Composition Forum Communications Editor: Applications due 10/31


Composition Forum is seeking a Communications Editor effective immediately.  Responsibilities will include developing a social media presence for the journal, promoting regular and special issues of Composition Forum, cross-marketing and building relationships with other scholarly publications in rhetoric and composition, and representing the journal at various conferences and events.  

Applicants should send a brief statement of interest and a CV to Editor Christian Weisser at Review of applicants will begin on October 31st, 2019.


CFP for the 2020 Qualitative Research Network at CCCC: Due by 11/15

Attached is the CFP QRN 2020 (click to open flyer) for the 2020 Qualitative Research Network (QRN), a great pre-conference event that is open to any colleagues or graduate students who might be interested!

QRN 2020 will be held Wednesday, March 25, 2020, from 1:30 to 5:00 at the Conference on College Composition and Communication (CCCC) in Milwaukee, WI.

Proposal Information: Please submit via the linked Google form below a brief description (approximately 500 words) of your research proposal by 11:59 pm EST on November 15, 2019.

The QRN provides mentoring and support to qualitative researchers at all levels of experience and working in diverse areas of study within the college composition and communication community. The QRN is open to everyone, including those who are already presenting at the conference in other venues.

The initial hour of the workshop will feature a keynote presentation by Dr. Michelle LaFrance, Associate Professor of English at George Mason University.

The final two-and-half hours of the workshop will feature research roundtables where novice and experienced researchers will have twenty to thirty minutes to present their work-in-progress for feedback and discussion. Experienced qualitative researchers will be on hand at each table to offer suggestions and facilitate discussion.

GSU presenters @ CCCC

Look at this impressive list of scholars representing Georgia State University at the Conference on College Composition & Communication! 

Wed., Mar. 13th

Research Network Forum 301/302/303/304/305 9:00 a.m.–5:00 p.m.

Plenary Speakers:

Samantha Blackmon, Purdue University, West Lafayette, IN

Michael Harker, Georgia State University, Atlanta

Ben McCorkle, The Ohio State University, Marion Campus

MW.08Cripping Performance in the First-Year Writing Classroom

This workshop provides several strategies and activities for supercripping the first-year composition classroom. 403 Chair: Mary DeNora, Texas Tech University, Lubbock Workshop Facilitators: Lauren Brawley, Texas Tech University, Lubbock Heavenly Freeman, Texas Tech University, Lubbock Alix Gavin, Texas Tech University, Lubbock Michelle Gregory, Texas Tech University, Lubbock Sherena Huntsman, Utah State University, Logan Ashanti Kumari, University of Louisville, KY Deanna Laurette, Wayne State University, Detroit, MI Calli Melton, Texas Tech University, Lubbock Kristen Ruccio, Georgia State University, Atlanta


Thurs., Mar. 14th

10:30 – 11:45

A.01 Spotlight Session: Black Rhetoric Matters! The Routledge Reader of African American Rhetoric Editors of the new and innovative Routledge Reader of African American Rhetoric discuss anthologizing and historicizing Black rhetoric from various epistemologies such as gender and sexuality, literacy and education, religion and spirituality, and politics. Spirit of Pittsburgh Ballroom B Chair: Vershawn Ashanti Young, University of Waterloo, Ontario, Canada Speakers: Jeffrey McCune, Washington University, St. Louis, MO, “The Quare of Queer” Vorris Nunley, University of California, Riverside, “Black Presence/Black Politics” Donja Thomas, The Ohio State University, Columbus, and Gahanna Jefferson Schools, OH, “Black Studies Matter: The Struggle for Liberation through Education” Elizabeth J. West, Georgia State University, Atlanta, “‘In the Name of God the Merciful’: Speaking Islam in Early African American Christian Discourse” Respondent: Gwendolyn Pough, Syracuse University, NY

A.40 What Moves, What Stirs: Choreographies of Song, Dance and Affect Our panel orients research to performance with regard to aurality and embodiment. 410 Chair: Irina Korotkina, Moscow School of Social and Economic Sciences Speakers: Morna Gerrard, Georgia State University, Atlanta, “Dancing in the Archives: Teaching the Choreography of Meaning Making” Alexis Pavenick, California State University, Long Beach, “A Librarian for Basic Comp Sings Out” Jessica Rose, Georgia State University, Alpharetta, “Dancing in the Archives: Teaching the Choreography of Meaning Making” Amy Williams, Brigham Young University, Provo, UT, “Beyond Measurable and Replicable: How Writing Studies Can Research Affect”

