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The following resolutions and sense of the house motions were passed at the CCCC Annual Business Meeting held on Saturday, March 27, 2004, in San Antonio:

Resolution 1: Honoring Doug Hesse

Whereas Doug Hesse has demonstrated a longstanding commitment to students and teachers of composition and to developing ethical writers, readers, and discourses; and

Whereas he has always asked difficult questions and has helped us to understand why we should too; and

Whereas he has brought us a challenging program of presentations, workshops, and opportunities for conversation followed by San Antonio Rock ‘n’ Roll;

BE IT THEREFORE RESOLVED that the 2004 Conference on College Composition and Communication thank Doug Hesse for inviting us to explore the ways we make composition matter to our students, institutions, and fellow citizens.

Resolution 2: Applauding Sue Hum and Linda Woodson

Whereas Sue Hum and Linda Woodson have organized a determined and gracious Local Arrangements Committee, which has warmly welcomed us to San Antonio and its fiesta lifestyle; and

Whereas they have invited us to enjoy the Riverwalk, local restaurants, and the cultural treasures of their city; and

Whereas they have continued the “Bring a Book” and “Send Supplies” projects, allowing conference goers to contribute to local literacy programs;

BE IT THEREFORE RESOLVED that the 2004 Conference on College Composition and Communication applaud and thank Sue Hum, Linda Woodson, and the Local Arrangements Committee for their hard work, enthusiasm, and hospitality.

Resolution 3: Honoring Kathleen Blake Yancey

Whereas Kathleen Blake Yancey has given us access to the organizational conversations of the Conference on College Composition and Communication through her chair’s weblog and has introduced many members to “blogging,” just as she recently introduced many of us to the digital portfolio; and

Whereas she has challenged us to reconsider what we mean by “composing,” suggesting that we think of writing as “interface” in response to the current “moment”;

BE IT THEREFORE RESOLVED that the 2004 Conference on College Composition and Communication honor Kathleen Blake Yancey for her leadership, tireless efforts on our behalf, and longstanding commitment to rhetoric and composition.

Sense of the House Motions

S1. The intentional manipulation of public discourse for political and commercial purposes has intensified in recent years.  In light of this, we urge NCTE to sponsor a national reading and writing assignment for fall 2004 on Orwell’s 1984 for colleges, high schools, communities, and libraries.  In support, the NCTE should create resources, forums, and websites for student, teacher, and community projects.

S2. Whereas the U.S. war in Iraq has brought needless deaths and economic degradation to both countries, and the exaggeration and untruths used to justify the war are tactics that teachers of communication in a democracy must condemn, the CCCC calls for an immediate end to the U.S. occupation of Iraq.

S3. Be it resolved that the CCCC opposes the trend of eliminating first-year writing courses without the input of the faculty who teach those courses.

S4. Be it the sense of this house that CCCC express its profound opposition to changing the U.S. Constitution to define marriage in a manner that abridges and/or diminishes the civil rights of any American.

Hiring and Evaluation

• Best Practices in Faculty Hiring for Tenure-Track and Non-Tenure-Track Positions in Rhetoric and Composition/Writing Studies (April 2016) full statement,  Conference on College Composition and Communication
• ADE Statement of Good Practice: Teaching, Evaluation, and Scholarship, Associated Departments of English

Preparation

• Characteristics of the Highly Effective Two-Year College English Instructor in English (2012), Two-Year College English Association
• Preparing Teachers of College Writing [November 2015 (replaces the 1982 CCCC “Position Statement on the Preparation and Professional Development of Teachers of Writing”), Conference on College Composition and Communication
• TYCA Guidelines for Preparing Teachers of English in the Two-Year College, Two-Year College English Association

