2021 ELECTIONS - Conference on College Composition and ...

2021 ELECTIONS

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 2020. The CCCC Nominating
Committee this year consists of 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.

Please vote on the enclosed ballot and return it to the following address: CCCC Ballot, National Council of Teachers of English, 340 N. Neil Street,
Ste. 104, Champaign, IL 61820; postmarked no later than August 1, 2021. Please use the enclosed return envelope.

                                                               ASSISTANT CHAIR
                                                              (Vote for one out of two.)
                                           The Assistant Chair serves on the Executive Committee for four years,
                                             succeeding to the post of Associate Chair, Chair, and Past Chair.

                    FRANKIE CONDON, Associate Professor                                            XIAOYE YOU, Liberal Arts Professor of English
                    of English, University of Waterloo. Current                                    and Asian Studies, director of the Center for
                    Professional Activities: Parliamentarian, CCCC                                 Democratic Deliberation, Pennsylvania State
                    Executive Committee; Cochair, CCCC Taskforce on                                University; founding chair and program chair,
                    Assessing Whiteliness for Equity, Understanding,                               Writing Education across Borders Conference.
                    and Change. Past Professional Activities:                                      Professional Activities: member, CCCC
                    Chair, CCCC Braddock Award Committee;                                          Executive Committee; CCCC Transnational
                    CCCC Second Stage Reviewer; Chair, Midwest                                     Composition Standing Group; CCCC Global &
Writing Centers Association; Executive Committee, International                 Non-Western Rhetorics Standing Group; director, 2023 RSA Summer
Writing Centers Association. Antiracist Organizer and Consultant                Institute. Formerly: member, CCCC Committee on Globalization of
with training and/or experience in the Dismantling Racism Project,              Postsecondary Writing Instruction and Research; CCCC Outstanding
Minnesota Collaborative Antiracism Initiative, The People’s Institute           Book Award Selection Committee. Membership(s): CCCC, NCTE,
for Survival and Beyond, and Training for Change. Books include I               RSA. Award(s): CCCC Outstanding Book Award (2011); CCCC
Hope I Join the Band: Narrative, Affiliation, and Antiracist Rhetoric,          Research Impact Award (2018). Publications: Writing in the Devil’s
the edited collection, Performing Antiracist Pedagogy in Rhetoric,              Tongue: A History of English Composition in China; Cosmopolitan
Writing, and Communication (with Vershawn Ashanti Young), and the               English and Transliteracy; Inventing the World-Grant University:
forthcoming edited collection Counterstories from the Writing Center            Chinese International Students’ Mobilities, Literacies, and Identities.
(with Wonderful Faison). Awards: University of Waterloo Award for               Program Contribution(s): NCTE, CCCC, RSA, ATTW, Symposium
Excellence in Teaching and Research (2015); Federation of Students’             on Second Language Writing.
Excellence in Teaching Award (Ontario Undergraduate Student
                                                                                Position Statement: As the pandemic and antiracist protests have
Alliance) (2017); University of Waterloo Faculty of Arts Award for              made clear, we live in an interdependent world filled with structural
Excellence in Teaching (2021).                                                  inequalities. My scholarship within and beyond North American borders
                                                                                has called attention to the need for a global perspective that locates the
Position Statement: I have been an active participant in CCCCs                  field in the context of other languages and globalization. CCCC needs
since 1994 and have served on the Executive Committee of the NCTE               to lead the field away from a nation-state framework and reevaluate
affiliated International Writing Centers Association and as Chair of the        its historical role in contributing to structural inequalities amidst the
Midwest Writing Centers Association. Most recently, for CCCCs, I have           US’s striving to establish a liberal democratic and an imperial order
served as the Parliamentarian for the Executive Committee, a second             worldwide.
stage reviewer, Chair of the Braddock Award Committee, and Cochair
of the Taskforce on Assessing Whiteness for Equity, Understanding, and          The pandemic has brought emotional, financial, and cultural trauma
Change. This experience has helped me to recognize the good will of             to communities across the globe, making historically marginalized
CCCCs members serving in leadership as well as the challenges we all            members of our community even more vulnerable. As we navigate

