Task Force on Assessing the Experience of African American Members of CCCC for Equity, Understanding, and Change with CCCC/NCTE (November 2021)
Neisha-Anne Green, Co-Chair
David F. Green, Co-Chair
Alicia Kristina Hatcher
- Create a survey asking for Black members to share what their experiences are and have been and focusing on change.
- Work with the current chair to establish two additional concrete charges for this task force based on focusing on Black/African American experiences.
CCCC Task Force to Develop a “Position Statement: Principles for Equitable and Ethical Scholarship in Writing, Rhetoric, and Composition Studies” (November 2022)
Several public conflicts (taking place in various forums) have emerged in writing, rhetoric, and composition studies. (see below). In the contemporary era of both fast and slow scholarship, the lines between public and private, professional and personal communications are more permeable. This “Task Force on Equitable and Ethical Scholarship Principles and Practices” will explore, discuss, and (hopefully) create a set of principles and practices for scholarly discussion in on the modern era. The ultimate goal would be for the group to prepare a position statement that could be adopted by the EC for the organization.
Task Force on Engaging TYC Faculty in CCCC (November 2022)
Sarah Z. Johnson
Purpose: A task force charged to investigate and make recommendations about what ways CCCC is meeting the needs of TYC members and what ways it could better meet the needs of TYC members. TYCA is represented within and among the CCCC Executive Committee and among some other areas of the organization. At the same time, as a recent Chronicle of Higher Education article noted:
Community colleges educate about 40 percent of undergraduates in the United States. Among all students who completed a degree at a four-year institution in 2015-16, about half had enrolled at a two-year college in the previous 10 years. Yet faculty members who teach at community colleges are largely absent from most national disciplinary associations, missing opportunities to attend annual meetings to catch up on the latest scholarship, or share insights on teaching with peers at both two- and four-year colleges. (McMurtrie)
TYC faculty are not represented within or engaged within CCCC in proportion to their role within the field. Likewise, given the increasing casualization of labor in the academy, CCCC needs to more proactively engage with all sectors of higher education if it is to build membership in the coming years. The number of college students who will either be solely enrolled at or who will have taken courses at TYC campuses is huge. There is financial, material, and practical benefit to be gained by bringing more two-year college faculty into the CCCC professional community.
Charges or questions:
Convention: Is the annual convention meeting the needs of TYC faculty? What is the future relationships between the relatively new TYCA national conference and the CCCC conference? What role will virtual engagement in both meetings play?
Governance: How engaged are TYCA faculty in CCCC governance? In what ways are TYC faculty invited to participate in CCCC committees, task forces, and other groups?
Publications: Does the publications structure, process, and evaluation approach invite TYC contributions? What have been the TYC author experiences of the different NCTE publications for college English research?
Community: what aspects of the CCCC organization, conference, committees, or other components of the organization are engaging and responsive to TYC faculty? What changes could be made that would make CCCC more attractive to TYC instructors? What aspects of CCCC culture may feel unwelcoming or unappealing to TYC faculty?
CCCC Task Force on Support for Gender Diversity/Trans and Nonbinary Students and Faculty (November 2022)