Bachelor of Arts and Master of Arts Degree Programs English ...

Bachelor of Arts and Master of Arts Degree Programs

English Department, College of Arts and Sciences

Western Carolina University

November 2006

Response to Standards 1-7 List of Appendices 1-7 Appendices Contact persons: Elizabeth Addison, Department Head, [email protected],

(828) 227-3976

Mary Adams, Assistant Department Head, [email protected]. (828) 227-3269

Annette Debo, Literature Concentration, [email protected], (828) 227-3919

Rick Boyer, Professional Writing and Journalism Concentrations, [email protected], (828) 227-3923

Rick Boyer, Journalism Concentration, [email protected], (828) 227-3923

Catherine Carter, English Education, [email protected], (828) 227-3931

Elizabeth Heffelfinger, Motion Picture Studies concentration, [email protected], (828) 227-3930

Beth Huber, Director of First-Year Composition, [email protected], (828) 227-3267

Jim Addison, Director of Graduate Studies in English and TESOL (M.A., M.A.Ed., M.A.T.), [email protected], (828) 227-3929 Roxane Stiles, Office Assistant, [email protected], (828) 227-3268

English Department Program Review Narrative Page 1

Response to Program Review Standards

English Department, Western Carolina University

November 2006

Significance and Scope of the Program

Note on scope of this review: This year our education programs for the B.S.Ed., M.A.T., and M.A.Ed. are

being evaluated by the State Department of Public Instruction, the NCATE, and the NCTE, so they are

not covered in this report except incidentally. Likewise, the First-Year Composition program, as part of

the Liberal Studies Core rather than a degree program, is assessed separately.

Standard 1. The purpose of the program reflects and supports the mission and strategic vision of

Western Carolina University and the mission of its School or College.

Mission. The mission of the WCU English Program is to prepare our students for careers in arts

and letters (critical reading, education, journalism, motion picture studies, or professional writing and

editing) and other professions by developing their abilities (1) to interpret literature and thereby

understand the human character in cultural, ethical, and historical contexts, (2) to write and edit at the

highest professional standard, (3) to instruct others using the best teaching and learning practices, and (4)

to appreciate and champion the humanities in the contemporary world. Each separate program also has its

own purpose and learning goals:

The goal of the graduate program is to increase the breadth and depth of each student’s knowledge

of English. We offer both variety in course work and specialization, especially in writing a thesis.

Courses are available in literature, rhetoric and composition, linguistics, teaching theory and practice,

ESL/TESOL, and creative and professional writing. We encourage all candidates to learn as much as

they can about all aspects of the field of English. Depending on concentration, the M.A. in English aims

(1) to develop, at an advanced level, students’ knowledge of literary theory, literary history, and literary

works, their critical and interpretive abilities, and their writing and research skills; (2) to develop

students’ analytical abilities, critical thinking, and writing skills in both the creative and technical areas;

(3) to develop students’ knowledge of rhetorical and composition theory and practice, the discipline’s

history and current scholarship, as well as methods of teaching and of conducting classroom-based

research; or (4) to develop students’ knowledge of linguistic principles, as well as theoretical and practical

applications of TESOL to the classroom.

The goal of the undergraduate concentration in Literature is to produce readers and writers who

think critically, especially about the written word and rhetorical strategies; who communicate effectively,

especially in writing and especially about written texts; who use and evaluate information appropriately

and responsibly; who use appropriate technologies to achieve these goals; who understand literature in


English (primarily English and American literature in a global context) as it relates to historical period

and culture; who understand the discipline as a profession and as a field related to life-long learning; and

who appreciate the creative and performing arts, especially those arts that rely upon the use of language.

The goal in the undergraduate concentration in Professional Writing is that students will use

primary and secondary sources to write at a professional level appropriate to the completed Bachelor of

Arts degree. Specifically, they will write in a grammatically correct, error-free style; incorporate a style

appropriate to the writing situation and audience; incorporate primary and secondary sources properly as

needed in a writing situation; demonstrate in writing knowledge of libel law; and demonstrate in writing

the ability to use proper professional formats (for example, in writing business documents, reports, short

stories, and scripts).

The goal of the concentration in Motion Picture Studies is to produce life-long learners who think

critically, especially about visual texts; who communicate effectively, especially in writing and especially

about visual texts; who use and evaluate information appropriately and responsibly; who have developed

a knowledge of American film and television history, theory and culture, and explored its global contexts;

who understand the discipline of Motion Picture Studies as a profession and as a subject for life-long

learning; and who appreciate the role of visual texts in everyday life.

Alignment with university and college mission. Our department mission, program goals, and

objectives were drafted with the college and university mission in mind. They reflect this university’s

highest aspirations for its students as learners and citizens. Specifically, the English Department’s award-

winning faculty, its leadership in technology, and its articulation of a broad range of human experience,

knowledge, and expression fulfill the exploration called for in the college mission as well as the

excellence in teaching and learning called for in the university mission. Furthermore, with our internships

and experiential learning helping to integrate the humanities with professional preparation, our

department has led in relating a humanities education to the world outside the classroom.

Distinctive aspects. Our program is distinguished by a balanced pursuit of excellence in all our

concentrations. Our faculty includes accomplished literary scholars, experienced professional writers and

editors, creative and scholarly writers published by respected presses and bringing their practice into the

classroom. Our unique combination of creative and professional writing gives our students the broadest

possible preparation in a field that changes very quickly. A number of faculty work and teach in more

than one concentration, fostering a respect for the interrelationship of literature, life, and profession. We

offer the only MA-TESOL program in the state and one of the very few NCTE-accredited English

Education programs.

Primary strengths. Our primary strength is our faculty, which has made a commitment to

collegiality. Collegial and collaborative relationships among faculty and students make the department a


good place to work. Our visiting lecturers are known and rewarded with involvement and benefits; they

share the department’s commitment to high-quality instruction of critical thinking, reading, and writing.

Quite a few teaching awards attest that faculty are chosen for their outstanding teaching as well as their

versatility. Faculty are able to explore new areas of teaching and to play to their strengths. All of our

concentrations have excellent teachers doing cutting-edge work, and each program has a director. The

Spring Literary Festival on campus and the area Full Frame Festival bring award-winning creative work

to our students. Nine tenure-track hires in 2004-2006 have brought new specialties and specializations in

TESOL, postcolonial literature, technical writing, and film to our faculty. New faculty bring online

teaching experience that will help the department move into distance education. Many in the department

have incorporated online elements into face-to-face classes; as we experiment for the benefit of our less

populated programs, particularly at the master’s level, we expect to do more online teaching.

Primary weaknesses. Our primary weakness is our faculty as well. A long drought of new tenure-

track positions has meant (1) that longer-serving faculty have carried much more than their share of

leadership responsibility, and (2) our faculty balance has tipped toward a near-even distribution of

tenured/tenure-track and contingent faculty. This program review includes neither composition nor the

English Education program, but most faculty teach some courses in Liberal Studies. Core literature

courses are subject to the expectations of education accrediting bodies. Different student loads and

expectations have made many feel the work is not distributed fairly, with half the faculty trying to teach

three or four courses and publish their research, the other half covered with up to 80 writing students;

many faculty straddle this divide. Increasing administrative duties have cut into faculty time, as well.

Standard 2. The program engages in ongoing, systematic planning that reflects the University’s

strategic priorities.

Strategic goals/ objectives. The department’s last formal strategic vision statement and action plans

were constructed by a committee for 2003-2004 and reviewed by the dean in June 2005. At that time the

current mission statement was developed, and four budget-connected goals were set: (1) To improve

advising, particularly in helping students complete a degree plan and choose a career path; (2) to develop

methods of delivering distance education courses; (3) to increase enrollment: (4) to create a concentration

in Motion Picture Studies (MPS), hiring a film studies specialist and a screenwriter.

Process for developing and modifying goals/ objectives. Two department retreats in 2005-06

discussed and explored possible modifications and actions. With the hiring of a TESOL specialist, the

development of that program was added as an active goal. Goals 1-3 are ongoing. Goal 4 has been met,

though building enrollment in the MPS concentration is still an issue, and the possible removal of our

screenwriter to another department will weaken our program.


Relation of program goals/ objectives to our curricular and programmatic activities: Curriculum

has been extended in several areas in the past three years. We have established an MA-TESOL program,

developed a minor into an Motion Picture Studies program, particularly in screenwriting, and built new

courses in world literature. As possible, we have allowed release time for active completion of scholarly

projects and scholarly travel. Advising workshops within the department are distinctly improving

advising, and distance teaching has been a plus in our new hires. We continue to encourage faculty

mentoring and peer observation to build effective pedagogy.

Process of implementing program goals/ objectives. A strategic planning committee drew up the

2004 plan described above, but since that time ongoing planning and attention to results have been our

primary procedures, particularly through faculty retreats; this year that function is being assumed by an

Executive Committee. We need a clearer and stronger strategic planning process, such as the model

presented by the provost in July 2006. Planning also may become a topic for Department Head training.

Standard 3. The program provides and evaluates a high quality curriculum that emphasizes

student learning as its primary purpose.

Curriculum

Alignment with disciplinary standards. Our curriculum is taught by professionals in the disciplines

of Professional and Creative Writing, Literature, Education, and Motion Picture Studies. These

professionals, led by directors for each area, regularly review each program’s curriculum and update it so

that it continues to conform to disciplinary standards. Their committees are thoughtfully redesigning

those curricula based on current standards in those fields. For example, Professional Writing offers

courses in creative writing and professional writing consistent with other universities’ programs in each.

Moreover, several curriculum retreats have helped us hone the design and sequence of each program, as

well as the overall vision of the department.

Adherence to sequence, logic and coherence of curriculum. In general, our department has relied

on advising to maintain a sequence, thereby giving students the greatest possible flexibility in registration

and course selection. But prerequisites or gateway courses ensure basic competencies. New graduate

students must take a research methods class, and new teaching assistants must take a pedagogy course

before they enter the classroom. Literature majors must take an Introduction to Literary Interpretation

course and four surveys; writing majors must take two surveys, the Introduction to Literary Studies

course, and two literature electives. In response to information gained from exit interviews and internship

evaluations, we recently began requiring literature majors to take a Professional Writing course or

internship, and requiring writing majors to take two introductory courses in writing and editing instead of

one. On the graduate level, the M.A. degree in English requires 33 semester hours of graduate credit: a


12-hour core; a 9-hour concentration; and 12 hours of English electives, of which 6 may be a thesis or 3 a

portfolio or other writing option. In addition to the coursework, all M.A. in English students must

successfully pass written Comprehensive Examinations based on Reading Lists and content knowledge,

which are specific to each Concentration. Except for M.A.-TESOL students, they also must pass a

reading examination in a foreign language—normally French, German, or Spanish—or demonstrate

proficiency in a foreign language by making a “B” or better in MFL 999. Those who write a thesis or

complete a portfolio or other writing option must provide a final oral defense. The English Graduate

faculty recently revised its course offerings to provide the greatest variety of courses possible and to

regularly offer courses in each area. (See Appendices 3.1 and 3.7 for details.) We suggest that M.A.Ed.

and M.A. students, especially those with a Concentration in Literature, take as wide a variety of courses,

from as many periods and genres as possible, to prepare themselves for Comprehensive Examinations and

to discover a fruitful area of research for their Theses, if applicable.

Amount of time needed to complete the curriculum. Our undergraduate programs are designed to be

completed in four years, as demonstrated by the catalog sequence. As our advising practices are honed

with workshops and new procedures documents, most students have been finishing on time. Graduate

students attending full time can complete their programs in two years. (See Appendix 3.7).

Multi- or interdisciplinary strengths of the curriculum. All our programs and many of our courses

have multi-disciplinary and interdisciplinary features. Literature, Professional Writing, and Motion

Picture Studies programs all participate in the Humanities double major option. The Journalism and

Motion Picture Studies programs are offered in collaboration with the Department of Communication,

Theatre, and Dance. Courses in Literature and Motion Picture Studies incorporate art, architecture,

music, philosophy, theory, culture, and history, frequently with guest speakers or travel. Majors,

especially in writing, apply their learning with real clients. Courses from First-Year Seminars to Senior

Seminars emphasize connections to the larger university and the world. (See course syllabi, App. 3.3.)

Alignment to meet university needs, i.e. liberal studies. The English Department has many courses

that serve Liberal Studies and other majors. With a core area and numerous perspectives courses, we

teach more hours in Liberal Studies than any other department. Several of our literature courses double as

Upper Level Perspectives courses, so our majors interact with students in many disciplines. Professional

Writing courses 401/501 (Writing for Careers) and 305 (Technical Writing) are required for students in

Social Work, Communications, Engineering, Technology, and several other departments. The inter-

disciplinary Motion Pictures and Television Production major requires two or more of our film courses,

and The Bible as Literature is an option for students majoring in religion. Our courses are also

requirements or options for such interdisciplinary minors as Appalachian Studies, Cherokee Studies,

American Studies, Women’s Studies, and the Multimedia minor. And of course, the department requires


crossover among its own programs. For example, Literature majors take a writing course, Writing majors

take five literature courses, and graduate students in all concentrations can take courses in others.

Course objectives/expected learning outcomes in syllabi. Our department has made an active effort

to make sure instructors incorporate learning goals that are aligned with the expected learning outcomes

of programs. Since we collect all class syllabi every semester, all our syllabi—most including learning

outcomes and objectives—are available for review upon request. .

Internal curriculum processes. Our Procedures document codifies the methods by which we modify

our curriculum, and the AA-5 ensures proper review outside the department. Program directors, program

curriculum committees, and regular retreats ensure continual, active scrutiny of our curricula.

Learning Outcomes Assessment. Our articulated Learning Outcomes are listed on all our programs’

web sites. We are just beginning to create formal rubrics and instruments to measure learning outcomes.

We have begun the process with English 231: Interpretation of Literature, and the four literature surveys,

because most of our undergraduate programs require these courses. We are working on ensuring

consistency in other required courses. Annual assessment measures in each program help us to keep them

current and effective. For the past several years, each program has provided an assessment report.

Because Motion Picture Studies is a relatively new program, we must build this program before we

can evaluate its efficacy. The proposed Motion Picture and Television Production program in another

department is frequently referred to as Motion Picture Studies but has quite different outcomes.

In Professional Writing we require Internships to assess student performance, and recent changes in

the curriculum respond to a need perceived by employers as well as faculty and students for stronger

editing skills. Employers suggest our interns need coursework in software applications such as Adobe

InDesign and imaging software, programs which the university has not had the willingness nor we the

budget to install.

In the Literature Program, we rely on informal exit interviews and the senior seminar. Because that

course is no longer required, the Director of the Literature Program has created new written instruments

to formalize the Exit Interview Process. We are reconsidering the senior seminar requirement. Feedback

from seminar participants, shared with the department head and executive committee, has shaped

department decision-making on course content and scheduling.

Faculty Resources, Teaching, Scholarship, and Service

Standard 4. The Program has sufficient faculty resources to meet its mission and goals.

Faculty credentials. Except for our English Education program, which has been reviewed

elsewhere, our programs do not have accreditation standards. However, all faculty but one with the rank


of Assistant Professor and above have terminal degrees (MFAs or doctorates) in fields appropriate to their

area of instruction. That one, Terry Curtis Fox, has a long and distinguished career as a Hollywood

screenwriter. Ron Rash, who holds the John A. Parris and Dorothy Luxton Parris Distinguished Professor

in Appalachian Culture, holds a Masters Degree but no terminal degree; instead, his many novels and

distinguished awards constitute equivalent experience. All other instructional staff hold at least Master’s

degrees, and graduate teaching assistants have at least 18 hours of advanced graduate training before they

teach. These credentials are detailed in forms filed during the SACS accreditation process.