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CONDON, continued                                                         YOU, continued

face in understanding how­—and gathering the individual and collective    the uncertainties associated with higher education’s enrollment and
will—to make actionable the commitments we espouse to racial justice,     financial stability, CCCC must be the leading voice to shape current
linguistic justice, equity, and access within our organization.           and future conversations about written communication, equity, and
                                                                          inclusion for students of a variety of cultural, linguistic, and historically
I have learned that many CCCCs members, particularly emerging             oppressed backgrounds.
scholars whose voices we most need to hear to make meaningful
and lasting change, are stymied in their efforts to participate in        Position statements, resolutions, and policy papers developed by the
organizational leadership by the complexity and lack of transparency of   CCCC members and task forces have enabled writing instructors and
CCCCs governance. These are obstacles to meaningful change that I am      program directors to make arguments concerning different aspects of our
committed to dismantling not only within CCCCs but also within the        profession with university administrators. When serving on the CCCC
                                                                          Committee on Globalization of Postsecondary Writing Instruction and
interdependent, intertwined fields of composition, communication, and
                                                                          Research, the national survey we conducted suggests that most US
writing center studies.
                                                                          writing programs continued to operate within a monolingual, national
                                                                          framework. The old position and policy statements need to be reevaluated
I have been active in the antiracism movement as an organizer,            and new ones to be drafted to encourage instructors and administrators to
trainer, and consultant for twenty-five years. As a graduate student      take a decolonial and transnational approach in their work.
at the University at Albany, I realized that I could not separate my
commitment to that movement from my work as a teacher of writing          To promote social justice at a global scale, CCCC should build
and writing center director. In my writing as in my teaching, I work      coalitions with professional organizations outside of the US that share
in the nexus of Critical Race Theory, Critical Whiteness Studies,         an interest in issues of communication and teaching of literacy and
Intersectional Feminisms, composition and writing center studies,         writing. My experiences working in several transnational projects,
and critical pedagogy to better understand and so more effectively        including organizing conferences, tell me that CCCC can promote
resist systemic and institutional racism in the writing center, the       international collaboration through sponsored research, joint-
writing classroom, the university, and beyond. I hope to bring these      conferences, and position statements. The organization can provide
commitments to bear in my ongoing work in service of the CCCCs            guidelines for running transnational writing programs and for promoting
organization and its membership.                                          ethical conduct in international research and collaboration.

EXECUTIVE COMMITTEE

                                                            GROUP I
                                                    (Vote for three out of five.)

REBECCA DAY BABCOCK, Professor, University of Texas Permian Basin; Professional Activities: Senior Bibliographer,
MLA International Bibliography; Naylor Symposium on Undergraduate Research in Writing Studies; Formerly: MLA
International Bibliography Advisory Committee; Member: CCCC, IWCA, American Dialect Society; Awards: NEH Humanities
Initiatives at Hispanic-Serving Institutions, IWCA and CWPA best article; Publications: A Synthesis of Qualitative Studies
of Writing Center Tutoring (coauthor), Researching the Writing Center (coauthor), Tell Me How it Reads: Tutoring Deaf and
Hearing Students in the Writing Center (author), Writing Centers and Disability (coeditor), Theories and Methods of Writing
Center Studies (coeditor).
Position Statement: I am dedicated to recognizing and celebrating a variety of dialects and languages in our work. We need
to educate the public about the legitimacy of dialects and varieties of English in addition to celebrating all the languages of our
students. As a disabilities studies scholar I bring that understanding to my work and teaching. I am also passionate about access
and diversity.

