Announcements 73

College English, Volume 81, Number 1, September 2018

A n n o u n c e m e n t s A n d c A l l s f o r P A P e r s

Cultivating New Voices among Scholars of Color Program, 2018–2020: The NCTE Research Foundation’s Cultivating New Voices among Scholars of Color (CNV) program is designed to provide two years of support, mentoring, and networking opportunities for early career scholars of color. The program aims to work with doctoral candidates and early career postsecondary faculty of color to cultivate the ability to draw from their own cultural and linguistic perspectives as they conceptualize, plan, conduct, write, and disseminate findings from their research. The program provides socialization into the research community and interaction with established scholars whose own work can be enriched by their engagement with new ideas and perspectives. The 2018–2020 CNV program participants are listed below:

Sara P. Alvarez, Queens College (CUNY), NYLucía Cárdenas Curiel, Michigan State University, East LansingWintre Foxworth Johnson, University of Pennsylvania, PhiladelphiaJustin Grinage, University of Minnesota, MinneapolisDavena Jackson, Michigan State University, East LansingLydiah Kananu Kiramba, University of Nebraska, LincolnSaba Khan Vlach, University of Texas at AustinKira LeeKeenan, University of Texas at AustinMaría Leija, University of Texas Rio Grande ValleyTeaira Catherine Lee McMurtry, Milwaukee Public Schools, WIJoaquin Muñoz, Augsburg University, Minneapolis, MNArturo Nevárez, University of California, RiversideTiffany Nyachae, Buffalo State University (SUNY), NYAh-Young Song, Teachers College, Columbia University, NY

2018 NCTE Election Results: In NCTE’s 2018 elections, Middle Level Section member Alfredo Celedón Luján, Monte del Sol Charter School, Santa Fe, New Mexico, was chosen vice president. Luján will take office during the NCTE Annual Convention in November. The College Section also chose new members. Elected to a four-year term on the Steering Committee was Traci Gardner, Virginia Tech, Blacksburg.

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Elected to the 2018–2019 College Section Nominating Committee were Sha-wanda Brown-Stewart, Huston-Tillotson University, Austin, Texas, chair; Sherry Rankins-Robertson, University of Arkansas at Little Rock; and Tara Wood, Rockford University, Illinois. Additional 2018 election results and details on submitting nominations for the 2019 elections can be found on the NCTE website (http://www2.ncte.org/get-involved/volunteer/elections/).

Promising Researcher Award Winners: The recipient of the 2018 NCTE Promising Researcher Award in Recognition of Bernard O’Donnell is Cati de los Ríos, University of California, Davis. She describes her work as follows: Dr. de los Ríos is an assistant professor at University of California, Davis’s School of Education. She received her PhD in English Education from Teach-ers College, Columbia University, in 2017 and is a former school teacher in California and Massachusetts. Cati’s research spans a number of phenomena, including Chicanx and Latinx adolescents’ critical and close readings of cor-ridos, multimodal and translingual literacies, youth community engagement, and the civic literacy practices extant in secondary ethnic studies classrooms. Cati is a Ford Foundation Fellow and part of the 2014–2016 cohort of NCTE’s Cultivating New Voices Among Scholars of Color program. Her dissertation on the Common Core State Standards–aligned literacy activities in a secondary Ethnic Studies course in California recently won two 2018 AERA Outstanding Dissertation Awards. Her latest scholarship can be found in Reading Research Quarterly, Research in the Teaching of English, and Journal of Adolescent & Adult Literacy; she has a forthcoming piece in English Education. The Promising Researcher Award is sponsored by the NCTE Standing Committee on Research. Submitted manuscripts are evaluated based on their statements of research problems, reviews of relevant literature, methodology and data analysis, grounding of evidence, significance of results, and clarity and style. For more information on the NCTE Promising Researcher Award, go to http://www2.ncte.org/awards/promising-researcher-award.

