Tag Archives: Higher Education

A New CCC to Kickstart the New School Year

This post is written by member Jens Lloyd, editorial assistant for College Composition and Communication.

 College Composition and Communication publishes scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing. Our September 2017 issue, available online and in print, launches volume 69 of the journal. We hope its contents provide you with inspiration for the new school year!

Heather Bastian opens the issue by sharing her research into how students respond to unconventional assignments. Bastian’s article, which is free online even to nonmembers, provides some clear-sighted strategies for accommodating students’ affective responses to assignments that, for one reason or another, don’t conform to their expectations for academic writing. Next, Laurie Grobman reflects on a racially charged controversy that she confronted while supervising a community writing partnership that involved undergraduates conducting archival research. In the face of enduring questions about systemic racism, Grobman’s thoughtful and complicated account of how she responded to the controversy will prove beneficial to teacher-scholars facing similar dilemmas in classrooms, community settings, and elsewhere in their professional lives.

Articles by David M. Grant and Steven Fraiberg probe the boundaries of what we (don’t) know about writing and rhetoric. Displaying tremendous dexterity in moving between indigenous rhetorics and contemporary scholarship on new materialisms, Grant challenges us to more fully and more fundamentally account for nonhumans in our day-to-day communicative interactions. Fraiberg’s article, based on a long-term case study of DaVe, an individual whom Fraiberg began interviewing in the late 2000s, pieces together a constellation of artifacts drawn largely from DaVe’s time in the Israeli military to offer a portrait of how complex transmedia and translingual literacy practices unfold across various modes and genres.

Jim Webber considers recent debates about educational reform, focusing specifically on how literacy professionals respond by invoking the philosophical tradition of pragmatism. Ultimately, in the hopes of expanding rather than shutting down public deliberation about these regimes of reform, Webber advances a version of pragmatism that he dubs, via Dewey, artful critique.

To conclude this issue, Karen Rowan reviews three books about rhetorical education in diverse settings, and 2016 CCCC Exemplar Award winner Sondra Perl reflects on her illustrious career.

We are thrilled that all September authors are featured in our podcast series. Check out these interviews for additional insights into the scholarship published in CCC. We welcome feedback and questions about the journal (and our podcasts series!) at ccceditors@gmail.com.

Jens Lloyd is a PhD candidate at UC Irvine.

Making Hybrids Work

This post is written by members Jason Snart and Joanna Paull, who published Making Hybrids Work: An Institutional Framework for Blending Online and Face-to-Face Instruction in Higher Education through NCTE. 

Layout 1In an ever-changing higher education landscape, one that seems to become increasingly more fluid and “disrupted” by the day, colleges are faced with the challenge of innovating to meet student needs and to meet institutional objectives. It is in this context that hybrid (aka blended) learning–a delivery mode that combines online and face-to-face instruction–can provide a promising framework for meaningful curricular innovation. However, as hybrid learning continues to gain visibility across higher education, and as its blend of both online and face-to-face learning becomes more attractive for more teachers, institutional stakeholders will need to collaborate to design a broad framework for hybrid curriculum development.

Making Hybrids Work provides a much needed resource for any institution looking to create a vigorous hybrid curriculum. We argue that to make hybrid teaching and learning truly effective and sustainable, institutions must develop a shared vision for their hybrid curriculum—a vision that includes administrators, learner support, faculty, staff, and students.

The book explores the roles of institution-wide planning, professional development training, and support as it builds and grows. After all, it is only with a shared institutional vision and a solid foundation of training that hybrids can flourish as a truly robust component of an institution’s curricular existence.

jasonsnartJason Snart, NCTE member since 2011, is a professor of English at College of DuPage in Glen Ellyn, IL. He teaches a range of composition, literature, and creative writing courses across a variety of delivery modes including face-to-face, online, and hybrid. Find him on Twitter: @ProfessorSnart


Joanna Paull, Natalie Dorfeld and Kimberly Miller

Joanna Paull, NCTE member since 2001, is a professor of English at Lakeland Community College in Kirtland, OH. She teaches the composition sequence as well as the film courses and instructs in the face-to-face, hybrid and online environments.