KENDRA L. MITCHELL, Assistant Professor of English, Florida A&M University (FAMU). Professional Activities: Chair,
Fourth Annual HBCU Symposium on Rhetoric and Composition; Framing Committee Member, NCPTW 2021; Committee
Member, CCCC Outstanding Teaching Award. Formerly: WAC Director, FAMU; editorial advisory board, Literacy Research:
Theory, Method, and Practice, Vol.70; reviewer, The Peer Review; WCJ, WERA; Local Arrangements: Past President, VP, and
E-Board Member, Literacy Volunteers of Leon County Board, Tallahassee, Florida for ten years. Member: NCTE, NCTE/CCCC
Black Caucus, CLA, LSA. Awards: Fulbright English Teaching Assistant Grantee (2015–2016); NCTE/CCCC Scholars for the
Dream; CCCC Chairs’ Memorial Grant; NCTE/CCCC Barksdale/Turner; CCCC Outstanding Book Award, contributing author;
Mina A. Shaughnessey Prize, contributing author. Publications: articles in Writing Center Journal, Praxis Journal, The Best of
Rhetoric and Composition Studies 2021, Creole Composition: Academic Writing and Rhetoric in the Anglophone Caribbean.
Program Participation: NCTE, CLA, CCCC, IWCA.
Position Statement: CCCC needs leaders who amplify marginalized voices. Leaders who can value, learn from, and invest in
diverse thought are what we need.

CLANCY RATLIFF (she/her), Professor of English, University of Louisiana at Lafayette, Atakapa-Ishak land. Professional
Activities: Coeditor of Peitho, Acting Chair, CCCC Intellectual Property Standing Group. Formerly: CCCC Nominating
Committee, NCTE College Section Steering Committee Chair, NCTE Executive Committee, various CCCC Task Forces.
Member: NCTE, CCCC, TYCA, Coalition of Feminist Scholars in the History of Rhetoric and Composition. Publications:
Pedagogy, TETYC, Peitho, Composition Forum, Kairos, other journals and edited collections. Program Participation: CCCC,
NCTE.
Position Statement: I’ve thought a lot about what it means to be on the right side of history in rhetoric and composition. To me,
it means trusting students, from first-year to PhD level, domestic and international, and supporting their interests, needs, and
projects. It also means attending to the needs of a variety of colleges and universities: HBCUs, two-year colleges, tribal colleges,
Deaf colleges, and more. As Lin-Manuel Miranda has written, “history has its eyes on you,” and I feel this gaze in all the work I
do, including the important work of CCCC.

ANDREA RILEY MUKAVETZ, Assistant Professor of Integrative, Religious, and Intercultural Studies at GVSU; Coordinator
of Intercultural Communications and Competence program. Professional Activities: editor of Pedagogy Blog for constellations,
cochair of American Indian Caucus, author of land acknowledgement for CCCCs. Formerly: managing editor of constellations,
cochair of the Cultural Rhetorics Conference (2016, 2018); Chair of Tribal Faculty Fellowship Committee; member of Diversity
Committee (CCCC). Member: NCTE/CCCC, the Cultural Rhetorics Consortium, RSA. Publications: CCC, SAIL, Composition
Studies, enculturation, RPCG, You Better Go See Geri: An Odawa Elder’s Life of Resilience and Recovery (forthcoming, Oregon
State University Press). Program Participation: CCCC, Watson, CRCON, RSA Institute.
Position Statement: I am committed to envisioning our professional organization as a space that honors all forms of knowledge
making and rhetorical traditions. As a strong leader, I will advocate for policies and practices that increase visibility and access
for attendees from marginalized and underrepresented communities.