Faculty backgrounds spanning major concentrations. As faculty have retired and are replaced, we

have worked to hire new faculty in disciplines that represent the changing face of our department and of

the discipline as a whole. However, because the base of students we serve has increased significantly

while our full-time faculty base has remained stable, we do not have sufficient faculty to adequately span

all of our concentrations, especially literature and journalism. In ten years, the number of our majors has

grown from approximately 80 to about 260, and we have continued to teach the largest number of liberal

studies hours of any department. In that same period, the number of our tenured/tenure track faculty has

remained flat at 21 or even less. This number currently includes one faculty member on phased

retirement, but does not include two faculty members in full-time administrative assignments and one

Distinguished Chair who teaches one course per semester. In the same period of time, non-tenure-track

Visiting Instructors have increased in number; however, these faculty teach only first-year composition

and Liberal Studies courses. As Appendix 4 indicates, we now have many literature and professional

writing specialties uncovered. More importantly, many faculty who teach in more than one program are

stretched very thin with diverse preparations and service to those programs.

Demographics. Like the university as a whole, the English Department is made up primarily of

Caucasians and could do more to recruit more diverse faculty. Describing themselves as white are 95% of

our tenured/tenure track faculty and 93% of our non-tenure-track faculty. We have, however, made

significant improvements in the number of female faculty recruited and promoted. As of Fall 2006, 60%

of our Tenured/Tenure Track faculty are women: 70% of assistant professors, 66% of associate

professors, and 20% of full professors are female. Among non-tenure track faculty, approx. 60% are

female. These numbers show that, while women do tend to cluster at the lower ranks, we are improving

the rate by which women are granted tenure and promotion here. The service loads for these faculty have

been heavy, however. If we exclude phased retirees and those with administrative assignments, 50% of

English Department tenured/tenure track faculty are still on the tenure track. Since a full third of our

faculty retired within the last five years and did no service while phasing out, faculty members with

tenure have carried and continue to carry an unreasonable service load. See chart in Appendix 4.1.


Tenure/Tenure track faculty range in age from 36 to 66. Of those surveyed, 22% were in their 30’s,

39% in their 40’s, 22% in their 50’s, and 17% in their 60’s. Besides one faculty member on phased

retirement, four faculty members are likely to reach retirement age within the next 5 years.

Professional growth. English Department instructors are active and engaged scholars, practitioners,

and teachers. Our faculty have authored or edited at least 27 published books and dozens of articles,

poems, stories, essays, and screenplays. Last year 23 English Department faculty attended 35 teaching

development events at the Coulter Faculty Center, in addition to dozens of academic conferences and

workshops on advising, curriculum, FERPA, and computing. Four department faculty have recently

served at FCTE Faculty Fellows. Our faculty lead the university in computer-assisted instruction; all our

first-year composition courses and over half of our professional writing courses are taught exclusively in

computer classrooms. Many faculty supplement their courses with WebCT or web-based materials. In the

last several years, English Department faculty have received the Chancellor’s Teaching Award four times,

the Arts and Sciences Teaching Award twice, and the Board of Governors’ Award twice.

Opportunities for faculty development have improved over recent years, with increased access to

university travel funds that supplement department funds (last year the department spread $8,077 of its

budget on travel for almost 50 faculty). Our faculty work hard to ensure that all have some access to

professional development opportunities, including professional conferences and pedagogy workshops for

first-year composition instructors. However, though the Faculty Center has worked hard in recent years to

be more inclusive, university funds and developmental opportunities for non-tenure-track faculty are rare.

Since over half of our faculty are not on the tenure-track, our department feels this disparity keenly.

Work environment. In general, our department members find this a very congenial and supportive

work environment. This atmosphere is enhanced by proximity: so far, we have been able to stay together

in a single building. We have good computers, and are beginning to see teaching stations in some

classrooms, though our pleas for help with curriculum-specific software packages like Adobe InDesign,

Acrobat, and Photoshop have gone unanswered for at least 10 years. But half of our faculty share small

offices. We have one copier for our office staff, and one other copier shared among 48 English professors

and nearly as many music faculty. One office assistant and another shared with Music support our 50

instructors and seven TAs. Despite increasingly rigorous standards for publication and department

service, most tenure-track faculty continue to bear 4/4 loads which, even with improvements in benefits

and salary equity, has hurt our ability to attract and keep qualified candidates. Furthermore, we continue

to rely on non-tenure-track labor, though we now pay benefits to those instructors, and many of these

faculty teach over 80 composition students per semester. The Association of Departments of English

(ADE) dictates that no one should teach more than three sections of writing-intensive courses, or more

than 60 students in such courses, per semester: “Good teachers want to teach as many students as they can


teach well. But if teachers are forced to respond to the writing of more than sixty students weekly, they

will necessarily oversimplify their responses.” The ADE also challenges us to avoid relying on non-

tenure-track labor: “Temporary appointments are often abused, particularly when these teachers work

under trying conditions for inequitable remuneration. Since integrity of commitment and continuity of

effort are essential to ensure quality teaching, every effort should be made to fill continuing departmental

needs with full-time appointments.”

Equitable distribution of loads. At this point, we have a loose system for computing instructional

loads. All faculty have a base 4/4 load. According to ADE, faculty should teach no more than nine hours

per week if they are involved in graduate instruction. Therefore, faculty with graduate courses receive a

one-course reduction. The ADE also recommends that college English teachers have a reduced teaching

load if they have been assigned major administrative duties. Therefore, program directors get a one-

course reduction, but their load is generally not further reduced if they also teach graduate courses. As of

this year, the Department Head has a three-course reduction, and the newly established Assistant

Department Head, who also currently directs the Literary Festival and manages the web site, gets a two-

course reduction. In the past, we have not compensated faculty for intensive advising or thesis

supervision, but we hope to work toward that in the future, especially since we have observed that other

departments credit directors and administrators better for their service than we do.

Performance standards. Please refer to our department AFE/ TPR document (App. 4.5). Last year

a formal process for renewing term contracts was established and added to the document.

Orientation, mentoring, and evaluation for TAs. Program goals and learning objectives are defined

in writing on the website. Drs. Beth Huber and Jim Addison conduct regular training for graduate

teaching assistants, beginning with a day-long orientation to teaching given in August and in January.

Follow-up training sessions help insure that TAs get regular feedback on their teaching. In addition, each

TA is assigned an experienced faculty mentor, and this mentor advises the TA, visits his or her classes,

and offers constructive criticism and advice. Additional help comes from practical, as well as theoretical,

sessions conducted by the First-Year-Composition program and aimed at TAs and beginning instructors.

Standard 5. The program attracts, retains, and graduates high quality students.

Demographics and growth. The English Department has seen its majors grow from around 80 to

about 260 in the last 10 years. In 2005, the English Department generated 9,348 credit hours, more than

any other department by about 30%. According to available institution data, we do a better job than the

university at large of retaining our students. For new majors declaring in Fall 2004, for example, we

retained 83.33% of our students after one year, compared with 70.9% in the university as a whole. Our

mission statement says that we wish to interpret literature and thereby understand the human character in


cultural, ethical, and historical contexts, to write and edit at the highest professional standard, to instruct

others using the best teaching and learning practices, and to appreciate and champion the humanities in

the contemporary world. This growth is consistent with those goals. However, our faculty growth has

remained flat. The resulting increase in reliance on non-tenure-track faculty for our non-major courses is

not consistent with our goal and mission.

Diversity. Our demographic data from the Planning Office has not always been reliable; in this

case it suggests we have less than half the number of majors we’re counting. According to that data, 95%

of our majors in 2001 described themselves as white, compared with 92.5% in 2006. We have seen our

largest growth among those describing themselves as African-American or Hispanic. In 2005, 90% of

WCU’s enrolled students were described as white, a proportion that has actually risen since 2001. So the

diversity of our students is improving faster than that of the university as a whole.

Enrollment patterns. We are not sure how to measure our enrollment patterns against those of the

institution and the nation. We would appreciate any guidance the university can provide.

Future viability of the program. The viability of all our undergraduate programs currently is good,

with strong enrollment in all programs. English Education, which is listed as a “low-productivity”

program, is being revised by Catherine Carter. We are in the process of restructuring our graduate

program, which now has two new concentrations and one, professional writing, which is being revised.

After many years of frustrating searches, we have finally been allowed to offer a high enough salary to

attract three extremely important new hires, two in ESL and one in Technical Writing, who will do a great

deal to enhance our undergraduate and graduate programs.

Academic qualifications. According to the Planning Office, the qualifications of students in our

program compare favorably with those of the university at large. In 2005, the mean high school GPA of

all entering freshman was 3.29; the average GPA of English Department majors was 3.33 in the fall, 3.42

in the spring. In the same year, the mean combined SAT of university students was 1027, while the

average SAT of English students was 1149.

Regular admission to the M.A. program requires at least a 3.0 in the undergraduate major, normally

English or something very similar. A GRE verbal score of 490 or above (typically 500 and higher) and a

Writing score of 4.5 are required. In addition, three letters of recommendation and a writing sample are

required. Provisional admission to the M.A. is sometimes granted when an excellent candidate fails to

meet one of these regular admission requirements but excels in other areas.

Academic advising. Our department has taken steps in recent years to correct serious deficiencies

in our advising. We began in 2002 with a new web site that addressed advisor questions, but because all

advisors were not equally web savvy, this site was more helpful to students than advisors. Revised format

on checksheets helped clarify and track requirements. In 2006 we began requiring advising workshops for


all faculty, not just new faculty, and created a new advising manual to assist them. We created a more

logical method of assigning students to advisors trained in the nuances of particular programs. In the past,

because the growth of majors in certain programs did not match faculty hired to teach in those programs,

we had some faculty unfamiliar with a program. Some senior faculty felt overwhelmed by changes in

concentrations and Liberal Studies, not to mention the increased level of computer literacy needed to

advise. In 2006 we also required attendance by most faculty at Liberal Studies advising workshops taught

by professional advisors. Degree audits are handled mostly by the Assistant Department Head, a new

position, who works closely with advisors and the DH to make sure students graduate in a timely fashion.

Finally, we have created a new, more formalized system of Exit Evaluation and Advisor Evaluation

which will help us see where advising still needs work.

The graduate director, Dr. J. Addison, currently advises all the graduate students in the M.A.

program (approximately 70). However, the degree has been restructured by graduate faculty, so that

graduate students entering the program in Fall 2006 and afterwards will be advised by a specialist faculty

member in the area of their Concentration: Literature (J. Addison), Professional Writing (B. Gastle, M.

Adams, D. Elliott, R. Boyer, K Price); Rhetoric and Composition (B. Huber , M.L. Baker), or

ESL/TESOL (C. Rogers, C. Blake).

Student opportunities for involvement. Our department creates a host of opportunities for students

to enrich their academic careers in and outside of the classroom. All professional writing majors must

take an internship, and literature majors must now elect either an internship or a course in real-world

writing skills. Dr. Fenton regularly takes students abroad to Europe as part of her English 350: The

Renaissance class. Drs. Debo and Railsback brought students to Europe as part of a course in modernism.

Many of our majors elect study abroad in countries ranging from Spain to Israel. The English Department

strongly encourages its students to meet with Visiting Scholars and participate in the WCU Literary

Festival, which gives students opportunities to work closely with internationally acclaimed writers from

many cultures. Film programs such as the Full Frame Film Festival allow students to learn about major

films from an insider’s perspective. And faculty advisors Brent Kinser and Laura Wright have worked

hard to revive participation in the English club. In addition, most M.A. students write a thesis and defend

the thesis before their committee and other interested faculty and administrators. In planning and writing

the thesis or in putting together a portfolio, students are actively engaged in both research with faculty and

independent study. Several graduate assistants opt to assist faculty with their research. The newly

reorganized Graduate Student Association, with English TA Colin Christopher as its president, provides

enriching activities for graduate students at all levels and in all disciplines.

Recruitment and retention activities. In the Fall of 2000, the English Department began its annual

departmental recruiting drive, the first of its kind in the university, and we have repeated that drive in


most years since. Beginnng in Fall 2006, Admissions is creating and forwarding a list of potential

Western students who have an interest in English. We will be expanding our recruitment efforts to include

these students. Our department is also very active in Career Days and Open Houses, though we are

working to increase current student involvement in these events. The Graduate program regularly recruits

at Graduate Information Fairs and Open Houses. It also provides recruiting materials to Graduate School

personnel who are on the road recruiting at events such as East Carolina University's Graduate and

Professional School Fair, held October 26, 2006. Regular, consistent advising helps with retention, as

does the use of the newly revised checksheets.

Performance on professional exams. Our English Education majors’ performance on the national

licensure test, PRAXIS II in Literature, Composition, and Pedagogy, has been exemplary; our pass rates

range from 88% to 100%, with 65% scoring at or above the national median. For additional data on these

test results, please see the NCTE accreditation report, available in the Chair’s office or from Dr. Carter.

Our department currently has no means to track our literature majors’ performance on the GREs. All

candidates for the M.A. in English, M.A.Ed. in English, M.A.-TESOL, M.A.T.-TESOL, and M.A.Ed.-

TESOL are required to take English Comprehensive Exams. These exams are closely tied to the student’s

particular concentration or degree program and are made up by the relevant graduate faculty.

Financial support for recruiting high quality students. Currently, the English Department has no

financial means to recruit high quality undergraduate students. We do offer several small scholarships and

awards to current students, but when students win our competitive scholarships, the university has

reduced the financial aid package accordingly. Therefore, these scholarships’ power to attract students has

been more symbolic than substantive.

Though our graduate student stipends have recently increased, they are the lowest stipends in the

state. At $7,500, they come in at about half of the national average ($13,192), and are far too low to

attract quality students. Students living on campus pay 94.9% of their stipends for housing costs, and off-

campus students pay a comparable amount. Current graduate assistant contracts also prohibit graduate

teaching assistants from working above 20 hours per week and from working outside the university; this

WCU policy further cripples students’ earning power. Because we cannot offer many out-of-state waivers

to our students, we could not attract out-of-state students in any case. Because of the low stipend, the

program has lost many of its top recruiting targets this year. Instead of the normal and expected 7 new

graduate assistants entering the program in the fall of 2006, for example, the program has only two who

plan to teach for us. Obviously, we need to do more to attract outstanding graduate students, but we

cannot do it alone. We need leadership in the graduate program and the Provost’s office to fight for more

equitable stipends and benefits before we can attract the kind of students we need to sustain our programs.


Administrative Structure and Operational Resources

Standard 6. The program has an administrative structure that facilitates achievement of program

goals and objectives.

Processes for effective decision-making. Our department is working on creating processes to

ensure efficient decision making, but we still have gaps, mainly because the growth in majors and non-

tenure-track faculty has outpaced the structure we’ve had in place. Last year, we created the position of

Assistant Department Head to work with advising and degree checkouts, as well as two new Program

Director positions, Director of Literature and Director of Motion Picture Studies. Currently, our

department head is guided in her decision-making process by several committees, in particular the

Executive Committee, made up of program directors and the Assistant Department Head, and the elected

TPR/Personnel Committee, made up only of tenured faculty. Other key committees are the AFE

Committee, the First-Year Composition Committee, and the program committees, which are overseen by

Program Directors. Last year we created our first Procedures Document, which supplements the

AFE/TPR document and formalizes some long-standing procedures while creating other new ones. As we

revise this document, we are grappling with a key issue: how non-tenure track faculty will be represented

in departmental governance and decision making.