3:15 – 4:30

D.33 Multilingual Learners’ Developing Identities as Writers through Reflection, Response, and Self-Assessment This session focuses on pedagogical writing strategies that promote multilingual learners’ growth as writers in a variety of writing assignments and classroom activities. 403 Chair: Mary Helen O’Connor, Georgia State University Perimeter College, Clarkston Speakers: Cynthia DeRoma, Yale University, New Haven, CT, “Performing Proficiency—What Really Matters to Second-Language Writers in Their Own Words” Carrie Kilfoil, University of Indianapolis, IN, “Performing Multilingualism in First-Year Composition: Postmonolingual Responses to Students’ Right to Their Own Language” Sharareh Taghizadeh Vahed, Purdue University, West Lafayette, IN, “Legitimate Peripheral Participation in the Act of Reflective Writing: An Ethnography of Second-Language Writers in Mainstream College Composition”

4:45 – 6:00

E.24 Performing Allyship: Approaching Inclusive Praxis in FYW This panel shares assignments, assessments, and theoretical frameworks to help instructors best perform the role of ally to diverse groups of students. 330 Speakers: Stephanie Graves, Georgia State University, Atlanta Meagan Malone, Georgia State University, Atlanta Kristen Ruccio, Georgia State University, Atlanta

E.32 Multimodal Remix Stage: Performing Translingual Power and Engagement in First-Year Writing This panel explores engagement initiatives and cultural performances that shake up traditional teaching and learning in composition classrooms. 403 Chair: Gretchen Cobb, Arkansas School for the Deaf, Little Rock

Speakers: Angela Christie, Georgia State University, Atlanta, “Watch Me Write: Collaborative Course Design and Performative Product in FirstYear Writing” Elisabeth Gumnior, James Madison University, Harrisonburg, VA, “Baby Steps: Finding a Path toward Engagement and Activism in the FirstYear Writing Course” Suresh Lohani, The University of Texas at El Paso, “Performing Multimodal Remixes in Translingual Sites: The Need for InstructorInstitution Coalition in Rupturing the Existing Rhetoric Imbalance in the First Year” Elizabeth Lopez, Georgia State University, Atlanta, “Watch Me Write: Collaborative Course Design and Performative Product in First-Year Writing” Angela Morris, University of Memphis, TN, “Acculturate the Performance of Teaching: Managing Contentious Power Structures of Englishes as a Teaching Assistant”


Fri., Mar. 15th

8:00 – 9:15

F.35 Examining, Modeling, Coming of Age: Literacy Narratives across Contexts Speakers will explore how literacy narratives can be performed for inclusive learning across contexts and over time. 403 Chair: Mara Holt, Ohio University, Athens Speakers: Katie Brooks, Virginia Tech, Blacksburg, “Modeling Identity in Appalachia: Performativity and Identification in the Literacy Narratives of Appalachian Teachers” Quanisha Charles, Jefferson Community & Technical College, Louisville, KY, “Examining Social (In)justices through Literacy Narratives in a Community College Multilingual Writing Course”

Doug Hall, Georgia State University, Atlanta, “Coming of Age in the Era of Acceleration: Rethinking Literacy Narratives as Pedagogies of Lifelong Learning”

Michael Harker, Georgia State University, Atlanta, “Coming of Age in the Era of Acceleration: Rethinking Literacy Narratives as Pedagogies of Lifelong Learning”

9:30 – 10:45

G.16 Spotlight Session: Methods for Emerging Researchers in Rhetoric and Composition This roundtable investigates how emerging scholars perform research methods. Speakers include ten emerging scholars; an established scholar and expert in research methodologies offers a response. 317/318 Chair and Roundtable Leader: Erin Kathleen Bahl, Kennesaw State University, GA, Chad Iwertz, The Ohio State University, Columbus Speakers: Paige Davis Arrington, Georgia State University, Atlanta Sarah E. Austin, Texas Tech University, Lubbock Lourdes Fernandez, George Mason University, Fairfax, VA Sherena Huntsman, Utah State University, Logan Ashanka Kumari, University of Louisville, KY Jens Lloyd, Drew University, Madison, NJ Noel Thistle Tague, University of Pittsburgh, PA Respondents: Heather Falconer, Curry College, Milton, MA Christa Teston, The Ohio State University, Columbus

