2020 Undergraduate Researcher Poster Session – Call for Proposals

  • Peer feedback and coaching available via Eli Review, October 7-November 1, 2019
  • Proposals due via online submission by November 18, 2019

Milwaukee, Wisconsin | Conference on College Composition and Communication | March 25-28, 2020

We invite proposals for the Undergraduate Researcher Poster Session on Thursday, March 26, 2020, at the Conference on College Composition and Communication (CCCC) in Milwaukee, Wisconsin. The poster session showcases undergraduate research in writing studies, rhetoric and composition, professional writing, and related areas of study.

CCCC  is an annual convention for teachers, researchers, and students interested in all aspects of teaching and researching writing. It routinely attracts 3,000 attendees, ranging from professors to undergraduate students. This year’s conference theme focuses on “Considering Our Commonplaces.” Undergraduate researcher posters are not restricted to that theme, but may respond to it.

The Undergraduate Researcher Poster Session provides an opportunity for students to share the questions about writing and rhetoric that you are performing – and seeing performed – from your unique perspective as you begin to enter the field.

The annual poster session was initiated at the 2012 CCCC to encourage undergraduate participation in the conference; to attract younger members who are contemplating further education and careers in rhetoric and composition; to extend the organization’s diversity; and to examine, support, and represent the growing presence of undergraduate research in rhetoric, composition, and communication. In the context of these ongoing discussions, this poster session showcases the field’s premier undergraduate researchers and their projects.

The Undergraduate Researcher Poster Session is organized by a multi-institutional team of faculty and students, including undergraduate and graduate students who presented at the prior undergraduate researcher poster sessions; members of the special interest group on undergraduate research; and members of the Committee on Undergraduate Research.

To be considered for this poster session, submit a poster presentation title and a 400-word proposal that:

  • Explains your research project,
  • Indicates the anticipated status of the project by March 2020 (note that projects may just be beginning, or still in-progress, when you submit this proposal),
  • Discusses your interest in sharing your research with CCCC attendees, and
  • Identifies your mentor or supervising faculty member (name, professional title, and email) for your research project. If you are collaborating with a team, please also discuss your role in the research project.

If your research involves human participants and your school has an institutional review board or ethics review process for research, your proposal also should indicate if you have (or plan to apply for) IRB-approval for your research.

For the second year, undergraduate researchers may submit proposal drafts for peer feedback and coaching via Eli Review. This opportunity will be available October 7-November 1, 2019. Proposal authors who submit a draft for feedback must be willing to provide peer feedback on at least one other draft by November 1, 2019. More information will be posted on the poster session website when the peer feedback and coaching site opens.

Submit proposals via the online submission form by 11:59 PM EST on November 18, 2019. Proposals will be reviewed by the Poster Session Planning Team, and applicants will be notified about the status of their proposals by mid-December.

To help accepted presenters prepare for the poster session, in early January, the Planning Team will share strategies for designing posters. Accepted presenters also will be invited to participate in an online peer review of poster drafts throughout February.

The 2012 poster session was highlighted in a Kairos review by Jan Roser. Learn more about the previous poster sessions and past presenters on the Undergraduate Research in Writing Studies website. Undergraduate presenters from all eight years have proposed papers or panels for subsequent conferences – and appeared on the CCCC program in 2013, 2014, 2015, 2016,  2017, 2018, and 2019.

If you have questions about the poster session or about the proposal process, please contact Jessie L. Moore at jmoore28@elon.edu. We look forward to learning about your undergraduate research projects!

CCCC Undergraduate Researcher Poster Session Planning Team

CCCC Undergraduate Researchers Poster Session – 2019 Presenters

The Undergraduate Researchers presenting at the 2019 Poster Session (March 14, 10:30 AM to 11:45 AM; Third Floor West Hallway of the David L. Lawrence Convention Center) in Pittsburgh, Pennsylvania, are:

  • Skyler Aikerson, Goucher College, “Black and African-American Students’ Perceptions of the Writing Center”
  • Amanda Ayers, University of North Georgia, “Embodied Composition Pedagogy: Methods of Reincorporating Bodies in the Classroom”
  • Emily Bremers, University of Nebraska – Lincoln, “(Per)Forming Photographic Literacies: Understanding Literacy Representation Through a Case Study of Instagram Photographers”
  • Kylie Carlson, Western Kentucky University, “Digital Badging: Comparing Potential Platforms for First Year Composition”
  • Jose Angel Corral-Rodriguez and Eduardo Mabilog, Nevada State College, “Who Gets to Collaborate? A Geographical Survey of Writing Center Conference Presenters”
  • Collyn Drake, York College of Pennsylvania, “Guilt and Grammar in Our Writing Center: (Re)Understanding Grammar Instruction and Directive Tutoring Practices”
  • Alexandra Ellis, University of Alaska – Anchorage, “Two Old Women: An Example of Gwich’s in Stewardship.”
  • Hannah Hart, Allegheny College, “Dyslexia and Universal Design in the Writing Center: Embracing Students with Learning Differences”
  • Alexandra Johnson, Calvin College, “Genre in Transition: Writing Centers and Writing in the First Year of College”
  • Corrine Longenbach, York College of Pennsylvania, “Women’s Rhetoric in the Anti-Suffrage Movement”
  • Karina Lucero Aleman, University of California – Santa Barbara, “Performance in Chicanx Feminism: An Oral History Project”
  • Moira Meijaard, Emory University, “Women of Color Resisting Rhetors”
  • Kathryn Monthie, Goucher College, “Workshop Construction: Creative Writing Workshops through an Undergraduate Lens”
  • Amanda Mooney, Millersville University, “To Tweet or Not to Tweet: Digital Citizenship, Empowered Use, and Prescriptive Pedagogy”
  • Alysha Robitaille, Lakeisha Reed, Anthony Valentino, and Emily Van Horn, Springfield College, “Academic and Emotional Supports: Embedding Undergraduate Peer Tutors in Writing Studios”
  • Karmen Rosiles, Abby Vakulskas, and Haley Wasserman with Sunaina Randhawa and Elena Fiegan, Marquette University, “Can You Force Connection: Lessons from The Meaningful Writing Project”
  • Melissa Spencer, Elizabethtown College, “‘Just Google It’: Keywords, Digital Marketing, and the Professional Writer”
  • Gabrielle Stanley, Moravian College, “Understanding the Learned Conceptions of Writing that First-Year Students Bring to College”
  • Sarah Tarter, Santa Clara University, “Human Rights as a Dominant Discourse: Examining Rhetorical Appeals in the Dakota Access Pipeline Protests”
  • Breanna Tavernini, Nevada State College, “You are What You Wear: Analyzing Performance of Identity Through Clothing Choice”
  • Bethany Toy, York College of Pennsylvania, “Women’s Rhetoric Within the Abolitionist Movement”
  • Hugo Virrueta, Nevada State College, “Los Primeros Pasos: The Inclusion of Hispanic Students Within Writing Centers”