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College Composition and Communication, Vol. 48, No. 1, February 1997

CCCC Chairs’ Memorial Scholarship

Application Deadline: October 10

Purpose: To remember and honor the Chairs of CCCC who have passed away, the CCCC Executive Committee has created scholarships of $750 each to help cover the costs of four graduate students who are presenting at the annual conference. We invite applications for the 2025 Convention in Baltimore, MD.

Eligibility: Full-time graduate students whose presentations were selected through the regular peer review process are eligible to apply.

Award Specifics: To apply, send the following documents as a single PDF attachment in the order indicated below:

A letter of application, no longer than one page, in which you introduce yourself (and verify that you’re a full-time graduate student) and articulate your plans for a career in composition studies.
A full copy of your accepted 2025 CCCC program proposal (NOT the acceptance letter), indicating which portion is yours.
A brief CV (not more than one page).

Applications are due by October 10, 2024, as a single PDF email attachment to
cccc@ncte.org

Recipients will be notified in 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.

Email Questions

Chair’s Memorial Scholarship Winners

2024

José Luis Cano Jr., Texas Christian University

Madeline Crozier, University of Tennessee, Knoxville

Jade Shiva Edward, University of Texas at Austin

Meng-Hsien (Neal) Liu, University of Illinois Urbana-Champaign

2023
Priyanka Ganguly, Virginia Polytechnic Institute and State University
Jay McClintick, University of Arizona
Jessa Wood, University of Minnesota, Twin Cities
Griffin Zimmerman, University of Arizona

2022
Su Yin Khor, Pennsylvania State University, University Park
Nkenna Onwuzuruoha, University of Utah, Salt Lake City
Bibhushana Poudyal, University of Texas at El Paso
Nisha Shanmugaraj, Carnegie Mellon University, Pittsburgh, PA

2021
Benesemon Simmons, Syracuse University, NY

2020
Sweta Baniya, Purdue University
Ashok Bhusal, University of Texas, El Paso
Brandon Erby, Penn State University
Joanna E. Sanchez-Avila, University of Arizona

2019
Lama Alharbi, Indiana University of Pennsylvania
Leslie R. Anglesey, University of Nevada, Reno
Erin Brock Carlson, Purdue University, West Lafayette, IN
Charissa Che, University of Utah, Salt Lake City

2018
Vani Kannan, Syracuse University, NY
Temptaous T. Mckoy, East Carolina University, Greenville, NC
Vincent Portillo, Syracuse University, NY
Sherita V. Roundtree, The Ohio State University, Columbus

2017
Sara P. Alvarez, University of Louisville, KY
Janine Butler, East Carolina University, Greenville, NC
Megan Faver Hartline, University of Louisville, KY
Brittany S. Hull, Indiana University of Pennsylvania

2016
Dan Ehrenfeld, University of Massachusetts Amherst
Romeo García, Syracuse University, NY
Annika Konrad, University of Wisconsin-Madison
Lina Trigos-Carrillo, University of Missouri-Columbia

2015
Rachel Bloom, University of Kansas, Lawrence
Heather Lindenman, University of Maryland, College Park
Shannon Madden, University of Oklahoma, Norman
Elisabeth L. Miller, University of Wisconsin-Madison

2014
Elizabeth Ellis, University of Maryland, College Park
Jerry Won Lee, University of Arizona, Tucson
Travis L. Martin, University of Kentucky, Lexington
Shui-yin Sharon Yam, University of Wisconsin-Madison

2013
Nancy Bou Ayash, University of Louisville, KY
Marcos J. Del Hierro, Texas A&M University, College Station
Kendra L. Mitchell, Florida State University, Tallahassee
Christie Toth, University of Michigan, Ann Arbor

2012
Jessica Barros, St. John’s University, New York, NY
Benjamin Miller, CUNY Graduate Center, New York, NY
Vanessa Rouillon, University of Illinois, Urbana-Champaign
Tanita Saenkhum, Arizona State University, Tempe

2011
Erin R. Anderson, University of Pittsburgh, PA
Beth Godbee, University of Wisconsin-Madison
Rebecca Lorimer, University of Wisconsin-Madison
Ryan Trauman, University of Louisville, KY

2010
Iris Deana Ruiz, University of California, San Diego
Jota Samper, Massachusetts Institute of Technology, Cambridge
Kyle D. Stedman, University of South Florida, Tampa
Kara Taczak, Florida State University, Tallahassee

