162 CCC 65:1 / SEPTEMBER 2013 CCC 65:1 / SEPTEMBER 2013 Isis Artze-Vega, Melody Bowdon, Kimberly Emmons, Michele Eodice, Susan K. Hess, Claire Coleman Lamonica, and Gerald Nelms Privileging Pedagogy: Composition, Rhetoric, and Faculty Development This article considers connections between the work of composition and rhetoric and the growing field of faculty development. It defines faculty development, explores rea- sons composition and rhetoric scholars might be drawn to and successful in faculty development positions, and examines existing and potential intellectual connections between these two fields of inquiry. Our Story In recent years a growing number of faculty members with composition and rhetoric (comp/rhet) backgrounds and affiliations have assumed interdisci- plinary faculty development leadership positions at their institutions, not only through writing across the curriculum (WAC) and writing in the disciplines (WID) initiatives but also in college- and campus-level centers for teaching and learning (CTLs). In 2011 one member of our author team, noting this trend, sought potential collaborators who “straddle the border between—or, perhaps more appropriately, move between—these two disciplines.” As a result, our group of seven scholars from around the country, most strangers, began exchanging ideas, making connections, and working together on conference proposals and other projects. Our group includes members from small liberal arts colleges and large state universities—people serving as full-time CTL administrators or specialists and as part-time resource persons for colleagues Copyright © 2013 by the National Council of Teachers of English. All rights reserved.