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HOLLY HASSEL, Professor of English, North Dakota State University, Fargo, ND. Professional Activities: Editor, Teaching English in the Two-Year College; co-chair, CCCC Feminist Caucus, member of the Social Justice and Activism at the Convention (SJAC) committee. Formerly: Professor, University of Wisconsin-Marathon County, Wausau, WI, 2002–2018; co-chair, TYCA Research Committee, which

produced the “White Paper on Developmental Education Reform.” Member: TYCA Executive Committee, CCCC Executive Committee (ex officio as TETYC editor), formerly, the CCCC EC Subcommittee on Committees. Awards: TETYC Best Article of the Year in (2009); CWPA Award for Outstanding Scholarship (2017); (with Joanne Baird Giordano). Publications: Articles in CCC, College English, Feminist Teacher, Pedagogy, Peitho, TETYC, WPA, and edited collections.

Position Statement: I would pursue several interconnected areas of activity: a) Enhancing Transparency in Decision-Making and Represen-

tation: I previously chaired my former institution’s senate, a geographically distributed, 13-campus governance group rep-resenting hundreds of faculty and staff. I know how important it is to representative governance that constituents feel confi-dent in the organization’s decision-making processes. I would systematically examine the structure of representation, nomi-nations, and elections within CCCC to enhance representative relationships that exist between the EC and the membership, including reviewing and making recommendations for CCCC constitution or bylaws revisions. As a member of the EC dur-ing the extremely challenging discussions about CCCC 2018 in Kansas City, I have insight into the tensions that emerged and the voices that did and did not feel heard; I would draw from that powerful experience in my work as a CCCC officer.

2019 ELECTIONS

SHARON MITCHLER, Professor of English and Humanities, Centralia College, Centralia, WA; Formerly: TYCA National Chair, TYCA-PNW Representative, TYCA-PNW Conference Co-Chair, TYCA-PNW Conference Local Arrangements, Nell Ann Picket Award Committee, CCCC Stage 1 and 2 Reviewer, CCCC Outstanding Book Award Se-lection Committee, CCCC Exemplar Award Selec-

tion Committee, Braddock Award Selection Committee, CCCC Search Committee for FORUM Editor. Member: CCCC, CCCC Newcomer’s Committee, CCCC 2019 Consulting Service Task Force, TYCA-National, TYCA-PNW, TYCA-SE. Awards: Nell Ann Picket Service Award, 2016–2017 CCCC Research Initiative —as part of a research group. Publications: TETYC, CCC, National Census on Writing Blog, TYCA-Southeast Journal, Pacific View: TYCA-PNW Newsletter. Program Participant: CCCC, TYCA-National, TYCA-PNW, TYCA-Pacific Coast, TYCA-NE, TYCA-West, TYCA-Midwest, NCTE, Washington Community College Humanities Association.

Position Statement: Whenever I think of my CCCC and TYCA colleagues, the poem “To Be of Use” by Marge Piercy comes to mind. The members of this organization have stepped into the hard work that needs to be done, over and over again, as Piercy so aptly describes. As an organization, we need to ensure the structures we build create space for members to bring their diverse experiences and perspectives into conversation. Our paths in the profession are not parallel, and that is our strength. I first taught high school for thirteen years, first in Iowa, then Central America, and then in North Carolina, and each of those experiences influenced my powerful desire to make classroom spaces inclusive. I first understood the ways languages interact with each other as systems that replicate political

The biographical information concerning nominees’ past and present service to CCCC, NCTE, and other professional associations was supplied by the candidates and is printed for the convenience of members. At the request of the CCCC Officers, candidates for Assistant Chair submitted expanded biographical information and position statements.

The following nominations were made by a nominating committee elected by the membership in the summer of 2018. The CCCC Nominating Committee this year consists of 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; and Rachel Riedner, George Washington University, Washington, D.C.

Please vote on the enclosed ballot and return it to the following address: CCCC Ballot, National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096; postmarked no later than August 1, 2019. Please use the enclosed return envelope.

ASSISTANT CHAIR(Vote for one.)

The Assistant Chair serves on the Executive Committee for four years,succeeding to the post of Associate Chair, Chair, and Past Chair.

