This award program, established in 2004, honors up to 20 writing programs a year. As a term, “programs” is intended to be capacious in its application and includes:
- A first-year writing program or a coherent configuration of first-year courses.
- A basic or developmental writing program.
- An ESL writing program.
- A configuration of writing instruction within an intensive-English program. This
- instruction might be integrated into courses rather than appear in separate writing courses.
- A vertical sequence of courses—e.g., a concentration, a certificate, a minor, a major.
- A WAC or WID program.
- A writing program within a writing center.
- A writing program designed for a special group.
To be eligible for this award, programs must be able to demonstrate that:
i. The program imaginatively addresses the needs and opportunities of its students, instructors, institution, and locale.
ii. The program offers exemplary ongoing professional development for faculty of all ranks, including adjunct/contingent faculty.
iii. The program treats contingent faculty respectfully, humanely, and professionally.
iv. The program uses current best practices in the field.
v. The program administrator (chair, director, coordinator, etc.) has academic credentials in writing.
vi. The program uses effective, ongoing assessment.
vii. The program uses effective placement procedures.
viii. Class size is appropriate.
ix. The program models diversity and/or serves diverse communities.
In addition, programs may want to include other documentation showing that:
a. The program has conducted research that serves similar programs at other institutions.
b. The program exhibits coherence in terms of disciplinary expectations.
c. The program exhibits some distinctive feature(s) in the student and/or faculty experience. For instance, the program could have a strand, such as critical thinking or cultural awareness, that links courses. These links might appear within the context of learning communities.
d. The program effectively integrates theory and practice.
e. The program uses practices and materials that lead to desirable learning outcomes.
f. The program provides valuable and valued community service.
g. The program has established strategic alliances with campus units and/or initiatives (e.g., service learning, student retention).
Applications are due by August 31, 2013 (they must reach the CCCC office by this date). To apply:
A. Anyone in the program or outside the program may submit a letter nominating the program or indicating that the program is preparing a full application for an award. The purpose of the letter is to establish contact with a CCCC staff member, who will assist the writing program staff as they prepare the full application. Of course, applicants are not required to seek such assistance as they prepare application packets. Please send a short nominating email to email@example.com, including the institution nominated and contact information for the person preparing the application.
B. The following is a list of items that the full application should include, limited to 30 total pages, including all attachments, appendices, and/or supplemental materials. Please send 6 copies of all materials (if mailing), including the application and any supplemental items to CCCC Writing Program Certificate of Excellence; NCTE; 1111 W. Kenyon Rd.; Urbana, IL 61801 or to firstname.lastname@example.org. Emailed submissions are accepted and encouraged. Please note that materials submitted will kept for the CCCC archives and will not be returned to you.
- An introductory piece, which includes the following information: contact information, identified criteria from the aforementioned list, a list of materials submitted, a one-page abstract that could subsequently appear on the Website and perhaps in CCC.
- A description of program demographics: size of the program, size of sections, number of full-time and part-time instructors, number of TAs.
- A description of the principles underlying the program and the ways writing pedagogy grows out of those principles. Also in that document might be the history of various orientations toward writing at that institution and how the latest program (the one being considered for an award) grows out of or dramatically departs from the previous ones.
- Sample syllabi, including course learning goals.
- A description of in-house professional development for faculty and teaching assistants.
- A description of the context for the program within the department, college, and/or institution.
- DVDs, CDs, videos, or links to pages on the program’s Website that chronicle the program’s activities.
- Demonstrated success and the measures used to determine success.
- Direct evidence of innovation, as well as it implementation, institutionalization, and sustainability.
- Evidence of effective operation.
CCCC will announce the award in CCC, on the Website, at the annual meeting, and on appropriate listservs. Winners will also be recognized at the annual Awards Session at CCCC. At that time, the program will be presented with a certificate, as well as a letter of commendation. CCCC also will assist in sending a press release to the campus media office, to appropriate campus administrators, and to local newspapers.
For additional information, please contact the CCCC Administrative Liaison at email@example.com.
Writing Program Certificate of Excellence Winners
Emerson College, First-Year Writing Program
John Jay College of Criminal Justice, First-Year Composition Program
Oakland University, Department of Writing and Rhetoric
Pennsylvania State University, Rhetoric and Writing Program
University of California, Santa Barbara, Writing Program
University of Central Florida, First-Year Composition Program
University of Colorado, Boulder, McNeill Writing Program
Appalachian State University, Vertical Writing Curriculum
Montclair State University, First-Year Writing Program
St. Louis Community College, ESL Program
University of Illinois at Urbana-Champaign, Undergraduate Rhetoric Program
University of South Florida, First-Year Writing Composition Program
University of Tennessee, Knoxville, Writing Program
The University of Texas at El Paso, First-Year Composition
Binghamton University, State University of New York, First-Year Writing
University of Connecticut, University Writing Center
Wheaton College, Writing Across the Curriculum Program
Louisiana State University, Communication across the Curriculum Program
North Carolina State University, First-Year Writing Program
University of Massachusetts Amherst, Writing Program
Washington State University, Writing Program
The University of Denver, Writing Program
University of Toronto Scarborough, Writing Centre
Ball State University, Writing Program
Michigan Technological University, Writing Center
Purdue University, Introductory Composition
Swarthmore College, Writing Associates Program
University of Toronto, Office of English Language and Writing Support
Duke University, University Writing Program
Eastern Michigan University, First-Year Writing Program
Marquette University, First-Year English Program
Carleton College, Writing Program
The Ohio State University, First-Year Writing Program
Central European University, Center for Academic Writing
Clemson University, The Advanced Writing Program
Michigan Technological University, Department of Humanities Writing Program
Michigan Technological University, Scientific and Technical Communication Program
Purdue University, Writing Lab
Rowan University, Department of Composition and Rhetoric
Saint Joseph College, Writing Portfolio Program
Salt Lake Community College, Community Writing Center
San Francisco State University, Technical and Professional Writing Program
University of Missouri, Campus Writing Program
University of Washington, Engineering Communication Program