ideal. I visited multiple times when I had 15-20 minutes before the next session.

Networking with people I don’t see elsewhere, seeing the evolution of scholars’ research as I attend several of their presentations in succeeding years

I come mostly for new ideas and for things I can use in my classrooms. I’m most interested in teaching strategies and in innovations in teaching.

I enjoy being able to see and hear recognized figures in the field. I also feel strongly that graduate students and younger professors are well represented; I almost always stumble upon a really interesting presentation from someone in their 20s or early 30s.

I love the workshops — they are such an enriching experience. I always attend one. And I love the SIGs. If I can manage my time for the conference, I attend at least one meeting. Sessions, sessions, sessions, generally. This year, I was otherwise occupied with other meetings and lived within driving distance, so I missed quite a few sessions. But I also really enjoy networking and seeing old friends from grad school and former places of employment.

The featured sessions, the exhibit space, the SIGs, and the large open spaces to meet people, including new people. I also have to say, the open and warm environment, which is hard to quantify but very important.

The chance to meet with so many different people in our field, to renew contacts and make new ones. I always make sure to go to panels as well as social events to make/renew connections.

Everything – I love that people come from far and near to talk about what they’re doing.

   

I like to hear from people in the profession who have done/are doing good work. I value this more than “outside” speakers. I value time between sessions to talk to people.

I care about having face time with the scholars, practitioners, and instructors at our nation’s colleges and universities. I also care about building solidarity with various groups through the committees and caucuses.

Lively, practical, comfortable sessions that recharge my enthusiasm and offer ideas I can ponder or implement…

reconnecting with colleagues, hearing new ideas/research, making my own work available for peer review/discussion

Sessions that are practical and relevant to my teaching responsibilities.
 

Just seeing people who are passionate about the same things I am. 
  

Seeing people I care about and meeting new people to care about. That’s the advantage of it being a large convention. Also, I love rummaging through the program for topics of particular interest to me in a given year–finding people interested in similar concerns is wonderful.

SIG meetings, workshops, searchable online program, the huge size of it which provides a good variety, and the caliber of the presentations, which is very high.

I love that 4C’s has cutting edge scholarship in an atmosphere that is welcoming and collegial – not snarky and cutting. It’s about learning and mentoring for the most part and I cherish that.

CCCC is the most resourceful as well as inspiring conference I attend each year.  
  

Sessions that thoughtfully combine theory and practice to explore issues that directly benefit our students.

Postconvention workshops at CCCC 2017 take place from 2:00 p.m. to 5:00 p.m. and are open to all CCCC registrants.

 

SW.01 “A Bridge across Our Fears:” Teaching Aspiring Teachers and Tutors through Story

As educators tasked with preparing aspiring teachers and tutors for working effectively—and justly—with student writers, we understand the power of stories to shape how teachers and tutors think about who students are, what they need, and why they make the choices they do as they compose. In this half-day workshop, we will lead participants in an exploration of the role progressive and alternative young adult literature might play in teacher/tutor education and will help participants create exercises and assignments designed to help aspiring teachers and tutors develop nuanced and compassionate storytelling practices about and for their students.

SW.02 Hey Teacher, Lead Them Kids in Song: A Workshop on Music and Performance for Compositionists

In its fourth consecutive year at the CCCC Convention, this half-day workshop infuses music and performance powerfully into composition pedagogy and professional development to enhance writing instruction and build community connections. This workshop introduces and explores a variety of performative exercises and embodied rhetorics derived from participants’ own interpersonal, bodily-kinesthetic, and musical intelligences, culminating in a reflective discussion and planning of performative strategies.

SW.03 Cultivating Strategic Action in Teaching against Plagiarism: Using Plagiarism as an Educational Opportunity

Too often, teachers seek to address plagiarism through policing tactics. However, plagiarism can be a learning and writing strategy, a feature of the transition from outsider to insider in the development of a writer. This interactive workshop is intended to help writing instructors develop a repertoire of practical teaching strategies to help students learn how to engage in conversation with previous texts effectively and appropriately.