Working Conditions

• Principles for the Postsecondary Teaching of Writing (October 1989, Revised November 2013, Revised March 2015), Conference on College Composition and Communication
• Working Conditions for Non-Tenure-Track Writing Faculty (April 2016), Conference on College Composition and Communication
• Statement on Dual Credit/Concurrent Enrollment Composition: Policy and Best Practices (November 2012), Conference on College Composition and Communication
• ADE Guidelines for Class Size and Workload for College and University Teachers of English: A Statement of Policy, Association of Departments of English, Modern Language Association
• ADE Statement on the Use of Part-Time and Full-Time Adjunct Faculty, 1992
• MLA Recommendation on Minimum Per-Course Compensation for Part-Time Faculty Members, Modern Language Association, 2017
• MLA Statement on the Use of Part-Time and Full-Time Adjunct Faculty Members, Modern LAnguage Association, 1994
• MLA Statement on Academic Freedom (2009), Modern Language Association
• MLA Recommendation on a Minimum Wage for Full-Time Entry-Level Faculty Members Portland Resolution, Council of Writing Program Administrators, Guidelines for Writing Program Administrator Positions, 1992
• Indianapolis Resolution, CCCC Labor Caucus and the Community of Writing Studies signatories
• Position Statement on the Status and Working Conditions of Contingent Faculty, National Council of Teachers of English, 2010
• TYCA Executive Committee Statement on Concurrent Enrollment, Two-Year College English Association 2012
• Position Statement on the Status of, and Equity for, the Field of Teaching English to Speakers of Other Languages, Teachers of English to Speakers of Other Languages, 2008
• Position Paper on Equitable Treatment for Part-time, Adjunct, and Contingent Faculty, Teachers of English to Speakers of Other Languages, 2006
• Position Statement on Academic Staffing, Associated Federation of Teachers
• Standards of Good Practice in the Employment of Professional Staff in Higher Education: Empowerment and Voice, Associated Federation of Teachers
• Standards of Good Practice in the Employment of Full-Time non-tenure-Track faculty: Professionals and Colleagues, Associated Federation of Teachers
• Standards of Good Practice in the Employment of Part-Time/Adjunct Faculty: Fairness and Equity, Blueprint for Quality, Associated Federation of Teachers

Collected Policy Statements from Multiple Disciplines

• CAW Member Policy Statements and Resolutions

In 2016, at the meeting of the Conference on College Composition and Communication in Houston, TX, a series of resolutions were approved regarding the material conditions of teaching writing in college. One of the approved resolution read as follows:

Whereas the contingent status of an increasing cadre of writing instructors is seemingly entrenched in our institutions; and Whereas advocates for contingent writing faculty often need support on an ad hoc basis; BE IT THEREFORE RESOLVED that the Conference on College Composition and Communication dedicate a liaison for contingency issues (e.g., fair labor standards, unemployment insurance claims, legal issues related to hiring/nonrenewals).

As a call to action to the CCCC Executive Committee, then-chair Joyce Locke Carter said that the organization was [and then to the quote]

…finally able to act upon a suite of proposals that originated in the Indianapolis Resolution—designed to make the CCCC more responsive to labor issues in the discipline. The room where it happened was our annual business meeting, held on the last day of the Houston Convention. A key starting point to these interconnected resolutions was the creation of a liaison for labor issues, and I have named Holly Hassel and Keith Rhodes as our inaugural liaisons. Together with these liaisons, I have been working with the Labor Caucus, as well as the proponents of those resolutions, to craft the means and mechanics of the rest of the resolutions.

With the establishment of the Labor Liaison, CCCC is taking steps to work toward the requests and goals outlined in the Indianapolis Resolution:

• We call upon disciplinary and professional organizations such as NCTE/CCCC, ADE, MLA, RSA, and CWPA to consolidate and publicize the numerous extant professional standards documents on one user-friendly, accessible website; and where appropriate to revise or update those standards.
• Draw explicit attention to the reality that material conditions are teaching and learning conditions–that current labor conditions undervalue the intellectual demand of teaching, restrict resources such as technology and space to contract faculty, withhold conditions for shared and fair governance, and perpetuate unethical hiring practices–as the central pedagogical and labor issue of our times.
• Create a clearinghouse of information about how disciplinary professional statements such as CCCCs ‘Principles for the Postsecondary Teaching of Writing,’ NCTE’s ‘Position Statement on the Status and Working Conditions of Contingent Faculty’ and CWPA’s ‘Portland Resolution’ have amply codified best practices for reasonable and equitable working conditions, and where appropriate are in need of updating; how innovative teachers and administrators have made compelling, forceful, and successful arguments to help their institutions improve working conditions for all faculty.
• Offer more material and professional support and opportunity for the creation, publication, and dissemination of quantitative and qualitative research into the impacts of the labor system on the teaching and learning of writing.
• Consider research into labor and its effects on teaching and learning with the same intellectual weight and scholarly respect as other subjects in our field.

Why join CCCC? Your annual membership fee of $75 includes

Opportunities for professional growth…

• Subscription to the respected journal, College Composition and Communication, and also get free online access to current and past articles.
• Discounted rates for the CCCC Annual Conference and the NCTE Annual Convention.

And sharing your voice…

• You’re eligible for nomination to CCCC committees, which produce publications and position papers in the interest of the English and composition and rhetoric profession.
• Choose to also join the Two-Year College English Association (TYCA), which responds to concerns of educators at two-year colleges and coordinates seven regional conferences.
• Take part in the discussion with access to web resources and online communities maintained by CCCC and NCTE.