2009
Tabetha Adkins, University of Louisville, KY
Michael Harker, The Ohio State University, Columbus
Susan Meyers, University of Arizona, Tucson
Ehren Pflugfelder, Purdue University, West Lafayette, IN

2008
J. James Bono, University of Pittsburgh, Pennsylvania
Rasha Diab, University of Wisconsin-Madison
Hyechong Park, Ohio State University, Columbus
Kate Vieira, University of Wisconsin, Madison

2007
Celeste Del Russo, University of New Orleans
Spencer Salas, University of Georgia
Lee Shenandoah Vasquez, University of Oklahoma
Richard LeMoine Wright, University of Illinois at Chicago

2006
Rachel Brooks-Pannell, Ohio University
Lisa Dush, University of Massachusetts Amherst
Melanie Kill, University of Washington
Iswari P. Pandey, University of Louisville

Extending the CCC Conversation: A Dialogue with Cindy Selfe and Doug Hesse

What does composition mean?

What does it mean to compose?

How do your definitions affect what you teach in first-year composition and how you teach it?

During the first Extended CCC Conversation, on March 4 at 4:00 pm EST, Cindy Selfe and Doug Hesse met in a virtual environment to continue a conversation they began in the Interchange section of the current issue of College Composition and Communication. Along with CCC journal editor, Kathi Yancey, hope you enjoyed the conversation!

In the February 2010 issue, Doug responds to Cindy’s June 2009 CCC article, where she uses the metaphor of voice to theorize a definition of composition that is richly multimodal. In response, Doug asks what the limits of our definition of composition might be and what a capacious answer might mean for our teaching. Cindy offers a reply.

Together, live and online, they considered two questions. First, how do we define composition? And second, what does this definition mean for our teaching of first-year composition?

Related Resource

In addition, you might be interested in a related resource on this topic that was recently published by NCTE, College Credit for Writing in High School: The “Taking Care of” Business by Kristine Hansen and Christine R. Farris (with a Foreword by David A. Jolliffe and Afterword by Douglas Hesse).

About CCCC

Mission Statement

Meet the Leaders

Click here for the current members the CCCC Officers and Executive Committees!

CCCC Chairs
1949 to present

CCCC Officers and Executive Committee
1994 to present

CCCC Executive Committee Handbook (2018-2019)

The Conference on College Composition and Communication (CCCC) is committed to supporting the agency, power, and potential of diverse communicators inside and outside of postsecondary classrooms. CCCC advocates for broad and evolving definitions of literacy, communication, rhetoric, and writing (including multimodal discourse, digital communication, and diverse language practices) that emphasize the value of these activities to empower individuals and communities. CCCC promotes intellectual and pedagogical freedom and ethical scholarship and communication. To this end, CCCC and its members

sponsor and conduct research that produces knowledge about language, literacy, communication, rhetoric, and the teaching, assessment, and technologies of writing;
create collaborative spaces (such as conferences, publications, and online spaces) that enable the production and exchange of research, knowledge, and pedagogical practices;
develop evidence- and practice-based resources for those invested in language, literacy, communication, rhetoric, and writing at the postsecondary level;
advocate for students, teachers, programs, and policies that support ethical and effective teaching and learning.

Strategic Governance Vision Statement, November 2012

By 2022, CCCC will be a clear, trusted public voice for the teaching and learning of writing, composition, rhetoric, and literacy in all higher education contexts. We will advocate for a broad definition of writing (including composition, digital production, and diverse language practices) that emphasizes its value as a human activity that empowers individuals and communities to shape their worlds. We will be the leading voice in public discussions about what it means to be an effective writer and to deliver quality writing instruction. We will provide conditions under which teachers and scholars can discuss, build, and practice sustainable, relevant, and ethical models of teaching and learning. We will encourage and support a wide and vibrant range of scholarship at the leading edge of knowledge about writing, composition, rhetoric, and literacy. To support this work, CCCC will enhance participation by members who represent a diversity of races, cultures, languages, identities, institutions, and institutional roles.

Constitution & Bylaws

The CCCC Constitution and Bylaws are the governing documents of the organization. They were last updated in March of 2017.

Annual Financial Summary

This annual financial overview provides a brief synopsis of CCCC/NCTE financial strategy, a financial summary for fiscal year 2016, and a summary of the fiscal year 2017 budget.

Elections

Click here for information on the CCCC Elections process, how you can get involved, nomination information, and the listing of election offices and their responsibilities.

User’s Guide to CCCC

Learn more about CCCC, its organizational structure, and how CCCC members are involved.