MITCHLER, continuedHASSEL, continued

b) Equity, Inclusion, and Social Justice: If elected, I would build on the successful initiatives from the SJAC Committee’s work, including greater opportunities for access, activism, and out-reach opportunities at the convention site. I have benefited from my prior experience chairing the EC subcommittee on Organizational Diversity, Equity, and Social Justice in 2016. I would like to look for additional ways to create greater access to and equity within the resources of the organization and how they are allocated.

c) Support for All Writing Teachers: CCCC represents writ-ing teachers from all types of institutions types, regions, and employment statuses. I would look at how effectively CCCC provides resources meeting the needs of the wide range of in-structors of college writing, for example, supporting research projects that cultivate evidence-based practices in composition pedagogy and seeking new uses of technology to reach a wider range of writing teachers.

d) Align Graduate Education with the Labor Market: I recently changed jobs; after 16 years at a two-year college, I now work in a university department with graduate programs. I have previ-ously written about the need to better prepare graduate students for work in two-year colleges and teaching-intensive positions. I would l look for ways that CCCC as an organization could collaborate with TYCA and NCTE to bridge the gap between the distinct sectors of higher education. I see opportunities to align the priorities of teaching-intensive and research-focused campuses in order to better fulfill our shared values and needs.

and cultural power structures when I taught in an American School where Spanish was the dominant language outside of the classroom. Public education brings entire communities into meaningful dialogue, and I see similar interactions at the small, rural community college where I have been teaching for the past twenty years.

These experiences, along with reading and studying in our discipline, have made me better able to work with a wide range of students. The two-year college students in my classes are most often described as “non-traditional” to include first-generation, working class, older returning, multi-lingual, differently abled, dual-credit, and home-schooled students.

My experiences and research add to our professional conversations, but they are not the center of our work. Through CCCC we need to ensure that rich understandings of our field are welcomed. Our greatest strength is the range of our experiences and institutions, which we bring to bear in research, pedagogy, and with policy makers. We need to continue to be reflective and strategic about how we support faculty at all levels within higher education. Additionally, we must continue to find ways to assist members who advocate in their classrooms, departments, programs, and institutions.

This is the work worth doing, and, as Piercy reminds us, this is the “work that is real.”

SECRETARYFour-year term (2019–2023)

(Vote for one.)

DAVID F. GREEN, JR., Assistant Professor of English and Director of Writing at Howard University. Professional Activities: Scholars for the Dream Award Committee, Writing Program Certificate of Excellence selection Committee, Richard Braddock Award Committee, NCTE Promising Researcher Award selection committee, Delegate for the NCTE/CCCC Black Caucus. Formerly: Symposium on Teaching Rhetoric and Composition as HBCU’s program chair, Guest editor for Reflections: A Journal of Community Engaged Writing and Rhetoric. Member: CCCC, NCTE, CLA, MLA. Publications: Articles in College English, Composition Studies, Changing English, The Lauryn Hill Reader; Editor, Visions and Cyphers: Explorations of Literacy, Discourse, and Black Writing Experiences. Program Participation: CCCC, CLA, NCTE.

Position Statement: I believe in the potential of our organization as a force of change around issues of writing, literacy, and difference. My goal is to serve the organization as best I can in its work toward changing the lives of students and teachers.

JANE GREER, Curators’ Distinguished Teaching Professor of English and Women’s & Gender Studies and Director of Undergraduate Research, University of Missouri, Kansas City. Professional Activities: Chair, CCCC Local Arrangements Committee (2018); Co-Chair, CCCC Undergraduate Research Committee; Executive Board, Coalition of Feminist Scholars in the History of Rhetoric and Composition. Formerly: Editor, Young Scholars in Writing; Director, Greater KC Writing Project. Publications: Pedagogies of Public Memory; Girls and Literacy in the U.S.; articles in CCC, College English, English Journal, Peitho, WPA Journal, and others.

Position Statement: My favorite poem is Marge Piercy’s “To Be of Use.” Piercy celebrates “people who move in common rhythm,” doing “what has to be done.” To be useful, the leaders of CCCC must listen carefully to ALL members and support opportunities for members to listen to each other. Only then can we accomplish what Piercy calls “work that is real” for and with our students.