SHUI-YIN SHARON YAM, Associate Professor of Writing, Rhetoric, and Digital Studies, University of Kentucky, KY.
Professional activities: member, RSA Decolonizing Rhetoric Subcommittee; member, XChanges Review Board. Formerly:
standing panel chair, CCCC Asian/Asian American Caucus. Member: CCCC Asian/Asian American Caucus. Awards: CCCC
Outstanding Book Award. Publications: author of Inconvenient Strangers (Ohio State University Press); articles in Rhetoric
Society Quarterly, Quarterly Journal of Speech, Women Studies in Communication, Composition Forum, enculturation,
Reflections: A Journal of Community Engaged Writing and Rhetoric, Howard Journal of Communication, and Present Tense.
Position Statement: If elected, I will work toward making CCCC more inclusive and welcoming for international scholars,
scholars of color, and scholars who work on non-Euroamerican topics and subject matters. I will focus on creating more room for
marginalized scholars to safely and productively participate in the organization based on their expertise and interests.

EXECUTIVE COMMITTEE

                                                             GROUP II
                                                     (Vote for four out of eight.)

HEATHER BROOK ADAMS, Assistant Professor, English; Cross-Appointed Faculty, Women’s, Gender, and Sexuality Studies,
University of North Carolina Greensboro. Professional Activities: Advisory Board, CFSHRC; Board of Directors, Switchback
Books. Formerly: CCCC Committee on the Status of Women in the Profession; Faculty Fellow for undergraduate research.
Member: NCTE, CCCC, RSA, CFSHRC. Awards: Dean’s Professorship; CCCC Dissertation Award; Chancellor’s Award,
Excellence in Teaching. Publications: articles/chapters in Computers and Composition, QJS, Peitho, College English, Rhetoric
Review, Composition Forum; Naylor Report on Undergraduate Research in Writing Studies. Program Participation: CCCC,
RSA, Feminisms and Rhetorics, Watson, Naylor, Rhetoric of Health and Medicine.
Position Statement: If elected, I will listen and then lead as CCCC grapples with what advancing the profession means at this
point in history. Leadership calls for balancing ongoing affordances of our organization with continued introspection, imaginative
action, and open, direct communication. Having worked at two minority-serving public universities shapes my desire to support a
sustainably welcoming, inclusive, and justice-oriented organization.

ANTONIO BYRD, Assistant Professor of English, University of Missouri-Kansas City. Professional Activities: editorial board,
Kairos; CCCC Social Justice at the Convention Committee; SIG Writing and Rhetoric of Code. Formerly: guest coeditor,
Literacy in Composition Studies; member, WPA-GO Travel Grant Award Committee; member, WPA-GO Publications Task Force.
Member: CCCC, NCTE. Awards: Scholar of the Dream Award, 2021 Braddock Research Award. Publications: articles in
College Composition and Communication, Literacy in Composition Studies. Program Participation: CCCC, IWCA, Computers
and Writing, Thomas R. Watson Conference.

Position Statement: CCCC leaders should take on leadership as service. Listening to and collaborating with members on their
most pressing needs and desires begins to achieve this goal. Leadership may then develop practices that strengthen its commitment
to promoting members’ professional and personal well-being. My own role in this effort focuses on continuing the antiracist
efforts in program and event development that began at the 2018 CCCC Annual Convention.

CHEN CHEN, Assistant Professor of English, Winthrop University, SC. Professional Activities: Chair, CCCC Standing Group
on Non-Native English-Speaking Writing Instructors; coeditor, Computers and Writing Conference Proceedings; Editorial
Board member, WPA: Writing Program Administration; Editorial Review Board member, Kairos. Member: CCCC, CWPA,
ATTW. Publications: book chapters in Effective Teaching of Technical Communication: Theory, Practice and Application in
the Workplace; Platforms, Protests, and the Challenge of Networked Democracy; (Re)Considering What We Know: Learning
Thresholds in Writing, Composition, Rhetoric, and Literacy; and forthcoming in Composition and Big Data; Articles forthcoming
in WPA and Enculturation. Program Participation: CCCC, C&W, SIGDOC, FemRhet, others.
Position Statement: CCCC needs leaders who are committed to representing diverse groups of writing teachers and scholars,
especially to amplifying voices of contingent faculty, graduate students, BIPOC members, and other historically marginalized
bodies. If elected, I will help evolve the organization to better integrate and forefront social justice work that is transformative
and sustainable.

