2003 English Department External Review Self-Study

Department of English: Program Quality

1. Quality of the Program: Educational Outcomes

The Department's mission statement provides a frame of reference for departmental assessment activities, and it serves well to guide this self-study's overview of the department as a whole.

English Department Mission Statement:

Dedicated to the study and practice of the diverse uses of the English language in all its forms, the English Department devotes its energies and its teaching to English studies as understood in the richest sense, including the following areas of study and research: the heritage of literature written in English, the philosophy and practice of rhetoric and composition, creative writing, English education, linguistics, and teaching English as a second language (TESL).

To further this mission, the goals of the English Department are

  • To prepare students to think, read, and write critically and creatively and from a variety of perspectives so that they are prepared for life-long learning and the challenges of a diverse, global economy which calls for transferable employment skills
  • To encourage the development of students' imaginative vision and to enrich their lives
    by providing instruction in the European literary tradition, with emphasis in British and American literature, and in the literatures of non-Western cultures, women, and people of color
  • To prepare students for the information technology age by teaching them to use reflectively and effectively a variety of communication technologies
  • To prepare undergraduate and graduate students for a variety of careers and graduate programs by offering instruction and certification in English language and literature, professional writing, English education and TESL; internships in public and private organizations; and practical experience in tutoring
  • To prepare graduate students for college-level teaching by offering instruction and practical experience through internships and assistantships in first-year English (at university, community college, and technical college sites), writing center tutorial consulting, TESL, and the Intensive English Center
  • To advise undergraduate and graduate students for academic and career success
  • To support writing as a mode of learning across the University by providing a writing center and serving as a resource for other departments and units which offer upper-level writing
  • To facilitate connections between the Department and the community at large through evening scheduling; internships in the private and public sector; public school workshops, and teacher education program; the Mississippi River Creative Writing Workshop in Poetry and Fiction; the Intensive English Center; and resources such as Literacy Education Online (LEO) and the Grammar Hotline
  • To support student and faculty professional development activities
  • To support life-long learning through attention to the critical and creative reading, writing, and interpretation skills necessary for the development of responsible citizens and for improved quality of life

The present external review Self-Study demonstrates that the English Department exerts itself strenuously in the directions set by this mission statement.

Faculty vitae and departmental commitments indicate that the English department maintains its affiliations with professional organizations such as NCTE, MLA, TESOL, CCCC, LSA, and ADE that set standards for the field. The large number of new hires with recent PhDs has further created an opportunity for the department to reinvigorate its ideas by bringing in scholars with a fresh understanding of the profession.

Under the leadership of faculty (Gordon, Keith) who have served in official, campus-wide assessment positions, and have won assessment grants, the department practices assessment formally and increasingly as part of students CORE courses and through additional studies. The Composition program and the BA recently underwent thorough assessment. In addition, both the ESL and the BS programs successfully underwent recent NCATE and Board of Teaching review.

English 490, the Senior Capstone Seminar, creates the principal official assessment opportunity for the BA. Seniors create portfolios (a growing number of electronic copies have been collected during the past two years) and take a lengthy online survey. English 300, the gateway course to the major, also provides benchmark assessment data.

2. Evolution of the program

The most recent redefinition of the English Department's future occurred with the State Legislature's mandate that the system of higher education convert from a quarter to a semester term calendar in 1998. The department welcomed the opportunity to update curricula, because we had already held a retreat to plan a thorough revision of our program.

The most significant changes in departmental objectives reflected in the restructuring of requirements to create a diverse set of programs based on a simplified CORE. Program revision also involved some streamlining of course offerings in general education and the major, turning three "masterpieces" courses into "Classics of literature" for example. (See Curriculum Conversion Worksheet, Supplementary Materials).

In making radical changes to the department's CORE courses, faculty sought to impress upon students the importance of sequencing their course-taking to move from a single gateway course (ENGL 300: Introduction to English Studies) to the senior capstone seminar (ENGL 490). The 330-level advanced writing requirement demonstrated the centrality of writing to the program. Planners dropped the four 10-week, 200-level literary history surveys covering early and late British and American literature, in part because students were postponing enrollment in these courses until their senior years, and in part on account of dissatisfaction with the course's outcomes. Faculty supposed that most students could best appreciate the synthesis of a wide scope of literary history offered by courses like these if already trained in the principles of literary study.