Support and training for department leaders. Though the department head has attended several

seminars and workshops, no formal training now exists for program directors and other leaders, and we

are not sure what opportunities are available to us beyond those specific to curricula such as English

Education. We would welcome these kinds of opportunities.

Faculty involvement in ongoing program activities. Faculty play a key role in assessment,

curriculum development and review, and faculty review, tenure, and promotion. Because six tenured

faculty sit on the personnel committee, which oversees hiring, reappointment, and tenure, and six other

faculty sit on the AFE committee, 60% of our T/TT faculty are involved in these key governance roles in

any given year. Program directors oversee curriculum development with the help of all program faculty,

so 100% of T/TT faculty are now involved with curriculum development. Program assessment has been

handled most recently by program directors, who seek input and documentation from program faculty.

Because this component of department life seems to take up more and more of our time, we expect that all

faculty will soon require training in outcomes assessment and the specialized language it demands.

Student/alumni involvement in program decision-making. Although we have no formal means

seeking input from students and alumni, we do seek input from students in exit interviews, written

departmental evaluations, and internship evaluations. We also use information gleaned from co-op and

internship supervisors. We often make use of such input when making program decisions. For example,


students and co-op supervisors suggested our writing students needed stronger editorial skills before they

do their internships, so Professional Writing split its Intro course into two components that stressed

conventional and computer-assisted editing skills. We also hired a new Technical Writing professor who

has written and edited manuals for Macromedia. Senior exit interviews revealed that our literature

students need more guidance in choosing and applying for graduate programs, so our Literature Director

is considering re-instating the program’s Senior Seminar, this time with rigorous new guidelines about

content. (Employers also suggest our interns need coursework in software applications such as Adobe

InDesign, Flash, Dreamweaver, and imaging software, but as stated above, the university apparently has

not found a rational process for purchasing these applications in a way that minimizes repetitive spending

and does not unduly burden departments.)

Evaluation of administrators. The department head is evaluated by the dean after comments are

solicited from faculty and sent to the dean under seal. AFE statements on program directors usually

comment on that service role.

Standard 7. The program has adequate resources to meet its goals and objectives.

Adequacy of budget to support mission and goals. The operating budget has been adequate for

modest needs, but not for larger ones such as replacing office furniture that predates the building, which

was completed about 1979. Much of the surviving furniture purchased to furnish the new building then is

in bad shape, and ergonomic considerations make changes desirable. In the past two years, we have been

able to buy decent office chairs for everyone, but good bookcases are still in demand.

Travel and recruitment budgets have been increased, but a more active faculty has created a greater

need. We are not able generally to meet even half of a faculty traveler’s expense. Furthermore, even

when presenting at national conferences, term faculty have not been eligible for competitive travel grants.

The time involved and cost of publications has inhibited our updating recruitment materials.

Currency and adequacy of facilities, instructional technology, and library resources to support

mission and goals. Like many departments on campus, our spaces are cramped. Almost all of our non-

tenure-track faculty now share small offices. Despite attempts to arrange schedules for alternating

occupancy, increased demand for first-year composition, majors courses, and liberal studies courses have

overburdened the building we share with Music and made scheduling a nightmare. The library has given

us generous support, and all faculty have modern computers with access to printers, though we do not

always have state-of-the-art applications. We have great computer classrooms and this year got our first

teaching stations with the promise of more. However, we have one copier for our office staff, and one

other copier shared among 48 English professors and nearly as many music faculty. We have 1.5 office

assistants to support almost 50 instructors. We have had to design and maintain a large and complex web


site—the first “face” many students encounter in this department—with no assistance from the university,

and our webmaster has maintained this site without consideration or course release for over ten years.

Program staffing needs. As stated elsewhere, we desperately need more tenure-track lines. The

increased burden of reporting and committee work has taken its toll on program directors and

administrators, who must have reduced loads to do their jobs. This policy statement by the Association of

Departments of English addresses the issue: “With the increased need to comply with internal and

external regulations (e.g., those of academic governance, collective bargaining, equal opportunity

employment, affirmative action assessment, and accountability), additional duties have accrued to

department members, especially to chairs. To ignore the burden of such responsibilities by requiring

chairs to teach a full load is inequitable. The same principle applies to directors of composition, writing

laboratory, or graduate study programs and to other faculty members who are required to contribute

substantially to departmental and college governance.”

The number of credit hours generated by our department and the number of majors we attract and

retain has not been mirrored in the number of T/TT lines, which have remained flat. Standards for

teaching, service—both to the institution and the community—and publication are increasingly rigorous,

but tenure-track faculty continue to bear a 4/4 load which, even with improvements in benefits and salary

equity, has hurt our ability to attract and keep qualified candidates. Furthermore, we continue to rely on

non-tenure track labor, though we now pay benefits to those instructors, and many of these faculty teach

over 80 composition students per semester.

Effective use of staff. Department staff (currently 1.5 positions) seem far too few to meet the needs

of such a large and complex department. Moreover, they do much more than the title Office Assistant

suggests. Instead, they design and maintain databases, help refine the schedule and make adjustments to

fit everything into the tight space, attend Banner training, help faculty with Banner, build and maintain

courses (most of them doubly, as the only way Banner will automatically schedule electronic classrooms

is by changing the starting and ending time for the EC day), and carry out other tasks formerly done by

the registrar. They maintain computer carts, repair equipment, train student workers, keep budgets, do

payroll, fix copiers, order supplies, and help students to graduate, while assisting over 50 faculty with

travel, forms, and other administrative tasks. In this department, no one is available to update web sites,

type forms, make copies, or do any of the tasks considered routine by secretaries only a few years ago.

We believe a minimum of 3 full-time staff positions would help this department to run effectively.

English Department Program Review Appendices

List of Appendices (numbered by standards) Appendix 1.1 Strategic vision of Western Carolina University Appendix 1.2 Mission of the College of Arts and Sciences Appendix 1.3 Mission/purpose of program Appendix 2.1 Description of ongoing planning process Appendix 2.2 Program’s strategic plan Appendix 3.1 WCU Catalog copy of program curriculum

3.1.1 Majors and minors 3.1.2 Graduate programs 3.1.3 New catalog text for English graduate programs

Appendix 3.2 Curriculum and advising checksheets Appendix 3.3 Course syllabi Appendix 3.4 Frequency of course offerings and mean class size for previous five years Appendix 3.5 Number of junior-senior English majors and number of graduate students during past five years Appendix 3.6 Time to degree data for program graduates for previous five years Appendix 3.7 Course sequence for 4-year graduation (UG) and 2-year graduation (G) Appendix 3.8 Program’s most recent assessment plan Appendix 3.9 Program’s annual assessment reports for the last 5 years Appendix 3.10 Curriculum and program learning outcomes Appendix 4.1 Age, tenure status, gender, ethnic origin Appendix 4.2 Credentials for full, part-time faculty for last academic year

4.2.1 Credentials 4.2.2 Specialty areas of tenured and tenure-track faculty

Appendix 4.3 Summary of sponsored research Appendix 4.4 Current curricula vitae for all faculty Appendix 4.5 Department AFE/TPR document Appendix 4.6 FTE for program faculty Appendix 4.7 Student credit hour (SCH) production, course load and enrollment, by instructor name, for previous three years Appendix 5.1 Five-year program profile

5.1.1 Number of applicants to program 5.1.2 Number of students admitted to program 5.1.3 Number of women, minority, and international students in program 5.1.4 Number of students graduated each year

Appendix 5.2 Entry requirements for admission to the program Appendix 5.3 Enrollment in relevant courses (e.g., internships, independent studies,

etc.) during past 3 years

English Department Program Review Appendices

Appendix 5.4 Minors or concentrations completed by students in past 3 years Appendix 5.5 Student research projects and attendance at conferences for past 3 years Appendix 5.6 Employment or further education of recent graduates Appendix 6. Organization chart Appendix 7.1 Equipment, travel, technology, and operating budgets for previous 3 years Appendix 7.2 Major facilities and equipment Appendix 7.3 Major hardware and software used Appendix 7.4 Major library resources, databases, and journals Appendix 7.5 Support personnel, including non-teaching graduate assistants

English Department Program Review Appendix 1

Appendix 1. University, College, and Department Missions.

1.1. University Mission Statement

Teaching and learning constitute the central mission of Western Carolina University. The University seeks to create a community of scholarship in which the activities of its members are consistent with the highest standards of knowledge and practice in their disciplines. (http://www.wcu.edu/chancellor/publicinfo-genfac8-17-00/tsld011.htm)

1.2. Mission Statement: College of Arts and Sciences

The College of Arts and Sciences operates under the Office of Academic Affairs at Western Carolina University. Its constituent members include the Departments of Anthropology and Sociology; Art; Biology; Chemistry and Physics; Communication, Theatre Arts, and Dance; English; Geosciences and Natural Resources Management; History; Mathematics and Computer Science; Modern Foreign Languages; Music; Political Science and Public Affairs; and Social Work. The college also houses the Associated Area of Philosophy and Religion, and the following programs: Arts and Sciences Interdisciplinary, and Social Sciences.

The role of the College of Arts and Sciences is to implement the University’s Mission through exploration of a broad range of human experience, knowledge, and expression.

The most significant activity is the learning/teaching process that takes place in classrooms, laboratories, studios, field locations, and offices, which engages students, staff, and faculty in a common effort to provide an environment where intellectual challenge, the free exchange of ideas, and high standards of scholarship and creativity prevail.

The College fulfills the University’s declared aspirations through its curricula in the following ways:

• Programs in the fine arts, humanities, and sciences

• General Education courses that provide the basic skills and perspectives essential for preparing all university students for effective participation in contemporary life

• Support for the Honors College and Honors course options

• Specialized courses that serve the baccalaureate and graduate degree programs of the College and its sister colleges

• Courses and programs that support teacher preparation

• Appropriate and responsible integration of technology as a tool for learning

English Department Program Review Appendix 1

• Faculty advisement of students

The College supports the University’s declared aspirations through discipline-related activities that benefit the University, region, state, nation, and the international community, in the following ways:

• Research, creative activity, and scholarly pursuits

• Faculty and student activities that reach beyond the classroom to a wider audience

• Faculty and student participation in university governance through involvement in departmental, college, and university activities.

(http://www.wcu.edu/as/DeanOffice/Mission.html)

1.3. English Department Mission Statement

We will prepare our students for careers in arts and letters (critical reading, education, journalism, motion picture studies, or professional writing and editing) and other professions by developing their ability

• To interpret literature and thereby understand the human character in cultural, ethical, and historical contexts

• To write and edit at the highest professional standard • To instruct others using the best teaching and learning practices • To appreciate and champion the humanities in the contemporary world.

(http://www.wcu.edu/as/english/pages/about.html)

English Department Program Review Appendix 2.1 Page 20

Appendix 2.1. Description of program’s ongoing planning process

No formal planning process exists at the departmental level at this time. The most recent strategic plan was created by a committee of 6, including the department head, in a series of meetings and then modified in departmental meetings. (See Appendix 2.2.) The provost’s new strategic planning model will become our model in the future:

STRATEGIC PLANNING AND INSTITUTIONAL EFFECTIVENESS FRAMEWORK

Provost’s Division July 26, 2006 (Revised)

Strategic Direction #1: Advance institutional quality with a special emphasis on academic excellence. Strategic Direction #2: Advance academic engagement inside and outside the University as a central

educational strategy. Strategic Direction #3: Meet the expectations, challenges, and opportunities of a focused growth

institution Strategic Direction #4: Respond to regional needs and opportunities.

Strategic Direction #5: Enrich the student experience. Strategic Direction #6: Prepare Students to succeed in an increasingly diverse, interrelated global

society. Strategic Direction #7: Enhance the effectiveness of management processes.

Strategic Direction #8: Create expanded funding opportunities that support university priorities.

Department/Unit/ Planning-Area

Strategic Direction – Enduring Goals

Proposed Projects for FY 07 (AY 06-07)

Key Performance Indicators

Person(s) Responsible

(SD #2) Advance academic engagement inside and outside the University as a central educational strategy. (SD #3) Provide leadership in planned growth of the university and region by ensuring that infrastructure can meet demands and sustain Western’s Growth (SD#7) Improve management

Departments will review curriculum to add more internships, coops, and service learning activities where appropriate. College Reorganization: Deans will transition units to establish new chart of accounts, new departmental structures and reporting lines, and revision of AFE documents to reflect new organization Implement new faculty load

There will be an increase of students participating in internship, coops, and service learning activities by 25 students. College reorganization plan approved by BOT/BOG College structures are in place July 1, 2007 Deans hired to lead each college Establish Faculty load definitions

Deans, Department Heads Kyle Carter, Deans Beth Lofquist, AJ Grube, Ray Barkley


Academic Affairs: Educational Outreach

information systems and procedures that support data-based decision making, planning and assessment (SD #3) Increase opportunities for adult learners through distance learning and the use of creative learning structures.

management system Expand Distance Learning and on-line programs.

Submit plan to Senate for advice and counsel no later than November 1st. Pilot new faculty load system with one college spring semester Number of adult learners enrolled will increase by 5%

Pat Brown






Academic Affairs: Kimmel School Academic Affairs: International Office IT Academic Affairs

(SD #4) Develop programs that involve the students, faculty and the community in promoting regional development. (SD #6) Broaden the international opportunities and programs available to Western students. (SD #7) Improve management information systems and procedures that support data-based decision making, planning, and

Develop intent to plan for Electrical Engineering Develop intent to plan for Bachelors in Engineering with concentrations in Computer and Mechanical Engineering Increased internal advertising and workshops Creation of alliance with Honors College to create international track Complete Banner implementation Academic Affairs business offices redesign their processes and integrate into banner

Proposal submitted by Oct. 1st Proposal submitted by Oct. 15 All positions are filled Business processes are revised and in place Number of Study Abroad Students increase by 10% All Banner modules are installed according to timeline and working appropriately Number of business practices redesigned and integrated into

Duane Dunlap Lois Petrovich-Mwaniki Bil Stahl Beth Lofquist


assessment. (SD #7) Streamline day-to-day processes for greater efficiency

Implement Schedule 25 Train managers on schedule 25 Revise scheduling policies and practices to support Schedule 25

banner New Scheduling policies are in place by August 1st. Schedule 25 is used to schedule classes for fall semester Schedule 25 has an error rate of <2% spring semester






Academic Affairs: Coulter Faculty Center Information Technology Enrollment Management

(SD #7) Improve management information systems and procedures that support data-based decision making, planning, and assessment. (SD #1) Maintain a technology-rich environment to support student learning, research and creative activities. (SD #1) Improve national reputation through raising and meeting higher expectations for students and faculty. (SD #3) Grow

Course Evaluation System Identified based on task force recommendations System installed on web Workshops held on course evaluation system Implement ITs plan to upgrade and stabilize web Analyze US News and World Report elements and propose adjustments to improve ranking Re-evaluate scholarship program to use merit awards more effectively Conduct Search for Director of Admissions

Student Course Evaluation System Setup & Usage # of classes using WebCT # of Faculty using Ultimate survey # of Faculty utilizing/attending Educational Technology resources/training. % of bandwidth used % of time web is down Recommendations submitted no later than Nov. 15th New scholarship program accepted no later than September 15th. Director Hired and on Campus no later than

Anna McFadden/ Beth Lofquist/Bob Orr Bil Stahl Fred Hinson


enrollment through programs that address the needs of the region and state.

