CCA Home About CCA Constitution & Bylaws Membership Directory Conference Information Related Links

News and Notes

Call for Manuscripts

 The University of North Carolina, Greensboro and North Carolina Campus Compact invite submissions to Partnerships: A Journal of Service-Learning and Civic Engagement,  a multi-disciplinary, open access, and peer-reviewed periodical. The journal provides higher education scholars a forum for publishing research related to campus-community relationships that emphasize connections and collaborations in service-learning and community engagement pedagogy, theory, and assessment. Authors are invited to submit research articles reflecting diverse methodologies and theoretical perspectives, essays highlighting unique perspectives or current issues that are anchored in a literature base, and empirical studies of partnership evaluations or assessments. All users (readers and authors) should register, free of charge, to gain full access to the current issue and archives. For details on submission guidelines and the review process, please see

 Questions and inquiries should be directed to the editor and CCA member, Dr. Spoma Jovanovic, at


Title:  Director of the Digital Literacy Center

Department:  Undergraduate Studies


Created in 2009, Undergraduate Studies (US) at the University of North Carolina at Greensboro fosters a learner-centered experience for undergraduate success by promoting learner success and persistence, enhancing faculty/staff engagement and development, and cultivating integrative and collaborative learning.  Professionals in US work collaboratively and interdependently, both internally and externally, to offer comprehensive academic support, sustain high impact undergraduate pedagogy, create complementary faculty/staff development and engagement, implement innovative technological practices, and explore meaningful intersections between scholarship and interdisciplinary learning.  US especially seeks interactive working relationships with our campus and community colleagues to create a community dedicated to learning and scholarship.  US pledges to function organically, constantly seeking and manifesting realignments and new approaches in order to most ably respond to evolving responsibilities, opportunities and necessities.  Guided by our mission, values, vision, and current strategic areas, US further promises to create an inclusive and transparent environment of high energy and great expectations, with unwavering mutual respect for all learners.  


Digital Literacy Description:

The newly established Digital Literacy Center ( is located inside Jackson Library’s Digital Media Commons.  The DLC is part of the Multiliteracy Centers, which include Writing and Speaking Centers.  The DLC is an integral part of a new initiative, funded in part by a U.S. Department of Education Title III—Strengthening Institutions grant to the Undergraduate Studies unit at UNCG.  The grant will permit UNCG to enhance its provision of excellent educational services to its low income and diverse population.  Specifically, through a combination of developmental advising, digital literacy, and targeted faculty development, UNCG will promote self-efficacy among students. Advancing digital rhetorical skill among the students and faculty is seen by UNCG and the US division as an integral component in this process.



Reporting to the Dean of Undergraduate Studies or his designee, the Director of the Digital Literacy Center position is a full-time, 10-month administrative appointment.  While initial funding for this position is grant supported, the position subsequently will be funded by the University on a permanent basis.  Teaching assignments are possible but will require approval  of the Dean.  The Director will be responsible for all activities of the Digital Literacy Center for both students and faculty.  The DLC’s faculty and student staff will support the development of digital literacy for their fellow students and faculty by providing them with the following:  1) a support framework for digitally integrated reading, speaking, listening, research, and critical thinking; 2) a collaborative instructional environment; 3) access to digital technologies for all, but especially for disadvantaged, lower income, minority, rural student populations who may not otherwise have access; 4) resources to allow innovative work; 5) facilities to accommodate a variety of learning styles; and, 6) support for the development of more effective and sophisticated digital assignments and projects.  Duties include, but are not limited to, the following:


Design, implement and maintain a curricular, pedagogical, and institutional direction for the DLC that meets the needs of UNCG’s students, faculty, and staff. 

Develop and maintain DLC pedagogy that supports the “Access to Education and Student Success” section of the UNCG Strategic Plan, including access for non-native speakers, transfer and non-traditional students, at-risk, and online populations. 

Supervise, monitor, and evaluate DLC staff in all efforts, including ongoing staff training, Online DLC development, faculty workshop development, and course-specific workshop development. 

Train and teach undergraduate and graduate staff to serve as digital literacy consultants. 

Provide and maintain an organizational system that recruits and trains up to 50or more student-staff members across a five year period. 

Maintain and analyze records and create annual reports, making them available as necessary to students, faculty, staff, and administrators. 

Participate in assessment initiatives for DLC services and faculty development workshops.

Advise individual faculty members to improve the teaching of communication in their discipline. 

Develop and maintain the Online DLC, grounded in multimodal composition theory and pedagogy. 

Secure funding for operation, equipment, and personnel for the terrestrial and online DLCs and their summer services. 

Staff, train, and supervise summer DLC services.


Masters required, doctorate preferred, in appropriate field (e.g. Media Studies, Rhetoric, Composition, Communication). 

Significant training, research, and publication in digital communication pedagogies. 

•Administrative experience in digital, writing, speaking, or other similar peer consultation center required.  Undergraduate teaching experience required.

Familiarity with current technologies used to support innovative teaching practices requiring digital communication. 

Significant outreach, especially workshop experience.

Ability to work with faculty and students in a variety of disciplines. 



Please submit electronically a letter of interest, c.v., and contact information for three professional references to Dr. Stephen R. Yarbrough at  Review of applications will begin immediately with a closing date of January 2, 2013, and continue until the position is filled.



Commensurate with experience and qualifications.


