Executive Committee

(three to be elected; term to expire November 2020)

Associate professor, North Carolina State University.
Formerly: CEE Nominating Committee; CEE Commission on Technology and Teacher Education Chair; CITE Journal Editor; middle and high school ELA teacher.
Membership(s): NCTE, CEE, ALAN, LRA, AERA.
Award(s): NCSU Award for Teaching Excellence, NCSU Academy of Outstanding Teachers.
Publication(s): Research on Technology in English Education; articles in English Education, English Journal, Journal of Literacy Research; chapters in Best Practices in Teaching Digital Literacies, Engaging American Novels, Framing Research on Technology and Student Learning.
Program Contribution(s): NCTE, CEE, LRA, AERA.

Position Statement: MLK, Jr.’s description of education’s purpose—“to teach one to think intensively and to think critically”—is vital in the current age of “fake news” and public education under siege. CEE serves as a source of hope and agency for our field, and we must build upon our efforts to strengthen social justice, critical literacy, cultural and linguistic diversity, and student and teacher empowerment.

Assistant professor, Stanford University; Standing Committee on Research.
Formerly: Studies in Literacies and Multimedia Assembly Co‑Founder and President; NCTE Resolutions Committee; CEE Nominating Committee.
Membership(s): CEE, LRA, ILA.
Award(s): NCTE Cultivating New Voices of Scholars of Color Fellow (2012–14); Divergent Award for Excellence in 21st Century Literacies (2017); NAEd Spencer Postdoctoral Fellow (2015).
Publication(s): Articles in: English Journal, Journal of Adolescent & Adult Literacy, Harvard Educational Review.
Program Contribution(s): NCTE, LRA, NWP.

Position Statement: This past year has highlighted the need for heightened support regarding the diverse needs of teachers and students. I look forward to working on behalf of CEE for all teachers and their students; in particular, we must consider teachers and youth of color, those whose legal status in the U.S. may be threatened, and the transgender and gender nonconforming individuals that all remain unjustly at the center of political debate in the U.S. I remain committed to furthering CEE’s work toward making ours a more humane profession.

Assistant professor, English education; coordinator, graduate programs in English education, SUNY at Old Westbury; CEE Commissions on Writing Teacher Education and Social Justice in Teacher Education.
Formerly: NCTE GSEA Chair; NCTE Nominating Committee; high school English teacher.
Memberships: NCTE, CEE, CEL, CCCC, NYSEC, AERA.
Award(s): Edwin M. Hopkins Award; Article of the Year Award in The English Record (2017); English Leadership Quarterly Best Article Honorable Mention (2016), CEE Research Initiative Grant.
Publications: Articles in: English Education, English Journal, English Leadership Quarterly, The English Record, and Teacher Education Quarterly; book: Writing Hope Strategies for Writing Success in Secondary Schools (2018). Program Contributions: NCTE, CEE, CEL, NYSEC, NCTEAR, AERA.

Position Statement: CEE has been a critical academic home for me, and as a member of the CEE Executive Committee, I would look forward to collaborating on initiatives that put social justice, equity, and hope at the center of the work and build bridges that empower our community, amplifying intersectional and transectional voices, narratives, research, and programming.

Assistant professor, secondary English language arts and literacy, University of Alabama.
Formerly: Middle, high school, and college–level literacy teaching (17 years–combined); professor in residence, West High School; CEE Nominating Committee (2014), NCTE CNV Fellow (2010–12).
Membership(s): AERA, CEE, LRA, NCTE.
Publication(s): Articles in: Research in the Teaching of English, Urban Education, Voices from the Middle, Teaching/Writing: The Journal of Teaching Writing Education, several book chapters.
Program Contributions: AERA, NCTE, NCTEAR, ICUE.

Position Statement: Stakeholders concerned with advocating for relevant/sustaining, critical, transformative, restorative, and equitable English education, must be a part of the ongoing conversation as we work toward a common vision where young people use their literacy practice and participation to create a more just world. As a member of the CEE Executive Committee, I will advocate for the evolving vision and collaborate with others to ensure that students remain at center of literacy teaching, scholarship, and service

Assistant professor, English education, Wake Forest University, Winston‑Salem, NC; coordinator, Sports Literacy Program, Paisley IB Magnet School.
Formerly: High school English teacher; CEE Nominating Committee; CEE‑Graduate Strand Leadership Team.
Membership(s): NCTE, CEE, ALAN, AERA. Award(s): CEL Innovative Leadership Award (2015).
Publication(s): Co‑editor, Developing Contemporary Literacies through Sports: A Guide for the English Classroom; guest editor, English Journal, “A Whole New Ballgame: Sports and Culture in the English Classroom”; articles in The ALAN Review; English Leadership Quarterly; SIGNAL; Sport, Education and Society; Teacher Education Quarterly.
Program Contribution(s): NCTE, CEE, ALAN, AERA.