Implement Enrollment management plan

May 1st. All enrollment goals per plan are met






Academic Affairs: Assessment Academic Affairs: Graduate School Academic Affairs: Sponsored Programs Academic Affairs: Graduate School

(SD #7) Improve management information systems and procedures that support data-based decision making, planning, and assessment (SD #3) Grow enrollment through programs that address the needs of the region and state (SD #1) Obtain external funding to support and enhance academic quality (SD #1) Enhance the intellectual climate of the campus through student and faculty research and creative activity. (SD#2) Expand opportunities for

Help Academic Units develop unit plans Help Administrative Units establish unit plans Increase marketing in targeted areas Departmental/College Workshops Establishment of interest data base and notification system Implement incentive system Expand the biology curriculum to include required experiences at Highlands Biological Research Station Develop research projects that require time at HBS for both students and faculty.

All academic departments have plans that meet institutional criteria and are posted on the web no later than March 1st. 50% of administrative units have draft plans by March 1st. Total Graduate Enrollment >1750 Increases in enrollment in programs for nurses, teachers, health care professional Proposal submission increase 10% over FY 06 Number of awards increase 5% over FY 06 Indirect cost recovery shall > 4% over total dollars received Number of courses requiring HBS site experience. Number of WCU students on site at HBS.

Melissa Wargo Scott Higgins Shelly Hargis Robert Kehrberg, Mack Powell, Jim Costa


student and faculty scholarship through research and creative activities.

Number of research projects based at HBS.


Appendix 2.2. Program’s most recent strategic plan, 2003-04

Strategic Plan, 2003-2004 Department of English

I. Environmental Scan

External Scan

1. Local or State Agencies

Opportunities

A. The dean and vice chancellor have authorized the department to hire new tenure-track faculty members at higher, competitive salaries.

B. The new local tuition funding has allowed term faculty members (visiting instructors) to enjoy benefits for the first time as well as better wages.

C. The department has enjoyed institutional support for the Spring Literary Festival (specifically, a $10,000 grant each year from the chancellor).

D. Last year, the department designed its first acceptable assessment plan at undergraduate and graduate levels and was rewarded with a significant boost to its operating budget.

E. Department faculty members have been able to take advantage of the Chancellor's $25,000 travel fund, which has enhanced faculty development (presentation of research at conferences).

F. Because of its participation in a new Learning Community venture, the department has seen an increase of travel development funds for participating faculty members.

Threats

A. The increased salary level for new faculty members does cause salary compression in the department.

B. According to a Western Carolina University study, tenured/tenure-track department faculty members are the lowest paid at this institution--ranked in relation to market value/peer institutions, department faculty came in at the bottom. This, coupled with poor medical benefits, has made hiring and retention of faculty members difficult. In both 2001 and 2002, tenured/tenure track faculty members have left the department for better wages and benefits. The loss of one faculty member (Dr. Mark Honegger) has caused a graduate program in TESOL to be suspended for over a year.

C. Funding of promotions is absurd at Western Carolina University: $750 for associate professor and $1,000 for full professor. This inadequate funding causes faculty members to lose more ground in relation to peer institutions, and subsequently


impacts retention of faculty members. In 1997,the department lost one associate professor with a national reputation in African American literature (Dr. Denise Heinze).

D. Though there have been modest improvements, travel/development funding for

department faculty members is very low--presently the department can only provide approximately $250 per faculty member per year for travel. This inadequacy has clearly caused restrictions in faculty participation in research, development, and networking (i.e., one can afford to attend only one conference at best).

E. Graduate stipends, though recently augmented, are still woefully low (about $6,000 a year). The lack of a competitive stipend cripples graduate student recruitment. In 2001, an external review of the department graduate program identified the low graduate stipends and the lack of adequate faculty development funds (C, above) as two major problems for the program.

F. The Coulter building that houses the department is too small. Presently most term faculty members must double up in offices and the department lacks an adequate number of electronic classrooms to support the First-Year Composition program.

G. Salary increases and the addition of benefits for visiting instructors may lead to increasing expectations rather than the recognition that $24,000 is in itself a low rate of pay for a 4/4 teaching load.

2. Alumni

Opportunities

A. The English Department has many highly successful alumni and friends who can provide

job opportunities through internships and career positions. They are also a valuable resource for endowment possibilities--new student scholarships, for example, or contributions to existing scholarships. Additionally alumni could serve the department well through active participation in recruitment activities such as Open Houses and fundraising events like the phon-a-thon. More informally, alumni can "spread the good word" about the Department, encouraging future students to attend Western Carolina University and to consider English as a potential major.

Threat

A. The English Department does not adequately track its graduates nor does it maintain contacts with its alumni separately from contacts made by the university. As a result, the department has few good connections either with potential employers or with high school and community college teachers. Additionally, the department does not encourage active alumni participation in departmental events such as the Literary Festival and the Graduating Senior Banquet. The English Department must make a concentrated effort to stay in touch with its alumni and to encourage alumni to stay connected to and involved with the department.


3. Labor Market Information

Opportunities

A. The department, by developing relationships with English teachers across the state with regular e-mailed updates of programs, publications, invitations to their students, and periodic newsletters, can enhance recruiting and attract superior students.

B. By developing a continuing relationship with alumni and employers through updates, invitations to visit classes, and advice for improving programs, the department can improve employment opportunities for its graduating students.

C. The department could create endowment opportunities for its alumni to support scholarships, research, publications, or faculty development.

Threats

A. Because few employers understand the versatility of English majors, their communication skills, their ability to do research, their understanding of human character, and in most cases their skills on the computer, graduates have a hard time getting jobs.

B. As legislators and public scrutiny gain steam, students in humanities majors such as English will have to struggle to gain support for continuing humanities programs.

Internal Scan

1. Enrollment and Graduation Trends

Strength

A. According to university statistics, graduate and undergraduate trends in enrollment and graduation are up, with last year (2002) being the best year since the statistics go back (1998). In addition, student credit hours generated by the department are up as well. Undergraduate graduations rates are also up significantly. These trends should suggest increases in tenure-track faculty lines for the department.

Weakness

A. Should the trends stated above flatten out or decrease, the department will not gain tenure-track lines. Should this be the case, another trend will emerge: more dependence on term faculty members to deliver increasing sections of Liberal Studies courses. In turn, without the extra service and stability provided by tenure-line faculty members, curriculum development, recruitment, advising, and university/community service will suffer. The department must take steps to increase enrollment and graduation trends at the greatest possible rate.


2. Enrollment and Curriculum Comparison with Peer Institutions

Strengths

A. According to university statistics, for the period from August 2002 to May 2003, English graduates comprised 3.5% of total undergraduate degrees awarded. This number represents a substantial increase for the English Department and puts the Department close to the 3.7% average of our peer institutions, as given in the Paulien Report.

B. The percentage of English majors out of total undergraduates is 1.6% for Western, a percentage equal to that of our peer institution Appalachian State University (according to 2001-02 figures).

Weaknesses

A. The percentage of English majors out of total undergraduates of 1.6% for Western is substantially lower than UNC-Wilmington's 2.3%. The Department does not know how our enrollment numbers in the major compare with peer institutions outside of the UNC system.

B. The Department does not know how our curriculum compares with peer institutions.

However, the present 414 load for composition instructors (with as many as 84 students a semester) goes against the recommendation of CCCC that no instructor teach more than 66 writing students in one semester.

3. Personnel

Strengths

A. Our department and its majors have some of the best communication skills in the university that can be put to use through brochures, web pages, press releases, publications, and publicity packets for recruiting and fund raising purposes.

B. Numerous awards, publications, professional activities and service outside the classroom demonstrate the quality and commitment of the faculty.

C. The English Department faculty includes the holder of the endowed chair in Appalachian studies and a writer-in-residence.

D. All tenured and tenure-back faculty of the English Department faculty hold terminal degrees; approximately 213 of the entire faculty hold terminal degrees.

Weaknesses

A. Department faculty members rarely focus on the utility and skills developed as a consequence of majoring in English. For example, students learn about various critical approaches to literature without realizing that these same skills can be applied to political activism, corporate strategy, and social programs.


B. We have not made use of the local and regional resources available to us, either by inviting alumni who are authors, editors, publicists, etc. to speak to our classes or by demonstrating to the students that they have many opportunities in the marketplace.

C. Fifteen English Department faculty hold tenured or tenure-track positions and teach approximately 33% of the courses offered by the department in 200312004; twenty-six faculty hold fixed-term positions.

D. Non-tenure track and phased retirement faculty cannot serve on some department committees, leaving too few faculty for important committee work.

E. The majority of the faculty teach a 414 course load; we do not know if a 414 course load is standard in our discipline.

F. Not a single faculty member in the English Department earns a salary that matches the mean salary of any peer institution, according to a recent Faculty Senate study.

4. Students

Strengths

A. 14,466 undergraduate credit hours were generated by the English department in 2002/2003.

B. There are 134 English majors with an average entering SAT of 1137 and an average entering GPA of 3.5; 22 English majors are enrolled in the Honors College.

C. The English Department serves a large number of liberal studies students: in 2003, approximately 2800 in first-year composition courses and seminars, and approximately 560 in 200 and 300-level liberal studies courses.

D. There are 51 teacher education students with English DFA's and 16 students with declared English minors.

E. The English Department serves students in other disciplines, with courses in the Appalachian Studies minor, Multimedia Studies minor, Engineering Technology, and professional writing courses required of students in other majors.

F. Student publication is encouraged in the department; first-year students publish in The Munuul for First-Year Composition and majors publish in Nomad and present papers at the Undergraduate Research Symposium and the National Undergraduate Research Symposium.

A. Although numbers are increasing, there are still too few students in the literature concentration.


B. We need to continue to help students build a stronger sense of community among themselves and between students and faculty.

C. Although English majors' average entering SAT'S and GPA's were at or above the university average, 6 majors had a high school GPA below 2.50; 17 majors had an entering SAT below 1000; 17 majors had a verbal SAT below 500 (4 of those were in the BSED program).

Values and Culture

From the present Department of English Role and Mission Statement:

The department's major goal is excellent teaching in several different areas: liberal studies courses in writing and literature; undergraduate major courses in literature, language, writing and editing, English education, and film studies.

The department is committed to helping its undergraduate and graduate candidates to become proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language.

The department acknowledges its responsibility to foster learning and to encourage critical thinking or the use of information technology, and the appreciation of the humanities and the creative arts as the basis for each student's continued personal as well as professional development.

2.2.1. Action plan

Enrollment (1) to increase undergraduate majors from 150 to 250 Actions: • Continued presence at University Open Houses and Western on Tour • New Department Brochure - to display not only at WCU but also high schools in the

area • Recruit faculty to speak to high school advisors • Recruit faculty to offer their expertise to local high school classes • Invite in-coming freshman with an interest in an English major to a beginning-of- the-

year picnic at the picnic grounds - make certain that upper-class English majors attend the picnic

• Make our majors a more visible presence in Coulter by designating space for them in the building


• Come up with new ways of encouraging our majors to form or to participate in some sort of organization, English Club or something else - we need a Task Force of faculty and students to work on this

• Student organization should be a visible presence on campus - used book sales, individualized occasional poems, celebration of various birthdays of significant literary figures

• Continue pizza parties each semester • Continue faculty presence in Freshman Seminars and Liberal Studies • Make available to students career opportunities for English majors beyond graduate

school and/or teaching • Use Freshman Orientations to publicize department - for example, Liz Aiken has

received permission to have flyers about her trip to England distributed at summer orientations

• Make sure that Department Brochures and additional information are displayed on bulletin boards, in advisors' offices in high schools, etc.

• Request funding to bring about the above. Recruitment to increase enrollment in graduate enrollment for 40 to 70 students • new brochure for graduate program • recruit graduate faculty to speak to 4-year colleges, students and advisors • display flyers advertising our program at 4-year colleges (see examples posted on our

own bulletin boards) • reactivate the Graduate Club Request funding to bring about the above 2.2.2 Background: Comparative Advantages Note: This piece appears to be background in connection with the 2003-2004 Strategic Plan, but its provenance is uncertain. It may be an earlier draft of the environmental scan. See note below also. The English Department has a number of competitive advantages deriving from its location, its program offerings, its engagement with the regional workplace, its collaboration across disciplines, and its technological commitment.

Location: Being located in the Western part of North Carolina provides the English Department with some unique advantages. The university is close enough to Georgia, Tennessee, and South Carolina to attract both graduate and undergraduate students and as a destination for vacationers from Florida and other states. Because of the mountain terrain and outdoor recreation opportunities, the university has become an attractive option other universities in the central, less scenic part of the state are unable to offer. Many students


come to the university because of its location, and many find themselves attracted to writing about or studying the literature of the Appalachian region. With our close association with the Cherokee tribe and our university center there, we are able to provide a unique opportunity for Cherokee students to study English or for students to study the language and stories of the tribe. Our graduate program offerings are offered in Asheville and on the Cullowhee campus are a considerable advantage in attracting graduate students.

Program Offerings: Western’s English Department is competitively positioned because of the range and development of its programs. It has a strong commitment to the English education programs on both the graduate and undergraduate level. Its literature program has a strong reputation with graduate programs. Its professional writing program has an excellent reputation among employers because of our commitment to the fundamentals of professional and creative writing paired with insuring that our students are able to use current technology. We anticipate beginning a motion picture minor* that will give our students a competitive advantage in the growing film industry in the state. Finally, our graduate program continues to attract many students seeking both the excellent preparation for teaching composition our program offers and the highly rated offerings in literature and professional writing.

Engagement with the Regional Workplace: The English department has had an internship program for professional writing students for a number of years and will create a similar program for our literature students. This engagement with the region, particularly in the schools, businesses, and non-profits, will enhance our reputation, attract new students, and enhance our own students’ experience for entering the workplace. Both undergraduate and undergraduate professional writing classes have provided services to organizations and institutions within the region as a part of the course requirement. The motion picture minor* will also include a close contact with the regional film and video organizations in the region.

Collaboration Across Disciplines: English Composition is the largest service course for the university, and it sets the tone for the departments’ commitment to interdisciplinary collaboration. The English department has worked diligently to help develop the new Humanities Major, an interdisciplinary major. The journalism concentration within the English major includes almost as many Communications courses as English courses. The same collaboration is true for our film concentration soon to be a minor.* Finally, our Professional Writing courses, such as Writing for Careers, Technical Writing, Writing for Electronic Media, Screenwriting, Writing for Multimedia, and Grant Writing, have become required courses for a number of programs across the university.

Technological Commitment: Western’s English department was the first in the state and among the first in the country to require first year composition students to spend at least one day per week in a computer classroom. Our faculty have taken responsibility for introducing the principles


of electronic word processing and document design as a part of the teaching of good written communication. No other English department in the state took such a lead. Few other programs in the state teach English courses in professional writing at such a technologically advanced level. Our professional writing students typically are familiar with desktop publishing, web publishing, multimedia and/or screenwriting software and often have their portfolios on CDs. *These references to a motion picture minor are puzzling, especially the statement that a minor will grow out of the film studies concentration. The Film Studies minor was in place long before the Motion Picture Studies concentration within the English major, which was approved in late spring 2004.

English Department Program Review Appendix 3 page 34

Appendix 3. Curriculum

3.1. WCU Catalog copy of program curriculum

3.1.1. Undergraduate majors and minors

English (Journalism Concentration), B.A.

