NUCLEAR REGULATORY COMM'N [NRC], Recommendations for Enhancing Reactor Safety in the 21st Century: The Near-Term Task Force Review of Insights from the Fukushima Dai-Ichi Accident (July 12, 2011) [hereinafter NTTF REPORT].
2013) (rejecting petitioners' challenge to NRC's denial of contentions regarding Vogtle licensing where, inter alia, contentions provided no explanations of how NTTF Report raised previously unaddressed issues, and where contentions lacked specific links between Fukushima and Vogtle site).
One potential constraint to further involving NTTF in departmental planning and curricular decision-making is that many of these faculty do not have graduate training or advanced degrees in Rhetoric and Composition.
Although we believe integrating both full-time and part-time NTTF into the life of writing programs and departments is valuable and ethical, our discussion in this article will focus on the role of full-time NTTF.
While NTTF faculty who teach first-year composition are certainly committed to that teaching and may have expertise in other areas (creative writing or literature, for example), they often do not have traditionally demonstrable qualifications as scholars of Rhetoric and Composition.
In this article we take up the question of expertise for full-time NTTF in a freestanding department of writing and rhetoric, where faculty at all levels are involved not only in first-year composition but also in several undergraduate degree programs, the writing center, and the writing across the curriculum program.
The teaching assignments and other roles of our full-time NTTF are varied and have shifted in response to changing departmental needs.
How can we create mechanisms for helping NTTF gain training and credentials for teaching new upper-division courses, participate in new curriculum development efforts, and take on coordinating and other new roles?
Other NTTF members have actively engaged but sometimes have struggled--for example, to understand how theories and principles taught in the first composition course (ENC 1101) can inform and infuse the research and inquiry taught in the second course (ENC 1102).
Because some NTTF expressed an interest in learning about and training to teach in new areas of the field, we also launched an ongoing experiment with a new instructor development program we call Pathways to Expertise.
Third, our experience further alerted us to ongoing challenges around incentives and rewards, challenges that also apply not only to the NTTF enrolled in the pathway, but also to faculty who assist as coordinators, facilitators, and teaching mentors in such efforts.
Telling NTTF to get a PhD in Rhetoric and Composition cannot be the only, all-or-nothing option, and it is hardly a viable one given staffing needs and hiring patterns.