Nominations are not accepted for this award.
The Richard Ohmann Award recognizes an outstanding refereed article in the journal College English that makes the most significant contribution to the field of English studies.
Articles to be considered will be chosen from the College English volume year, September through July in the year prior to selection.
The award will recognize an outstanding refereed article in the past volume year of College English that makes the most significant contribution to scholarship or research, or theory or pedagogy, in English Studies.
The Ohmann Award Committee chair presents the award at the College Celebration during the NCTE Annual Convention. The winner receives complimentary registration, a plaque, and $200 honorarium.
Ohmann Award winning articles offer an innovative, well-researched inquiry regarding an exigent problem, issue, or debate in a manner that is relevant and accessible to a wide range of College English readers. The award is given in the name of Richard Ohmann, landmark editor of College English from 1966 to 1978. The first award was given for the 2000-2001 issues of the journal.
The Ohmann Award Committee determines the winner based upon articles meeting the criteria by September 1. The editor(s) of the College English journal are a part of the award selection committee.
Richard C. Ohmann Outstanding Article in College English Winners
Lauren Rosenberg and Stephanie L. Kerschbaum “Entanglements of Literacy Studies and Disability Studies” (Vol. 83, No. 4, March 2021)
Rachael Lynn Shapiro “Transnational Networks of Literacy and Materiality: Coltan, Sexual Violence, and Digital Literacy” (Vol. 82, No. 2, November 2019) Rowan University
David Fleming “Fear of Persuasion in the English Language Arts”
(Vol. 81, No. 6, July 2019) University of Massachusetts Amherst
Laurie Grobman “’Engaging Race’: Teaching Critical Race Inquiry and Community-Engaged Projects” (80.2, November 2017) Penn State Berks, Reading, Pennsylvania
Rachel C. Jackson, “Resisting Relocation: Placing Leadership on Decolonized Indigenous Landscapes,” College English 79.5 (May 2017)
Steve Lamos, “Toward Job Security for Teaching-Track Composition Faculty: Recognizing and Rewarding Affective-Labor-in-Space,” College English 78.4 (March 2016)
Steph Ceraso, “(Re)Educating the Senses: Multimodal Listening, Bodily Learning, and the Composition of Sonic Experiences,” College English 77.2 (November 2014)