The major requires 48 hours as follows:

• MFL 231, 232, or 240 Credits: (6) • CMCR 465 Communication Ethics and Responsibilities Credits: (3) • CIS 293 - Topics in Computer Information Systems Credits: (1-4, R4) • CMCR 140 - Introduction to Communication Media Credits: (3) • CMCR 301 - Writing for Communication Media Credits: (3) • CMPM 302 - Reporting of Public Affairs Credits: (3, R6) • ENGL 251 - Survey of English Literature I Credits: (3) • ENGL 252 - Survey of English Literature II Credits: (3) • ENGL 261 - Survey of American Literature I Credits: (3) • ENGL 262 - Survey of American Literature II Credits: (3) • ENGL 307 - Professional Editing and Publishing Credits: (3) • ENGL 389 - Cooperative Education: Professional Writing Credits: (1 or 3, R15) • ENGL 497 - Senior Seminar in Writing Credits: (3)

6 Hours Selected From:

• CMPM 303 - Public Relations Writing Credits: (3) • CMPM 304 - Magazine and Feature Writing Credits: (3) • CMPM 305 - Sports Writing Credits: (3) • CMPM 493 - Selected Topics in Print Media Credits: (3, R9) • ENGL 306 - Nonfiction Writing Credits: (3) • ENGL 312 - Grammar for Teachers Credits: (3) • ENGL 412 - Grammar for Writers Credits: (3)

Additional Requirements

To complete the program, a total of 30 hours is required, including a minor, second major, or other approved program and general electives. Students must take at least 32 hours at the junior-senior level at WCU in order to satisfy general university degree requirements.

English (Literature Concentration), B.A.


• MFL 231, 232, 240 Credits: (6) • ENGL 231 - The Interpretation of Literature Credits: (3) • ENGL 251 - Survey of English Literature I Credits: (3) • ENGL 252 - Survey of English Literature II Credits: (3) • ENGL 261 - Survey of American Literature I Credits: (3) • ENGL 262 - Survey of American Literature II Credits: (3) • ENGL 496 - Seminar in Comparative Literature Credits: (3)



• ENGL 389 - Cooperative Education: Professional Writing Credits: (1 or 3, R15) • ENGL 401 - Writing for Careers Credits: (3) • ENGL 483 - Writing Internship Credits: (3)

15 hours of 300-400 level literature courses as selected by the student and advisor.

To complete the program, a total of 36 hours is required, including a minor, second major, or other approved program and general electives. Students must take at least 32 hours at the 300-400 level at WCU in order to satisfy general university degree requirements.

English (Motion Picture Studies Concentration), B.A.


• MFL 231, 232 or 240 Credits: (6)

• ENGL 231 - The Interpretation of Literature Credits: (3) • ENGL 278 - Introduction to Film Studies Credits: (3) • ENGL 308 - Fiction Writing Credits: (3, R6) • ENGL 310 - Introduction to Screenwriting Credits: (3) • ENGL 378 - Motion Picture Histories Credits: 3 • ENGL 394 - Film Studies Credits: (3, R6) • ENGL 478 - Film Theory Credits: (3)

Suggested Courses

12 hours of 300-400 level courses to be determined by the student and advisor. Suggested but not required:

• CMEM 351 - Comparative Studies in Motion Pictures/TV Credits: (3) • ENGL 331 - Literary Theory Credits: (3) • ENGL 405 - Advanced Creative Writing Credits: (3) • PAR 309 - Philosophy In and Of Film Credits: (3)

Addditional Requirements

To complete the program, a total of 39 hours is required, including a minor, second major, or other approved program and general electives. Students must take at least 32 hours at the 300-400 level at WCU to satisfy general university degree requirements.

English (Professional Writing Concentration), B.A.


• MFL 231, 232 or 240 Credits: (6) • ENGL 231 - The Interpretation of Literature Credits: (3) • ENGL 251 - Survey of English Literature I Credits: (3) • ENGL 252 - Survey of English Literature II Credits: (3) • ENGL 302 - Introduction to Creative Writing and Editing Credits: 3 • ENGL 303 - Introduction to Professional Writing and Editing Credits: (3)


• ENGL 389 - Cooperative Education: Professional Writing Credits: (1 or 3, R15) or • ENGL 483 - Writing Internship Credits: (3)


• ENGL 304 - Writing for Electronic Environments Credits: (3) • ENGL 305 - Technical Writing Credits: (3) • ENGL 306 - Nonfiction Writing Credits: (3) • ENGL 307 - Professional Editing and Publishing Credits: (3) • ENGL 308 - Fiction Writing Credits: (3, R6) • ENGL 309 - Poetry Writing Credits: (3, R6) • ENGL 310 - Introduction to Screenwriting Credits: (3) • ENGL 313 - Authoring Multimedia Credits: (3, R6) • ENGL 401 - Writing for Careers Credits: (3) • ENGL 405 - Advanced Creative Writing Credits: (3) • ENGL 493 - Topics in Creative Writing Credits: (1-3, R6)

Plus

• ENGL 312 - Grammar for Teachers Credits: (3) or • ENGL 412 - Grammar for Writers Credits: (3)


6 hours selected from 300-400 level literature courses.

To complete the program, a total of 36 hours is required, including a minor, second major, or other approved program and general electives. Students must take at least 32 hours at the 300-400 level at WCU in order to satisfy general university degree requirements.

English, B.S.ED.

Major Requirements


• MFL: Any six hours in any one language which do not count for P6 Liberal Studies credit (for instance, if MFL 101 counts for P6 credit, student must take 102 and 231 to fulfill English Education requirement)

• ENGL 278 Introduction to Film Studies or ENGL 478 Film as Literature, 3 hours • EDRD 467 - Adolescent Literature Credits: (3)

(*The Department of B-K, Elementary and Middle Grades has changed the prefix on this course)

• ENGL 231 - The Interpretation of Literature Credits: (3) • ENGL 251 - Survey of English Literature I Credits: (3) • ENGL 252 - Survey of English Literature II Credits: (3) • ENGL 261 - Survey of American Literature I Credits: (3) • ENGL 262 - Survey of American Literature II Credits: (3) • ENGL 312 - Grammar for Teachers Credits: (3) • ENGL 319 - The Teaching of Grammar Credits: (3)


• ENGL 414 - Fundamentals of Teaching Composition Credits: (3)

Electives

3 Hours From:

• ENGL 365 - African-American Writings Credits: (3) • ENGL 366 - Literature of American Immigration Credits: (3) • ENGL 367 - Appalachian Literature Credits: (3) • ENGL 464 - Native American Literature Credits: (3) • ENGL 477 - Literature and Gender Credits: (3)

3 Hours From:

• ENGL 390 - The Bible as Literature Credits: (3) • ENGL 411 - History of the English Language Credits: (3) or • ENGL 416 - Teaching English as a Second Language Credits: (3) • ENGL 421 - Fairy Tale Literature Credits: (3) • ENGL 470 - Twentieth-Century and Contemporary Postcolonial Literature Credits: (3) • ENGL 496 - Seminar in Comparative Literature Credits: (3)

3 Hours From:

• ENGL 420 - Chaucer and His Age Credits: (3) • ENGL 431 - Shakespeare and His Age Credits: (3) • ENGL 440 - Milton and His Age Credits: (3) • ENGL 450 - Major American and British Writers Credits: (3, R9)

6 Hours From:

2 courses from any area or field of study. Students are encouraged to investigate upper-level non-required courses in writing (English), modern foreign languages, technology, or special education.


The professional education sequence (28 hours) for secondary and special subject teaching is required to complete the program. For more thorough preparation, English Education majors are encouraged to take the two-part internship (EDSE 484, Internship I, and EDSE 485, Internship II) rather than EDSE 490, Student Teaching, and SPED 336 (3) instead of SPED 335 (2). Doing so adds 4 hours.

Students must take at least 32 hours at the junior-senior level at WCU in order to satisfy general university requirements.

Students must maintain a minimum 2.75 GPA in the major, and no grade below a C (2.0) for any required course in the major (applies to the English courses listed above and EDEL 467) will be accepted.

Minor in Creative Writing Minor Requirements


The minor requires 18 hours, including 6 hours of literature courses, exclusive of those approved for 100-200 level liberal studies credit. (Not open to those pursuing the B.A. in English with a concentration in Professional Writing) and, 12 hours selected from the following courses:

• ENGL 303 - Introduction to Professional Writing and Editing Credits: (3) • ENGL 308 - Fiction Writing Credits: (3, R6) • ENGL 309 - Poetry Writing Credits: (3, R6) • ENGL 310 - Introduction to Screenwriting Credits: (3) • ENGL 405 - Advanced Creative Writing Credits: (3) • ENGL 493 - Topics in Creative Writing Credits: (1-3, R6) • ENGL 497 - Senior Seminar in Writing Credits: (3)

Minor in English Minor Requirements

The minor requires 18 hours of English courses, exclusive of ENGL 300 and those approved for 100-200 level liberal studies credit.

Minor in Film Studies Minor Requirements

The minor requires 18 hours, including:

• ENGL 278 - Introduction to Film Studies Credits: (3) • ENGL 378 - Motion Picture Histories Credits: 3


12 hours selected from the following courses:

• CMEM 351 - Comparative Studies in Motion Pictures/TV Credits: (3) • CMEM 451 - Advanced Studies in Motion Pictures and Television Credits: (3) • ENGL 310 - Introduction to Screenwriting Credits: (3) • ENGL 368 - Film Genres Credits: (3, R6) • ENGL 394 - Film Studies Credits: (3, R6) • ENGL 478 - Film Theory Credits: (3) • PAR 309 - Philosophy In and Of Film Credits: (3) •

Minor in Journalism

Not open to those pursuing the B.S. in Communications—Print Media or the B.A. in English with a concentration in journalism.

Minor Requirements

The minor requires 18 hours, including:

12 Hours Selected From the Following Courses:


• CMCR 465 - Communication Ethics and Responsibilities • CMCR 140 - Introduction to Communication Media Credits: (3) • CMCR 301 - Writing for Communication Media Credits: (3)

6 Hours Selected From the Following Courses:

• ENGL 303 - Introduction to Professional Writing and Editing Credits: (3) • ENGL 306 - Nonfiction Writing Credits: (3) • ENGL 307 - Professional Editing and Publishing Credits: (3) • ENGL 312 - Grammar for Teachers Credits: (3) • ENGL 389 - Cooperative Education: Professional Writing Credits: (1 or 3, R15) • ENGL 483 - Writing Internship Credits: (3) • ENGL 497 - Senior Seminar in Writing Credits: (3)

Minor in Literature

Not open to those pursuing the B.A. in English with a concentration in literature.

Minor Requirements

The minor requires 18 hours of literature courses, exclusive of those approved for 100-200 level liberal studies credit.

Minor in Professional Writing

Not open to those pursuing the B.A. in English with a concentration in professional writing.

Minor Requirements

The minor requires 18 hours, including 12 hours selected from the following courses:

• ENGL 303 - Introduction to Professional Writing and Editing Credits: (3) • ENGL 304 - Writing for Electronic Environments Credits: (3) • ENGL 305 - Technical Writing Credits: (3) • ENGL 306 - Nonfiction Writing Credits: (3) • ENGL 307 - Professional Editing and Publishing Credits: (3) • ENGL 308 - Fiction Writing Credits: (3, R6) • ENGL 309 - Poetry Writing Credits: (3, R6) • ENGL 312 - Grammar for Teachers Credits: (3) • ENGL 389 - Cooperative Education: Professional Writing Credits: (1 or 3, R15) • ENGL 401 - Writing for Careers Credits: (3) • ENGL 405 - Advanced Creative Writing Credits: (3) • ENGL 483 - Writing Internship Credits: (3) • ENGL 493 - Topics in Creative Writing Credits: (1-3, R6) • ENGL 497 - Senior Seminar in Writing Credits: (3)


6 hours from any English course, exclusive of ENGL 300 and those approved for 100-200 level liberal studies credit.

English Department Program Review Appendix 3.1.2 Page 40

Appendix 3.1.2 Graduate programs in English, with changes Note: The catalog copy given here for the M.A. degrees in English and TESOL is awaiting final approval by the graduate council and/or the University Curriculum Committee, but all other committees of concern have approved. The M.A.T. and M.A.Ed. concentrations in TESOL are in the catalog already.

M.A. in English

The M.A. degree in English offers a choice of three concentrations—Literature, Professional Writing, or Rhetoric and Composition—and an optional thesis, for a total of 33 graduate English credit hours; a written comprehensive examination; a foreign language proficiency; and, for the thesis or other writing option, an oral defense. CORE requirements (12 hours): English 618 (Research and Bibliography) and one course from each concentration. CONCENTRATION (9 hours). ELECTIVES (12 hours, which may include a thesis or other writing option). Literature choices: ENGL 550, ENGL 564, ENGL 571, ENGL 572, ENGL 573, ENGL 580, ENGL 600, ENGL 601, ENGL 602, ENGL 620, ENGL 621, ENGL 622, ENGL 630, ENGL 631, ENGL 632, ENGL 641, ENGL 642, ENGL 643, ENGL 651, ENGL 652, ENGL 653, ENGL 660, ENGL 661, ENGL 662, ENGL 670, ENGL 671, ENGL 672, ENGL 673, ENGL 673, ENGL 677, ENGL 693) Note, a 400-level literature course (such as ENGL 420, ENGL 421, ENGL 430, ENGL 431, ENGL 440, ENGL 441, ENGL 450, ENGL 451, ENGL 455, ENGL 463, ENGL 464, ENGL 467, ENGL 468, ENGL 470, ENGL 471, ENGL 472, ENGL 473, ENGL 475, ENGL 477, ENGL 478, ENGL 479, ENGL 480, or ENGL 496) can be taken for graduate credit with the approval of the instructor and with the creation of a graduate section and syllabus for the course by the English Department). Rhetoric and Composition choices: ENGL 514, ENGL 610, ENGL 611, ENGL 612, ENGL 613, ENGL 614, ENGL 693 (rhetoric), ENGL 693 (composition), ENGL 694, or ENGL 695. Note: a 400-level rhetoric and composition course (ENGL 414) could be taken for graduate credit with the approval of the instructor and with the creation of a graduate syllabus and section for the course by the English Department). Professional Writing choices: ENGL 501, ENGL 589, ENGL 603, ENGL 604, ENGL 605, ENGL 606, ENGL 607, ENGL 608, or ENGL 609. Note: a 400-level professional writing course (such as ENGL 401, ENGL 405, ENGL 483, ENGL 484, ENGL 485, and ENGL 493) could be taken for


graduate credit with the approval of the instructor and with the creation of a graduate syllabus and section for the course by the English Department. Electives (12 hours, of which 3-6 may be a Thesis or Other Writing Option): Thesis (6 hours), OR Portfolio or Other Writing Option (3-6 hours), plus 6-12 hours of elective courses chosen from the three Concentrations above or from the following: ENGL 515, ENGL 516, ENGL 517, ENGL 615, ENGL 617, ENGL 619, ENGL 625, ENGL 635, ENGL 645, or ENGL 655. English as a Second Language (ESL) and Teaching English to Speakers of Other Languages (TESOL) courses in this listing (615, 617, 619, 625, 635, 645, or 655) will need the approval of a TESOL faculty member. Note: a 400-level English course, not in the three listings above (such as ENGL 411, ENGL 412, ENGL 415, ENGL 416, or ENGL 417) could be taken for graduate credit with the approval of the instructor and with the creation of a graduate syllabus and section for the course by the English Department.

In addition to the coursework, all M.A. in English students must successfully pass written Comprehensive Examinations based on Reading Lists and/or content knowledge, which are specific to each Concentration. They must also pass a reading examination in a foreign language—normally French, German, or Spanish—or demonstrate proficiency in a foreign language by taking an MFL 999 course and completing it with a “B” or better, and, for those writing a Thesis or competing a Portfolio or other writing option, a final oral defense. For Reading Lists, sample exams, and other information on the M.A. in English, see the 2006-2007 Guide to Graduate Studies in English, available in print and online.