JOSÉ MANUEL CORTEZ, Assistant Professor of English, University of Oregon. Publications: articles in College Composition
and Communication, Rhetoric Society Quarterly, Philosophy & Rhetoric; chapters in Rhetorics of Democracy in the Americas,
and in Decolonizing Rhetoric and Composition Studies. Member: NCTE, CCCC, MLA, Latino/a Studies Association. Program
Participation: RSA, CCCC, MLA, Latino/a Studies Association.
Position Statement: My research, teaching, and service are shaped by the fact that the cultural and linguistic practices of student,
staff, and faculty populations are changing with the movement of people across territories. I’d like to do my part to develop
socially just programming that is grounded in this fact. I therefore imagine serving on the CCCC Executive Committee as a front
in the work toward the educational and civil rights of our diverse membership and the students we serve.

ROSALYN COLLINGS EVES, Assistant Professor of English, Southern Utah University. Professional Activities: SUU Faculty
Senate, Honors Faculty Council, General Education Committee. Formerly: CCCC Childcare Initiative Committee, Storymakers
Conference editor-agent coordinator; adjunct professor (ten years), SUU Summit magazine editor. Member: NCTE, CCCC, RSA.
Awards: 2009 RSA Dissertation Award. Publications: articles in Rhetoric Review, Legacy, and edited anthologies; four young
adult novels with Knopf/Random House.
Position Statement: As a professor with a nontraditional academic history at a small, regional school, I am committed to
working toward diversity, equity, and inclusion (particularly in rural, mostly white communities like mine) and to ensuring that
all voices with a stake in composition teaching are heard. As a community, CCCC needs to support participation among faculty
and programs lacking resources without adding to their workload, to validate nontraditional career paths and contributions, and to
facilitate conversations about composition outside of English disciplinary boundaries.

EMILY LEGG, Assistant Professor of English, Miami University, Ohio. Professional Activities: American Indian Caucus,
CCCC Stage 1 Reviewer; NCTE Rainbow Strand Reviewer; Mentor for Constellations; Reviewer for College Composition
and Communication, Present Tense, Constellations, enculturation. Member: CCCC, NCTE, SIGDOC, ATTW, NAISA (Native
American Indigenous Studies Association). Publications: article in College Composition and Communication; book chapters
in Equipping Technical Communicators for Social Justice Work: Topics, Theories, and Methodologies and Posthuman Praxis in
Technical Communication. Program Participation: CCCC, NAISA, Cultural Rhetorics, FemRhet, SIGDOC, ATTW.
Position Statement: As we strive to create space for and sustain relationships with all of our members, CCCC needs leaders who
will advocate for antiracist and socially just practices that promote transformative diversity through active inclusivity in practice
and in policies. Together, we can work toward cultivating meaningful change, seeking equitable balance, and being responsible to
all in our community by acknowledging our pasts, caring for our present, and hoping for our future.

JAQUETTA SHADE-JOHNSON, Assistant Professor of English and Digital Storytelling; University of Missouri-Columbia
(MU). Professional Activities: editorial collective, Spark: A 4C4Equality Journal; Task Force on CCCC Local Arrangements
Committee Processes; Task Force on Indigenous Affairs at MU. Formerly: Chair, CCCC Nominating Committee; Chair, CCCC
Tribal College Faculty Fellowship Award Committee. Member: NCTE/CCCC (American Indian Caucus), Cultural Rhetorics
Consortium, Wordcraft Circle of Native Writers and Storytellers, Digadatseli’i ᏗᎦᏓᏤᎵᎢ Cherokee Scholars. Awards: Cobell
Scholarship, MU Huddle Award. Publications: chapters in Pixelating the Self, Decolonial Possibilities (forthcoming); articles in
Journal of Global Literacies, Technologies, and Emerging Pedagogies, Spark (forthcoming).
Position Statement: As we collectively experience our second year of COVID-19, we continue to grapple with its impact on our
lives, our work, and our futures. There seems no better time to imagine new possibilities for CCCC and structures of support that
we could build towards a more equitable community for all of us.