The proliferation of major and minor programs (7 major, 4 minor) came about because the Department recognized that students take far fewer courses under semesters than under quarters, and consequently need to exercise more conscious choice in selecting courses to fulfill their objectives. In effect, the programs offer a strong complement to personal advising, since majors typically postpone official entry into the major. The range of programs is designed to appeal to students by pointing out vocational tracks, from preparation for graduate study to meeting the upsurge in demand for ESL instructors. Seniors in ENGL 490 are able to give specific reasons for having chosen their particular emphases, indicating that these purposes are being met.

The department consequently maintains programs that are "cumulative and progressive," avoiding the curricular fragmentation that often occurs elsewhere ( ADE Bulletin 17).

Furthermore, students take fewer courses because faculty designed the program to place strong emphasis on a set of 4-credit "historical and cultural contexts" period courses, American and British, intended both to model for students in-depth study of a historical period and to protect faculty research ambitions by defending them from the 4-4 teaching load that had become standard for the rest of the university. The department seeks to enable faculty to make their teaching strongly correlate with their research agendas.

One hitch to this plan came from the 3-credit backbone for General Education, which limited credit flexibility for faculty teaching courses important to the university-wide MGM requirement, such as African-American and American Indian Literature.

Judging from assessment data, the revised English Department programs operate approximately as intended. Students express overall satisfaction, frequently to a high degree, with their experiences and education in the department (see Online Assessment Project reports; Program Reflections).

For specific information on the conversion of quarter to semester courses, compare the Undergraduate Bulletins 2002-2004 and 1995-1997, and see the semester conversion Curriculum Conversion Worksheet (Supplementary Materials)

3. Quality of the faculty/staff

(See collections of faculty vitae in electronic form and in paper (Supplementary Materials binder).

English Department Faculty, Full-Time positions

Caesarea Abartis Renaissance Literature, Creative Writing
(MA1969, PhD 1977, Southern Illinois-Carbondale)
James B. Anderson Shakespeare, Comparative Renaissance
(MA 1961, Southern Illinois-Carbondale, PhD 1977, Iowa)
Matthew Cleveland Contemporary cultural studies*
Postgraduate Teaching Certificate 1998, New South Wales, PhD 2001, New South Wales)
Sharon E. Cogdill Computers in English, Victorian Literature
(PhD 1983, Michigan State)
Frances Condon Composition, Writing Center theory and practice, critical
(MA 1993, Clarion, PhD 2000, SUNY Albany) theory, critical pedagogy
Julie Condon

*ESL Coordinator
(M.A. 1996, St. Cloud State)

Michael E. Connaughton

Irish literature; Advanced Expository and Professional
(PhD 1975, Indiana-Bloomington) Writing

Steve Crow

American Indian Literature, Creative Writing
(MFA 1973, Bowling Green State, PhD Michigan-Ann Arbor)

Glenn Davis

Medieval Literature, History of the English Language
(MA 1997 York, England, PhD 2002, Texas-Austin)

Richard Dillman

American Literature, Medieval British Literature
(MA 1972, Southern Connecticut State, PhD 1978, Oregon)

Judith A. Dorn

Eighteenth-Century British Literature, Critical Theory
(PhD 1992, Yale)

Judy C. Foster

American Literature, Rhetoric/Pedagogy
(MA 1969, Virginia, PhD 1983, Denver )

Tim Fountaine

Composition Studies, Professional Writing, Visual
(MA 1988, PhD 1997, Michigan Technological) Rhetoric

Christie Gordon

English Education, Composition
(MS 1986, St. Cloud State, PhD 1991, Minnesota)

Donna Gorrell

Rhetorical Theory/Pedagogy, Advanced Writing
(MA 1974, DA 1980, Illinois State)

Jack Hibbard

Renaissance and Contemporary Christian Literature
(MA 1973, Miami-Oxford, PhD 1979, Purdue)

Timothy D. Houghton

Creative Writing, Twentieth-Century Literature,
(MA 1979 San Francisco State, PhD Denver) Composition*

Robert Inkster

Rhetorical Theory/Pedagogy, Business Writing
(MA 1970, PhD 1987, Wyoming)

Tommie L. Jackson

African-American and African Literature
(MA 1973, PhD 1985, Nebraska-Lincoln)

Philip Keith

Rhetoric, American Literature
(MA1968 Bryn Mawr, PhD 1971, Pennsylvania)

Judith Kilborn

Rhetorical Theory/Pedagogy, Business Writing
(MA 1976, PhD 1985, Purdue)