Diana Hacker TYCA Outstanding Programs in English Awards for Two-Year Teachers and

Colleges Call for Submissions: This annual award honors two-year teachers and their colleges for exemplary programs that enhance students’ language learning, helping them to achieve their college, career, and personal goals. Categories for submission for the 2019 award, in both credit and non-credit programs, are as follows: Reaching across Borders (Partnerships with Business; Partnerships with High Schools, Colleges, and Universities; Service Learning; Interdisciplinary

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Announcements 75

Programs; Distance/Distributed Learning; Writing across the Curriculum; and Community Outreach); Composition Programs and Writing Studies (Academic Writing; Basic Writing/Developmental English; Professional Writing/Tech-nical Writing/Digital Writing; Creative Writing; Writing Centers; Integrated Reading and Writing Programs); Fostering Student Success (Transfer and Honors Programs; Serving Special Populations; Innovative Methods of Instructional Delivery; Mentoring and Tutoring Programs; Accelerated Learning Programs/Studio Programs, Learning Communities, Online/Hybrid/Multimodal Learning; Assessment/Placement Programs; Programs Promoting Equity and Inclusion); and Excellence in Teaching (Programs Teaching Literature and Innovative Meth-ods of Instructional Delivery; Collaborative College and Community Cultural Arts Programs or Events; College Literary Arts Programs). The programs may be exclusively English programs or combination programs with other disciplines, college services, or community and workplace groups. Colleges may enter a program in more than one category, if appropriate, but each entry must be submitted separately, and no program will receive an award in more than one category. The colleges selected for the awards and for honorable mention will be honored at the TYCA Breakfast at the CCCC Convention in Pittsburgh, Pennsylvania, in March 2019.

The programs will be judged on the following criteria: (1) sensitivity to the educational, cultural, and ethnic needs of diverse students; (2) innovative strate-gies for improving student learning that can be shared so that other teachers and colleges can benefit by adopting or adapting them; (3) evidence of success in improving student learning; (4) collaboration among those who participate in or are affected by the programs; and (5) pedagogy informed by sound theory and practices.

Applicants must submit a completed online submission form, a brief de-scription of their program (60 words or less), and a detailed explanation of the program’s goals and impact (1,000 words or less). Submission materials must be submitted by November 10, 2018. Please visit http://www2.ncte.org/awards/tyca-diana-hacker-outstanding-programs-in-english-award for more informa-tion and to submit the nomination online. For additional information, please contact Linda Walters-Moore, NCTE, 1111 W. Kenyon Road, Urbana, IL 61801-1906; phone 800-369-6283, ext. 3632, or tyca@ncte.org.

Call for Exemplar Award Nominations: The CCCC Executive Committee announces a call for nominations for its Exemplar Award. This award will be presented, as occasion demands, to a person whose years of service as an exemplar for our organization represent the highest ideals of scholarship, teaching, and service to the entire profession. The Exemplar Award seeks to recognize individuals whose

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76 College English

record is national and international in scope and who set the best examples for the CCCC membership. Nominations should include a letter of nomination, four letters of support, and a full curriculum vitae. The nominating material should be sent to the CCCC Exemplar Award Committee at cccc@ncte.org. Nominations must be received by November 1, 2018.

CCCC Stonewall Service Award is presented annually and seeks to recognize members of CCCC/NCTE who have consistently worked to improve the experiences of sexual and gender minorities within the organization and the profession. Nominations should include a letter of nomination, three to five letters of rec-ommendation, and a full curriculum vitae. Please send nominations to cccc@ncte.org by November 1, 2018. Please visit http://www.ncte.org/cccc/awards/stonewall for further details.

The CCCC Tribal College Faculty Fellowship offers financial aid to selected faculty members currently working at tribally controlled colleges to attend the annual Conference on College Composition and Communication (CCCC) Convention, March 13–16, 2019, in Pittsburgh, Pennsylvania. We are offering two Tribal College Faculty Fellowships in the amount of $1,250 each. Featuring more than 500 sessions focusing on teaching practices, writing and literacy programs, language research, history, theory, information technologies, and professional and technical communication, the annual CCCC Convention provides a forum for thinking, learning, networking, and presenting research on the teaching and learning of writing. With this fellowship, CCCC hopes to create new opportunities for tribal college faculty members to become involved in CCCC and for CCCC to carry out its mission of serving as a truly representa-tive national advocate for language and literacy education. How to Apply: By November 15, 2018, please submit an application letter (on institutional letterhead) describing who you are as a teacher and what you teach at your tribal college, what your research interests are, and what you hope to gain from the experience of attending CCCC (how it could help you in your teaching or research). Send your application letter to the CCCC Liaison at cccc@ncte.org. Selection Criteria: A selection committee will review applications for the Tribal College Faculty Fellowship and award the fellowships based on overall quality of the application letter. You do not need to be a presenter at CCCC in order to qualify for this award.

