Category: Uncategorized

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 Bain, Palm Beach Atlantic University
Kimberly_Bain@pba.edu
Kimberly 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
A new Forum editorial board is currently being formed.

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 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.

 
Call for Submissions: Special Issue on AI, Labor, and Contingency

This special issue—“AI Labor and Contingency: Issues Surrounding the Use of Artificial Intelligence in Student Work and Considerations for Part-Time and Contingent Faculty”—will be published in the fall of 2025. The submission deadline is March 15.

Since the introduction of ChatGPT in November 2022, examining the ways that generative artificial intelligence (GenAI) could shift the structures of higher learning has been an ongoing practice in many academic settings. Much remains to be explored regarding the impacts that GenAI has on contingent and part-time faculty labor.

BestColleges.com reported in 2023 that “56% of college students have used AI on assignments or exams.” This high percentage comes as no surprise when considering how many papers cross a faculty member’s desk or computer screen that have been flagged for AI-generated content. In considering the varying institutional policies regarding the use of GenAI, faculty must adjust to these policy changes and enforce them accordingly.

Such considerations often mean that faculty are tasked with identifying GenAI use in student writing or restructuring the curriculum to fit policies that allow or even promote the use of GenAI. For part-time and contingent faculty, these changes may mean taking on additional pedagogical responsibilities, feeling restricted by institutional policies, or resorting to using GenAI themselves for grading and assessment purposes by providing GenAI instructor feedback.

Viable submissions for the special issue will explore current trends in GenAI usage in higher learning and consider the implications of GenAI’s use and policy trends for part-time and contingent faculty.

Submission topics might include, but are not limited to, the following:

● Specific pedagogical practices using GenAI
● Issues of access in writing instruction
● Online pedagogical implications of GenAI use
● Institutional policy considerations for GenAI use
● Issues around grading and assessment practices
● Faculty training and support on GenAI use

Submission Requirements

The deadline for submissions is March 15, 2025. Submissions must be original, 1,500 to 2,000 words long, and formatted in the latest edition of MLA style.

Please send your submission to the editor as an email attachment. The cover message should include the following information:

● Your name
● Your title(s)
● Your institution(s)
● Institutional address(es) and phone number(s)

Direct all submissions to the following address with “FORUM article” in your subject line:

Kimberly Bain, PhD
Forum Editor
Kimberly_Bain@pba.edu

Proposals and general inquiries may also be directed to the editor. 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. Essays should address theoretical and/or disciplinary debates. They will go through the standard peer-review and revision process.

 

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.

 

 

1. To take action!

As writing professionals, the subject of our work — writing — is at often the center of discussions about teaching, students, and learning. Share your successes and learn new strategies from others!

You can:

• Participate in the Taking Action Workshops!
• Visit the Action Hub!

 

2. To develop new approaches to teaching and research!

You’ll help others develop their ideas and bring home new ones for your own work!

You can:

• Choose from  the 406 concurrent sessions, 53 poster sessions, 31 roundtable discussions, and more taking place at the convention.
• View handouts and contribute your own via the Online Searchable Program.
• Attend a full- or half-day preconvention workshop (morning or afternoon) to dive deeply into a topic.

 

3.  To make connections!

CCCC’s Special Interest Groups, caucuses, and informal talking times offer great opportunities to make connections with others and around issues important to you!

You can:

• Explore the online program for meetings of special interest groups and caucuses.
• Connect with those offering the latest resources in the CCCC Exhibit Hall.
• Network with other attendees during social events in the area. See the local website for more information on these opportunities.
• Strike up valuable conversations simply standing in line for coffee!

  

Why do others attend?

Each year, educators and researchers from around the world attend the CCCC Annual Convention for a multitude of different reasons. These include:

• Topical range of convention sessions
• Exposure to new concepts/cutting edge ideas
• Access to information for teaching and scholarship
• Chance to make professional contacts/renew connections
• Meeting new colleagues and networking
• Visiting the exhibit hall of professional materials

Are you attending CCCC 2016?  Share YOUR reasons for attending on social media using the hashtag #4C16!