Choonkyong Kim

TESL, Psycholinguistics
(MEd 1986, Ewha Women's Univ .( Korea); PhD 1996 Illinois-Urbana-Champaign)

Steven Klepetar

British Romantics, Poetry
(MA 1973 SUNY-Binghamton, PhD 1977, Chicago)

Ettien Koffi

Sociolinguistics, African and French linguistics, Biblical
(MA 1990, PhD 1990, Indiana-Bloomington) studies

William Meissner

Creative Writing (poetry and fiction)
(MFA 1972, Massachusetts-Amherst)

Carol Mohrbacher

Composition and Rhetoric*
(MA St Cloud, PhD candidate, Iowa State )

Cindy Moore

Composition and Rhetoric
(MA 1991, Nebraska-Lincoln, PhD 1998, Louisville)

Constance M. Perry

Twentieth-Century American Literature, Women's
(MA 1980, PhD 1982, Indiana-Bloomington) Literature

Raymond Philippot

English education, composition, and qualitative research
(MEd 1995, PhD Minnesota)

James H. Robinson

TESL, Cross-Cultural Education
(MA 1974, Kansas, PhD 1983, Stanford)

Suzanne Ross

Nature Literature and Ecocriticism , Composition
(MS 1983, PhD 1989 Illinois--Urbana-Champaign)

Suellen Rundquist

General Linguistics, Sociolinguistics/Pragmatics
(MA 1985, MA 1987, PhD 1991 Minnesota)

David Sebberson

Rhetorical Theory/History and Interdisciplinary Rhetoric
(MA 1978, PhD 1988, Maryland-College Park)

Marya Teutsch-Dwyer

TESL, Applied/General Linguistics
(MA 1982, San Francisco State, PhD 1995, Stanford)

Rex Veeder

English Education, Rhetoric/Composition, Chicano/a
(MA 1973, Nebraska-Lincoln, MFA 1979, PhD 1992, Arizona) Literature, American Indian Literature

Mzenga Wanyama

African and African-American Literature and writing*
(MA 1987, Nairobi, PhD 2002, Minnesota)

* An asterisk signals a fixed-term appointment, and consequently a subject area not yet supported by a tenure line.

Current searches (frozen at present by the budget crisis) have been designated to fill positions in ESL (K-12), creative-writing fiction/non-fiction, multidisciplinary literature and writing, and rhetoric/composition (one or more)

Faculty quality is assured by the Article 22 and 25 probationary and tenuring processes, which guide faculty to set goals and assess their accomplishments across five areas: teaching, scholarly or creative activity, continuing preparation and study, contribution to students, and service to university and community (See IFO Contract).

Quality of teaching is supported in many ways. The department keeps a public file of syllabi and encourages visibility of course syllabi and course descriptions, promoting collegial awareness of the nature of teaching going on in the department. Seniors largely find that courses across the department integrate conceptually with one another (Online Assessment, senior survey; Program Reflections).

The creation of English 300 and English 490 has also increased conversation about teaching goals among the faculty teaching the courses but also across the department, which has a stake in their success.

Course assignments are decided according to a "pools" system. Faculty members apply to be admitted to the teaching pools for each individual course by documenting some combination of past graduate coursework, past teaching experience, dissertation research, and publication. The annual assignments of individual courses consequently rotate among faculty in the pool, with the result that equity is established among faculty requesting particular courses, and the further result that faculty teach a large number of distinctly different courses each year.

The Professional and Student Affairs Committee evaluates the cases made by faculty proposing hiring in particular fields, taking into account enrollment demand on courses and directions forecast by professional organizations.

The Curriculum and Scheduling Committee oversees priorities for course scheduling and ensures balance and equity.

Faculty fulfillment of the department mission statement will be demonstrated throughout this document.

Faculty activities

The English Department accomplishes the enormous variety of functions described throughout this self-study with a current roster of 31 full-time, tenure-line faculty positions. 7 of these are new hires within the last three years. Furthermore, tenured faculty members have been reassigned to administrative posts without being replaced, although hiring in the present year represents a far stronger show of administrative support to replace faculty-turned-administrators than evident in the past. Two are on full-time administrative leave (Associate Dean of Fine Arts and Humanities; Associate Vice-President for Academic Affairs) and teach only occasionally within the department; one has become Chair of the Art Department , and another directs the SCSU Advising Center 3/4 time; another coordinates the campus mediation program ½ time. One new hire is assigned 1/3 time in Foreign Languages. The count of tenure-lines is effectively under 27 instead of 31.