G.41 Performing the Profession: Student/Faculty Collaborations and Faculty Development This panel expands current ideas about WAC faculty development and advanced students as co-creators of writing and rhetoric instruction. 410 Chair: Michele Ninacs, Buffalo State College, SUNY Speakers: Ashley Holmes, Georgia State University, Atlanta, “Performing and Partnering with Students in Teaching and Learning” Alison Lukowski, University of Wisconsin–Stout, “Programmatic Assessment, Undergraduate Raters, and Learning to Perform the Profession” Lacey Wootton, American University, Washington, DC, “Strategic Novices: Transfer of Learning and WAC Faculty Development”

2:00 – 3:15

J.43 Performing Care, Engaging Empathy Panelists explore strategies for performing empathy and ethics of care. 413 Chair: Michael Harker, Georgia State University, Atlanta Speakers: Mais Al-Khateeb, New Mexico State University, Las Cruces, “Performing Care: Toward a Methodology of the ‘Hap’ for Rethinking Ethics of Hope and Care in Feminist Rhetorical Research” James Daniel, University of Washington, Seattle, “(Over)work Performance: Acceleration, Burnout, and the Role of Rhetoric and Composition” Sharon Yam, University of Kentucky, Lexington, “Deliberative Empathy and Storytelling”

3:30 – 4:30

FSIG.25 Graduate Student Standing Group: Job Market Workshop Sponsored by the Graduate Student Standing Group Annual meeting of the Graduate Student Standing Group. 403 Group Leaders: Rachel McCabe, Indiana University, Bloomington Matthew Sansbury, Georgia State University, Atlanta


Sat., Mar. 16th

12:30 – 1:45

N.04 Digital Literacy Work at the Margins: Transforming Everyday Digital Literacies A reassessment of digital inequalities; insights from African American coders, new media artists, and immigrant and refugee communities. 308 Speakers: Antonio Byrd, University of Wisconsin-Madison Julia Garrett, University of Wisconsin-Madison Christopher Lindgren, Virginia Tech, Blacksburg Mary Helen O’Connor, Georgia State University Perimeter College, Clarkston

GSU @ CCCCs Social: Thurs., 3/14, 5-7PM, Olive or Twist

Image result for olive or twist pittsburgh


Thursday, March 14th, 5:00 – 7:00 PM


Olive or Twist, 140 6th St., Pittsburgh, PA 15222

Come celebrate with current GSU faculty and students, as well as our GSU alums at the annual GSU @ CCCCs Social! We’ll have some hors d’hoeuvres to share, and drinks are available for your purchase. We’ll have a section of Olive or Twist to ourselves. Feel free to come late if you’re finishing an afternoon session or leave early if you need to make the Special Interest Group meetings. Olive or Twist is only a few blocks from the conference venue. Looking forward to celebrating our wonderful program at GSU. Cheers!

Call for DALN Volunteers at CCCC in Pittsburgh!

I’m writing to you on behalf of the Digital Archive of Literacy Narratives (DALN) team to request your help in staffing the DALN booth at the upcoming CCCC Conference in Pittsburgh. 

2018 was a big year for the DALN!

·      We saw Ben McCorkle present a DALN-themed Tedx talk in December.

·      The DALN inspired another CCDP edited collection, The Archive as Classroom: Pedagogical Approaches to the DALN (co-edited by Kathryn Comer, Michael Harker, and Ben McCorkle). 

·      In the hopes of continued international growth, we now offer apermission/consent form in Spanish for Spanish speaking contributors.

·      We also saw increased scholarly activity by researchers citing the DALN in publications as well as instructors from all over the country using this resource to engage students.


We want this steady growth to continue in 2019, but we could really use your help.Would you consider volunteering to work one shift collecting narratives at CCCC in Pittsburgh?

We hope to have at least 2 staff members during each session listed below so that we’ll have plenty of person power to encourage people to sit down and tell their literacy story.   

Please let me know (via email to if you can sign up for any of the sessions below. 

Once I have your requests, I’ll make up a final schedule and send it to everyone. Please indicate all potential availability (we promise not to overwork you—it just helps us better plan for consistent coverage).  