EXECUTIVE COMMITTEEThree-year terms (2019–2022)

GROUP I (Vote for one.)

STEVEN ALVAREZ, Assistant Professor of English, St. John’s University, Jamaica, New York. Professional Activities: NCTE College Section Steering Committee; CCCC/NCTE Latinx Caucus; CCC Editorial Board. Formerly: CCCC Book Award Committee; Chair, NCTE Braddock Award Committee; CCCC Scholars for the Dream Committee; CCCC/NCTE Latinx Caucus Co-Chair. Member: NCTE, CCCC, MLA, RSA, AERA. Awards: NCTE Cultivating New Voices Fellow; CCCC Scholars for the Dream; Woodrow Wilson Fellow. Publications: Brokering Tareas (2017, SUNY); Community Literacies en Confianza (2017, NCTE); articles in Language Arts, Literacy in Composition Studies, Community Literacy Journal.

Position Statement: I am committed to community-engaged work that challenges all educators to recognize the dignities of our students’ literacies, K–16. I aim to bring more shared conversations between NCTE and CCCC, as both arms of the organization are composed of like-minded scholars, activists, and educators who share a passion for social justice, but who are often not in dialogue.

DAVID BLAKESLEY, Campbell Chair and Professor of English, Clemson University; Publisher, Parlor Press. Professional Activities: RSA Development Council, VP KB Society, Editor, KB Journal, Co-editor, WAC Journal. Formerly: CCCC Executive Committee (2010–12); Program Chair: Computers/Writing, KB Society. Member: NCTE, CCCC, RSA, KB Society, CWPA, ATTW. Awards: RSA Fellow, Moran Award. Publications: Elements of Dramatism, Writing: A Manual for the Digital Age; The Terministic Screen. Program Participation: CCCC, WPA, KBS, C&W, ATTW.

Position Statement: We share interests in writing and the teaching of writing, from its early history to its new incarnations in publics and digital spaces. Digital literacy, creativity, and innovation are three new measures of productive citizenship—both in the discipline and among the publics that invite our engagement with the world. New literacies make us, in Clive Thompson’s terms, “smarter than we think,” if only we can learn to engage each other and this diversity with integrity, energy, respect, and hope.

GROUP II (Vote for one.)

SONIA CHRISTINE ARELLANO, Assistant Professor of Writing and Rhetoric, University of Central Florida. Professional Activities: Social Justice at the Convention Committee; Stage one CCCC reviewer. Member: NCTE Latinx Caucus; NCTE; CCCC; NWSA; RSA. Awards: CCCC Scholars for the Dream Travel Award (2011). Publications: “La Cultura Nos Cura: Reclaiming Decolonial Epistemologies through Medicinal History and Quilting as Method” with Iris D. Ruiz in Rhetorics Elsewhere and Otherwise; “Advocating Comadrismo: A Feminist Mentoring Approach for Latinas in Rhetoric and Composition” with Ana M. Ribero in Peitho. Program Participation: FemRhet, NWSA, CRCON, RSA, CCCC.

Position Statement: CCCC has many great initiatives for being more inclusive and equitable, but we also have work remain-ing for moving toward more action. I want to be part of that work to ensure that minoritized communities in the CCCC are central to organizational decisions. I am particularly committed to cultural rhetorics, protections for adjuncts, and advancing the litera-cies of POC.

JOSÉ MANUEL CORTEZ, Assistant Professor of English, University of Oregon. Teaches courses in cultural rhetorics and Latinx writing. Formerly: Assistant Editor, Rhetoric Review; Transfer & Placement Coordinator, Writing Program, University of Arizona. Member: CCCC Latinx Caucus, MLA, ASA, RSA, Latino/a Studies Association, NCTE, CCCC. Publications: Essays in Philosophy & Rhetoric; Decolonizing Rhetoric and Composition Studies: New Latinx Keywords for Theory and Pedagogy. Position Statement: My work as a researcher, teacher, and administrator is shaped by current material conditions: our students’ cultural and linguistic practices are shifting in conjunction with the movement and interconnectedness of people across the globe. I am therefore committed to shaping policy toward the educational and civil rights of underrepresented student populations.