Additional reassignment of teaching duties goes to the Department Chair, Composition Director, ESL Director, MATESL Director, IEC Director, Graduate Director, and Write Place Director. Directing internships also earns some reassigned time. In addition, the Department hires five or so Fixed-Term faculty through national searches. The contract states that these individuals may be hired for a maximum of 4 years, on the understanding that such job descriptions should turn into tenure-lines. Funds to comply with this contractual ideal have been wanting, and the Department has routinely hired untenurable faculty to teach composition over the past decades. After a series of grievances, the Department hires Fixed-term faculty under strict guidelines. As of 1998, the department has been routinely conducting national searches to fill these fixed-term positions, which include teaching in advanced and literary courses as well as composition. The Fixed-term positions have shown success in allowing visiting faculty to complete doctoral work or continue academic careers. The first cohort from the 1998 national searches included faculty who have gone on to take permanent posts at Monmouth College, Illinois ( Belschner ) and North Hennepin Community College (Farrah, creative writing); another has joined the Ph.D. program at Florida State-- Talahassee .

Workload predominates among department concerns with workplace conditions. While SCSU is a "flagship" among Minnesota 's State Universities, with a reported current enrollment of 18,000, it is listed as a Tier 3 university, despite having resources that would slot it in Tier 4. SCSU is funded less per credit than its fellow state universities in Minnesota . The University suffers from strained resources while adapting its objectives and educational practices constantly to what one commentator in the Spring 2002 ADE Bulletin calls "increased velocities of change" (14). These conditions are common to comprehensive universities nationwide. In Profession 2002 , Harold Hellenbrand writes,

.over the last two decades, public higher education's percentage share of government budgets has decreased, as has its funding in constant dollars.

In theory, the difference between the retirees' final salary and the cost of new faculty members would be significant and therefore subject to reinvestment. The relatively high cost of new hires, however, and the outmoded rates and which state universities reimburse for FTEs have eaten away at this margin. To put it bluntly, the more we grow, the more we fall behind. The more we fall behind, the more we add "excellence" in the hope of recapturing the legitimation that can restore the base funding that has been lost. (86)

Although national standards for graduate programs designate 9 credits as the maximum that graduate faculty may teach during a semester, SCSU faculty are held to a full 24-credit teaching assignment each year. Faculty also carry full advising, committee, and academic governance responsibilities as outlined by the IFO Contract. The good citizenship and involvement of English department faculty is evident from the service enumerated under "Appropriateness and Contribution" of the Bachelor of Arts program.

Scholarly Activity

[approximately 1997 to present; 5 full-time faculty did not provide data for this self-study; additional works are in progress, forthcoming, or under review]

Peer-reviewed articles: 46
Short publications, including course books, encyclopedia entries, reviews: 35
Published creative works, essays and short stories: 8
Individual published poems, more than easily countable, by Crow, Houghton, Meissner  
Papers presented:  
regional conferences 44
national conferences 70
international conferences 28
Invited speaking engagements 8
Additional speaking events, including local, community events, and readings of creative works: 42
Juried exhibitions:  
regional 4
national 1
international 1
invited 4

In recent years English Department faculty have published the following books:

Caesarea Abartis, Nice Girls and Other Stories , forthcoming April 2003, New Rivers Press, Minnesota State University--Morehead

Richard Dillman, Thoreau's Comments on the Art of Writing. Lanham , Maryland : University Press of America , 1988.

Richard Dillman, ed., The Essays of Henry David Thoreau . Albany : NCUP, 1992.

Richard Dillman, Essays on Henry David Thoreau: Rhetoric, Style, and Audience . West Cornwall , CT : Locust Hill Press, 1993, Locust Hill Literary Studies Series, Number 13.

The Major Essays of Henry David Thoreau . Edited by Richard Dillman. Albany : Whitston Press, 2000.

Donna K. Gorrell, A Writer's Handbook from A to Z . Boston : Allyn and Bacon, 1993; 2 nd ed. 1998.

Donna K. Gorrell, The Little, Brown Workbook , 7 th ed. New York : Longman, 1998; 8 th ed. 2001.

Donna K. Gorrell, Various supplements for Longman, 1995 to present.