Position Statement: I found my professional home at NCTE as a first‑year English teacher in 2004 and later as a doctoral student at CEE in 2011. Since then my greatest ambition has been to re‑create these experiences for newcomers, particularly undergraduates, pre‑service teachers, and doctoral students. I hope to continue strengthening and supporting future generations of English teachers and teacher educators as a member of the CEE Executive Committee.

Associate professor, English education, University of Kansas.
Formerly: High school English teacher; CEE Nominating Committee.
Membership(s): CEE Commission on Methods Teaching and Learning Chair; NCTE; CEE; NCTEAR; AERA.
Award(s): CEE Research Initiative Grant; University of Kansas School of Education Faculty Teaching Award; University of Kansas School of Education Faculty Research Award.
Publication(s): Secondary English Teacher Education in the United States; Millennial Teachers: Learning to Teach in Uncertain Times; Community Fieldwork in Teacher Education: Theory and Practice; articles in: English Education, English Journal, Journal of Adolescent and Adult Literacy, Multicultural Perspectives, Equity and Excellence in Education, Teaching Education.
Program Contribution(s): NCTE, CEE, AERA, NCTEAR.

Position Statement: In continuing to support the professionalization of teachers, CEE must respond to today’s challenges by preparing English teachers who are capable of advocating for the profession and creating equitable learning environments for all children. I am excited for the opportunity to become a leader within CEE; if elected, I will be a voice in promoting a just educational system for teachers and students.

Nominating Committee

(five to be elected; term to expire 2019)

Members of the CEE Nominating Committee choose candidates for the Executive Committee and the Nominating Committee for the following year. The person receiving the most votes serves as chair.

Assistant professor of English education, Tennessee Tech University, Cookeville; Global Association of English Studies Editorial Board; CEE Committee on Young Adult Literature; Standing Committee Against Censorship Chair, LGBTQ Advisory Committee, Genders and Sexualities Equality Alliance.
Formerly: Secondary school English/reading teacher. Membership(s): NCTE, CEE, AERA, LRA, AMLE, ALAN.
Award(s): NCTE Excellence in Teaching, ALAN Foundation Grant.
Publication(s): Articles in: English Journal, Study and Scrutiny: Research in Young Adult Literature, SRATE Journal, Educational Action Research; co-editor, Adolescent Literature as a Complement to the Content Area Series, Queer Adolescent Literature as a Complement to the ELA Curriculum, The Online Classroom: Resources for Effective Middle Level Virtual Education, Handbook of Resources on Middle Level Education of AERA.
Program Contribution(s): NCTE, ALAN, LRA, IRA, NYAR, EDULearn, SITE.

Position Statement: Given our current sociopolitical climate, it is imperative that we begin to increase the power, presence, and visibility of marginalized cultures in our classrooms. Helping these students discover their voices and fight for a place to be is paramount. If elected, I would continue and extend CEEs support of teachers and teacher educators in creating safe and inclusive spaces for all students.

Assistant professor of English education, Michigan State University; secretary, NCTE Assembly for Research.
Formerly: High school English teacher, middle school literacy coach.
Membership(s): NCTE, CEE, NCTEAR, LRA, AERA.
Publication(s): Articles in: Reading Research Quarterly, Research in the Teaching of English, Written Communication, English Teaching: Practice and Critique, Linguistics in Education.
Program Contribution(s): NCTE, NCTEAR, LRA, AERA, WRAB.

Position Statement: Although teaching and teacher education are under continuous pressure, NCTE and the CEE are professional homes that sustain teachers and teacher educators within a difficult teaching climate. As a member of the CEE nominating committee, I would aim to nominate colleagues who will not only continue this great tradition of supporting English teachers but will also advocate for the voices, diversity, and humanity of English teachers and the students in their classrooms.