Thursday, March 14:

8:45-10:45: Michael Harker,





4:45-6:00: Michael Harker,


Friday, March 15:

8:45-10:45: Michael Harker,





4:45-6:00: Michael Harker, 


Saturday, March 16:

9:45-11:00: Michael Harker, 



Many thanks, in advance, for your generous time, collaboration, and willingness to consider this request.  We look forward to seeing you at CCCC in Pittsburgh! 

With best wishes,

Michael, on behalf of Ben and the DALN Team

p.s. Please forward this update and invitation to anyone who might be interested in joining the DALN Team in Pittsburgh.

CFP for DMAC 2019

Digital Media and Composition Institute
The Ohio State University
May 7-14, 2019
The Digital Media and Composition Institute (DMAC) at The Ohio State University is a week-long institute on the effective use of digital media in college composition classrooms. Participants will explore a range of contemporary digital literacy practices – alphabetic, visual, audio, and multimodal – and apply what they learn to the design of meaningful assignments, syllabi, curricula, and programs.   Our upcoming institute features: 
      World-class faculty that includes Scott Lloyd DeWitt, Jonathan Buehl, Kay Halasek, John Jones, Susan Lang, Ben McCorkle, Margaret Price, Lauren Squires, and Christa Teston. 
      Workshops emphasizing production in multimodal writing; curriculum development and assessment; and access and accessibility.
      A commitment to keeping DMAC affordable and accessible, including reduced tuition fees, a compressed schedule, and lower hotel costs.
      The Cindy and Dickie Selfe Fellowship that celebrates our commitment to increasing the diversity of students, teachers, and scholars in the field of digital media and composition studies, making it possible for individuals to attend DMAC who could not otherwise participate.
Registration for DMAC 2019 opens November 1 and has a deadline of March 1, 2019 or until all seats have been filled. For more information about registering for DMAC:

CFP 2019 Feminisms and Rhetorics

2019 Feminisms and Rhetorics Conference: Redefining Feminist Activism


The School of Writing, Rhetoric and Technical Communication at James Madison University invites proposals for the 12th Biennial Feminisms and Rhetorics Conference to be held at Hotel Madison in Harrisonburg, VA, November 13-16, 2019.


This year’s theme invites participants to reflect on or redefine current trends in and future possibilities for grassroots feminist activism in what we are calling “DIY feminist activism”– advocacy work that prioritizes inclusion and diversity by engaging in projects that are freestanding, self-supporting, and/or crowdsourced. DIY feminist activism is in tune with overlapping identities and, thus, is inherently intersectional; it celebrates the power of individuals to spearhead innovative, creative solutions to issues and problems that are often neglected or mishandled when left to institutional powers.  

Feminist activism can be seen in everyday acts like Jose Garcia’s Instagram post urging teen boys to carry tampons and pads to support female peers or 11-year-old Kheris Rogers’ “Flexin’ In My Collection” clothing line launched in response to her own bullying and now championed by celebrities like Lupita Nyong’o. Activism is Warren Middle School teachers’ messages of body positivity painted on stall doors in student restrooms and the 10 women of GirlTrek, a group that encourages Black women to walk for exercise and community connection, who retraced 100 miles along the Underground Railroad route to honor Harriet Tubman.


The term “DIY Feminism,” of course, is not new; indeed, feminists have used the generative concept to describe and energize their work for some time. For example, Kathy Bails’ (1996) DIY Feminism focused on showcasing broad, confident women engaged in innovative, diverse forms of activism. Media scholar Red Chidgey (2009) explained that DIY feminism draws on “genealogies of punk cultures, grassroots movements, and the technologies of late capitalism” to mesh “lifestyle politics with counter-cultural networking” and to “focus everyday acts of resistance and power.” More recently, Pinterest boards and blogs use variations of the term as their titles.


Still, much remains to be explored on how rhetoricians specifically might engage in this important work, and sobering realities that mark this epoch make this work pressing. This conference invites activists and scholars to perform, recognize, reframe, and theorize the work that’s been done and to imagine the work that could be done in the spirit of DIY feminist activism.

In the wake of the hugely successful Women’s March and the March for Our Lives, both featuring female rhetors of all ages, more women+ than ever ran for office in 2018 with several important wins including Danika Roem, the first trans member of the Virginia House of Delegates, and Deb Haaland’s primary win in New Mexico that may lead to the first Native American woman in Congress. Grassroots efforts on social media and in local communities seem more important than ever in changing our institutional landscapes. It is this sort of individual-driven work that has the power to fuel collective change that we want to explore at this conference.