Timothy Houghton, Riding Untouched ( Orchises Press, 1998).

Judith M. Kilborn and Robert P. Inkster, The Business Communicator's Handbook . New York : Allyn and Bacon, under review, 2004.

Robert P. Inkster and Judith M. Kilborn, The Writing of Business . New York : Allyn and Bacon, 1999, with instructor's supplement.

Tommie L. Jackson, The Existential Fiction of Ayi Kwei Armah , Albert Camus , and Jean-Paul Sartre . Lanham , MD : University Press of America , 1997.

Tommie L. Jackson, An Invincible Summer: Female Diasporan Authors . Trenton : Africa World Press, 2001.

Koffi, Ettien N. 1997.  Language and Society in Biblical Times .   International Scholars Publications: Bethesda , MD.

Koffi, Ettien N. 2001.  Manuel Pratique de Traduction par Themes: Recherche d'Equivalences Lexicales et Culturelles par Domaines Semantiques .  Centre d'Alphabetisation et de Traduction en Agni : Bongouanou , Cote d'ivoire .

Bill Meissner. Hitting into the Wind . Random House (cloth), 1994

Hitting into the Wind . Southern Methodist University Press (paper), 1997.

Cindy Moore and Josephine Koster Tarvers . Teaching in Progress: Theories, Practices, and Scenarios . 3 rd ed . New York : Longman, 2002.

James Heffernan, John Lincoln, and Cindy Moore, eds. Writing: A College Workbook . 5 th ed . New York : W.W. Norton, 2001.

Completed, books of poems:

Steve Klepetar, Confessions of a High Wire Act , 1998

Steve Klepetar, The Country of Silence

Department faculty members have earned honors and awards:

  • Abartis , winner, New Rivers Press-Minnesota Voices Project
  • Crow, "Outstanding American Indian Post-Secondary Teacher of the Year," Minnesota Indian Education Association, 2001
  • F. Condon, Beneficent Research Award, SUNYA
  • Houghton, Writing Fellowships: MacDowell Colony (2000); Virginia Center for the Creative Arts (2002, 2000, 1999, 1998); Ragdale Foundation (1999)
  • Meissner , Loft-McKnight Award of Distinction in Fiction
  • Meissner , Loft-McKnight Award in Poetry

Awards at St. Cloud State University :

  • English faculty won two out of three of the new College-wide (FAH) awards instituted in 2002:
    Gordon, Outstanding Educator Award
    Robinson, Advancement of Student Success
  • Gordon, Kappa Delta Pi Professor of the Year Award (2000)
    Also received funding for first (1999) Interdisciplinary Holocaust Studies course at SCSU
  • Robinson, Kappa Delta Phi Professor of the Year, SCSU (2000)
  • Robinson, Teacher Recognition Award, Student Representative Assembly, SCSU (2000)
  • Veeder, Kappa Delta Phi Professor of the Year Award, SCSU (1998/1999)

In addition, the department chair's research has been widely cited by colleagues in her field of study.


SCSU-awarded grants: 32, including first (1999) Interdisciplinary Holocaust Studies Course

Regional grants : 16

In addition, two fixed-term faculty (J. Condon, Grether ) identified a cohort of students unnoticeable by SCSU process-residents with second-language English skills-and won a grant from the Otto Bremer Foundation to create an academic support program for these students.

National grants :

Knight-Ridder, to study urban teacher induction (2001, Philippot)
1 NEH Folger Summer Institute, 1 NEH Summer Seminar (1997, 1998, Dorn)

Contracts $137,000 annually + $50,000

Director, Seirei Women = s Junior College Summer ESL Seminar (1998)
Director, Link Akita Minnesota Professionally (since 1999)
Director, MSU-Akita , Japan Summer ESL Program (since 1995)

Faculty Academic Life

The new directors of the Composition Program and the Write Place have begun to revive the Wednesday at Noon colloquia, designed as a forum for both graduate students and faculty to exchange professional insights. The program had lapsed in the fatigue of Semester Conversion.