GROUP III (Vote for one.)

ASHLEY HOLMES, Associate Professor of English, Director of WAC, Georgia State University. Professional Activities: Section Editor, Composition Forum; Editorial Board, Ubiquity: Journal of Literature, Literacy, and the Arts. Formerly: Section Editor, Kairos. Member: NCTE, CCCC, CCCC Disability in College Composition Travel Awards Committee; AWAC Research and Publications Committee. Awards: Instructional Effectiveness. Publications: Public Pedagogy in Composition Studies; Articles in Community Literacy Journal, Reflections, English Journal.

Position Statement: CCCC values community-engaged teaching and research, but there is more work to be done to further our efforts in public outreach and writing beyond the university. To this position, I bring my commitment to ethical and reciprocal community work, as well as my experiences teaching in high schools, research universities, and a private liberal arts university—all of which inform my understanding that the contexts and concerns of teaching writing are multifaceted. I will listen to the range of perspectives and lived experiences in our diverse profession and advocate for equity and justice.

JENNIFER WINGARD, Director of Graduate Studies, Associate Professor, University of Houston, Texas. Professional Activities: Editor, Peitho: The Journal for the Coalition of Feminist Scholars in Rhetoric and Composition. Formerly: CCCC Nominating Committee Chair (2018); CCCC Local Arrangements (2016); Chair, Gerard A. Hauser Award; Member: CFSHRC, CCCC Labor Caucus, CCCC, NCTE, RSA. Publications: Branded Bodies, Rhetoric, and the Neoliberal Nation State; articles in Against the Current, Communication in the Public, Fortune, Houston Chronicle, JAC, Women Studies in Communication; chapters in Faking the News, Rhetoric in Neoliberalism, Screening Cinema, Transnational Writing Program Administration.

Position Statement: The executive committee must achieve a balance between forward-thinking change and the CCCC’s long-standing history of excellence. The EC must listen empathetically and rhetorically to all members and caucuses as we review how our current practices impact today’s students, faculty, and members. Additionally, the EC must become decisive actors when engaging the greater public with regard to our collective positions and expertise.

GROUP IV (Vote for one.)

RONISHA BROWDY, Assistant Professor of English, North Carolina State University. Member: CCCC, NCTE. Awards: NC State Junior Faculty Development Award, NC State African American Cultural Center Fellowship. Publications: Articles in Women & Language, Reflections: A Journal of Community-Engaged Writing and Rhetoric; book chapter in Paradise to Regain: Post-Obama Insights from Women Educators of the Black Diaspora. Position Statement: My mission as a scholar and teacher is to centralize the theories, literacies, experiences, and rhetorical practices of under-represented groups within our world, especially Black women and girls. As a leader, I follow the guidelines of well-known and everyday women of color who recognize the power of listening, creative and critical thinking, storytelling, and individual and collective action. As a member of the CCCC Executive Committee, I will contribute a viewpoint that is focused on making space for all people and all perspectives within our profession to be heard, respected, and engaged equally.

TIMOTHY OLEKSIAK, Assistant Professor of English, Director of Professional and New Media Writing, University of Massachusetts, Boston. Professional Activities: CCCC Queer Caucus, Standing Panel Co-Chair; RSA Editorial Board. Formerly: CCCC Newcomers’ Welcoming Committee; CCCC Lavender Rhetorics Award for Excellence in Queer Scholarship; CCCC Stonewall Service Award Committee; RSA Gerard Hauser Award Committee; CCCC Stage 1 and 2 Reviewer. Member: CCCC, NCTE, RSA. Publications: Articles in Pre/Text; Composition Studies, Works and Days; chapter/contributions in Queer Praxis: Questions for LGBTQ Worldmaking; Sustainable WAC; Reinventing (with) Theory (forthcoming); Why We’re All Gagging: The Cultural Impact of RuPaul’s Drag Race (forthcoming); Interviewed on Feminist Killjoys, PhD podcast. Program Participation: CCCC, RSA, IWAC, NCA, NCTE, WRAB-III, Watson.