M.A. in TESOL degree program (MA-TESOL) Teaching English to Speakers of Other Languages (TESOL) The M.A. degree in Teaching English to Speakers of Other Languages (TESOL) combines a strong theoretical foundation in applied linguistics with practical training in the teaching of English to speakers of other languages. The principal goals of the program are to provide the linguistic theory necessary for English as a Second Language (ESL) teachers, to equip teachers with practical skills of language teaching, and to prepare students for further study in English Language Teaching and Applied Linguistics. This program does not lead to N.C. licensure (for licensure, see M.A.Ed. or M.A.T. with concentration in TESOL) but qualifies graduates to teach outside the N.C. public schools or to pursue further graduate work. The degree is awarded upon successful completion of the following requirements:

• 24 hours of required ESL/TESOL courses: o Introduction to Linguistics (ENGL 625) o Foundations of ESL and Language Learning (ENGL 616)


o Linguistic Perspectives: Sociolinguistics (ENGL 615) o Grammatical Foundations (ENGL 635) o ESL Methods and Materials Development : Listening and Speaking

(ENGL 626) o ESL Methods and Materials Development: Reading and Writing (ENGL

627) o ESL Curriculum and Program Administration (ENGL 628 for Spring 2006) o TESOL Practicum (proposed as ENGL 683 for spring 2006)

• 6-12 hours of electives, depending on whether or not the student elects to write a thesis (6 hours of credit). Electives chosen upon approval of the advisor, to suit the student’s specific interests and goals (e.g., the doctorate).

Note on the following: the M.A.Ed. and M.A.T. degrees with concentration in English and TESOL are in the catalog under the College of Education and Allied Professions. The two education degrees with TESOL concentration were approved before the new MA-TESOL stand-alone program was approved.

Master of Arts in Education Degree Programs (M.A.Ed.)

All programs leading to the Master of Arts in Education degree require a minimum of 33 to 48 semester hours of graduate study, inclusive of coursework and individual problems or a thesis. Comprehensive examinations, either written or oral or both, must be passed in both the major and minor fields with the exception of some programs that require a portfolio. Successful completion of a program and requirements related to licensure will lead to recommendation for a North Carolina teaching license except for the two-year college and nonschool programs.

Comprehensive Education, English concentration

The program leading to the M.A Ed. degree in comprehensive education requires a minimum of 36 semester hours of graduate study consisting of a professional core of 18 semester hours and a concentration of 18 hours. Each of the concentrations leads to a recommendation for Advanced Competencies licensure from the North Carolina Department of Public Instruction. Concentrations may have additional requirements for admission specific to the concentration. Completion of degree requirements includes a satisfactory portfolio demonstrating advanced competencies for all concentrations. Candidates with current National Board Certification in the concentration area have demonstrated advanced competencies and are exempted from the required portfolio. An oral and/or written exam may be required for some concentrations.

Professional core, 18 hours: EDCI 602; SPED 620; EDCI 604, 605, or 613; PSY 621 (PSY 624 for BK); and 6 hours of methods.*


English concentration, a minimum of 36 hours of course work is required, 18 of which must be in English, including ENGL 618. There is a 6-hour English methods coursework requirement (ENGL 514 and ENGL 517). English Comprehensive Examinations based on the single, revised LITERATURE READING LIST and a Professional Teaching Comprehensive Exam (or portfolio) are also required. Neither a thesis nor foreign language proficiency is required. For Reading List, sample exams, and other information about the M.A. Ed.—Comprehensive Education with English concentration, see the 2006-2007 Guide to Graduate Studies in English, available in print and online.

Comprehensive Education, Teaching English to Speakers of Other Languages (TESOL) concentration, a minimum of 24 hours is required: 15 semester hours of TESOL methods courses (ENGL 616, 626, 627, 628, and 683); and 9 semester hours of graduate linguistics (ENGL 615, 625, 635). All students take a comprehensive exam in TESOL, given by TESOL faculty in the English Department.

Two-Year College Teaching, English concentration

For the M.A. Ed. in Two-Year College Teaching with English concentration degree, a minimum of 35 hours of graduate coursework is required, 24 of which must be in English, at least 12 hours of which must be at the 600 level. There is an 11-hour core requirement in Education. As with the Comprehensive Education with English concentration degree, English Comprehensive Examinations based on the single, revised LITERATURE READING LIST are required. Neither a thesis nor foreign language proficiency is required. For Reading List, sample exams, and other information about the English concentration, see the 2006-2007 Guide to Graduate Studies in English.

Master of Arts in Teaching Degree Programs (M.A.T.)

The MAT was designed to enable students holding degrees other than education degrees to study in selected teaching programs at the graduate or advanced level. Candidates must have an undergraduate degree in the major of the concentration and must meet the prerequisite requirements of the department housing the concentration. Candidates with an undergraduate degree in a major other than the MAT concentration may not qualify for the MAT and are subject to prerequisite course requirements as determined by the faculty in the department of the concentration. Prerequisite requirements will vary by department and depend on the credentials presented by the candidate.

The program leading to the MAT degree in comprehensive education requires a minimum of 36-42 semester hours of graduate study. The difference in semester hours is a function of the teaching experience that the candidate brings to the program. A full-time, semester-long internship or the equivalent is required. The MAT consists of a professional core of 15 semester hours, 12-18 hours of teaching methods and clinical experiences, and 9 semester hours in the concentration. Pending satisfactory completion of state-required licensure examinations, the program leads to a recommendation for an advanced license from the North Carolina Department of Public Instruction. Completion


of degree requirements includes satisfactory completion of Praxis II tests, the Teacher Work Sample Portfolio and the Comprehensive Portfolio.

Professional Core, 15 hours: EDCI 602, EDCI 604 or 605, EDCI 613, PSY 621 (PSY 624 for BK), and SPED 620.

English concentration. In addition to ENGL 514, which is the “content specific methods course” listed under the “Secondary” program requirements in the catalog , the concentration requires 9 semester hours of graduate course work selected jointly by the student and his English graduate adviser based on the student’s undergraduate curriculum, professional plans, experience, and interests. The program involves a specialized teaching focus, emphasizing rhetoric and composition, ESL/TESOL, professional writing, or traditional literary studies, including, especially, a graduate World Literature course. ENGL 517 Methods of Teaching Literature and ENGL 618 Literary Research and Bibliography are required. Neither a thesis nor foreign language proficiency is required, and there is no English Comprehensive Examinations requirement. For additional information on the M.A.T. in English, see the 2006-2007 Guide to Graduate Studies in English.

Teaching English to Speakers of Other Languages (TESOL) concentration. 18 hours of teaching methods and clinical experiences are required: a general Methods course, EDCI 617 (Methods and Practices for Learning in Content Areas); and 12 hours of TESOL methods, ENGL 616, 626, 627, 628; and a 3-hour practicum, ENGL 683.


Appendix 3.1.3 Graduate programs as described in current (2006-2007) catalog Note: All of these have been revised, especially the M.A. in English, as given in Appendix 3.1.2 above.



The program leading to the MAT degree in comprehensive education requires a minimum of 36-42 semester hours of graduate study. The difference in semester hours is a function of the teaching experience that the candidate brings to the program. A full-time, semester-long internship or the equivalent is required. The MAT consists of a professional core of 15 semester hours, 12-18 hours of teaching methods and clinical experiences, and 9 semester hours in the concentration. Pending satisfactory completion of state-required licensure examinations, the program leads to a recommendation for an advanced license from the North Carolina Department of Public Instruction. Completion of degree requirements includes satisfactory completion of Praxis II tests, the Teacher Work Sample Portfolio and the Comprehensive Portfolio.


English concentration, 9 semester hours of graduate course work selected jointly by the student and his English graduate adviser based on the student’s undergraduate curriculum, professional plans, experience, and interests. The program involves a specialized teaching focus, emphasizing rhetoric and composition, ESL/TESOL, and traditional literary studies, including, especially, a graduate World Literature course. ENGL 517 Methods of Teaching Literature and ENGL 618 Literary Research and Bibliography are required. The comprehensive examinations given by the English Department are based on the Shorter Reading List, which is contained in the 2004 Guide to Graduate Studies in English, (available online at www.wcu.edu/as/engl). Neither a thesis nor foreign language proficiency is required.

M.A. in English English

The M.A. degree in English is awarded upon the successful completion of the following requirements: 30-36 semester hours of graduate credit—15 hours of which are the CORE,


which consists of ENGL 618 (Research Methods), A Theory/Literary Criticism course, An Early British Literature Course, A Late British Literature Course, and An American Literature Course, and, depending on type of degree sought (M.A. with Thesis or M.A. with Non- Thesis Option), EITHER 9 additional hours of graduate coursework and 6 hours of thesis/ portfolio credit, OR 21 additional hours of graduate coursework selected by the student and his or her advisor. These 9 or 21 additional graduate hours must be in one of three CONCENTRATIONS: Literature, Professional Writing, or TESOL. In addition, all M.A. students (thesis or non-thesis option) must successfully pass written comprehensive examinations on both Early and Later Literature, a reading examination in a foreign language— normally French, German, or Spanish, and, in the case of those writing a thesis, a final oral defense. For reading lists, sample exams, and other information on the M.A., see the 2004 Guide to Graduate Study in English, available online.

Two Certificate Programs, in Professional Writing or TESOL, are offered by the Department of English. These are 15-hour (five course) programs, which lead to a Certificate awarded by the Graduate School and designation of completion on the official transcript. See below for more information.

Literature Concentration

If a student selects the Literature Concentration, he or she must successfully complete both the 15-hour M.A. Core, plus either 9 hours of graduate coursework in literature chosen with the help of his or her advisor (Thesis Option), or 21 hours of graduate coursework in literature chosen with the help of the advisor (for the Non-Thesis Option). No specific courses are prescribed for the concentration itself, but are selected by both student and advisor to best mesh with the student’s professional needs and aspirations.

Professional Writing Concentration

In addition to completing the 15-hour core curriculum of the Graduate English Curriculum, students selecting the Professional Writing Concentration must successfully complete either 9 hours of graduate coursework in Professional Writing chosen with the help of his or her advisor plus complete a thesis (Thesis Option), or 21 hours of graduate coursework in Professional Writing chosen with the help of the advisor (for the Non-Thesis Option). No specific courses are prescribed but are to be selected by the student and the advisor to meet the student’s professional needs and aspirations.

TESOL Concentration

The concentration in TESOL (Teaching English to Speakers of Other Languages) prepares students to teach English to non-native speakers in a variety of situations. The topics covered are governed by the guidelines established for the English as a Second Language Curriculum by the N.C. Department of Public Instruction. In addition to completing the 15-hour Core required for all M.A. degrees in English, the student who selects the TESOL concentration must successfully complete either 9 hours of graduate coursework in TESOL and a thesis, or 21 hours of graduate coursework in TESOL. The courses available enable students to analyze the linguistic components of English: syntax, morphology, semantics, pragmatics, phonology, phonetics, and discourse. Students also cover sociolinguistic questions concerning the relationship of language to culture and issues related to dialects and varieties of English. In addition, students will study language acquisition and have opportunities to apply theoretical insight to the practical task of designing and implementing lesson plans and courses of study.

TESOL Certificate


The Certificate Program in TESOL (Teaching English to Speakers of Other Languages) is a non-degree option that prepares students to teach English to non-native speakers in a variety of situations ranging from public school instruction to community college instruction to overseas instruction. It is well-suited for both those who have a background in education as well as those who wish to make a career change and move into an exciting and diverse field. The topics covered are governed by the guidelines established for the English as a Second Language Curriculum by the NC Department of Public Instruction. A student who selects the TESOL Certificate Program must successfully complete 15 hours of graduate coursework in TESOL. The Program leads to a Certificate issued by the Graduate School and a designation on the official transcript. The Certificate Program does not lead to licensure. The courses available enable students to analyze the linguistic components of English--syntax, morphology, semantics, pragmatics, phonology, phonetics, and discourse. Students also cover sociolinguistic questions concerning the relationship of language to culture and issues related to dialects and varieties of English. In addition, students will study language acquisition and have opportunities to apply theoretical insight to the practical task of designing and implementing lesson plans and courses of study.

Professional Writing Certificate

The Certificate Program in Professional Writing is designed for students seeking advanced preparation for entering successful, professional writing careers in fields that regularly recruit new writers, editors, publishing assistants, or promotional talents. The program is especially targeted to those who are already working and need or wish to brush up on their writing and editing skills, but who do not wish, at this time, to pursue a complete graduate program. The Certificate Program in Professional Writing leads to a Certificate awarded by the Graduate School and a designation on the official transcript. The Program requires 15 hours of graduate work, consisting of a required course, ENGL 603, Writing for the Marketplace, plus 9 hours selected from either the creative track (Fiction Writing, Poetry Writing, Nonfiction Writing, Breaking into Publishing, or Special Topics in Writing) or a professional writing track (Writing for Careers, Technical Writing, Writing for Electronic Environments, or Special Topics in Writing) or a combination of both, plus a capstone course, ENGL 589, Co-op: Writing and Editing. Should students wish to pursue a graduate degree, the courses in the Certificate Program can be applied toward a Master's degree in English with a Professional Writing Concentration.

M.A.Ed. with English concentration, current catalog

The program leading to the M.A.Ed. degree in comprehensive education requires a minimum of 36 semester hours of graduate study consisting of a professional core of 18 semester hours and a concentration of 18 hours. Each of the concentrations leads to a recommendation for Advanced Competencies licensure from the North Carolina Department of Public Instruction. Concentrations may have additional requirements for admission specific to the concentration. Completion of degree requirements includes a satisfactory portfolio demonstrating advanced competencies for all concentrations. Candidates with current National Board Certification in the concentration area have demonstrated advanced competencies and are exempted from the required portfolio. An oral and/or written exam may be required for some concentrations.

Master of Arts in Education Degree Programs (M.A.Ed.)

All programs leading to the Master of Arts in Education degree require a minimum of 33 to 48 semester hours of graduate study, inclusive of coursework and individual problems or a thesis. Comprehensive examinations, either written or oral or both, must be passed in both the major and minor fields with the exception of some programs that require a portfolio. Successful completion of a program and requirements related to licensure will lead to recommendation for a North Carolina teaching license except for the two-year college and nonschool programs.


Professional Core - 18 Hours

• 6 hours in methods (Note: See Methods section in each concentration for options.) • EDCI 602 - Methods of Research Credits: 3 • EDCI 604 - Curriculum Development Credits: 3 (or) • EDCI 605 - Foundations of Modern Education Credits: 3 (or) • EDCI 613 - The Teacher Leader Credits: 3 • PSY 621 - Advanced Educational Psychology Credits: 3

(PSY 624 for BK) • SPED 620 - Education in a Diverse Society Credits: 3

English Concentration (18 hours)

A minimum of 36 hours of coursework is required, 18 of which must be in English, including:

• ENGL 618 - Methods of Literary Research and Bibliography Credits: 3

Methods (6 hours)

There is a 6-hour English methods coursework requirement:

• ENGL 515 - Linguistics Credits: 3 • ENGL 517 - Methods of Teaching Literature Credits: 3

Additional Information

English Comprehensive Examinations on both early and later literature (based on the Shorter Reading List) and a Professional Teaching Comprehensive Exam (or portfolio) are also required. Neither a thesis nor foreign language proficiency is required. For reading lists, sample exams, and other information about the English concentration, see the 2004 Guide to Graduate Studies in English, available online.