Join today!

Use the online form to join NCTE then choose College Composition and Communication as your journal—with your subscription, you’re automatically a CCCC member.

Editor
Kimberly A. Bain, Palm Beach Atlantic University
Kimberly_Bain@pba.edu
Kimberly A. Bain served as chair of the Task Force to Revise the CCCC Statement of Professional Guidance for New Faculty Members. She has also served as an editorial intern for the Katherine Anne Porter Prize in Short Fiction with the University of North Texas Press. Her research focuses on multimodal pedagogies of composition as well as access and linguistic considerations in writing center work. Her work has been published in Composition Studies and Praxis: A Writing Center Journal. Her editorial vision for Forum centers on considerations for part-time and contingent faculty that are otherwise overlooked in higher education. In particular, the impact on part-time and contingent faculty must be addressed in issues including new technology integration, record-low enrollment rates, reduced job vacancies, and increasing institutional closures in higher education. Moreover, part-time and contingent faculty are often at the heart of writing instruction in higher learning, and identifying the issues they face can shed light on the evolution of postsecondary education in modern contexts.

Editorial Board
Michaela Alderman, Palm Beach Atlantic University
Anicca Cox, University of New Mexico–Valencia Campus
Jacqueline D. Mullen, Florida Atlantic University
Liliana M. Naydan, Penn State Abington

Production Editor
Tom Tiller, NCTE

Permissions
permissions@ncte.org

Director of Publications
Dyan Urquhart, NCTE

FORUM Homepage

Trace Daniels-Lerberg, editor of FORUM, welcomes you to submit essays related to the teaching, working conditions, professional life, activism, and perspectives of non-tenure-track faculty. Faculty and scholars from all academic positions are welcome to contribute. Of special interest are research, analyses, and strategies grounded in local contexts, given that labor conditions and the needs of contingent faculty vary greatly with geography, institutional settings, and personal circumstances.

Essays should address theoretical and/or disciplinary debates. They will go through the standard peer review and revision process. For further information please contact Trace Daniels-Lerberg at trace.daniels@utah.edu.

Submit your work electronically to trace.daniels@utah.edu. Put the words “FORUM article” in your subject line. Submissions should include the following information:

• your name
• your title(s)
• your institution(s)
• home address and phone number; institutional address(es) and phone number(s)
• if applicable, venue(s) where submission was first published or presented previously

Responsibilities

• Serve on the nominating committee for one year, beginning officially upon
  election (in October) and completing the roster of candidates by the following
  May 1. One Chair will be determined by incoming members and reported to the Chair of CCCC within two weeks of election results.
• Work with the Nominating Committee Chair to solicit nominations from CCCC members.
• Initiate suggestions for nominations, individually and as a group.
• Attend the open meeting and the closed meeting of the nominating committee at the CCCC Annual Convention (usually on Friday afternoon). CCCC does not provide funds for committee members to attend the meeting.
• Work within standard policies of NCTE and CCCC on multiple roles, involvement of people of color, and related matters.
• Advise the following years nominating committee.

Candidates agree not to campaign during the election process.

NCTE Policy on Campaigning

Past CCCC Nominating Committee Members

Click here to go back to the main CCCC Election page.

FORUM: Issues about Part-Time and Contingent Faculty is a peer-reviewed publication concerning working conditions, professional life, activism, and perspectives of non-tenure-track faculty in college composition and communication. It is published twice annually (alternately in CCC and TETYC) and is sponsored by the Conference on College Composition and Communication. Faculty and scholars from all academic positions are welcome to contribute.

Editor
The new Forum editor, Kimberly A. Bain, has begun reading submissions, and the journal will resume publication in fall 2025. Submissions can be sent directly to the editor at Kimberly_Bain@pba.edu.

Getting to Portland…

Save up to 10% on your travel by using NCTE’s discount code with Delta!

Reservations and ticketing are available via Delta’s Website. Select “Book a Trip” and then enter meeting code NMNKJ in the box provided.

Reservations may also be made by calling Delta Meeting reservations at 800-328-1111, Monday to Friday, 7:00 a.m. to 7:00 p.m. CDT.

Getting around Portland…

Use the Tri-Met MAX Light Rail System.

The MAX Light Rail System is Portland’s public transportation system that consists of buses, street cars, and light rail trains. It’s inexpensive and very convenient. If you are staying in a hotel reserved through the NCTE/CCCC housing block, you will receive two complimentary passes per room.