SW.04 Bridging Expectations: A Workshop on the Alignment of High School English and First-Year Composition

Sponsored by the Oregon Writing and English Advisory Committee

This collegial workshop will center on the intersection, as well as the divergences, of the Common Core State Standards with the OWEAC outcomes. We will refine our understanding of terminology and explore productive curricular design for our revised writing outcomes, which have an increased focus on students’ facility with rhetorical concepts and vocabulary, as well as our expectation that students will  develop metacognitive awareness.

SW.05 Writing Studio Pedagogy: Cultivating Student Voice and Capacity for Change

Writing Studio describes an alternative approach to teaching, supporting, and conducting inquiry into writing alongside student writers in a variety of higher education sites. This year’s half-day workshop focuses on Writing Studio curriculum and pedagogy. Workshop facilitators will provide insight into how to design studio activities for different student populations or courses and will share a wealth of curricular approaches for scaffolding student growth and transfer of learning.

SW.06 Writing and Publishing Op-Eds: Cultivating Public Voices

This interactive workshop is part of what Paula Mathieu calls a “public turn” in composition studies, particularly how teaching writing connects with our lives outside the classroom. Writing op-eds is one way that faculty, students, and other writers can advocate for social change. With a goal of cultivating voices of diversity in mainstream print, online, and mobile newspapers, workshop participants will learn how to write op-eds, publish them, and integrate op-ed writing into writing courses.

 

 

This is a preliminary schedule for the CCCC Annual Convention and TYCA Conference and is subject to change. 

Wednesday, April 9

7:00 a.m.–7:00 p.m. Registration

8:00 a.m.–5:00 p.m. TYCA Conference

8:30 a.m.–5:00 p.m. Research Network Forum

9:00 a.m.–12:30 p.m. Morning Workshops (additional registration required)

9:00 a.m.–5:00 p.m. All-Day Workshops (additional registration required)

1:30 p.m.–5:00 p.m. Afternoon Workshops (additional registration required)

5:00 p.m.–10:00 p.m. Meetings and Events for Select Special Interest and Standing Groups, Committees, and Other Groups

5:15 p.m.–6:15 p.m. Newcomer’s Orientation

Thursday, April 10

7:00 a.m.–5:00 p.m. Registration

7:30 a.m.–8:15 a.m. Newcomers’ Coffee Hour

8:30 a.m.–10:15 a.m. Opening General Session

10:15 a.m.–6:00 p.m. Action Hub

10:15 a.m.–6:00 p.m. Exhibit Hall Open

10:30 a.m.–11:45 a.m. A Sessions

12:15 p.m.–1:30 p.m. B Sessions

1:45 p.m.–3:00 p.m. C Sessions

3:15 p.m.–4:30 p.m. D Sessions

4:45 p.m.–6:00 p.m. E Sessions

5:30 p.m.–6:30 p.m. Resolutions Committee Open Meeting

6:00 p.m.–7:00 p.m. Scholars for the Dream Reception

6:30 p.m.–7:30 p.m. Special Interest and Standing Group Meetings

7:00 p.m.–8:00 p.m. Anzalduá Awards Reception

Friday, April 11

8:00 a.m.–5:00 p.m. Registration

8:00 a.m.–5:00 p.m. Action Hub

8:00 a.m.–5:00 p.m. Exhibit Hall

8:00 a.m.–9:15 a.m.  F Sessions

9:30 a.m.–10:45 a.m. G Sessions

11:00 a.m.–12:15 p.m. All-Attendee Session

12:30 p.m.–1:45 p.m. H Sessions

2:00 p.m.–3:15 p.m. I Sessions

3:30 p.m.–4:30 p.m. Special Interest and Standing Group Meetings

4:45 p.m.–7:15 p.m. Annual Business Meeting and Awards Presentation

7:30 p.m.–9:30 p.m. Evening All-Attendee Event

Saturday, April 12

8:00 a.m.–1:00 p.m. Registration

8:00 a.m.–1:00 p.m. Action Hub

8:00 a.m.–1:00 p.m. Exhibit Hall

8:00 a.m.–9:15 a.m. J Sessions

9:00 a.m.–11:30 a.m. Teacher to Teacher

9:30 a.m.–10:45 a.m. K Sessions

11:00 a.m.–12:15 p.m. L Sessions

12:30 p.m.–1:45 p.m. M Sessions

2:00 p.m.–5:00 p.m. Afternoon Workshops (registration required with no fee)

The Conference on College Composition and Communication Convention is coming to Portland, and this event is not just for four-year college faculty!