Senior lecturer, University of Sydney, Australia; editorial boards, Journal of Adolescent and Adult Literacy, English in Australia.
Formerly: Middle school language arts and high school English teacher, USA.
Membership(s): NCTE, CEE, AERA, LRA.
Award(s): Australian Teacher Educator of the Year.
Publications: Articles in: Journal of Literacy Research, Teaching Education, Literacy, English Journal, Journal of Adolescent and Adult Literacy, English in Australia, Australian Journal of Language and Literacy, Educational Psychology, Learning, Media, and Technology.
Program Contribution(s): AERA, UKLA, NCTE, LRA, ICLS, CSCL.

Position Statement: NCTE and CEE play crucial roles in shaping English education locally and globally. Over the past two decades, I have worked as a secondary teacher, teacher educator, and literacy researcher in the United States, Europe, and Australia. I am passionate about issues related to equity and social justice, and I seek to promote innovative and inclusive research, teaching, and community engagement.

Associate professor of literacy, Sam Houston State University; president, International Council of Educational Media; associate editor, International Journal of Multiple Research Approaches.
Formerly: High school English language arts teacher; CEE Commission on New Literacies, Technologies, and Teacher Education chair.
Membership(s): NCTE, CEE, ICEM.
Award(s): Divergent Award for Excellence in 21st Century Literacies Research.
Publication(s): Conducting Qualitative Research of Learning in Online Spaces; Videogames in Libraries: Learning Beyond the Stacks; articles in: English Journal, Journal of Adolescent and Adult Literacy, Educational Media International, Tech Trends.
Program Contribution(s): NCTE, AERA, ICEM.

Position Statement: As a former high school English teacher and current teacher educator, I recognize that today’s students are in need of educators who teach alongside them, rather than at them; educators who provide the opportunity to critically evaluate and engage with the world around them. However, today’s teachers are constantly bombarded with high-stakes testing threats. CEE’s work is incredibly important to ensuring that today’s English teachers overcome the barriers put in place by high-stakes testing in order to create classrooms where all students thrive. If elected, I will continue to extend CEE’s work toward helping teachers create equitable and engaging classrooms for all students.

Assistant professor, school of education, Pace University, New York; co‑lead of belief statement revisions working group for CEE Commission on Digital Literacies and Teacher Education; creator of Gradgrind’s education blog.
Formerly: Editor of “Soft(a)ware” column in English Journal; high school English teacher; innovation lead for New York City Central education offices.
Membership(s): CEE, NCTE, AERA.
Award(s): Paul & Kate Farmer Award Honorable Mention, NEH Summer Institute Fellow.
Publication(s): Articles in: Research in the Teaching of English, English Journal, CITE Journal, Changing English, Journal of Adolescent and Adult Literacy, The Berkeley Review of Education.
Program Contribution(s): NCTE, CEE, SXSW EDU.

Position Statement: The 21st century has placed a surprising demand at the doorstep of English educators: the need to critically and creatively understand computational languages as powerful literacies that are rapidly reshaping all aspects of society. You will find my purpose and passions anywhere human and computational languages mingle, wherever democratic education and digital exploration meet.

Assistant professor, University at Buffalo (SUNY); treasurer, NCTE Assembly of Research.
Formerly: Co‑chair, CEE Commission for Digital Literacies and Teacher Education; assistant professor, Kennesaw State University; English teacher, Newark, Ohio.
Membership(s): NCTE, CEE, NCTEAR, LRA, ILA, NCRLL, ISLS, AERA: Div G, Div K, MCL Sig, W&L Sig.
Award(s): CEE Research Initiative Grant.
Publication(s): Articles in: English Journal, Voices from the Middle, The ALAN Review.
Program Contribution(s): NCTE, CEE, NCTEAR, NWP, AERA, LRA.

Position Statement: In these challenging times when the purpose and value of teacher education is being called into question, CEE is well positioned to guide and support ELA teacher education policy and practice with firm commitments to issues of justice, equity, and diversity. As a member of the CEE nominating committee, I will work with other elected committee members to identify and encourage candidates who align themselves with these commitments and who will help the organization realize the core values outlined in the recently revised CEE Position Statement that defines ELA teacher education.

