About CCID

Composition and Communication in the Disciplines (CCID) partners with faculty across disciplines to develop student writing, presenting and multimedia so that every University of Nevada, Reno graduate becomes a successful communicator.

Mission Statement: The Composition and Communication in the Disciplines (CCID) program supports faculty teaching disciplinary communications. This work always respects discipline-specific communications practices and makes available expertise in communication education.

Vision Statement: Every University of Nevada, Reno graduate is a successful communicator. Our focus is on individual faculty, academic departments, curricula and disciplinary programs. Our processes include working cooperatively with @One, Assessment and Accreditation, the Core Curriculum Board, the University Writing Center and others.

CCID focus areas

CCID's objectives are accomplished through three primary focus areas:

Faculty support and development

  • Direct consulting
  • Faculty development workshops
  • Grants and incentives
  • Resource development
  • TA Training
  • Showcasing achievements in writing, presenting and/or multimedia

Resource coordination

  • Aligning faculty and student support
  • Showcasing new and evolving campus resources
  • Promoting external resources and opportunities
  • Developing unique solutions to specific challenges

Assessment support

  • CO1 curricula and courses
  • Curriculum design
  • Course development
  • Assignment construction and scaffolding

CCID is here to support faculty across the disciplines in pursuit of University graduates being known for their outstanding communication abilities.

Examples of the services CCID offers

CCID has been able to contribute to these efforts in a number of ways. Here are some examples:

  • One program had students doing very well in moving along apace until they came to the final written project. Many students stalled there for quite some time. CCID provided a graduate student to work with the department, interviewing faculty and students and found that there was a problem with the transition being too sharp. The directors built features of the final written project into courses taken earlier in the program and added an optional course in preparing for the final project. Since then, most students have not struggled with the transition and student progress has been generally much smoother all the way to completion of the final project.
  • Faculty were often frustrated with the results of their culminating assignments. Students were required to make a professional presentation based on their selected focus and related internship. They would then write a comprehensive project that included research on that topic, reflection on their professional experiences within their internship, and projections on their professional development in the near future. The presentations could too often be overloaded with information (because students tried to include their entire final projects in their brief presentations) or the final projects could be underdeveloped because they were too much reflections of the presentations. CCID worked with faculty and students to help rearticulate the two assignments, focusing primarily on specifying how they were related but more so how they were very different, directed at very different audiences, and carried very different expectations because they were very different media. Faculty found much better results and students felt much better about the purposes of both assignments.
  • A department was working to develop assessments of student learning outcomes. They knew they wanted to use student writing for direct assessment but didn't have a rubric. They set out to find "the" rubric they should use. CCID was asked to consult and explained that the rubric should reflect the kind of questions they were asking, rather than determining what kind of answers they could get. A number of rubric options were offered and, once the assessment committee could see the range, they decided what question they wanted to answer via student writing. They could then readily choose and adapt one of the example writing rubrics to their purposes and complete their assessments with relative ease. CCID helped them work through a round of writing assessments before they decided that they were more than ready to work on their own for the rest of the assessment project.