Special Saturday programming at CCCC 2017 is available to you for an unbeatable one-day rate. Saturday’s line-up includes a keynote presentation, two blocks of concurrent sessions, and a selection of half-day afternoon workshops, all for $85!

• Listen to an address by Pulitzer Prize-winning journalist and immigration rights advocate, Jose Antonio Vargas.

• Choose from 89 concurrent sessions, many catering to high school and two-year-college concerns.

• Spend the afternoon engaged in one of six workshops related to teaching and learning, including a workshop sponsored by the Oregon Writing and English Advisory Committee that centers on the intersections of the Common Core State Standards and the new OWEAC writing outcomes.

To register at the one-day rate (available Saturday only), contact NCTE Customer Service at 877-369-6283. Onsite registration will also be available in Portland.

 

Following the Saturday Keynote Session, join us for concurrent sessions in the L and M time blocks.

Featured sessions for secondary and two-year college educators include:

High School and College Connections

• L.06, Thirteen Ways of Looking at Dual Credit: Navigating Change, Capacity, and Community in Dual-Credit Programs
• L.43, Bridging the Gap: Cultivating the Capacity to Create Transfer between High School Writing and FYW
• L.31, Cultivating Change across Student Contexts: Transfer across Secondary and Postsecondary Composition Classrooms
• M.18, Collaboration across “Borders”: Willamette Promise

Library Partnerships/Integrated Academic Literacies

• L.42, Cultivating Library/FYC Partnerships: Assessment, Information Literacy Instruction, and Beyond
• M.06, Cultivating Cross-Disciplinarity: Academic Discourse and Threshold Concepts In Writing Studies and the Library
• M.27, Connecting across Academic Literacies: Writing, Reading, and Researching

Teaching Writing/Literacy (K–16)

• L.18, Rethinking the Nature of Writing Practices through the Development of Writing Process Maps
• L.21, Navigating Transitions and Transformations: Cultivating Critical Digital Literacy in Home, Classroom, and Institution
• M.45, Rhizomatic Improvement Communities: Three Models of K–16 Professional Development
• M.04, Courageous Conversations and Sensitive Situations: Proactive and Responsive Methods for Inclusive Classrooms
• M.05, Catching Up the Children Left Behind: Critical Thinking for a Tested Generation
• M.12, Cultivating Partnerships for More Effective Teaching and Research

Two-Year College

• L.35, Becoming an Advocate: From Pedagogy to Advocacy in the Inter-Mountain West
• L.10, Creating Change Does Not Mean One Size Fits All: Considering Institutional Capacities in Curriculum Redesign
• L.17, We Changed Everything—Now What? Assessing Writing-Program Reforms to Cultivate New Directions and New Leadership
• L.08, Interrogating Reliability in ELL Assessment
• M.28, The Inver Hills Model: When Change Begins with Student Needs
• M.40, Cultivating Writing Programs and Curricula: The Promises and Limitations of Open Educational Resources at Two-Year Colleges

Writing Teacher Preparation

• L.33, Collaborating and Cross-Training: Cultivating and Sustaining Writing Teachers

 

 

 

 

 

 

Much of the work of CCCC is done by administrative committees, special committees, and task forces.  This document recommends effective ways to organize and conduct the work of these groups. It is intended for the chairs of committees and task forces, and also describes the roles of CCCC Chair and NCTE staff as related to the work of committees and task forces. If you have any questions or concerns about these guidelines or any matters not addressed by the guidelines, please contact the CCCC Chair.  If you need copies of committee charges, committee report forms, or other materials, please contact the CCCC Administrative Liaison at cccc@ncte.org or 800-369-6283.

TYPES OF COMMITTEES

An Administrative Committee, such as the Nominating Committee, has routine functions which are described in the CCCC Constitution and Bylaws.