Assistant professor of English education, Louisiana State University; NCTE Standing Committee on Research; NCTE’s Cultivating New Voices Among Scholars of Color Fellow.
Formerly: Middle school humanities teacher, Atlanta Public Schools.
Membership(s): NCTE, CEE, AERA.
Award(s): CNV Fellowship (2016–18); Tashia F. Morgridge Wisconsin Distinguished Graduate Fellowship (2015–16); LSU Regents Council on Research Summer Grant (2017).
Publication(s): Articles in: English Journal, Bank Street Occasional Papers Series, Theory Into Practice: Transformative Justice Education Special Issue (forthcoming).
Program Contribution(s): NCTE, AERA, NWSA.

Position Statement: As a lifelong evolutionary learner, former middle school Humanities teacher, and current teacher educator, I believe in ongoing processes of becoming, unlearning, and rewriting. If elected to the CEE nominating committee, I will bring an unrelenting focus on equity, justice, transformation, and healing. I hope to assist in recruiting a dynamic group of leaders representing diverse modes of being, thought, and activism to greatly shape our ongoing work in English Education, Literacies, and more.

Assistant professor, English education, North Carolina State University; CEE Commission on YAL; NCTE Committee Against Racism and Bias in the Teaching of English.
Formerly: Secondary English teacher (10 years); editor, Journal of Language and Literacy Education.
Membership(s): NCTE, CEE, ALAN, NCTEAR, NCETA, LRA, AERA.
Award(s): The ALAN Review Nilsen‑Donelson Award for Article of the Year.
Publication(s): Articles in: English Teaching Practice and Critique, Gender & Education, The ALAN Review, JAAL, Study and Scrutiny: Research in YAL.
Program Contribution(s): NCTE, CEE, ALAN, GCTE, NCTEAR, LRA, AERA.

Position Statement: I am deeply committed to moving CEE forward as an organization to be strategic in thinking about recruitment, retention, and ongoing support of a diverse membership body, to find new forward‑thinking leadership, fearless in facing the ever‑challenging educational climate, and able to critique and build upon current practices and work toward justice and equity within our English Education field.

Important Information

NCTE, CEE, and Section election ballots will be sent by email to current members. If NCTE does not have an email for you on file and you would like to receive a ballot by email, please visit “My Account” and add it to your membership record. (You may also use “My Account” to change your email address or update your member profile.) You can contact our NCTE Customer Service Department (877-369-6283) and speak with one of our representatives to update this information as well. If NCTE does not have an email address on file by March 20, your ballot will be sent by mail.

Elections will close at 11:59 pm Central Time, Friday, June 1, 2018. Results will be posted mid-June.

 

Questions

If you have questions, please contact Linda Walters-Moore at NCTE Headquarters.

Questions or comments for the CEE Executive Committee can be emailed to cee@ncte.org.

CEE serves those NCTE members who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy. CEE has reliable researchers and educators who can tell the true stories of effective English teacher education.

Current CEE Executive Committee

Mollie V. Blackburn

Chair (2016-2018)
The Ohio State University, Columbus

Christian Z. Goering

Vice Chair (2017-2018)
University of Arkansas, Fayetteville

Meghan Barnes

Recording Secretary
(2016-2018)
CEE Graduate Student Representative
(2015-2017)
University of Georgia, Athens

Todd Destigter

(2017-2021)
University of Illinois at Chicago

Mandie Dunn

CEE Graduate Student Representative
(2017-2019)
Michigan State University, East Lansing

Troy Hicks

(2015-2019)
Central Michigan University, Mount Pleasant, MI

Tara Star Johnson

Editor, English Education
(2015-2020)
Purdue University, West Lafayette, IN

Ken Lindblom

(2014-2018)
Stony Brook University, New York

Nicole Mirra

CITE Journal Editor
(2017-2021)
Rutgers, The State University of New Jersey

Tonya Perry

(2014-2018)
University of Alabama, Birmingham

Robert Petrone

(2015-2019)
Montana State University, Bozeman, MT

Leslie S. Rush

(2016-2020)
University of Wyoming, Laramie

Sophia Sarigianides

(2017-2021)
Westfield State University, Massachusetts

David Schaafsma

(2015-2019)
University of Illinois-Chicago

Yolanda Sealey-Ruiz

(2017-2021)
Teachers College, Columbia University, New York

Amanda Haertling Thein

(2016-2020)
University of Iowa, Iowa City

Anne Whitney

(2014-2018)
Pennsylvania State University, State College