College Section 2018 Elections
The College Level Section Steering Committee (CSSC) members are elected each year to a four-year term. The Chair is elected from within the CSSC to a two-year term and serves on the NCTE Executive Committee representing the interests of the college level membership.
The Nominating Committee prepares a slate of candidates for vacancies that occur annually on the College Section Steering Committee and selects candidates for the succeeding year’s College Section Nominating Committee. The candidate who receives the largest number of votes in the election will chair the committee.
Congratulations to Our Newly Elected College Section Members
Under the constitution of NCTE, every spring each Section (Elementary, Middle Level, Secondary, College) elects members of its own Section Steering Committee and members of the Section Nominating Committee.
The College Section Nominating Committee this year consists of Alexandria Lockett, Spelman College, Atlanta, Georgia, chair; Collin Craig, St. John’s University, New York, New York; and Patricia Edwards, Michigan State University, East Lansing, Michigan.
Elected members will assume these roles at the 2018 Annual Convention in November. Term to expire November 2022.
Section Committee members elect a chair who represents section concerns on the NCTE Executive Committee. Through correspondence and meetings once or twice a year, the members identify and explore issues of section concern. Often the Section Committee will suggest new programs or revisions of present Council programs that may benefit section members. The Committee helps plan section conferences and portions of the NCTE Annual Convention that will be of interest to section members.
Instructor, department of English, Virginia Tech; chair, CWPA Digital WPA Committee.
Formerly: Innovation in General Education scholar, Virginia Tech; online publications developer, NCTE; director, instructional services, Daedalus.
Membership(s): NCTE, CCCC, CWPA.
Award(s): CCCC Technology Innovator Award (2017); High Impact Project Grant Winner, Building a Learning Community to Support Online Instructional Faculty in Department of English, Center for Instructional Development and Educational Research, Virginia Tech.
Publication(s): Articles in: Kairos, English Journal; Designing Writing Assignments; lesson plans on ReadWriteThink.org.
Program Contribution(s): NCTE, CCCC, Computers and Writing, CWPA Conference.
Position Statement: My 30 years as an educator have taught me students and colleagues alike need spaces where it’s okay to ask questions and perfectly fine not to know the answers; resources, support, and time to try, to rethink, to revise, to start over, and, generally, to keep working until they reach their goals; and connections with others that provide support and encourage collaboration. As a member of the NCTE College Section Steering Committee, I will do my best to make meeting these needs a priority.
Elected members will assume these roles on September 1. Term to expire August 2019.
Members of the Section Nominating Committee choose candidates for the Section Committee and the Section Nominating Committee for the following year. The person receiving the most votes serves as chair.
Assistant professor of English, Huston-Tillotson University; NCTE/CCCC Black Caucus.
Formerly: Writing program assistant, writing center consultant, middle school teacher, instructor and coordinator of developmental English.
Membership(s): NCTE, CCCC, SCMLA, HDCA.
Award(s): NCTE Research Initiative grant (2016); UNCF/Mellon Teaching and Learning Institute grant (2016); UNCF/Mellon Faculty Development grant (2017).
Publication(s): Article in: Composition Studies.
Program Contribution(s): CCCC, PCA, SCMLA.
Position Statement: I have made it my life’s work to advocate for populations historically underrepresented, silenced, and underserved; in like manner, I believe that NCTE has a legacy of doing the same. If elected to the College Section Nominating Committee, I will continue this tradition by choosing leadership committed to securing relationships, influencing policy, and supporting research and pedagogy that represents the diverse perspectives and interests of our members and the students we teach.
Associate professor, rhetoric and writing, University of Arkansas at Little Rock; member, CWPA Intellectual Work Task Force.
Formerly: Co-editor of WPA Journal; writing program administrator, UALR; associate vice chancellor, UALR.
Membership(s): NCTE; CCCC; CWPA. Award(s): Faculty Achievement for Excellence in Curricular Innovation, Arizona State; Campus Ambassador, Phi Kappa Phi.
Publication(s): Co-editor, Prison Pedagogy: Teaching and Learning with Imprisoned Writers (forthcoming); co-editor, Framework for Success in Postsecondary Writing: Scholarship and Applications; articles in: Kairos; Computers and Composition; Writing Program Administration Journal; The Journal of Writing Assessment; Journal of Basic Writing.
Program Contribution(s): NCTE; CCCC; CWPA; FemRhet; TYCA; AERA; NSSR.
Position Statement: As a member of NCTE’s nominating committee, I will work with the NCTE community to bring forward steering committee members who are actively engaged and work for representation of all voices, specifically those of marginalized populations, within NCTE’s college section governance.
Assistant professor of English, Rockford University, Illinois; Writing Program Administrator.
Formerly: Chair, Standing Group for Disability Studies.
Membership(s): NCTE, CCCC, Coalition of Feminist Scholars in the History of Rhetoric and Composition.
Award(s): CCCC Local Outreach Grant (2017); Community‑Based Learning Innovation Grant, Rockford (2016); Faculty Award, Committee on Disability Issues in College Composition (2015).
Publication(s): Articles in: College Composition and Communication, Composition Studies, Chronicle of Higher Education.
Program Contribution(s): CCCC, Feminisms and Rhetorics, Watson Conference.
Position Statement: As a teacher, writer, and researcher with a strong dedication and record of commitment to accessibility, I promise to focus attention on the inclusivity of the organization, not just in spirit but in practice. NCTE must continue to cultivate educational opportunities in such a way that the widest range of bodies and minds are able to shape our shared academic communities.
Questions or comments for the Steering Committee can be emailed to firstname.lastname@example.org
The College Section of NCTE supports the exploration of English Studies in a variety of collegiate settings that include higher education institutions and early colleges. We are educators who teach English, composition, and literacy studies across the disciplines in colleges and universities, especially to undergraduate students.