Committees

CCCC accomplishes much of its work through the use of committees. It is because of committees that we have position statements, award programs, even a conference itself. We are always looking for potential committee members with expertise, energy, and colleagiality. Click here for a complete listing of the currently active committees, links to committee websites, committee governance information, and information on how you can get involved.

Member Groups

The Conference on College Composition and Communication (CCCC) has a number of Member Groups that hold meetings, sponsor panels and workshops at the Annual Convention, publish newsletters, and carry on other activities within the framework of the organization. CCCC is pleased to recognize such groups, encourages their existence and growth, and provides time, space, and appropriate publicity to foster their effective operation. Please click here for more information about CCCC Member Groups.

2024 CCCC Officers and Executive Committee

Officers

Jennifer Sano-Franchini, Chair
(2024–2025)

University of Waterloo, Ontario
Kofi J. Adisa, Associate Chair
(2024–2025)

Howard Community College, Columbia, MD
Melissa Ianetta, Assistant Chair
(2024–2025)

Georgia Institute of Technology, Atlanta

Frankie Condon, Past Chair
(2024–2025)
University of Waterloo, Ontario
Becky Mitchell Shelton, Secretary
(2023–2027)
Bluegrass Community and Technical College, Lexington, KY

Learn more about current CCCC Executive Committee members in these short videos.

Executive Committee Members

ELECTED MEMBERS

Elvira Carrizal-Dukes, NTT Faculty Representative, Independent Scholar (2022–2025)
Tiane Donahue, Dartmouth College, NH (2022–2025)
Mara Lee Grayson, California State University, Dominguez Hills (2022–2025)
Mellissa Gyimah, Standing Group Representative, Judson University, Elgin, IL (2024–2027)
Jamila M. Kareem, University of Central Florida, Orlando (2022–2025)
Amy Lueck, Santa Clara University, CA (2022–2025)
Tommy Mayberry, NTT Faculty Representative, Yorkville University and Toronto Film School, Canada (2024–2027)
Ruth Osorio, Old Dominion University, VA (2022–2025)
Kate L. Pantelides, Standing Group Representative, Middle Tennessee State University, Murfreesboro (2024–2027)
Mudiwa Pettus, Medgar Evers College, New York City (2022–2025)

CULTURAL IDENTITY CAUCUS MEMBERS

American Indian Caucus
Kim Wieser, University of Oklahoma, Norman (2023–2026)

Arab/Muslim Caucus
Soha Youssef, Thomas Jefferson University, Philadelphia, PA (2024–2027)

Asian/Asian-American Caucus
Florianne (Bo) Jimenez, University of New Hampshire, Durham (2023–2025)

Black Caucus
Earl Brooks, University of Maryland, Baltimore County (2023–2025)

Jewish Caucus
Chaim McNamee, Indiana University in Bloomington (2023–2026)

Latinx Caucus
Consuelo Salas, San Diego State University, CA (2024–2027)

Queer Caucus
Gavin P. Johnson, Texas A&M University-Commerce (2024–2027)

GRADUATE STUDENT MEMBER

Purna Chandra Bhusal, University of Texas at EL Paso (2024–2027)
Kayla Fettig, University of Wisconsin-Milwaukee (2023–2026)

ACCOUNTABILITY FOR EQUITY AND INCLUSION COMMITTEE (AEIC) MEMBER

Ashanka Kumari, Texas A&M University-Commerce (2023–2025)

COMMITTEE ON DISABILITY ISSUES IN COLLEGE COMPOSITION (CDICC) MEMBER

Ada Hubrig, Sam Houston State University, Huntsville, TX (2023–2026)

EX OFFICIO

Kimberly Bain, Palm Beach Atlantic University, West Palm Beach, FL (2024–2027)
FORUM Editor

Charissa Che, Queensborough Community College, Queens, NY (2023–2027)
TYCA Chair (2024–2026)

Matthew Davis, University of Massachusetts Boston (2024–2029)
CCC Co-Editor

Joanne Baird Giordano, Salt Lake Community College, UT (2021–2025)
TYCA Past Chair (2024–2025)

Darin Jensen, Des Moines Community College, IA (2020–2026)
TETYC Editor

Emily Kirkpatrick, NCTE Executive Director
Executive Secretary-Treasurer

Stephanie L. Kerschbaum, University of Washington, Seattle (2022–2027)
SWR Editor

Bethany E. Sweeney, Des Moines Area Community College, IA (2023–2026)
TYCA Secretary

Kara Taczak, University of Central Florida, Orlando (2024–2029)
CCC Co-Editor

PARLIAMENTARIAN

Christina Saidy, Arizona State University, Tempe (2023–2026)

A complete listing of CCCC Chairs from 1949 to the present

CCCC Officers and Executive Committee from 1994 to the present

CCCC 2016 Taking Action Sessions

Come with Concerns—Leave with Strategies for Action
#4C16ACT

No matter where we teach, whether we are full-time or part-time, all of us encounter issues and challenges in our work lives. Compensation, employment status, program structures, teaching loads, assessment, staffing . . . the list is long.

