{"id":12335,"date":"2023-03-15T14:26:05","date_gmt":"2023-03-15T14:26:05","guid":{"rendered":"https:\/\/wrdblog.org\/?p=12335"},"modified":"2023-03-15T20:45:00","modified_gmt":"2023-03-15T20:45:00","slug":"alumni-perspectives-2023-cccc-convention","status":"publish","type":"post","link":"https:\/\/wrdblog.org\/alumni-perspectives-2023-cccc-convention\/","title":{"rendered":"Alumni Perspectives: 2023 CCCC Convention<\/strong>"},"content":{"rendered":"\n

The 2023 CCCC Convention<\/a>, themed \u201cDoing Hope in Desperate Times,\u201d took place in Chicago from February 15-18. Attendees joined the conference from around the country – and world – among whom were several WRD students, alumni, and faculty! WRD alumni Maddy Crozier<\/a> (BA 2018; MA 2020) and Krissy Wilson<\/a> (MA 2018) both presented original research at this year\u2019s conference. <\/p>\n\n\n\n

Crozier is currently a third-year PhD student in Rhetoric, Writing, and Linguistics at The University of Tennessee Knoxville, where she teaches first-year composition courses.  Wilson is a Senior Learning Designer at Northwestern University\u2019s School of Professional Studies and an adjunct instructor at DePaul University\u2019s School of Continuing and Professional Studies. <\/p>\n\n\n\n

Here, they discuss their presentations, insights from the 2023 CCCC Convention, and advice for current WRD students.<\/p>\n\n\n\n

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Insights from the Convention<\/strong><\/p>\n\n\n\n

At the CCCC Convention, Crozier participated in the Second Language Writing Standing Group sponsored workshop called \u201cSupporting Multilingual Writers in Diverse Literacy Spaces for Hope.\u201d Co-presenting a roundtable titled \u201cDeveloping Antiracist Pedagogy in First-Year Composition” Crozier shared how she revised her First-Year Composition course \u201cto be explicitly antiracist in its curriculum, content, and assessment. The roundtable shared strategies and resources for other instructors who might want to use antiracist pedagogy in their courses.\u201d <\/p>\n\n\n\n

In connecting the presentation to her work more broadly, Crozier wrote that \u201cthe presentation extends my interests in equitable writing assessment and antiracist pedagogy. I shared how I use labor-based grading in my FYC classes, many of which include multilingual writers, to honor linguistic diversity.\u201d When asked about the best part of the conference, Crozier answered, \u201cbeing back in Chicago and seeing several of my peers and mentors from DePaul!\u201d<\/p>\n\n\n\n

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Wilson\u2019s presentation was titled, \u201cLMS Transparency: Defining Public and Private Spaces in Online Courses.\u201d Wilson shared details on the scholarship and how it fit into her work more broadly, saying that \u201cAs both an instructional designer and adjunct instructor (teaching writing online), I think a lot about writing in online spaces. In both of these contexts, and understanding both the potential benefits and pitfalls of sharing writing with a community, I must decide whether a writing activity should be public or private (and how public or how private).\u201d<\/p>\n\n\n\n

In her poster, Wilson presented a matrix of online writing assignment privacy levels, along with prompts for further conversation, such as the following. <\/p>\n\n\n\n