Announcing the 2004-2005 CCCC Research Initiative Projects
In late spring, the Conference on College Composition and Communication put out a call for projects for a research initiative to support new meta-analytical research by providing to selected institutions funding of up to $5,000 and an opportunity for researchers from all participating institutions to gather to share ideas and receive advice. This program aims to create an opportunity for researchers to bring together what the profession has already learned, through a variety of methodologies, regarding the teaching and study of composition, rhetoric, and literacy. The purposes of these synthesis projects are (1) to articulate what is known about the teaching of composition at this moment in time, and (2) to provide a foundation for public policy discussions, large grant proposals, and future research.
We received 25 submissions and 10 grants were awarded. The recipients of these grants, who are listed below, met in the fall of 2004 at the NCTE Annual Convention in Indianapolis to collaborate and discuss their research projects. They met a second time in March 2005 at the CCCC Conference in San Francisco to present some of their work in two poster sessions.
CCCC anticipates that the results of these projects will be available for dissemination by mid-August 2005.
UPDATE: Please click on any of the project titles below to view a progress report submitted in March 2005.
CCCC Research Initiative Projects and Researchers
"Uncovering Theories and Practices of Multiliteracies and New Media Pedagogies"
Daniel Anderson, University of North Carolina Chapel Hill
Anthony T. Atkins, Ball State University, Muncie, Indiana
Cheryl E. Ball, Utah State University, Logan
Krista Homicz Millar, University of Michigan, Ann Arbor
Cynthia Selfe, Michigan Technological University, Houghton
Richard Selfe, Michigan Technological University, Houghton
"Community-Based and Service-Learning Writing Initiatives: A Survey of Scholarship and Agenda for Research"
Nora Bacon, University of Nebraska-Omaha
Thomas Deans, Haverford College, Pennsylvania
James Dubinsky, Virginia Tech, Blacksburg
Barbara Roswell, Goucher College, Baltimore, Maryland
Adrian Wurr, University of North Carolina-Greensboro
"A Study of the Implications for College-Level Literacy Instruction and Assessment of the P-16 Educatioon Policy Reform Movement"
J.S. Dunn, Indiana University of Pennsylvania
Michael M. Williamson, Indiana University of Pennsylvania
"Visualizing Composition: Understanding Composing Processes as a Coordination of Technological and Cultural Activities"
Bill Hart-Davidson, Michigan State University, East Lansing
Julie Lindquist, Michigan State University, East Lansing
Jeff Grabill, Michigan State University, East Lansing
"Students' Right to Their Own Visual Language"
Erik Hayenga, Michigan Technological University, Houghton
Dennis A. Lynch, Michigan Technological University, Houghton
"Acquisition of Level 4 L2 English Writing Proficiency by Students Whose First Language is Arabic"
Betty Lou Leaver, New York Institute of Technology, Amman, Jordan
Amal Mohammed Jasser, Jordan University of Science and Technology,
Irbid, Jordan
Rajai Khanji, University of Jordan, Amman, Jordan
"Second-Language Writing in College Composition Programs"
Paul Kei Matsuda, University of New Hampshire, Durham
"National Adjunct Writing Faculty Survey Project"
Gloria McMillan, Pima Community College (East), Tucson, Arizona
"TYCA Research Initiative"
Jody Millward, Santa Barbara Community College, California
Gregory Shafer, Mott Community College, Flint, Michigan
Dianne Fallon, York Community College, Kittery Point, Maine
"A Meta-analysis of the Teaching of Technical Writing to Students for Whom English is Not a First Language"
Christine Winberg, Peninsula Technikon, Cape Town, South Africa
Joyce Nduna, Peninsula Technikon, Cape Town, South Africa
Thea van der Geest, University of Twente, Enschede, The Netherlands
Barbara Lehman, The Ohio State University, Columbus
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