Position Statement: Anyone serving our organization should listen to its members and articulate the ways this listening leads to material changes in the way our organization functions. To listen, however, requires leadership that is willing to give space, make space, and be present for members who wish to participate fully in our organization.

GROUP V (Vote for one.)

CLANCY RATLIFF, Associate Professor, University of Louisiana, Lafayette. Professional Activities: Editor, CCCC Intellectual Property Annual. Formerly: NCTE Executive Committee, NCTE College Section Steering Committee, CCCC Nominating Committee, CCCC Intellectual Property Caucus Co-Chair. Publications: Articles in Pedagogy, Composition Forum, Women’s Studies Quarterly, Computers and Composition Online. Chapters in The Routledge Companion on Media Education, Copyright and Fair Use; Cultures of Copyright; The Next Digital Scholar: A Fresh Approach to the Common Core Standards in Research and Writing; Composition, Copyright, and Intellectual Property Law.

Position Statement: I have read and heard critique of our organization from Chin and Chan’s 1970s essay “Racist Love” (love conquers all) to Inoue’s 2019 Chair’s address, from Lovas, who argued that two-year colleges represent half of our discipline and must not be ignored, and from more members. The Executive Committee’s most important job is listening to critics, taking that criticism seriously, recognizing it as a gift, and using it to make our organization sustainable.

TARA WOOD, Assistant Professor of English, Writing Program Administrator, University of Northern Colorado. Professional Activities: Co-chair, CCCC Committee on Disability Issues. Formerly: Standing Group for Disability Studies, College Section Nominating Committee, CCCC Advancement of Knowledge Award Committee, CFSHRC Nan Johnson Award Committee, CCCC Disability Travel Award Committee. Awards: CCCC Local Outreach Grant (2017), scholarship honorably recognized and supported by the Committee on Disability Issues Travel Award, Computers and Composition Digital Press (honorable mention), CFSHRC. Publications: Articles in CCC, JAC, Composition Studies, Open Words, Kairos, Chronicle of Higher Education, and several edited collections. Program Participation: CCCC, Watson, Feminisms/Rhetorics.

Position Statement: Leadership in CCCC has a rich history of working toward inclusivity in our disciplinary community, and I will work to enhance and extend these efforts by focusing longitudinal attention on accessibility at our conference venues and beyond.

GROUP VI (Vote for one.)

WILLIAM DUFFY, Assistant Professor of English, University of Memphis. Professional Activities: Chair, 2018 Southern Regional Composition Conference; Program Representative, CCCC Doctoral Consortium; CCCC RNF Discussion Facilitator. Member: NCTE, CCCC, RSA. Awards: CAS Outstanding Graduate Teaching Award (UNCG). Publications: Articles in Present Tense, Literacy in Composition Studies, College English, Composition Studies, Rhetoric Review, and edited collections. Program Participation: NCTE, CCCC, MLA, RSA.

Position Statement: The continued vitality of CCCC is dependent on maintaining a “big tent” ethos, but this cannot happen without ensuring equity and social justice for underrepresented groups. As an EC member, I would first and foremost be committed to strengthening and expanding programs that make this organization more diverse and inclusive. I also believe CCCC can expand its advocacy for improving labor conditions for contingent faculty and graduate students. Finally, I’d work to create more avenues for communication and collaboration between the EC and the CCCC membership.

XIAOYE YOU, Professor of English and Asian Studies, Penn State University; founding chair, Conference on Writing Education Across Borders. Formerly, member, CCCC Committee on Globalization of Postsecondary Writing Instruction and Research; CCCC Outstanding Book Award Selection Committee. Member: NCTE, CCCC. Awards: CCCC Outstanding Book Award (2011); CCCC Research Impact Award (2018). Publications: Writing in the Devil’s Tongue: A History of English Composition in China; Cosmopolitan English and Transliteracy; Inventing the World-Grant University: Chinese International Students’ Mobilities, Literacies, and Identities. Program Participation: NCTE, CCCC, RSA, Symposium on Second Language Writing.

Position Statement: My research, teaching, and service have engaged scholars and students in meaningful conversations and cooperation across geopolitical and disciplinary boundaries. Serving on the CCCC Executive Committee gives me the opportunity to work towards increased recruitment, representation, and participation of members of historically underrepresented groups in every aspect of the committee’s work as well as throughout its activities.