  

2025

Marcela Hebbard, The University of Texas Rio Grande Valley, Chair
G. Edzordzi Agbozo, University of North Carolina Wilmington
Laura L. Allen, York University
Jacob Babb, Appalachian State University
Marilee Brooks-Gillies, Alma College

2024

Esther Milu, University of Central Florida, Chair
Nancy Bou Ayash, University of Washington, Seattle
Jessica Edwards, University of Delaware
Gabriel I. Green, Xavier University of Louisiana
Teresa Grettano, The University of Scranton

2023

Eunjeong Lee, Assistant Professor of English, University of Houston, Texas, Chair
Forster Kudjo Agama, Professor of English, Tallahassee Community College, Florida
Quanisha Charles, Associate Professor of English, North Central College, IL
Jada Patchigondla, Lecturer, UCLA Writing Programs, CA
Shane Wood, Assistant Professor of English, University of Southern Mississippi, Hattiesburg

2022

RAsheda Young, Rutgers University and New York University, Chair
Adam Hubrig, Sam Houston State University, Texas
Gavin P. Johnson, Christian Brothers University
Lisa King, University of Tennessee-Knoxville
Federico Navarro, Universidad de O’Higgins, Chile

2021

Cristina Sanchez-Martin, Indiana University of Pennsylvania, Chair
Trent M. Kays, Hampden-Sydney College, VA
Ashanka Kumari, Texas A&M University, Commerce
Hannah J. Rule, University of South Carolina, Columbia
Erin McLaughlin, University of Notre Dame, IN

2020

Jaquetta Shade-Johnson, Northeastern State University, Tahlequah, OK, Chair
Jacob Babb, Indiana University Southeast, Albany
Genevieve Garcia de Mueller, Syracuse University, NY
Mara Lee Grayson, California State University Dominguez Hills, Carson
Brooke R. Schreiber, Baruch College (CUNY), New York, NY

2019

James Chase Sanchez, Middlebury College, Vermont, Chair
Jeffrey Klausman, Whatcom Community College, Bellingham, Washington
Rebecca Lorimer Leonard, University of Massachusetts, Amherst
Santos Ramos, Grand Valley State University, Allendale, Michigan
Rachel Riedner, George Washington University, Washington, DC

2018

Jennifer Wingard, University of Houston, Texas, Chair
Franny Howes, Oregon Institute of Technology, Klamath Falls
Andrea Malouf, Salt Lake Community College, Utah
Steve Parks, Syracuse University, New York
Andrea Riley Mukavetz, Grand Valley State University, Allendale, Michigan

2017

Christie Toth, University of Utah, Salt Lake City, Chair
Isabel Baca, University of Texas at El Paso
M. Melissa Elston, Northwest Missouri State University, Maryville
Candace Epps-Robertson, Old Dominion University, Norfolk, Virginia
Lori Ostergaard, Oakland University, Rochester, Michigan

2016

Staci M. Perryman-Clark, Western Michigan University, Kalamazoo, Chair
Timothy R. Amidon, Colorado State University, Ft. Collins
Christina V. Cedillo, Northeastern State University, Tahlequah, Oklahoma
Mike Edwards, Washington State University, Pullman
Erika Lindemann, University of North Carolina, Chapel Hill

2015

Lauren Fitzgerald, Yeshiva University, New York, New York, Chair
Jennifer Richardson Burg, Southern Vermont College, Bennington
Cheryl Glenn, Pennsylvania State University, University Park
Clancy Ratliff, University of Louisiana at Lafayette
Jim Webber, University of Nevada, Reno

2014

Shirley K. Rose, Arizona State University, Tempe, Chair
Will Banks, Eastern Carolina University, Greenville, North Carolina
Derek Mueller, Eastern Michigan University, Ypsilanti
Michelle Bachelor Robinson, University of Alabama, Tuscaloosa
Cheri Lemieux Spiegel, North Virginia Community College, Sterling

2013

Linda Bergmann, Purdue University, West Lafayette, Indiana, Chair
Amy Kimme Hea, University of Arizona, Tucson
Seth Kahn, West Chester University of Pennsylvania
Elaine Richardson, Ohio State University, Columbus
Rochelle (Shelley) Rodrigo, Old Dominion University, Norfolk, Virginia