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Call for Submissions for the 2019 CCCC Outstanding Dissertation Award in Technical

Communication: Dissertations will be evaluated by the following five criteria: originality of research, contribution the research makes to the field, method-ological soundness of the approach used, awareness of the existing research in the area studied, and overall quality of the writing. The 2019 award is open to dissertations completed during 2017 or 2018. A dissertation may be nominated only once during its two-year period of eligibility. Applicants must submit the following materials: (1) a letter of nomination from a dissertation committee member, preferably the chair, emphasizing the significance of the research for technical communication studies; (2) an extended abstract (approximately 250 words); and (3) a copy of the dissertation. Send materials by October 15, 2018, to CCCC Outstanding Dissertation Award in Technical Communication Selec-tion Committee at cccc@ncte.org.

Help Shape NCTE Positions by Submitting a Resolution: If you have concerns about issues that affect your teaching or if you’d like to see NCTE take a stand on a position you support, you have an opportunity to be heard! Propose a resolution that may be voted on at NCTE’s Annual Convention. For further details on submitting a resolution, to see resolutions already passed by Council members, or to learn about proposing position statements or guidelines other than resolutions, visit the NCTE website (http://www2.ncte.org/resources/position-statements/) or contact Lori Bianchini at NCTE Headquarters (800-369-6283, ext. 3611; lbianchini@ncte.org). Resolutions must be postmarked by October 15, 2018.

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DEGREE OF CHANGE THE MA IN ENGLISH STUDIESEdited by Margaret M. Strain and Rebecca C. Potter

As the needs of those seeking an MA in English studies have evolved, so too have the degree’s mission and identity. Margaret M. Strain and Rebecca C. Potter, editors of Degree of Change: The MA in English Studies, arguethat the MA is positioned in a dynamic contact zone—“a place wheredisciplinary knowledge, student need, and local exigencies interact andwhere disciplinary identity is constantly negotiated.”

Looking primarily at stand-alone master’s programs, this volume examines the design, delivery, and value of a master’s degree in English in the twenty-first century and challenges the characterization that MA programs in English serve primarily as stepping-stones to the PhD. Rather, contributors reveal how central the MA is to shaping the purpose and identity of contemporary English studies, through descriptions of a variety of specific MA programs.

Gathering perspectives from faculty, program directors, and students from across the country, Strain and Potter showcase not only the diversity of such programs, but also the ways in which program identity and mission are richly interwoven with concerns about local needs, graduate student career trajectories, and the effects of a market-driven educational climate. This collection provides a substantive discussion that goes beyond

questioning the state of English studies—it points to curricular, programmatic, and professional innovations that are transforming the field, calling for new dialogue in higher education about the pivotal role of the MA in English.

282 pp. 2016. College. ISBN 9780814110799; eISBN 9780814110805

bit.ly/NCTE-degree No. 10799 ebook No. 10805 $30.36 member/$37.99 nonmember

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Mobile Technologies and the Writing Classroom: Resources for TeachersEdited by Claire Lutkewitte

In this collection, Claire Lutkewitte and her contrib-utors explore both writing for and about mobile technologies and writing with mobile technologies.

Coming at a time when instructors are pressured to be professionally innovative but are rarely provided ideal circumstances in which to do so, this book of-fers (1) a starting point for instructors who haven’t yet used mobile technologies in the classroom, (2)

fresh ideas to those who have and proof that they are not alone, and (3) a call of reassurance that we can do more with less.

$30.36 member/$37.99 nonmember

http://bit.ly/MobileTechnologies

Making Hybrids Work: An Institutional Framework for Blending Online and Face-to-Face Instruction in Higher EducationBy Joanna N. Paull and Jason Allen SnartThis book provides a resource for institutions of higher education to grow and sustain quality hy-brid curricula, outlining an institutional framework by focusing on defining and advertising hybrids; developing, supporting, and assessing hybrid programs; and training faculty. To examine the reality rather than the hype of a hybrid curriculum,

authors Joanna N. Paull and Jason Allen Snart look at several existing hybrid courses in a variety of disciplines, as well as explore the possibili-ties and limitations of teaching with technology.

$27.96 member/$34.99 nonmember

http://bit.ly/MakingHybridsWork

NEW WAYS OF THINKING ABOUT TECHNOLOGY AND ONLINE LEARNING

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YOU’RE JUST APLAY AWAY FROMTHE GOOD STUFF.Couldn’t be there to catch it live? We’ve got you covered! NCTE’s On Demand Web Seminar Packages allow you to access our most popular seminars when it’s most convenient for you. Choose the topics that best match your needs, press play, and get ready to learn.

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2019 CCCCAnnual Convention

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