GROUP VII (Vote for one.)

CASIE MORELAND, Visiting Assistant Professor of English and Writing, Western Oregon University. Professional Activities: Co-Chair, CCCC Dual Enrollment Studies SIG (2016, 2017, 2018, 2019). Formerly: CCCC SJAC Task Force (2018). Member: CCCC, NCTE, NCTE Latinx Caucus. Awards: Contributing Author —CCCC Outstanding Book Award (2018); Research Grant: ASU-Tempe (2017); First-Gen Fellowship: ASU-Tempe (2016). Publications: Book chapters in Haunting Whiteness: Rhetorics of Whiteness in a ‘Post-Racial’ Era and Writing Assessment, Social Justice, and the Advancement of Opportunity; co-editor: The Dual Enrollment Kaleidoscope [in progress]. Program Participation: CCCC, Fem/Rhet, NACCS, others.

Position Statement: My efforts as a teacher and scholar strive towards increasing access, retention, and participation of diverse groups in higher education. If elected, I will work to support the interests of historically marginalized voices within our organization. If elected, I will serve as a member aware of the complexity of DE writing as it pertains to student access and equity, labor practices for teachers, and demands faced by administrators, and writing programs.

STEPHANIE HALEY WILLIAMS, Adjunct English Professor, Henderson State University, Arkansas; Lecturer, University of Arkansas at Little Rock. Formerly: Lawyer licensed to practice in Alabama, Arkansas, Tennessee. Member: NCTE, CCCC (Labor Caucus, OWI Standing Group), GSOLE, MLA. Awards: National Society of Leadership and Success (NSLS) Excellence in Teaching Award Winner (2018). Program Participation: HSU-TLC, 2017 SRCC. Position Statement: To further its goal of supporting and empowering all postsecondary educators, CCCC needs leaders who represent diverse paths to teaching. Leaders should understand the various concerns, from pedagogical developments to labor concerns, of the organization’s members and should collaborate to develop policies and programs that address those concerns. They must serve to represent members among other organizational leadership as well as to decision-makers and the public.

NOMINATING COMMITTEEOne-year term (2019–2020)

GROUP I (Vote for one.)

JACOB BABB, Assistant Professor of English, Writing Program Coordinator; Indiana University Southeast. Professional Activities: Associate editor, WPA: Writing Program Administration; chair, CWPA Publications Committee. Formerly: Assistant editor, College English; book review editor, WPA: Writing Program Administration. Member: CCCC, CWPA, NCTE. Awards: Distinguished Research and Creative Activity Award for Junior Faculty, IU Southeast (2017). Publications: WPAs in Transition: Navigating Educational Leadership Positions (co-editor); The Things We Carry: Strategies for Recognizing and Negotiating Emotional Labor in Writing Program Administration (co-editor); articles in Composition Forum, Composition Studies, Harlot, and WPA: Writing Program Administration. Program Participation: CCCC, CWPA, IWCA, and RSA.

Position Statement: CCCC represents writing teachers from multiple types of institutions and educational backgrounds. We should seek out a diverse range of voices who represent the current and future direction of the organization and aim to make them vital participants in making CCCC an inclusive, supportive, and productive organization for scholar-teachers.

GARRETT W. NICHOLS, Assistant Professor of English, Bridgewater State University. Professional Activities: BSU Lavender Learning Community, Facilitator; Reviewer for College Composition and Communication, enculturation, Journal of Multimodal Rhetorics, and QED. Formerly: Co-chair, Queer Caucus; CCCC Outstanding Book Award Committee; Chair, Lavender Rhetorics Award Committee; CCCC Task Force to Review Standing Group Application Procedures/Guidelines; Stonewall Service Award Committee; Gloria Anzaldúa Rhetorician Award Committee. Member: CCCC, NCTE, MLA, RSA. Awards: Lavender Rhetorics Dissertation Award (2015), Stonewall Service Award (2015). Publications: Essays in Professions, QED, Present Tense, Southern Literary Journal; Type Matters: The Rhetoricity of Letterforms and Queer Landscapes: Mapping Queer Space(s) of Praxis and Pedagogy. Program Participation: CCCC, RSA, Cultural Rhetorics, NWSA, PCA/ACA. Position Statement: CCCC leadership must lead through listening to its membership and the communities that we serve. Actively soliciting and centering the perspectives of our members and communities, particularly those most vulnerable, should be the central concern of anyone in a leadership position in our organization.