The program leading to the MAT degree in comprehensive education requires a minimum of 36-42 semester hours of graduate study. The difference in semester hours is a function of the teaching experience that the candidate brings to the program. A full-time, semester-long internship or the equivalent is required. The MAT consists of a


professional core of 15 semester hours, 12-18 hours of teaching methods and clinical experiences, and 9 semester hours in the concentration. Pending satisfactory completion of state-required licensure examinations, the program leads to a recommendation for an advanced license from the North Carolina Department of Public Instruction. Completion of degree requirements includes satisfactory completion of Praxis II tests, the Teacher Work Sample Portfolio and the Comprehensive Portfolio.


English concentration, 9 semester hours of graduate course work selected jointly by the student and his English graduate adviser based on the student’s undergraduate curriculum, professional plans, experience, and interests. The program involves a specialized teaching focus, emphasizing rhetoric and composition, ESL/TESOL, and traditional literary studies, including, especially, a graduate World Literature course. ENGL 517 Methods of Teaching Literature and ENGL 618 Literary Research and Bibliography are required. The comprehensive examinations given by the English Department are based on the Shorter Reading List, which is contained in the 2004 Guide to Graduate Studies in English, (available online at www.wcu.edu/as/engl). Neither a thesis nor foreign language proficiency is required.


3.2 Advising checksheets

ENGLISH—JOURNALISM CONCENTRATION—CHECKSHEET To graduate, a student must complete at least 120 total credit hours & have a minimum 2.0 Cumulative GPA To better keep track of progress, please mark year course completed and grade (e.g.: ___Spr ’05 _ B+ _ ENGL 306 Nonfiction Writing )

THE MAJOR REQUIRES 48 HOURS AS FOLLOWS:

FOREIGN LANGUAGE REQUIREMENT: 6 Hours If you have little or no language experience, you may be required to begin with 101 or 102 See your advisor or the head of MFL for language placement.

_________ _________ MFL240 (6)

OR

_________ _________ MFL 231 (3) and _________ _________ MFL 232 (3)

CORE: 36 Hours (must take all of these) _________ _________ CIS 293 (3) _________ _________ ENGL 251 Survey of English Lit. I (3) _________ _________ ENGL 252 Survey of English Lit. II (3) _________ _________ ENGL 261 Survey of American Lit. I (3) _________ _________ ENGL 262 Survey of American Lit. II (3) _________ _________ ENGL 307 Prof. Editing and Publishing (3) _________ _________ ENGL 389 Coop: Prof. Writing (3, R15)

or ENGL 483 Writing Internship (3) _________ _________ ENGL497 Senior Seminar in Writing (3) _________ _________ CMCR 140 Intro. to Communication Media (3) _________ _________ CMCR 301 Writing for Comm. Media (3) _________ _________ CMCR 465 Comm. Ethics and Responsibilities (3) _________ _________ CMPM 302 Reporting of Public Affairs (3) WRITING ELECTIVES: Select 6 hours from _________ _________ ENGL 306 Nonfiction Writing (3) _________ _________ ENGL 312 Grammar for Teachers (3) _________ _________ ENGL 412 Grammar for Writers (3) _________ _________ CMPM 303 Ad. & Public Relation Writing (3) _________ _________ CMPM 304 Magazine and Feature Writing (3) _________ _________ CMPM 305 Sports Writing (3) _________ _________ CMPM 493 Selected Topics in Print Media (3, R9)

LIBERAL STUDIES (LS) REQUIREMENT:

Please attach completed LS or General Education Checksheet to verify completion. _________ _________ Liberal Studies Requirements (42 hours)

OR

_________ _________ General education: (41 hours) MINOR/APPROVED PROGRAM : To complete the program, a total of 30 hours is required, including a minor, second major, or other approved program and general electives. Students must take at least 32 hours at the junior-senior level at WCU in order to satisfy general university degree requirements.

List Course Numbers Required by the Minor/Approved Program: _____ _____ _____

Course # Name

_________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ GENERAL ELECTIVES (GE) To graduate, a student must complete at least 120 total credit hours. For example, 42 hours of Liberal Studies, 48 hours for the Journalism Major, and an 18 hour Minor would only equal 108 credits and would require 12 more GE hours to qualify for graduation (a 21 hour minor would require 9 GE hours, taking MFL 101 & 102 would reduce that even more, etc.).

Course # Name _________ _________ _____________________________________


_________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________

An English Journalism Major must have a minimum 2.0 Cumulative GPA to graduate After earning 90 hours, a student must file an application form with the Dean after paying the graduation fee to the University Cashier

2004-2005

ENGLISH—LITERATURE CONCENTRATION—CHECKSHEET To graduate, a student must complete at least 120 total credit hours & have a minimum 2.0 Cumulative GPA To better keep track of progress, please mark year course successfully completed and grade (e.g.: Spr ’05 B+ ENGL 305 Technical

Writing )

THE MAJOR REQUIRES 42 HOURS AS FOLLOWS: FOREIGN LANGUAGE REQUIREMENT: 6 Hours

If you have little or no language experience, you may be required to begin with 101 or 102 See your advisor or the head of MFL for language placement. _________ _________ MFL240 (6)

OR

_________ _________ MFL 231 (3) and _________ _________ MFL 232 (3)

CORE: 18 Hours (must take all of these) _________ _________ ENGL 231 Interpretation of Literature (3) _________ _________ ENGL 251 Survey of English Lit. I (3) _________ _________ ENGL 252 Survey of English Lit. II (3) _________ _________ ENGL 261 Survey of American Lit. I (3) _________ _________ ENGL 262 Survey of American Lit. II (3) _________ _________ ENGL 496 Seminar in Comparative Lit. (3) WRITING ELECTIVES: Select 3 hours from _________ _________ ENGL 389 Cooperative Ed: Pro Writing (3) _________ _________ ENGL 401 Writing for Careers (3) _________ _________ ENGL 483 Writing Internship (3) LITERATURE ELECTIVES: 15 hours 15 additional hours of Junior/Senior (3xx/4xx) English Literature Courses as selected by the student and advisor. Term Grade Course # Name 1)_________ _________ _____________________________________



OR

_________ _________ General education: (41 hours) To complete the program, a total of 39 hours is required, including a minor, second major, or other approved program and general electives. Students must take at least 32 hours at the junior-senior level at WCU in order to satisfy general university degree requirements.

MINOR/APPROVED PROGRAM :

List Course Numbers Required by the Minor/Approved Program:

Course # Name

_________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________


2)_________ _________ _____________________________________ 3)_________ _________ _____________________________________ 4)_________ _________ _____________________________________ 5)_________ _________ _____________________________________

_________ _________ _____________________________________ GENERAL ELECTIVES (GE) To graduate, a student must complete at least 120 total credit hours. For example, 42 hours of Liberal Studies, 42 hours for the English Major, and an 18 hour Minor would only equal 102 hours and would require 18 more GE hours to qualify for graduation (a 21 hour minor would require 15 GE hours; taking MFL 101 & 102 would reduce that even more, etc.).

Course # Name _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________

An English Literature Major must have a minimum 2.0 Cumulative GPA to graduate After earning 90 hours, a student must file an application form with the Dean after paying the graduation fee to the University Cashier

2004-2005

ENGLISH—MOTION PICTURE STUDIES CONCENTRATION—

CHECKSHEET To graduate, a student must complete at least 120 total credit hours & have a minimum 2.0 Cumulative GPA

To better keep track of progress, please mark year course successfully completed and grade (e.g.: Spr ’05 B+ ENGL 378 Film History )



OR

_________ _________ MFL 231 (3) and _________ _________ MFL 232 (3)

CORE: 21 Hours (must take all of these) _________ _________ ENGL 231 Interpretation of Literature (3) _________ _________ ENGL 278 Intro to Film Studies (3) _________ _________ ENGL 308 Fiction Writing (3) _________ _________ ENGL 310 Screenwriting (3) _________ _________ ENGL 378 Film History (3) _________ _________ ENGL 468 Film Studies (3) _________ _________ ENGL 478 Film as Literature(3)



OR

_________ _________ General education: (41 hours) MINOR/APPROVED PROGRAM : To complete the program, a total of 39 hours is required, including a minor, second major, or other approved program and general electives. Students must take at least 32 hours at the 300-400 level at WCU to satisfy general university degree requirements.


Course # Name

_________ _________ _____________________________________ _________ _________ _____________________________________


ELECTIVES: 12 Hours 12 hours of 300-400 level courses to be determined by the student and advisor. Suggested but not required: CMEM 351, PHIL 309, ENGL 331, ENGL 405. Term Grade Course # Name 1)_________ _________ _____________________________________ 2)_________ _________ _____________________________________ 3)_________ _________ _____________________________________ 4)_________ _________ _____________________________________

_________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________

GENERAL ELECTIVES (GE) To graduate, a student must complete at least 120 total credit hours. For example, 42 hours of Liberal Studies, 39 hours for the Motion Picture Studies Major, and an 18 hour Minor would only equal 99 hours and would require 21 more GE hours to qualify for graduation (a 21 hour minor would require 18 GE hours; taking MFL 101 & 102 would reduce that even more, etc.).

Course # Name _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________

A Motion Picture Studies Major must have a minimum 2.0 Cumulative GPA to graduate After earning 90 hours, a student must file an application form with the Dean after paying the graduation fee to the University Cashier

2004-2005

ENGLISH—PROFESSIONAL WRITING CONCENTRATION—CHECKSHEET To graduate, a student must complete at least 120 total credit hours & have a minimum 2.0 Cumulative GPA

To better keep track of progress, please mark year course successfully completed and grade (e.g.: Spr ’05 B+ ENGL 420 Chaucer and His

Age)



OR

_________ _________ MFL 231 (3) and _________ _________ MFL 232 (3)

CORE: 18 Hours (must take all of these)



OR

_________ _________ General education: (41 hours) MINOR/APPROVED PROGRAM : To complete the program, a total of 39 hours is required, including a minor, second major, or other approved program and general electives. Students must take at least 32 hours at the junior-senior level at WCU in order to satisfy general university degree requirements.


_________ _________ ENGL 231 Interpretation of Literature (3) _________ _________ ENGL 251 Survey of English Lit. I (3) _________ _________ ENGL 252 Survey of English Lit. II (3) _________ _________ ENGL 302 Intro. to Creative Writing & Editing (3) _________ _________ ENGL 303 Intro. to Prof. Writing & Editing (3) _________ _________ ENGL 389 Coop: Prof. Writing (3, R15)

or ENGL 483 Writing Internship (3) WRITING ELECTIVES: Select 12 hours from _________ _________ ENGL 304 Writing for Electronic Environments _________ _________ ENGL 305 Technical Writing (3) _________ _________ ENGL 306 Nonfiction Writing (3) _________ _________ ENGL 308 Fiction Writing _________ _________ ENGL 309 Poetry Writing (3) _________ _________ ENGL 310 Screen Writing (3) _________ _________ ENGL 313 Authoring Multimedia (3) _________ _________ ENGL 401 Writing for Careers (3) _________ _________ ENGL 405 Advanced Creative Writing (3) _________ _________ ENGL 412 Grammar for Writers (3) _________ _________ ENGL 493 Topics in Creative Writing (3) ELECTIVES: Select 6 additional hours of Junior/Senior (3xx/4xx) English Literature Courses

Course # Name _________ _________ _____________________________________ _________ _________ _____________________________________


Course # Name

_________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ GENERAL ELECTIVES (GE) To graduate, a student must complete at least 120 total credit hours. For example, 42 hours of Liberal Studies, 42 hours for the Professional Writing Major, and an 18 hour Minor would only equal 102 credit hours and would require 18 more GE hours to qualify for graduation (a 21 credit hour minor would require 15 GE hours; taking MFL 101 & 102 would reduce that even more, etc.).

Course # Name _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________ _________ _________ _____________________________________

An English Professional Writing Major must have a minimum 2.0 Cumulative GPA to graduate After earning 90 hours, a student must file an application form with the Dean after paying the graduation fee to the University Cashier

2006-2007

ENGLISH—ENGLISH EDUCATION CONCENTRATION—CHECKSHEET To graduate, a student must complete at least 120 total credit hours & have a minimum 2.0 Cumulative GPA

To better keep track of progress, please mark year course successfully completed and grade (e.g.: Spr ’05 B+ ENGL 420 Chaucer & His

Age)

Students must maintain a minimum 2.75 GPA in the major, and no grade below a C (2.0) for any required course in the major (applies to the English courses listed above and EDEL 467) will be accepted.




FOREIGN LANGUAGE REQUIREMENT: 6 Hours


OR

_________ _________ MFL 231 (3) and _________ _________ MFL 232 (3)

CORE: 36 Hours (must take all of these) _________ _________ ENGL 231 Interpretation of Literature (3) _________ _________ ENGL 251 Survey of English Lit. I (3) _________ _________ ENGL 252 Survey of English Lit. II (3) _________ _________ ENGL 261 Survey of American Lit. I (3) _________ _________ ENGL 262 Survey of American Lit. II (3) _________ _________ ENGL 278 Intro to Film Studies (3)

or ENGL 478 Film as Lit. (3) _________ _________ ENGL 312 Grammar for Teachers (3) _________ _________ ENGL 319 The Teaching of Grammar (3) _________ _________ ENGL 411 History of the English Language (3)

OR ENGL 416 Teaching English as a 2nd Language _________ _________ ENGL 414 Fundamentals of Teaching Comp. (3) _________ _________ CMCR 250 Public Communication (3) _________ _________ EDRD 467 Adolescent Literature (3) MULTICULTURAL ELECTIVES: Select 3 hours from _________ _________ ENGL 365 African American Literature (3) _________ _________ ENGL 366 Literature of American Immigration (3) _________ _________ ENGL 367 Appalachian Literature (3) _________ _________ ENGL 464 Native American Literature (3) _________ _________ ENGL 477 Literature and Gender (3) INTERNATIONAL ELECTIVES: Select 3 hours from _________ _________ ENGL 390 The Bible as Literature (3) _________ _________ ENGL 421 Fairy Tale Literature (3) _________ _________ ENGL 470 Twentieth Century Commonwealth (3) _________ _________ ENGL 496 Seminar in Comparative Cultures (3) MAJOR FIGURE ELECTIVES: Select 3 hours from _________ _________ ENGL 420 Chaucer and His Age (3) _________ _________ ENGL 431 Shakespeare and His Age (3) _________ _________ ENGL 440 Milton and His Age (3) _________ _________ ENGL 450 Major American or British Writers (3)


OR

_________ _________ General education: (41 hours) PROFESSIONAL EDUCATION SEQUENCE: ENGLISH The professional education sequence (29 hours) for secondary and special subject teaching is required to complete the program. Students must take at least 32 hours at the junior-senior level at WCU in order to satisfy general university requirements. The teacher education program requires a professional education sequence of twenty-one to thirty-two semester hours in courses pertinent to teaching in specific areas and at various levels. All courses in the sequence except internship/student teaching and the internship/student-teaching seminar must be completed before admission to internship or student teaching. ENGLISH: _________ _________ EDCI 231 Historical, Social, and Philosophical

Foundations of Education (3) _________ _________ EDSE 322 Principles and Methods of Teaching (2) _________ _________ PSY 320 Child/Adolescent Psychology (3)

OR PSY 322 Adolescent Psychology (PSY 322 preferred for English Ed)

_________ _________ PSY 321 Educational Psychology (3) _________ _________ SPED 336 Teaching Exceptional Children(3) _________ _________ ENGL 417 Methods of Teaching English (3) _________ _________ EDSE 484 Supervised Internship I (3)

(Hours not counted towards the 29 credit sequence) Intern II Semester (must register for only these three in final semester): _________ _________ EDSE 485 Supervised Internship II (6) _________ _________ ENGL 491 Supervised Student Teaching in Engl. (3) _________ _________ EDSE 495 Seminar Supervised Student Teaching (3) GENERAL ELECTIVES (GE) To graduate, a student must complete at least 120 total credit hours. For English Education: 51 (Major Hours) + 42 (LS Hours) + 29 (Pro Ed Sequence) + 3 (Intern I) = 125 Hours.