A Special Committee, according to Article IV, Section 5 of the CCCC Constitution, “may be appointed by the chair for a period not to exceed three years; they may be renewed by action of the Executive Committee.” Special committees are not permanent. In cases that a committee decides it is necessary to continue its work beyond three years, it should submit a written request and rationale in its final report. That request will be considered by the Executive Committee and, if approved, the committee will be reconstituted with revised charges.

A Task Force is similar to a special committee, but works on more specific projects outside those of current committees, and under a one-year timeline.

CCCC COMMITTEE CHAIRS

CCCC Committee Chairs carry the core responsibility of seeing committee work through and communicating with the CCCC Leadership. The CCCC Officers and Executive Committee strive to support these objectives without micro-managing the process. Here are ways committee chairs can lead a committee and seek support when needed:

The CCCC Bylaws provide general instructions about committee operations in Section VII, which reads:

A. Except where otherwise provided by the Constitution and Bylaws, committee members are appointed by the CCCC Chair after consultation with the officers and the Executive Committee.

B. Committee budgets are adopted by the Officers’ Committee after discussion with the Executive Committee.

C. General plans for committees are approved by the officers.

D. Committees report their actions orally or in writing to the Executive Committee at each of its regular scheduled meetings, and in writing at the end of their tenure.

Communication, Meetings, and Support

Most of a committee’s work will likely take place via email, with occasional face-to-face meetings at the CCCC or NCTE Conventions. NCTE staff will provide a listserv if desired, to facilitate communication among committee members.

Part of the responsibility as Committee Chair is to engage committee members by encouraging and facilitating conversation. In most cases, doing so will be easy – committee members will be responsive and work will progress smoothly. But the experience and service of chairing a committee promises to be very rewarding even if a committee requires a little more encouragement to get underway. Past experience with such situations leads us to offer the following support, advice, and suggestions: Don’t become discouraged if committee members are not immediately responsive. Sometimes they will need repeated nudging to join in the conversation or to undertake the work of the committee. It is very natural, and not a negative reflection on the leadership, if committee members are initially reluctant to correspond. Keep trying.

Experience with committee communications reveals that chairs should:

• initiate correspondence with committee members as soon as possible after they are welcomed to the committee. Members generally feel heightened enthusiasm just after accepting positions on committees.
• be goal-oriented and encourage members to accept specific responsibilities on the committee. Gear conversation toward the charges and specific projects the committee will undertake to meet them.  Gear individuals toward specific goals within each project – engage members in specific work with specific timeframes/deadlines.  Be positive in tone.
• write to individual members that are non-responsive or ask the CCCC Administrative Liaison to do so just to be sure they are receiving committee communications.
• recognize that in general, most committee work will be done close to committee reporting time – either close to the convention or close to when web reports are due (see the “Reporting” section below for further information).

Sometimes, despite all efforts, committee communication will stall. Two factors that seem to help are:

• Planning a face-to-face meeting at a convention (generally the CCCC Convention).
• Encouraging committee feedback on drafts of web reports or reports to the CCCC Executive Committee.

If these ideas don’t work, or if the timeframe for a committee’s work does not accommodate these time-locked ideas, there are additional resources:

• Contact the CCCC Administrative Liaison to ensure there are no communication problems.
• Share concerns/experiences with other CCCC committee chairs to get feedback/ideas (*every* committee chair has had this experience at some point).
• Contact the CCCC Chair directly if there are concerns about the ability of the committee to see goals through and for options about re-organizing or disbanding the committee.
• Do not be afraid to seek support from the CCCC Executive Committee in reports.

The CCCC Leadership and Staff will be responsive to requests for support. If there are questions about anything from charges to budget requests, the CCCC Administrative Liaison or the CCCC Chair directly should be asked for help. In general, the CCCC leadership and staff will assume that committee work is going fine unless they are contacted and they will not seek communication or updates unless there is a specific reason to do so.