With the overarching goal of locating and defining feminisms in action working to make change in this moment and via multiple modalities and positionalities, we invite a wide range of proposals (workshops, roundtables, installations, demonstrations, “how-to’s”, panels, and individuals) that explore feminisms and accompanying rhetorics from a variety of positions and that seek to answer questions such as the following:

  • As the Coalition of Feminist Scholars in the History of Rhetoric and Composition celebrates its 30th anniversary, how can the DIY movement serve as a lens for revisioning the feminist rhetorical activism that is the bedrock of so much of our work?
  • In what ways is feminist activism a rhetorical, personal, and collective act?
  • What does feminist activism look like in community spaces? In academic environments? In community partnerships?
  • What can be learned from our embodied rhetorical activities, e.g., as racial minorities, indigenous peoples, scholar-activists, persons with disabilities, LGBTQ+ communities and others doing DIY activism for decades/centuries?
  • What does DIY feminism look like in our classrooms? In our pedagogy?
  • Which aspects of DIY feminism might we challenge or interrogate?
  • How can we better foster and support the people, institutions, communities, and maker-spaces where we see feminism/feminist activism in action?
  • How can installations or demonstrations amplify and extend DIY activist strategies?
  • How can we use conference space to equip one another to perform DIY feminist activism in our local communities?
  • How might memoria be an act of DIY activism specifically found in feminist digital/historiographic/archival materials and architectures?


Session Types

We encourage and are open to a variety of presentation styles, in roughly 75-minute segments, including but not limited to:

  •   Individual Presentation – 75- to 100-word abstract, 250-word proposal  
  •   Panel Presentation, with 3 to 4 presenters – 150- to 200-word abstract, 750-word proposal
  •   Roundtable Discussion, with 4 or more presenters – 150- to 200-word abstract, 500-word proposal
  •  How-to” Workshops, by individual or collaborative presenters – 150- to 200-word abstract, 500-word proposal. In the spirit of DIY, we invite demonstrations and tutorials about how to “do” activism. These “how-to’s” should provide practical guidance for participants to take back to their local communities.
  •   Interactive Installations, by individual or collaborative presenters – 150- to 200-word abstract, 500-word proposal. Demonstrate DIY activism by showcasing multimodal/digital/sonic/embodied work(s) that invite audience engagement.  
  •    Poster Presentations, by individual or collaborative presenters (1 poster per submission) – 150- to 200-word abstract. Posters will be displayed during all three days of the conference, but presenters must be present for discussions during one set poster session time.
  •   Saturday Workshops – 150- to 200-word abstract, 500-word proposal, AND outline of proposed activities. Like a how-to, these workshops should provide a take-away for participants, but might require more than a traditional 75-min timeslot. Workshops are participatory, so proposals should articulate how attendees will interact with each other, the presenters, and/or technologies and materials.

Note: Presenters are limited to two speaking roles but may participate in as many other participant roles as desired. Submissions will be blind reviewed. Abstracts must not contain any information that will identify presenters or speakers.

Submissions open: December 1, 2018                        Proposal Deadline: February 1, 2019

Notification of acceptance:  June 1, 2019                   Early registration begins July 1, 2019


For more information, contact Jen Almjeld at

Digital Praxis Posters, RNF, QRN, & More Ways to Present at or around CCCC’s in Pittsburgh

If you missed the deadline for submitting a proposal to the Conference on College Composition and Communication (CCCC) or if you weren’t accepted this year, please know that there are several other opportunities to present your work and still attend the conference events in Pittsburgh in March 2019. Here are a few with deadlines soon approaching: 

We hope to see many of you in Pittsburgh, and we’ll send details about the annual GSU @ CCCC social prior to the conference!