GROUP II (Vote for one.)

GENEVIEVE GARCIA DE MUELLER, Assistant Professor and Director of Writing Across Curriculum, Syracuse University, NY. Awards: CCCC Research Initiative Grant. Publications: Articles in WPA Journal, WAC Journal; chapter in Linguistically Diverse Immigrant and Resident Writers: Transitions from High School to College; “Don’t give me bullshit”: Constructing a Framework of Response to Fake News (forthcoming).

Position Statement: My work is informed by my lived experiences and transitions. As such, I actively seek out ways to promote diversity initiatives that best address race and language in academia. I see my place on the nominating committee as an opportunity to support and foster diversity in the CCC leadership and believe my prior experiences prove my dedication to efforts toward inclusion and equity.

KENDALL LEON, Assistant Professor of Rhetoric and Composition, specialization in Latinx Rhetorics, Graduate Teaching Assistant Advisor, California State University, Chico. Formerly: Graduate program director, Professional and Technical Writing. Professional Activities: CCCC Stage 1 Proposal Reviewer (2019, 2018, 2011). Formerly: Chair, NCTE College Section Nomi-nating Committee (2016–17), Reviewer, Present Tense: A Journal of Rhetoric in Society, CCCC Executive Committee Member, (2012–14); Chair, NCTE Nominating Committee (2012–13). Member: CCCC, Latinx Caucus, NCTE, STC. Awards: Co-PI, Coun-cil of Programs in Scientific and Technical Communication Research Grant (2018–19): “Developing User-Centered Technical & Professional Writing Programs at Hispanic-Serving Institution.”; Reflections article “Chicanas Making Change Article” included in Parlor Press’s Best of the Independent Rhetoric and Composition Journals. Publications: Teaching Writing with Bordered Writers; Composition Studies, International Journal of Management Education, WPA Journal, Reflections, Community Literacy Journal.

Position Statement: CCCC as an organization must continue to change in response to shifting political and cultural climates, as well as to changing student demographics.

GROUP III (Vote for one.)

VANI KANNAN, Assistant Professor of English, incoming Co-Coordinator of Writing Across the Curriculum, Lehman College, CUNY, Bronx, NY. Professional Activities: Member, Conference on Community Writing Awards Committee; Member, Publications Review Board, WAC Clearinghouse; Reviewer for several disciplinary journals. Formerly: Associate Managing Editor, W. W. Norton & Co. Member: CCCC Asian/Asian American Caucus, CCCC, NCTE, RSA, NWSA, Coalition on Community Writing, Cultural Rhetorics Consortium. Awards: CCCC Chairs’ Memorial Scholarship (2018); Outstanding Teaching Assistant Award, Syracuse University (2018). Publications: Articles in Enculturation and Studies on Asia; co-authored articles in Reflections, Community Literacy Journal, Journal of Writing Assessment, Literacy in Composition Studies, Journal of Academic Freedom. Program Participation: CCCC, CCW, NWSA, RSA, others.

Position Statement: CCCC needs leaders who prioritize intersectionality in theory and practice, and who strive to be accountable to students and colleagues fighting for socially just pedagogies and practices.

JAQUETTA SHADE-JOHNSON, Adjunct Instructor in Cherokee and Indigenous Studies, Northeastern State University, Oklahoma; Adjunct Instructor in English, Tulsa Community College, Oklahoma. Professional Activities: Chair, CCCC Tribal College Faculty Award Committee; Editorial Collective Member, Spark!: A 4C4Equality Journal. Member: CCCC (American Indian Caucus) NCTE; Wordcraft Circle of Native Writers and Storytellers; MLA; Cultural Rhetorics Consortium. Awards: Cobell Scholarship (2017–18); Susan Applegate Krouse Graduate Research Fellowship (2017). Publications: “Alisdayhv” chapter in Pixelating the Self: Digital Feminist Memoirs.