When asked to name the books that have most inspired their teaching in recent years, faculty came up with the following:

Elizabeth Boquet , Noise from the Center; Lisa Delpit , Other People's Children: Cultural conflict in the Classroom ; James P. Seitz, Motives for Metaphor; Richard Delgado, ed., Critical Race Theory: The Cutting Edge; Alisdair MacIntyre , Whose Justice? Whose Rationality?; In the Palm of Your Hand; Janet Burroway , Writing Fiction; Encyclopedia of the Holocaust ; Holocaust Chronicle; Spirit Catches You; Blending Genre; Literature Circles; Reading, Writing and Rising up; Straight Man; A guide to Composition Pedagogies (2001); Bridging English (2003) by Milner and Milner; Teaching Writing in Middle and Secondary Schools (1999) by Sovin ; Teaching Writing Teachers (2002) by Tremmel and Broz ; Social Linguistics and Literacies (1996) by Gee; R ichardson, Emerson: the Mind on Fire; Versluis , The Esoteric Origins of the American Renaissance; Versluis , American Transcendentalism, and Asian Religions; Novak, Nature and Culture, Bagby , Frost and the Book of Nature; Railton , Authorship and Audience in the American Renaissance; Miller, editor, American Iconology; Myerson and Gougeon , Emerson's Antislavery Writings, Buell , The Environmental Imagination: Thoreau, Nature writing, and the Formation of American Culture; Berger, Thoreau's Career and 'The Dispersion of Seeds'; Wilson, Eric, Emerson's Sublime Science; Slovic , Seeking Awareness in American Nature Writing; Harrell, From Mesa Verde to the Professor's House; Bernstein, Against the Gods: The Remarkable Story of risk; Welty , Thirteen Stories; O'Connor, The Complete Stories of Flannery O'Connor; Johnson, Middle Passage, Johnson, The Sorcerer's Apprentice and Other Stories; Munro, The Lives of Girls and Women; Munro, The Moons of Jupiter; Dillard, Pilgrim at Tinker Creek.; Robertson Davies' novels; Grant, Robertson Davies: A Life; Roy, Gabrielle, The Road Past Altamant ; Roy, Gabrielle, Where Rests the Water Hen; Various anthologies of Canadian literature; new editions of the works of Margret Fuller, Frederick Douglass, Zora Neale Hurston , Nathaniel Hawthorne, Benjamin Franklin, New editions of the Norton Anthology of American Literature, Beowulf, the Canterbury Tales, and Anglo-Saxon literature; Gannetti , Understanding Movies; Snyder, Gary, No Nature: Poems; Oliver, Mary, Blue Pastures; Oliver, Mary, Collected Poems; Cold Mountain.; The Norton Anthology of Short Fiction.; Scholes , et al. Text Book; Halpern's Art of the Story and Art of the Tale; Culler, Literary Theory: A Very Short Introduction; Gibaldi , Introduction to Scholarship in Modern Languages and Literature; McPhee , The Princeton Anthology of Writing; Williams, Style: 10 Lessons in Clarity and Grace; Tompkins, A Life in School ; Barlow, M. & Kemmer , S. (2000). Usage-based models of language; Brown, H.D. (2001). Teaching by principle: An interactive approach to language pedagogy; Gibbons, P. (2002). Scaffolding language scaffolding learning: Teaching second language learners in the mainstream classroom; MacWhinney , B. M. (1999). The emergence of language; Mitchell, R. & Myles, F. (1998). Second language learning theories; Robinson, P. (2001). Cognition and second language instruction; CV Phonology: A Generative Theory of the Syllable by George Clements and Samuel Keyser; Spanish Syllable Structure by Karen Guffey ; A Course in Phonology by Roca and Johnson; Language Death by David Crystal; African Languages: An Introduction, edited by Heine and Nurse; The Sound Pattern of English by Noam Chomsky; Vowels and Consonants by Peter Ladefoged ; The