We are now accepting proposals for the 2019 Digital Praxis Posters in Pittsburgh, Pennsylvania! The Digital Praxis Posters provide a space at CCCC for scholars and practitioners from across our field to share and discuss their innovative work with digital technologies. The DPP sessions invite a variety of work ranging from experimentation with new digital tools to the methodologies shaping research using these tools.
Last year’s sessions were both very well attended and highly interactive. We do our best to provide an engaged audience by setting up two rounds of posters back to back. During the first round, second-round poster presenters are part of the audience. During the second round, first-round poster presenters are part of the audience. Of course, many others join in as well! DPP sessions are always filled with deep and engaging conversations about your project and the projects of others. We encourage presenters to involve graduate and undergraduate students in the preparation and delivery of their poster sessions. One goal of the DPP has always been to meet and talk to students from the classes or organizations where digital praxis is enacted!
Proposals are invited in the following categories:
1. Demonstration of digital tool
2. Digital pedagogy assignment
3. Research on or using digital tools
4. Digital facets of community and advocacy
5. Creative digital projects
6. Performance-Rhetoric, Performance-Composition in digital spaces
Your participation in the DPP will NOT count as your one presentation at CCCC. Posters are generally held in a designated area during two sessions on Thursday and Friday.  Poster proposals will be reviewed in a process separate from the formal CCCC reviews, and invited presenters will receive feedback from reviewers. After the review, we will provide accepted presenters with an official letter indicating that your proposal was reviewed and that you will be presenting in Pittsburgh. Presenters’ names will also be in the Digital Praxis Posters program (handed out on site) which itself will be referenced in the opening pages of the CCCC program.
If you would like to propose a poster presentation (as a team or individually), please fill out the form at this address:
 ~~~The proposal deadline is October 15, 2018~~~
If you have any trouble with the online submission form, just send this information via email to
• Full name, affiliation, and contact information.
• A short 75-word description of your digital poster
• A spiffy title
• If appropriate, your team members’ names and emails
Because CCCC is committed to supporting these posters, we are promised an excellent space that is well equipped and connected: power, projection, screens, and tables will be provided.
2019 DPP Coordinators:
Stephen J. McElroy,

Qualitative Research Network

Call for Proposals 2019

Individual or collaborative Research Presentations are invited for the Qualitative Research Network (QRN) to be held Wednesday, March 13,from 1:30 – 5:00 at the 2019 Conference on College Composition and Communication in Pittsburgh, PA.

The Qualitative Research Network, which occurs annually at the CCCC, is offered for both new and experienced qualitative researchers. TheQRN provides mentoring and support to qualitative researchers at all levels of experience and working in diverse areas of study within the college composition and communication community. As a pre-conference research network, the QRN is open to everyone, including those who are already presenting at the conference in other venues.

Keynote Presentation: The initial hour of the workshop will feature Dr. Pamela Takayoshi, Professor of English at Kent State University. Professor Takayoshi researches the ways people use writing in academic and non-academic contexts to make meaning in their lives, with a particular interest in research methodologies, the digital mediation of written communication, and feminist epistemologies. She is the co-editor of four collections of innovative research, including Literacy in Practice: Writing in Public, Private, and Working Lives (with Patrick Thomas), and articles which have appeared in College Composition and CommunicationComputers and CompositionResearch in the Teaching of English, and numerous edited collections.

Research Roundtables: The final two and a half hours of the workshop feature research roundtables where novice and experienced researchers present work-in-progress for feedback and discussion. Experienced qualitative researchers offer suggestions and facilitate discussion. Each presenter has 20-30 minutes for both presentation and discussion of their work-in-progress. Presenters at the research roundtables may focus on specific concerns and/or broader issues related to qualitative research. 

Digital QRN: In order to make the QRN more open and available to scholars who cannot attend the conference this year, the QRN will also provide research roundtables through a digital platform for sharing work-in-progress. Prospective presenters should indicate on their proposal submission if they will be attending the conference or would prefer to be considered for the Digital QRN.

Proposal Information: Please submit via the linked Google form below a brief description (approximately 500 words) of your research proposal by 11:59 pm EST on November 15, 2018.

We encourage submissions from those at any stage of the research process (e.g., planning, data collecting, data analyzing, publishing). 

Please be sure that your proposal includes a brief overview of the research project, the stage of its development, and the questions/issues you wish to discuss with other researchers. Descriptions need not be exhaustive. We ask that you provide a general overview of your study as well as a statement about the kinds of feedback you would like to receive. If you have any questions or would like further information, please contact us.

***Presenters for research roundtables will be notified of their acceptance by December 1, 2018. We will request confirmation of acceptances by January 2, 2019. ***

For additional information, please contact Dr. Will Banks (