Position Statement: As conversations in our field strive to become more inclusive, CCCC needs leaders who will advocate for all our colleagues/relations in the discipline. We need leaders who will actively continue the work of intentionally and strategically building a sustainable scholarly community in which all bodies are represented and valued.

GROUP IV (Vote for one.)

JESSICA PAUSZEK, Assistant Professor of English, Director of Writing; Texas A&M University, Commerce. Professional Activities: Co-Editor, Best of the Journals in Rhetoric and Composition; Co-Editor, Working and Writing for Change series; Managing Director, New City Community Press; Team Leader, The FWWCP Archival Project. Formerly: Associate Editor, Reflections: A Journal of Community-Engaged Writing and Rhetoric. Member: CCCC Strategic Task Force; CCCC, CCW, CWPA, NCTE, Working Class Studies Association. Awards: Runner-Up Berlin Outstanding Dissertation Award (2018); CCCC Emergent Researcher Award (2018); Project Featured by the Coalition of Community Writing (2017); CCCC Writing Program Certificate of Excellence (2018). Publications: College Composition and Communication; Community Literacy Journal; Literacy in Composition Studies; Reflections.

BROOKE R. SCHREIBER, Assistant Professor of English, Baruch College, City University of New York. Professional Activities: Chair, CCCC Second Language Writing Standing Group; associate editor, New York State TESOL Journal. Formerly: English Language Fellow with U.S. State Department. Member: NCTE, CCCC, American Association of Applied Linguistics (AAAL). Publications: Articles in Journal of Second Language Writing, Language Learning and Technology, Composition Studies (forthcoming), Praxis: A Writing Center Journal; chapter in Transnational Writing Education. Program Participation: CCCC, AAAL, TESOL, IWAC, IWCA, Peter Elbow Symposium. Position Statement: In our increasingly diverse and transnational classrooms, all writing teachers must be prepared to support and advocate for multilingual and multidialectal students. CCCC leadership should aim to promote social justice for all learners through providing professional development, creating public dialogue, and supporting research.

GROUP V (Vote for one.)

JULIA BLEAKNEY, Director of the Writing Center in the Center for Writing Excellence and Assistant Professor of English, Elon University, NC. Professional Activities: Co-chair of the International Writing Centers Association Summer Institute (2018, 2019); Co-chair of Elon University’s Writing Beyond the University Research Seminar (2011–2019). Formerly: Director of the Hume Center for Writing and Speaking, Stanford University; director of the Writing Center and professor of English, Saddleback College, Mission Viejo, CA; at-large board member and co-chair of Mentor Match, International Writing Centers Association. Member IWCA, CCCC. Publications: WLN: A Journal of Writing Center Scholarship, Southern Discourse, others.

Position Statement: The organization needs leadership that prioritizes making connections between and inviting contributions from different representative groups. Leaders should strive to ensure an inclusive and transparent process in all areas of CCCC work from recruiting new members to planning conferences.

MARA LEE GRAYSON, Assistant Professor of English, California State University, Dominguez Hills. Professional Activities: Chair, NCTE/CCCC Jewish Caucus; Co-Chair, CCCC Intersectional Approaches to FYC SIG. Formerly: Secretary/Treasurer, New Jersey College English Association; NCTE Early Career Educator of Color Leadership Award Committee. Member: NCTE, CCCC, NCTE Local Engagement Committee, TYCA, MLA, ELATE. Awards: The Mark Reynolds TETYC Best Article Award; CCCC Emergent Researcher Grant. Publications: Teaching Racial Literacy: Reflective Practices for Critical Writing; articles in Teaching English in the Two-Year College, English Education, English Journal, St. John’s University Humanities Review, JAEPL. Program Participation: NCTE, CCCC, TYCA, MLA, others.

Position Statement: CCCC leaders must reflect our membership, our classrooms, and our vision for our discipline. To move toward equitable research, service, and instruction, we must attend to members’ diverse needs and goals and consider the various contexts in which we labor. CCCC has played a central role in defining our discipline; we can (re)shape our future.