XIAOBO WANG, Assistant Professor of English, Sam Houston State University, TX. Professional Activities: Standing Panel
Chair, Asian/Asian American Caucus; member of Non-Native English Speaking Writing Instructors Standing Group and Global
& Non-Western Rhetorics Standing Group. Formerly: VAP of English and Writing Center Director, Oxford College, Emory
University; Member of CWPA, IWCA, SWCA, CW, & ISHR. Awards: travel grant, International Rhetoric Workshop (2016);
Michael Leff Award, RSA (2015); MLA Travel Grant (2014). Publications: articles in CCC (forthcoming) and CDQ; chapters
in The Routledge Handbook of Comparative World Rhetorics, Platforms, Protests and the Challenge of Networked Democracy,
and Citizenship and Advocacy in Technical Communication: Scholarly and Pedagogical Perspectives. Program Participation:
NCTE, CCCC, ATTW, STC, ABC, RSA, MLA, and others.
Position Statement: As a feminist, international teacher-scholar holding events and participating in activism to combat anti-Asian
violence and to support BLM since 2019, I hope to work with CCCC leadership in their fight for the rights and voices of the
oppressed, intersectional bodies.

NOMINATING COMMITTEE

                                                      (Vote for five out of ten.)

GEOFFREY CLEGG, Assistant Professor of English, Midwestern State University, Texas. Membership(s): CCCC,
NCTE. Publications: articles in Louisiana English Journal, Business and Professional Communication Quarterly, Literature
Compass, and Composition Studies; book chapters in Reinventing (with) Theory in Rhetoric and Writing Studies: Essays in
Honor of Sharon Crowley; Writing Democracy: The Political Turn in and beyond the Trump Era; and Posthuman Praxis in
Technical Communication.

CHRISTIAN GREGORY, Assistant Professor of Education, Saint Anselm College, New Hampshire. Professional Activities:
Program Chair-Elect and Awards Committee Chair, Queer SIG, AERA; CCCC Writing Program Certificate of Excellence
Committee, Selection Committee, 2019–2020; AERA, LRA, NCTE, proposal reviewer; Editorial Board, Journal of LGBT Youth
and Dialogic Pedagogy. Formerly: secondary English teacher (12 years); college composition instructor (4 years); literacy coach
(2 years). Awards: AERA Division K mentoring award; JSTOR Lesson Plan Award; Bechtal Prize, Semifinalist. Publications:
QED: A Journal of GLBT Worldmaking; Journal of LBGT Youth; Dialogic Pedagogy; Encyclopedia of Queer Studies in
Education. Member: AERA, CCCC, NCTE, ALAN, and LRA.
Position Statement: The CCCC nominating committee should be committed, in theory and practice, to seek out, recruit, and
nominate scholars from underrepresented communities. Having implemented change elsewhere to decenter leadership of white,
male, heteronormative, cisgender, and ableist positionalities, I hope to invite marginalized voices to CCCC to redress
the imbalance.

KARI HENRY HULETT, Communications Faculty, Oklahoma State University Institute of Technology, Okmulgee, OK.
Professional Activities: Chair, Preprofessional Curriculum Committee; member, School and Institutional Curriculum
Committees. Formerly: Director of Academic Excellence and Distance Learning; English teacher, grades 5 to 12, for 6 years.
Member: NCTE, CCCC, SMLA. Awards: Diamond Pride, DeVry University (2009), Claes Nobel Educator of Distinction Award
(2007), ASNE Fellowship (2006). Publications: articles in the Scholarly Teacher blog; presentations at various teaching and
learning conferences.
Position Statement: CCCC is an invaluable resource for college teachers of English. A well-balanced representation of all college
English faculty is necessary to the vitality of the organization. If elected, I am committed to supporting a ballot that represents the
diversity of all CCCC members.