Roots of Modern English by L.M. Myers; Generative Phonology and French Phonology by François Dell; Language Repertoire and State Construction in Africa by David D. Laitin ; Discovering Grammar by Anne Lobeck ; Sociolinguistics by Ronald Wardhaugh ; Introduction to Language by Victoria Fromkin and Robert Rodman; The Grammar Book by Marianne Celce -Murcia and Diane Larsen-Freeman; Longman anthology, Literature and Gender; Bartholomae and Petroskey , Ways of Reading; Air Guitar: Essays in Art and Democracy by Dave Hickey; Mr. Wilson's Cabinet of Wonder by Lawrence Welscher ; The Mismeasure of Man by Stephen Jay Gould; Gerhard Richter: Forty Years of Painting by Robert Storr ; Rachel Carson, Silent Spring (for rhetorical analysis); Craig Waddell, And No Birds Sing; Sebastian Junger , The Perfect Storm; American Heritage Book of English Usage; Elizabeth Rankin, The Work of Writing; Richard Lanham, Anti-Textbook; Modern Rhetorical Criticism, 2 nd ed. by Roderick P. Hart; Rhetorical Style by Nevin K. Laib ; Writing With Style, 2 nd ed. by John R. Trimble; The Informed Argument, both regular and brief edition by Robert K. Miller; Crossing Borders: An International Reader by Anna Joy; The Wired Society by Carol Lea Clark; Business Communication in Context by Melinda Kramer; Perspectives on Contemporary Issues: Readings Across the Disciplines, 3 rd ed.; Business and Administrative Communication, 6 th ed. by Kitty O. Locker; Language, Counter-Memory, Practice by Michel Foucault; Barthes , Roland. Camera Lucida: Reflections on Photography ; Berger, John. About Looking ; Burnett, Rebecca E. Technical Communication . 5 th Ed. Fort Worth : Harcourt, 2001; "Defining Moments: How Photography Changed Our World ." U.S. News and World Report . July 9-16, 2001 ; Foss, Sonja K. Rhetorical Criticism: Exploration and Practice . 2 nd ed.; Galin , Jeffrey R., and Joan Latchaw , eds . The Dialogic Classroom: Teachers Integrating Computer Technology, Pedagogy, and Research ; George, Diana and John Trimbur , eds. Reading Culture: Contexts for Critical Reading and Writing . 4 th ed.; Hauser, Gerard A. Introduction to Rhetorical Theory . 2 nd ed.; Hawisher , Gail. E., and Cynthia L. Selfe , eds . Passions, Pedagogies and 21 st Century Technologies ; Kostelnick , Charles and David D. Roberts. Designing Visual Language: Strategies for Professional Communicators ; Pfeiffer, William S. Pocket Guide to Technical Writing. 2 nd ed.; Rosa, Alfred and Paul Eschholz . The Writer's Pocket Handbook. 2 nd ed . ; Snyder, Ilana , ed. Page to Screen: Taking Literacy into the Electronic Era ; Tate, Gary , Amy Rupiper , and Kurt Schick, ed . A Guide to Composition Pedagogies ; Taylor , Todd, and Irene Ward, eds. Literacy Theory in the Age of the Internet ; Tufte , Edward R. Visual and Statistical Thinking; Williams, Robin. The Non-Designer's Design Book; Image Music Text by Roland Barthes ; Standing in the Shadow of Giants: Plagiarists, Authors, Collaborators by Rebecca Moore Howard; Logic and Contemporary Rhetoric: The Use of Reason in Everyday Life, 8 th ed . by Howard Kahane and Nancy Cavender ; Rhetoric :Concepts, Definitions, Boundaries by William A. Covino and David A. Jolliffe ; Rereading the Sophists: Classical Rhetoric Refigured by Susan Jarratt ; Plato, The Euthyphro ; The Apology; The Crito ; The Phaedo ; James Hynes, The Lecturer's Tale; Schwartz, Howard, Elijah's Violin and Other Jewish Fairy Tales; Stone, I.F., The Trial of Socrates; Tolkien , J.R.R., The Lord of the Rings; Beowulf, Seamus Heaney translation; The Iliad and The Odyssey -- Feagles translation; Jonathan Brody Kramnick , Making the English Canon