As often as we encounter these issues, though, we don’t always have time to think systematically about how to approach them. Taking Action Sessions at CCCC 2016 are designed to provide conference attendees the opportunity to develop systematic strategies for addressing their concerns.

Taking Action Sessions will take two forms at CCCC 2016:

1. Taking Action Workshops, offered throughout the conference during regular sessions and open to all CCCC attendees, will be facilitated by professional organizers and strategists.

Each workshop will focus on specific steps associated with Taking Action, like:

naming and focusing issues;
assessing resources and building alliances;
framing and developing messages;
identifying appropriate tactical and strategic actions; and
making or contributing to policy.

To learn more about Taking Action Workshops and find others who share your concerns, join Twitter chats hosted by CCCC in April, September, December, and February. Follow @NCTE_CCCC and #4C16ACT for information!

2. Taking Action Presentations, proposed for CCCC 2016 through the submission process, will explore how writing has been used as a strategy for taking action. Taking Action Presentations will help attendees understand how presenters identified and took action about concerns. These presentations are intended to explicitly engage attendees in the development of frameworks for action that they can put into practice in the weeks and months after the conference.

You’ll hear more about the Taking Action Sessions in the coming weeks and months. For now, consider how these sessions might benefit you, your colleagues, and/or your program. Click here to share ideas or concerns and find out what others are thinking. Then submit a Taking Action Presentation or think about concerns to bring to the Taking Action Workshops at CCCC 2016!

2017 Convention Program

Please check the mobile app for the latest information on all sessions.

Entire Convention Program

(Note: this is a large PDF file and may take several minutes to open)

Program Addendum

Watch Linda Adler-Kassner’s 2017 CCCC Chair’s Address from the Opening Session on Thursday, March 16, 2017.

Program by section

2018 CCCC Convention Program

Please check the mobile app for the latest information on all sessions.

Entire Convention Program

2018 program cover (Note: this is a large PDF file and may take several minutes to open)

2018 Program Addendum

Program by section

2016 CCCC Convention Program

Please check the online searchable program for the latest information on all sessions.

Program Addendum

Additional Presenters

Entire Convention Program

2016 CCCC Program Cover (Note: this is a large PDF file and may take several minutes to open)

Program by section

Video Welcome Announcements in the LMS

Submitted by Jason Snart, Professor of English, College of DuPage

The example provided here addresses OWI Principle 11: “Online writing teachers and their institutions should develop personalized and interpersonal online communities to foster student success.” I use this technique in online and in hybrid freshman composition courses. We use Blackboard Version 9.1.

Explanation of effective practice:

Using the free Logitech software included with my webcam, I record a short video of myself talking to students. I include these kinds of informal videos throughout a term, but the initial (one time) “Welcome” video I find particularly important. In the “Welcome” video, I discuss things like course content, I welcome students to a new semester, and I remind students about due dates—in short, I use video as a medium for being “present” for online students.

Once the video is recorded, I upload it to my YouTube account and then embed the HTML code that YouTube provides into an announcement in the “Announcements” area in the Blackboard LMS. Since “Announcements” is the landing page for all of my courses, the videos are the first thing students see when they log in.

Challenge this practice addresses:

This practice allows me to be more present for my online students so they can see and hear me. Because many teachers and students affectively feel a distance in asynchronous courses particularly, seeing my face and hearing my voice can remind them that I am human, aware of them as people, and generally there for them. In short, this video increases presence awareness in an asynchronous setting. In addition to the course information I provide and the constant reminders to stay on task, I think some students are more engaged when they experience themselves as part of a class community with an instructor they can see. Being visible for online students has helped me to make teaching online a less isolating experience than it otherwise can seem to be for students. Ideally, they feel more connected to me and, thus, responsible to the course. I know that I certainly feel more connected to them, just by virtue of being more obviously present in the class.

How to implement this practice:

Instruction guide in Word format (docx)
Instruction guide in PDF format (pdf)

Sample Video of Welcome Announcement

Category: Uncategorized

College Composition and Communication, Vol. 48, No. 1, February 1997