ADAM HUBRIG, Assistant Professor of English, Sam Houston State University, Texas. Professional Activities: Advisory Board
Member and Disability Liaison for the Coalition on Community Writing; reader for the Lavender Rhetorics Award. Formerly:
Codirector of the Nebraska Writing Project; community college adjunct faculty; Director of the Writing Lincoln Initiative (a
community literacy outreach program). Member: College Composition and Communication; Coalition on Community Writing;
Society for Disability Studies; National Council of Teachers of English. Awards: 2020 CCCC’s Disability in College Composition
and Communication Travel Award; 2018 Nebraska Writing Project Teacher of the Year Award. Publications: articles in College
Composition and Communication, Journal of Multimodal Rhetorics, Community Literacy Journal, and Reflections; currently
guest-editing a special issue of TETYC dedicated to disability in community colleges.
Position Statement: CCCC must be more inclusive and accessible for disabled people and those marginalized in other ways. The
nominating committee must be committed to antiableist, antiracist work and must support multiply marginalized scholars.

GAVIN P. JOHNSON, Assistant Professor, Christian Brothers University. Professional Activities: Cochair, CCCC Queer Caucus
Standing Panel; member, nextGEN Start Up Team; reviewer, CCC; reviewer, Constellations; reviewer, Journal of Multimodal
Rhetorics. Formerly: Social Media Coordinator, CCCC Queer Caucus; member, CCCC Teaching Excellence Award Committee;
member, CFSHRC Graduate Student Engagement Taskforce; Associate Director, DMAC; others. Awards: Lavender Rhetorics
Dissertation Award (2021); Kairos Service Award (2019); Gloria Anzaldúa Award (2017). Publications: articles in Peitho,
Composition Studies, Pre/Text, Constellations; chapters in Privacy Matters: Conversations about Surveillance within and beyond
the Classroom, Failure Pedagogies: Learning and Unlearning What It Means to Fail; others. Program Participation: CCCC,
Cultural Rhetorics, Feminisms and Rhetorics, Computers and Writing; others.
Position Statement: The Nominating Committee should bring our collective attention to those doing the work making material
change in and setting sustainable goals for CCCC. To meet current challenges within and beyond the organization, we must
nominate leadership from various academic, activist, linguistic, and cultural communities who will create coalitional spaces for
meaningful, antiracist action.

LISA KING, Associate Professor of English, University of Tennessee-Knoxville. Professional Activities: Cochair, CCCC
American Indian Caucus; Decolonizing Rhetoric Subcommittee, Rhetoric Society of America IDEA Committee; Faculty
Advisor for UTK Native American Student Association. Formerly: Chair, CCCC Tribal College Faculty Fellowship Committee;
NCTE Revision Committee for Non-White Minorities in English and Language Arts Materials Position Statement; CCCC
James Berlin Memorial Outstanding Dissertation Award Committee; Chair, Rhetoric, Writing, and Linguistics Division, UTK
English. Member: CCCC, NCTE, RSA, Native American and Indigenous Studies Association. Awards: CCCC Outstanding
Book Award Honorable Mention, Survivance, Sovereignty, and Story: Teaching American Indian Rhetorics; UTK Alumni
Outstanding Teaching Award; UTK Graduate Students in English “Best Faculty Mentor (In Classroom)”. Publications: Articles in
Constellations, Pedagogy, JAC, College Literature, American Indian Quarterly, Studies in American Indian Literature; coedited
book, Survivance, Sovereignty, and Story; monograph, Legible Sovereignties.
Position Statement: CCCC needs leaders committed to decolonial and anti-racist work for the benefit of all in our classrooms,
research, and discipline.