4. Effectiveness of Departmental Decision Processes

Written comments solicited from faculty for the self-study include praise for the Department Chair and indicate widespread satisfaction with the collegiality of the department, especially by contrast with the norm among academic professions. [See Supplementary Materials binder] Collegiality is protected by clear decision-making procedures, since proposals are routed through committees to the monthly department meetings. Openness of decision-making in the department and campus-wide is promoted by rules in the IFO Contract. In recent years, considerable discussion in advance of meetings has come to take place over the department e-mail list, depteng , making possible well-informed and well-considered judgments.

Strategic Planning

The English department participates in continual updating of Strategic Planning, adjusting its self-evaluation in accordance with standards set by the college. The current plan is posted online. The department also sends a delegate to the college-wide Strategic Planning committee, and the planning process has newly broadened to encourage discussion by all faculty .

Committee structure

The department maintains 4 standing committees, for which faculty rotate their service every two years, and 3 elected committees, which include the Evaluation, Promotion, and Tenure Committee. The department is unusually well represented at Faculty Senate, partly because individual English faculty have been elected to the FA Presidency and the union board, over and above allotted departmental representation, and also because the department excuses senators from standing committee duties, thereby encouraging senate attendance.

The English Department abides by the union-negotiated IFO Contract in its operations. Department chairs are not allowed to sit on search committees.

COMMITTEE ASSIGNMMENTS 2002-2003 ( September 2002 )

* indicates a person on the committee by virtue of position held
(1) carryover from 2001-02
(2) beginning a new two-year term

ADMINISTRATIVE Connaughton-Chair (1), Robinson (1), Meissner, (2), Anderson (2), Koffi (2)
Scheduled Meeting Times: No specific schedule; as needed.
Duties: Concerned with departmental technology (computers, software, peripherals ), library acquisitions and holdings, classrooms and the department's physical plant.

CURRICULUM AND SCHEDULING Dillman-Chair (1), Gordon (Grad Director), Crow (2), Teutsch-Dwyer (2), F. Condon (2)
Scheduled Meeting Times: 3rd Tuesdays at 2:15
Duties: Concerned with curriculum proposals and issues; monitors enrollment and scheduling. In concert with the department chair, develops the yearly schedule of course offerings and the assignment of courses to individual faculty, including special topics courses. Oversees curriculum and articulation between courses.

GENERAL EDUCATION AND COMPOSITION Moore-Chair (Comp. Director), Abartis (1), Philippot (2), Keith (2), Inkster (2)
Scheduled Meeting Times: 3rd Thursdays at noon
Duties: Concerned with English 191 and the department's other general education offerings. Permanent members: Composition Director, Write Place Director, ESL Director

PROFESSIONAL AND STUDENT AFFAIRS Fountaine-Chair (2), Jackson (1), Kim (1), Perry (2), Davis (2)
Scheduled Meeting Times: 8:15 on Tuesdays as needed
Duties: Concerned with English Department scholarships, long-term and short-term faculty development grants, faculty research grants, long-range planning, defining positions for searches, and faculty gifts and remembrances. Grade appeals.

Elected and Partially Elected Committees:

GRADUATE STEERING Gordon* Chair, Moore *, F. Condon (1), Philippot (1), Teutsch-Dwyer (1), Davis (2), Kilborn (2), Koffi (2)
Scheduled Meeting Times: 4th Thursdays at noon
Duties: Issues, curriculum, and policies relating to the graduate program. Permanent members: Director of Composition, Write Place Director, ESL Director; five additional members. Revision of Steering Committee membership is currently under discussion.

EVALUATION, PROMOTION, TENURE Perry-Chair (1), Connaughton (1), Inkster (2), Keith (2), Ross (2)
Duties: Evaluating and recommending faculty for retention, promotion, and tenure. Elected, with staggered two-year terms to assure continuity.

COMMITTEE ON COMMITTEES Dillman (2), Kim (2), Philippot (2), Keith (1), Jackson (1)
Duties: Addresses committee issues, including operation of the committee system. Together with the department chair develops the standing committee roster for each academic year. Elected, with staggered two-year terms.

CREATIVE WRITING Meissner, Klepetar, Ross, Abartis, Anderson
Duties: Development and coordination of the creative writing program. Chaired by Creative Writing Director.

FACULTY SENATE REPS Dorn, Ross, Kilborn, Condon
Duties: Senate assembly every other week; soliciting motions and comments from department faculty.

5. Bridge-building to other units in the University and to the Community

English faculty members initiated and led creation of a new Humanities program, including a major and minor and involving 9 departments in Fine Arts and Humanities and Social Sciences.

As Chair of Art, one (Sebberson) is leading an ad hoc committee envisioning a future interdisciplinary program in the arts and media.

Others (e.g., Foster) have helped significantly to increase campus-wide understanding of the Boyer model of the forms scholarship can take.

Veeder continues to work with the Mille Lacs Reservation on Education and with the Area Racial Harmony Education Committee, and has also worked to create distance-learning opportunities with tribal colleges.

Veeder has also worked in the past with Stearns-Benton Employment and Training Center on projects associated with School to work and workplace education, including by providing workshops in professional development and writing.

Senior-to-Sophomore program and Division of General Studies have required participation from English. See also faculty activities extensively listed under Department of English: Appropriateness and Contribution.

Participation by English faculty is vital to the Honors program, for which an intensive writing course is essential. English faculty also offer cross-disciplinary electives and seminars within Honors.

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