Effective Date:

August 1, 2013



One of the 17 campuses in the University of North Carolina System, UNCG is classified by the Carnegie Foundation as a research university with high research activity.  It was established in 1891 and became coeducational in 1963.  Enrollment is approximately 18,500 students, including over 3,500 graduate students.  The UNCG campus is adjacent to a historic neighborhood one mile from downtown Greensboro, a city of nearly 260,000 in the Piedmont Triad region of North Carolina.  The Triad of Greensboro, Winston-Salem, and High Point has a population of approximately 1.6 million and enjoys an excellent quality of life.


The University of North Carolina at Greensboro has a strong commitment to serve its highly diverse community. As such, UNCG welcomes applications from women, underrepresented racial/ethnic minority group members, persons with disabilities, members of sexual minority groups and others who would enrich the University’s mission.

UNCG is an Equal Opportunity/Affirmative Action Employer.


Roy Schwartzman reports the launch of a new journal:

Dear Colleagues:

We are pleased to announce publication of the inaugural volume of the online version of the Journal of Applied Learning in Higher Education (JALHE), available without cost at

JALHE, published by Missouri Western State University, serves the international community of scholars engaged in applied learning at institutions of higher education. Its purpose is to advance scholarship on applied learning by providing an outlet for empirical, interpretive, and theoretical work related to this pedagogical practice.

The print version of JALHE is available for an individual and institutional subscription rate of $50/year. Subscriptions are available from the Office of Applied Learning, 203 Popplewell Hall, Missouri Western State University, 4525 Downs Dr., St. Joseph, MO 64507 or Alternately, individual subscriptions are included as part of the Conference on Applied Learning in Higher Education registration fee. See links below for conference program and registration information.

Limited back issues may be available by contacting, but free access is available to all journal content on the journal website listed above.


Kelly Bouas Henry, Ph.D. (Missouri Western State University) & Roy Schwartzman, Ph.D. (University of North Carolina at Greensboro)
Founding Co-Editors of JALHE


Mônica Pombo is the assistant chair of the Communication Department at Appalachian State University.

Cathy Ross tells us:  "I've left the classroom after teaching for 25 years.  My new title is Assistant to the Vice President for Learning.  Major responsibilities include serving as liaison between faculty and administration and liaison with SACS, and serving on the Learning Unit planning team.  I do plan to keep close ties with the Communication field."
Kiya Ward (UNC Greensboro) received the Bob & Ann Weiss Top Undergraduate Student Paper Award at the National Association of Communication Centers conference in Philadelphia. Her paper is titled "The X Factor: Building Relationships Within Speaking Center Consultations."
Kiya was also named the Joan and Pete Allan Speaking Center Fellow at UNC Greensboro.
Hema Yarragunta (UNCG) has accepted the position of Assistant Director at UNC Greensboro's speaking center effective August 1st.
Hemalatha R. Yarragunta (UNC Greensboro) received the Huddy-Gunn Top Graduate Student Paper Award at the National Association of Communication Centers conference in Colorado Springs.
Kimberly M. Cuny (UNC Greensboro) received the 2008 National Communication Association’s Von Till Newcomer Award for Communication Centers.
Hemalatha R. Yarragunta (UNCG) received the 2008 National Communication Association’s Outstanding Consultant Award for Communication Centers. 
Roy Schwartzman's (UNC-Greensboro) comprehensive, 575-page hybrid basic course textbook is available from Kendall/Hunt and from For more information go to:
Kathleen (Kathie) Turner (Davidson College) just had two entries published in the Encyclopedia of American Journalism (Routledge, 2008): "Johnson, Lyndon and the Media" and "credibility gap"
Sandra Hochel and Charmaine E. Wilson (USC-Aiken) recently had a book published. Titled "Hiring Right: Conducting Successful Searches in Higher Education," the book is a very practical guide for those of us involved in searches for new colleagues and administrators. The book is published by Jossey-Bass and is available online from
Maggie Daniels, former CCA member (and treasurer) and her husband, Matt Michel, welcomed a their child Joshua Ted Michel on April 19, 2007.  Joshua weighed 4lb, 10oz.
Steve Madden is the new chair of the new Communication Department at Coastal Carolina University. His new email is
Kelli Fellows is moving to University of Wilmington to start their new Health Communications Program. Her new email is
Elena Martinez-Vidal has been hired as Chair of the Humanities Department at Midlands Technical College, Columbia, SC.
John Edwards was nominated to Who's Who Among America's Teacher's 2003-2004. (posted 06/14/04)
Jason Edward Black (UMD) received the Owen Peterson Award in Rhetoric and Public Address at the Southern States Communication Association convention in Tampa, April 2004 for "Marshalling Nationalism: Constitutive Paternalism in the Marshall Court's Indian Trilogy." 
Jason also had his article "Re/Claiming Indianness: Performative Rhetoric and the Plymouth Day of Mourning Protests" (presented at the 2003 CCA conference in Raleigh) included in _New Directions in American Indian Research_ (U of North Carolina P, forthcoming). (posted 06/14/04)
Jody Natalle received the 2003 College of Arts and Sciences Teaching Excellence Award at UNCG.
Jody Natalle (UNCG) and Fritizi Bodenheimer (Montgomery College) have published The Woman's Public Speaking Handbook with Wadsworth Publishers.  It is available online at


Disclaimer:  Apologies in advance for any errors or misinformation that is contained within this web site.  If you let the Web manager know about any errors, etc., she will correct them as soon as possible.

© 2009 Carolinas Communication Association. All rights reserved.
Site designed and maintained by Elena Martinez-Vidal
If you have any suggestions email her.

News and Notes