RUSSELL MAYO, Assistant Professor of English and Writing Program Director, Purdue University Northwest (PNW), IN.
Professional Activities: Faculty Affiliate, Purdue Center for the Environment; Cochair, ELATE Commission on Climate Change
and the Environment in English Education. Formerly: Director, PNW Writing Center; Assistant Director, UIC Writing Center;
Middle grades teacher. Member: NCTE, CCCC, IWCA, ELATE, RSA Awards: ELATE Graduate Research Award, NEH
Summer Institute Fellow. Publications: book chapter in Unsettling Education; articles in The Peer Review and Screen Education;
review in Composition Forum; coediting a collection on ecocomposition (in-process). Program Participation: presenter at
CCCC, NCTE, IWCA, ELATE, RSA.
Position Statement: As an interdisciplinary scholar whose teaching and research span writing studies, critical pedagogy, and the
environment, I work with many of NCTE’s constituent groups. As a member of the Nominating Committee, I will seek to advance
collaboration within CCCC and across NCTE’s other groups by supporting diverse leaders who engage critically with “the word
and the world” (Freire).

PETER WAYNE MOE, Assistant Professor of English; Director of Campus Writing. Professional Activities: Reviewer for
College Composition and Communication, Teaching English in the Two-Year College, ISLE: Interdisciplinary Studies in Literature
and Environment; Judge for Outstanding Article in College English award. Member: Association of Writers & Writing Programs;
Council of Writing Program Administrators; Rhetoric Society of America; National Council of Teachers of English; Conference
on College Composition and Communication. Publications: monograph, Touching This Leviathan; coeditor, Inventing the
Discipline: Student Work in Composition Studies (forthcoming); articles in CCC, TETYC, RSQ, Rhetoric Review. Program
Participation: CCC, RSA.
Position Statement: If CCCC, and higher education in general, are to thrive in what we hope will soon be a post-pandemic
world, we need leadership representative of the many constituents teaching writing at the college level. Serving on the
Nominating Committee, I will be committed to ensuring a broad range of people and their concerns are represented in CCCC
governance.

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FEDERICO NAVARRO, Associate Professor of Literacy, Universidad de O’Higgins, Chile. Professional Activities: Chair,
Latin American Association of Writing Studies in Higher Education; Cochair, International Collaborations Committee,
Association for Writing Across the Curriculum; Editor-in-Chief, International Exchanges: Latin America Section, the WAC
Clearinghouse. Formerly: Assistant Researcher, National Scientific and Technical Research Council; Professor, Universidad
de Buenos Aires; middle school Spanish teacher for ten years (Argentina). Awards: Marcuschi Award (CCCC); Outreach
Lecturing Fund (Fulbright). Publications: 36 articles in indexed journals; editor of four writing textbooks; editor of Lenguas
Modernas special issue on writing; editor of the Spanish translation of Reference Guide to Reference Guide to Writing Across the
Curriculum. Program Participation: keynote speaker and presenter at CCCC, IWAC, UNESCO, others.
Position Statement: I intend to use my networks, positions, and experience with associations and scholars worldwide to help the
next Nominating Committee expand the participation of scholars and CCCC presenters with different backgrounds and profiles
and located in different places, especially from Latin America.

RASHEDA YOUNG, Teaching Instructor, Rutgers University; adjunct instructor, NYU; Professional Activities: member,
Rutgers University’s Diversity, Equity, and Inclusion Committee; member, National Council of Teachers of English; member, the
Assembly of Research. Formerly: Middle school English language arts teacher; Director/Coordinator, African American Studies
minor for two years, Fairleigh Dickinson University; Basic Writing specialist for four years, Fairleigh Dickinson University.
Presenter: CCCC, TYCA, NYU Literary Review, City College of New York, Fairleigh Dickinson University and Brookdale
Community College; PhD Candidate, Composition, and Applied Linguistics, Indiana University of Pennsylvania.
Position Statement: CCCC needs influencers who can help navigate difficult conversations around race and privilege. We need
leaders who will represent the dynamic diversity of both teachers and students. I am especially interested in advocating for more
inclusion from Black, Indigenous, and People of Color (BIPOC) writers and antiracist texts.