Additional information about means/methods of communication and support are presented below:

1. CCCC Committees will utilize a web-based forum for committee work using executive software. Committees will have areas for non-public committee discussions and to post public informational reports. The CCCC Chair and Administrative Liaison will have access to all discussions. This web forum will also be used by CCCC Committee Chairs to exchange information. CCCC Executive Committee members will be encouraged to read and respond to public areas of the web.
2. Each CCCC Committee is invited to submit content for a committee website, published and updated by the CCCC Administrative Liaison. Website content is the responsibility of the sponsoring committee.
3. Committee Chairs will be afforded the opportunity to meet with the CCCC Chair in person once annually as time allows. This meeting may take place as a part of another meeting, such as during the Executive Committee meeting or an Officers’ meeting.
4. Three months prior to the CCCC Convention and the NCTE Conventions, the CCCC Administrative Liaison will contact Committee Chairs to make arrangements for space for your committee meeting and/or announcements to be printed in the program. All requests must be made in writing as early as possible to ensure space for a meeting.
5. Policies on Per Diems: Committees will only receive one day’s per diem for meetings held outside the time frame of the CCCC Convention (Wednesday through Sunday) and this must be pre-approved by the CCCC leadership. CCCC policy does not allow reimbursement for expenses related to travel or accommodations.

Membership, Responsibilities, and Charges

1. The CCCC Chair has the ultimate responsibility of seating and charging CCCC Committees. Note: the CCCC Chair’s guidelines are included in this document for your reference.
2. Committee chair and members should be familiar with the committee’s charge, which serves as a statement of the committee’s functions. The chair is particularly responsible for guiding the group to work within the charge toward reaching the stated goals.
3. If the committee feels it necessary to change or revise its charge, the committee should recommend such changes to the CCCC Chair, who will consult with the Executive Committee and inform the committee of any changes. Otherwise, progress toward stated charges is assumed.
4. All CCCC Committees are “charged” with demonstrating effort and progress toward completion of their charges in a timely fashion. Dysfunctional or non-functioning committees will be re-organized or disbanded.
5. Assuming either a leadership or membership position on a CCCC committee is a substantial responsibility. The voluntary contribution made to both the committee and to CCCC is appreciated. If the decision is made that an individual can no longer serve on the committee, the CCCC Chair or the CCCC Administrative Liaison should be notified so that someone else may be appointed. While Committee Chairs themselves cannot appoint new members, they can ask individuals to help the committee in an outside consulting role without prior approval needed; however, it is good practice to inform the CCCC Chair (and the EC in bi-annual reports).
6. Committee members should plan to attend as many committee meetings as possible and arrange any absences with the committee chair. Often, committees are able to conduct much of their business on-line, via conference calls, or through a combination of these means, and members who are unable to attend every meeting are still able to participate. The input and participation of members are valuable and vital to the committee’s work.

Reporting

All committee chairs should prepare a semiannual written report, which will be given to Executive Committee members for discussion and approval at its meetings during the CCCC Annual Convention and the NCTE Annual Convention. The reports should be filed via e-mail to the CCCC Administrative Liaison. Committee chairs will receive a request to make a report for distribution in the Executive Committee Agenda. The semiannual reports are a good way to keep the Executive Committee abreast of committees’ activities.

The narrative of a committee report should speak directly to the work of the committee on committee charges. It should be specific, if possible including examples of work completed or specifics about planned approaches. If the committee has encountered setbacks, the report is an appropriate place to present them, as well as suggesting alternative approaches or charges if desired.

The report form provides space to request the Executive Committee’s approval for action on a committee’s projects. Please make requests as specific as possible, including deadline dates, rationales, etc. It also allows for committees to request funds over and above the $50.00 that will be routinely provided for expenses such as postage, phone expenses, photocopying, etc.

If a report includes requests/recommendations for the Executive Committee to consider, the Executive Committee will discuss and if necessary vote on committee requests when they meet. Following the convention, the CCCC Chair and/or Administrative Liaison will be in touch to explain the Executive Committee’s responses to committee requests.

If a committee report does not include any requests/recommendations, the committee will not be contacted following the convention unless the Executive Committee has questions or recommendations for the committee. The Executive Committee is likely to consider only the work of reporting committees at any one meeting, so if a report is not submitted to the Executive Committee, there will not be any post-convention follow up.