2012

Kelly Ritter, University of North Carolina, Greensboro, Chair
Michael Day, Northern Illinois University, DeKalb
Zandra L. Jordan, Spelman College, Atlanta, Georgia
Carlos Salinas, University of Texas-El Paso
Blake Scott, University of Central Florida, Orlando

2011

Martine Courant Rife, Lansing Community College, Michigan, Chair
Kay Halasek, Ohio State University, Columbus
Anne Herrington, University of Massachusetts-Amherst
Les Perelman, Massachusetts Institute of Technology, Cambridge
Mya Poe, Penn State University, University Park

2010

William Condon, Washington State University, Pullman, Chair
Damián Baca, University of Arizona, Tucson
Susan K. Miller-Cochran, North Carolina State University, Raleigh
Mary P. Sheridan-Rabideau, University of Wyoming, Laramie
Katherine Kelleher Sohn, Pikeville College, Kentucky

2009

Cristina Kirklighter, Texas A & M University-Corpus Christi, Chair
Jennifer Clary-Lemon, University of Winnipeg, Manitoba, Canada
Tom Deans, University of Connecticut, Storrs
Jenn Fishman, University of Tennessee, Knoxville
Shirley Wilson Logan, University of Maryland, College Park

2008

William DeGenaro, University of Michigan, Chair
Karen Lunsford, University of California Santa Barbara
Cecilia Rodriguez Milanes, University of Central Florida
Annette Harris Powell, University of Louisville
Howard Tinberg, Bristol Community College

2007

Rebecca Moore Howard, Syracuse University, Chair
Sandie McGill Barnhouse, Rowan-Cabarrus Community College
Julie Lindquist, Michigan State University
William J. Macauley, Jr., College of Wooster
Raul Sanchez, University of Florida

2006

Gwendolyn D. Pough, Syracuse University, Chair
Jennifer Beech, University of Tennessee
Paul Heilker, Virginia Tech
Jody Millward, Santa Barbara City College
Charles Schuster, University of Wisconsin Milwaukee

2005

Paul M. Puccio, Bloomfield College, Chair
Krita Ratcliffe, Marquette University
Jess Enoch, University of New Hampshire
Irwin Weiser, Purdue University
Jeanne Gunner, Chapman University

2004

Joyce Irene Middleton, St. John Fisher College, Chair
Paula Gillespie, Marquette University
Paul Kei Matsuda, University of New Hampshire
Gail Y. Okawa, Youngstown State University
Ben R. Wiley, St. Petersburg College

2003

Lynn Quitman Troyka, Chair
Lisa Albrecht, University of Minnesota, Minneapolis
William Condon, Washington State University, Pullman
James Inman, University of South Florida, Tampa
Morris Young, Miami University, Oxford, Ohio

2002

Sidney Dobrin, Chair
Charles Coleman
Donna Reiss
Patricia A. Stephens
Rebecca Taylor

2001

Diana Hacker, Chair
Linda Adler-Kassner
Kay Halasek
Chet Pryor
Peter Vandenberg

2000

Christine R. Farris, Chair
Janice Albert
Susanmarie Harrington
Joseph Janangelo
Rosentene Bennett Purnell

1999

Chris Anson, Chair
Kristine Hansen
Pearl Saunders
Keith Walters
Art Young

1998

Kathleen Blake Yancey, Chair
Akua Duku Anokye
Deboran Brandt
Scott DeWitt
Kay Halasek

1997

Xin Liu Gale, Chair
Gayle Duskin (was elected but didn’t serve)
Diana George
David Jolliffe
Kim Lynch
Nancy Shapiro

1996

Freddy Thomas, Chair
Mara Holt
Linda Johnson
Sarah-Hope Parmeter
Elizabeth Rankin

1995

Susan C. Jarratt, Chair
John Clifford
Donald Cunningham
Christine A. Hult
Shirley Wilson Logan
Teresa M. Purvis

1994

James Reither, Chair
Beth Daniell
Joyce Neff Magnotto
Susan McLeod
Jerrie Cobb Scott