Special Requests and Projects

1. Budgets for special projects to be undertaken by a committee should be prepared and forwarded to Headquarters at least six weeks before the November or March Executive Committee meetings so that requests can be included in the agenda and, if necessary, so that the Executive Committee can consider monetary requests beforehand.
2. Early assistance from the CCCC officers and/or NCTE Headquarters should be sought if a committee is contemplating a survey of CCCC members, NCTE members, or others. The officers must approve all questionnaires in order to be sure that legal and technical requirements of such instruments are met and that the studies are consistent with the functions of the committee. The officers and staff may be able to help by providing mailing lists, suggesting sampling techniques and offering other technical assistance.
   As with any project requiring funding, the CCCC Executive Committee must authorize any expenditures for surveys. Committees could consider submitting a proposal to the NCTE Research Foundation for funds (in lieu of or in addition to what the CCCC Executive Committee might approve). Surveys tend to be complicated and expensive undertakings. In some cases, information a committee wishes to collect may be available from other sources, or the committee may wish to collaborate with other committees on a survey (to reduce the cost and the inconvenience to members who participate in surveys).
3. If an official CCCC sanction of a report/paper/guidelines, etc. intended for publication is needed, a copy of the publication and a budget request should be sent to the CCCC Chair and to Headquarters at least six weeks before one of the Executive Committee’s scheduled meetings (mid-November and mid-March). Shortly after the meeting, the committee chair will be notified of the Executive Committee’s decision on clearing the material for publication.
4. If a committee plans to publish a book or monograph via CCCC or NCTE, the NCTE Senior Editor or the SWR Editor should be contacted for assistance in developing a prospectus. The prospectus will be judged, in most cases, by the NCTE Editorial Board, and the writers will be either encouraged to develop or discouraged from developing a full manuscript, depending on a variety of factors.
5. CCCC officers should be consulted before seeking grants outside CCCC for the work of a committee. Grants often create legal obligations in which the Conference and NCTE have an understandable interest.
6. CCCC officers should also be consulted before soliciting sponsorship from publishers independently of CCCC. Headquarters provides publishers with a list of options to support the convention activities.
7. When printing material intended to foster exchange of information (for example, in newsletters), a disclaimer, which might read something like this: “The opinions expressed are those of the writers (editors) and do not necessarily reflect the view of CCCC or its Executive Committee,” should be included.
8. Executive Committee approval should be sought before giving or implying a committee’s endorsement of material (e.g., a journal or book) that lies within the committee’s concerns. This guideline does not preclude praise for material in the course of an article, book, report, or bibliography the committee prepares.
9. Committees can recommend awards to the Executive Committee. No official CCCC awards can be given by a committee itself. However, a committee can give commendations (honoring a retiring committee chair, for example).
10. Contact the CCCC Chair to discuss collaborative efforts your committee would like to undertake with another committee. Such collaborations may require the approval of the Executive Committee and coordination with NCTE headquarters staff.
11. Committees are invited to submit proposals for CCCC and NCTE convention sessions and workshops. Such proposals will be evaluated by the Program Chair for the convention on the same basis as all other proposals.
12. After its three years of work, a committee can recommend its reconstitution to the CCCC Chair and Executive Committee. Such recommendations should contain a detailed rationale.

CCCC CHAIR

CCCC committees perform much of the work of the organization. As such, careful attention must be paid to the functionality of committees, size/makeup of committees, and scope of committee charges. Most of these elements ultimately fall to the CCCC Chair to balance and maintain, and the quality of committee function can be greatly influenced by a few key decisions on the part of the Chair:

A. Committee Rationale: Creating/Reconstituting and Disbanding Committees

1. The CCCC Chair will not permit the existence of more committees than can reasonably be overseen and managed by the CCCC Leadership and Staff, considering direct as well as time-costs.
2. Before seating a new committee or reconstituting an existing committee, the CCCC Chair will undertake a process of global committee review to ensure (a) managerial space for a new committee, and (b) need, including impossibility of addressing “new” charges with existing committees (see “Charges” below for additional information).
3. The output of committees and progress with committee charges/goals will undergo regular review via annual reports. “Consent Agenda” reports to the Executive Committee will nonetheless undergo careful review by the CCCC Officers with respect to progress and committee accomplishments. The CCCC Chair will follow-up with any questions/redirection for committee chairs.
4. Even if they request renewal, committees may be disbanded by a majority vote of the CCCC Executive Committee or by the Chair in consultation with the Executive Committee for a demonstrated failure to progress toward goals or inability to align the committee’s function behind stated charges. The CCCC leadership recognizes that effort may not always translate to accomplishment or to timely progress. All reasonable effort will be taken to support committee work; still, dysfunctional committees will be disbanded rather than “worked around.” The CCCC Executive Committee may disband committees that fail to request renewal/reconstitution by a stated deadline.
5. The CCCC Chair will exercise considerable selectivity in constituting new committees and reconstituting existing committees, utilizing the following criteria: (a) Has the proposed committee been requested by two or more individuals or units (e.g. the Executive Committee, a group that wishes a committee, Officers’ group etc.) and has that request been accompanied by a preliminary rationale, language for a charge, and suggested name for the committee?; (b) Does the proposal address a service not already provided by another committee or constituent group?; (c) Could any current committee take on the suggested charge or functions without over-burdening that group?; and (d) Is the proposal better suited to another entity within NCTE?

B.  Membership

1. The size of new or reconstituted CCCC committees should not exceed nine members, including the committee chair.
2. Committees will include representation of membership in line with general CCCC policies (e.g., representation by people of color, two-year-college members etc.).  Special considerations of representation may be required under specific circumstances at the CCCC Chair’s discretion (e.g., ensure an Executive Committee member is on the committee to create a needed link etc.).
3. The CCCC Chair will consider lists of suggested committee members from interested parties and will consult with the officers and Executive Committee in appointing members to committees.
4. There will be some turnover of membership each time a committee is reconstituted.

C.  Committee Naming and Charges

1. The CCCC Chair will name new committees, carefully evaluating existing committee names and seeking to discern their functions at this level. Naming can be done in consultation with others as needed.
2. The CCCC Chair will consider suggested charges from interested parties and may work closely with potential committee chairs and/or others to shape charges.
3. The CCCC Chair may request recommended language and/or sample charges.
   In charging committees, the CCCC Chair should note that charges should be:
   (a) Specific and goal-oriented
   (b) Attainable during the current term of the committee
   (c) Not in conflict with any CCCC policies or formal procedures
   (d) Not threatening to CCCC/NCTE’s status as a 501c3/charitable entity
   (e) Not overlapping with charges or requests of existing CCCC committees
   (f) Not in conflict with charges or requests of existing CCCC committees
4. CCCC Committees may request to collaborate on projects/charges or may be assigned to do so by the CCCC Chair.
5. The CCCC Chair may modify existing committee charges to better align them with standards presented here.

D.  Communication

1. The CCCC Chair will be available to support committee work as needed, including responding to requests from committee Chairs, via the Administrative Liaison, although committee work always continues at the Chair’s discretion and under the Chair’s direction.
2. The CCCC Chair will announce an annual meeting time with CCCC Committee Chairs as a group. This time may be during another meeting of the CCCC Officers or Executive Committee, or may be held online.
3. The CCCC Chair will stay current with the work of the CCCC Committees by reviewing the CCCC website committee communication area and responding as needed.

HEADQUARTERS SUPPORT

Committee chairs and committee members can depend on the following kinds of support from the CCCC Administrative Liaison:

1. Handle all administrative committee work, including inviting/thanking members, requesting, collecting and reformatting committee reports, and follow-up communications from the Officers’ and Executive Committees.
2. Update (with submitted content) and publish webpages for CCCC Committees as requested.
3. Keep Committee Chairs apprised of projects and opportunities that may be of interest.
4. Make available on the CCCC website a current list of CCCC Committees, Committee Chairs and members, and committee charges. S/he will specifically make this information available to the CCCC Chair as needed in referencing materials/members for new/reconstituted committees.
5. Stay apprised of the work of committees and draw the CCCC Chair’s attention to relevant or timely items that arise.
6. Act as liaison between CCCC committees, committee chairs, and the CCCC Chair as needed.