Course # Name _________ _________ _____________________________________ _________ _________ _____________________________________

An English Education Major must have a minimum 2.75 Cumulative GPA to graduate and no grade below a C (2.0) for any required course in the major (applies to the English courses listed above and EDEL 467) will be accepted

After earning 90 hours, a student must file an application form with the Dean after paying the graduation fee to the University Cashier 2004-2005

English Department Program Review Appendix 3.3 Syllabi Page 56

3.3 Course syllabi Sampling of syllabi ENGL231 – Introduction to Literature Dr. Brian Gastle Office Hours W 1-4 and by appointment Office: CO 417 227-3267 [email protected] http://paws.wcu.edu/bgastle/231

Course Description This course provides an introduction to the close reading of poetry, fiction, drama, and film, emphasizing formal elements such as theme, structure and form, figurative language, and style. It also introduces major critical approaches and focuses on developing the critical, analytical and rhetorical skills necessary to interpret texts of all genres and historical periods. While this course is not listed “for majors only”, the skills we are practicing are most closely associated with the liberal arts majors: critical reading and interpretive writing. The reading load is heavy, and my standards are high. I’ve taught some courses in which it was relatively easy to get an A; this is not one of them. If you are trying to fill a Liberal Studies requirement and don’t like reading and thinking about what you’ve read, really and truly, there are easier ways to do it. Learning Outcomes (Goals)

1. To become familiar with techniques of reading, interpreting, analyzing, and discussing literature. 2. To build a critical vocabulary for the study and interpretation of texts. 3. To write acceptable, intelligent essays explicating written texts.

Required Text

• Kalaidjian, Walter, et al. Understanding Literature (rental). Other texts may be placed on reserve. • Recommended text: a good glossary of literary terms! You can order from online bookstores, including

ABE.com, which provides used copies at sometimes reduced rates. Two excellent possibilities are M.H. Abrams’ A Glossary of Literary Terms (on the dense side, but eternally useful for major, especially English Ed majors) and Cuddon and Preston’s The Penguin Dictionary of Literary Terms and Literary Theory.

Requirements

1. Midterm 2. Final 3. Short (4-5 page) essay #1 4. Short (4-5 page) essay #2 5. Reading Quizzes 6. Participation /Attendance

• Participation/Attendance

o Since the skills you are required to develop in this class include the ability to discuss material in an intelligent and informed manner, you must attend class to develop and exhibit this skill. This grade will be lowered 10 points for each absence after the first.

o I do not distinguish between unexcused and excused absences; either you are here to participate and learn or you are not.

• Quizzes Quizzes will be given at the beginning of virtually every class. They will be distributed at the beginning of the class time and collected approximately five minutes thereafter. Late arrivals will receive no additional time. No make-up quizzes will be given for any reason, although I usually drop the lowest 2-3 quiz grades at the end of the semester.


• Final Grade Your final grade will be an average of five of the requirements (i.e. your lowest grade in these six requirements will be dropped and the others will be averaged)

Grading Policy

You will never receive a lower grade than dictated by your averages, but I reserve the right to raise the final grade for any student whose participation and work in the class is regular, thoughtful, insightful, and productive.

Scale: A (>92); A- (90-92); B+ (87-89); B (83-86); B- (80-82); C+ (77-79); C (73-76); C- (70-72); D+ (67-69); D (63-66); D- (60-62); F (<60)

Accommodations For Students With Disabilities

Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require disability services or reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Kimberly Marcus for more information. Phone: (828) 227-7234; E-mail: [email protected].

Academic Integrity All work submitted must be your own. Please review WCU policy regarding Plagiarism and the Academic Honesty Policy in the student handbook and in The Record: Undergraduate Catalog (http://catalog.wcu.edu/content.php?catoid=4&navoid=26).

If I find a student cheating, fabricating, or plagiarizing another’s work from any source (print, media, internet, etc.), that student will receive an “F” for the class, the transgression will be recorded in his or her WCU record, and I will, to the utmost of my ability, urge the administration to expel that student from WCU.

SCHEDULE (subject to change)

A regular part of each assignment includes reading the brief introductory passages to the assigned readings. R 8/24 Introduction

Fiction T 8/29 Reading Fiction and Formal Interpretation Ch. 1 & Ch.2 (4-22) R 8/31 Character and Psychoanalytic Approaches Ch. 3 (23-67) T 9/5 Setting and New Historicism Ch. 4 (68-96) R 9/7 Plot Ch 5 (97-120) T 9/12 Narrative Ambiguities: Gender and Sexuality Ch 6 (121-154) R 9/14 Themes – Race and Class: Walker &

Baldwin Ch 7 (155-204) WARNING: long reading

T 9/19 Image and Style: Balzac Ch 8 (205-230) R 9/21 Images: Conrad Ch 9 (only 231-294) WARNING: long reading T 9/26 Symbols: Woolf Ch 9 (only 332-344)

ESSAY 1 DUE R 9/28 Style and Tone Ch 10 (only 345-347; 368-381); CH 11 (396-417) T 10/3 Midterm Exam Midterm Exam

Poetry R 10/5 Reading Poetry - Poetic Diction and Imagery Ch 19 (691-696); Ch 20 (only 697-707) &

CH 21 (only 712-723) T 10/10 Poetic Figures and Symbols Ch 22 (only 727-740) & Ch 23 (only 749-760) R 10/12 Prosody Ch 26 (799-816) T 10/17 Politics and Poetry: Gender and Sexuality Ch 35 (1056-1063; 1072-1078); Ch 36 (1119-1136) R 10/19 Fall Break T 10/24 Forms CH 27 (817-836) R 10/26 Explication – the Sonnet Shakespeare (1262-1263); Donne (1207); handout T10/31 Explication practice Poems TBA R 11/2 Explication practice Poems TBA T 11/7 Explication practice Poems TBA


R 11/9 Explication practice Poems TBA ESSAY 2 DUE

Drama and Film T 11/14 Elements of Drama Ch 41 & Ch 42 (1361-1394) R 11/16 Elements of Film Handout T 11/21 R 11/23 Thanksgiving Break T 11/28 Comedy vs. Tragedy: The Tempest Ch 43 (only 1395-1405); Ch44 (only 1449-1455);

Ch 45 (only 1584-1648) WARNING: long reading R 11/30 The Tempest con’t T 12/5 Filmic Adaptation Prospero’s Books (?) R 12/7 Review FINAL EXAM

English 251 British Literature I: Beowulf through the Restoration Fall 2006, MWF 10:10-11:00 Dr. M. Fenton Office: 424 Coulter Office Phone: 227-3934 Email: [email protected] Home phone: 631-9037 (before 8:00 p.m. only) Office hours: MWF 8:00-9:00 a.m., and by appointment Text: The Norton Anthology of English Literature (Volume 1) 7th Edition Course Objectives: This introductory literature course, primarily designed for English majors, English Education majors, and Education majors with a DFA in English, aims to expose you to some traditionally canonical works of British literature, beginning with medieval literature (Old and Middle English) through the Renaissance, and concluding with works of the Restoration and early 18th century. It is a survey course, which does mean that we will be giving what amounts to a cursory reading to all of the texts, but the literature you study in this class will serve as a foundation for more in-depth study in your upper level literature courses. You will get an introduction to literary themes, genres, techniques, as well as general historical/cultural contexts. My hope is, however, that this introduction will inspire you to independently pursue deeper study of some of the works and their cultural contexts. My broader aim is for you to leave this class with a confident understanding of how the past has shaped the present, how language and literature has evolved and has transformed humanity, and how humanity is formed and revealed in our literature. Learning Outcomes: Upon completion of this class, students will be able to: A) Critical Reading of Primary Texts read critically a wide variety of works of English literature from its beginnings through the eighteenth century; B) Critical Writing About Primary Texts analyze and interpret in writing those works of English literature using appropriate evidence, conventions, and language; C) Oral Presentation and Critical Discussion discuss and present, in an informed manner, ideas about or relating to these works and periods. Course Requirements: This course requires your active participation--in class discussions and small group meetings and presentations, and in your reading and written work. All of these modes of involvement matter. Therefore… Readings: Do the reading. All of it. All the time. Think about it. Take notes on it. Question it. Analyze it. Write in your textbook margins. Highlight your book. Underline passages. But most of all,


think hard about the readings and be prepared to talk about what you read. Do not simply give a quick and superficial glance at the works and then come to class expecting to have it miraculously explained to you. Part of the purpose of this class is to teach you how to read a variety of different types of literature, and I will guide your and direct you, but I cannot do that if you don’t do your part, so I expect that you will have read the entire assignment by the day it is to be discussed in class…you cannot discuss what you have not read. Plain and simple: you cannot do well in this class unless you do the reading, so take the Nike approach and "Just Do It." Quizzes (20%): To assure that you keep up with the reading and do it well and carefully, and so that you will also have an opportunity to show off your understanding, we will have a total of 10 unannounced quizzes over the assigned readings. These will be short answer, informational quizzes covering such things as characters, basic plot, simple interpretation of action, and recognition of major themes within the work. Each will include 5 questions and will based on a 10 point scale. Basically, if you have done the reading and have done it carefully, you will ace these quizzes. Reflections (30%) At the beginning of each and every Monday class (unless otherwise specified), you will turn in a written "reflection" in a folder containing all previous reflections. This is a thoughtful (minimum of two double-spaced typed page) conversation about some idea or ideas that you have encountered in your reading, the lectures, and/or our class discussions during the previous week. The point is for you to spend some time freely exploring ideas and issues that matter to you--perhaps something has surprised you; perhaps something has confused or inspired you; perhaps something that you thought was familiar to you has been given new depth or perspective; perhaps you're excited by something you have newly learned; perhaps you want to finish up a discussion that got started in class. At any rate, find something from the week that mattered to you. That’s where you START—and then you will, as William Wordsworth would have it, “recollect it in tranquility,” that is, reflect on it, muse about it, contemplate it, and then write about it. The reflections are not to be simply emotive, subjective responses, but critical and analytical response to what you are reading. The more you think about something, the more you will have to say. Each will be graded on a 10 pt scale. Exams (50%): You will take 3 exams over the readings, lectures, and class discussions. Each will count 15%. The final exam will be a regular one-hour exam with the addition of a comprehensive question (5%). All exams will consist of identification/definitions and short answer/short essay questions. Class Participation: Participation can come in many forms in this class. You are expected not only to contribute to class discussions, but also to group discussions and presentations.

Grading/Assessment: 1) Unsatisfactory = Grade below C- (69 or below) 2) Adequate = Grade of C- to C+ (70 to 79) 3) Good = Grade of B- to B+ (80 to 89) 4) Excellent = Grade of A- or above (90 or above)


The analytical written assignment for ENGL 251 demonstrates

4 Excellent/A

3 Good/B

2 Adequate/C

1 Unsatisfactory/D/F

CONTENT An accurate knowledge of the analyzed

text

thorough, exact, detailed knowledge of aspects such as plot, history, background, and style of the text in question—no errors of fact

strong, consistent knowledge of plot, history, background, and style of the text in question—may be one or two minor errors of fact

adequate, basic knowledge of plot, history, background, and style of the text in question—may fall short on one of these areas or include multiple errors of fact

insufficient knowledge of plot, history, background, and/or style of the text in question—may include multiple major errors of fact or a complete lack of knowledge of one of the areas mentioned

ARGUMENT A defensible and defended

critical reading of

primary text

defensible, insightful, and original reading of the text; thoroughly supported by textual evidence

defensible reading of the text; presents thorough textual evidence in support of its claims; perhaps less striking than the A assignment

fairly defensible reading of the text; some evidence to support that reading; may not be especially original or insightful

indefensible reading of the text; insufficient or missing textual evidence; includes “misreadings” which are entirely contradicted by textual evidence

WRITING Acceptable use of the

conventions of standard

written English

use of conventions is exact, correct, knowledgeable, and appropriate to context

use of conventions is strong, acceptable, and appropriate to context; may include minor errors in conventions

minor errors in conventions affect content and/or argument, but assignment is still clear and appropriate to context

major errors in conventions appear, and/or minor errors become so numerous as to render the work difficult to comprehend.

The oral component for ENGL 251 demonstrates

4 Excellent/A

3 Good/B

2 Adequate/C

1 Unsatisfactory/D/

F CONTENT An accurate

knowledge of the topic

thorough, exact, detailed knowledge of the topics discussed

strong, consistent knowledge of the topics discussed

adequate, basic knowledge of the topics discussed

insufficient knowledge of the topics discussed

ORAL PRESENTATIO

consistently uses professional

uses appropriate

discusses the topic adequately, may

does not communicate


N Articulate, clear, and professional

presentation

language and logical structure; discusses the topics in an informed manner

language; discusses topics well but may be occasionally inexact or vague.

use inappropriate, unprofessional, or inexact language; sometimes unfocused

knowledge effectively; lacks focus

Course Policies: Attendance: Attendance is, of course, required. After 2 missed classes (no distinction between excused or unexcused absences), your FINAL grade will be lowered one letter grade for each subsequent absence. This policy is strictly enforced, so pay attention to your presence. Class begins promptly on the hour, so please do not be late as it is immensely disruptive to one and all. If you arrive after roll has been called, you will be counted absent. I realize this is a lunch hour class, so I don't mind if you bring a coffee or a soda to class, but absolutely no food is allowed in class. Also, please be absolutely certain your cell phone is turned off. Late Work: All work is due at the beginning of class, and it is a new day when this class ends each day. If you choose to turn in ANY late work, it will be penalized 2 FULL letter grades per day that it is late. Late reflections are not accepted. Academic Dishonesty: My motto is: "Don't even think about it." This, I'm sure, is your motto too. And do review your Student Handbook very carefully for definitions of and policies concerning plagiarism, cheating, or any other version of dishonest representation of your work. If you are dishonest in any way, shape, or form, in this class, I assure you will be punished to the fullest extent of university policy: you will receive an F for the course with an indication that it was given because of academic dishonesty. I mean that. Do all of your own work--all of the time. I don’t want to know what other people write on the internet or in books/journals about the literature we are reading in this class—I care what you write and think. Believe that and you won’t be tempted to use other people’s ideas inappropriately. The university procedure is listed at: http://catalog.wcu.edu/content.php?catoid=4&navoid=26 WCU Statement on Accommodations for students with disabilities: "Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require disability services or reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Kimberly Marcus for more information. Phone: (828) 227-7234; E-mail:[email protected]."

ENGLISH 251 Syllabus (subject to change as chaos prevails) W 8/ 23: Introduction to course policies and syllabus F 8/25: NO CLASS: Reading/Writing Assignment M 8/ 28: Introduction to Old English culture and language W 8/30: “Cædmon's Hymn,” “Dream of the Rood” and “Doer’s Lament” F 9/1: “The Wanderer,” “The Sea-Farer,” “The Wife’s Lament” M 9/4: LABOR DAY W 9/6: Beowulf F 9/8: Beowulf M 9/11: Beowulf


W 9/13: Introduction to Middle English culture and language; lyrics F 9/15: Chaucer's The General Prologue to the Canterbury Tales

M 9/18: The Pardoner’s Prologue and Tale W 9/20: The Miller's Prologue and Tale F 9/22: EXAM #1 M 9/26: Julian of Norwich, “Jesus as Mother” 361-66 W 9/28: “The Book of Margery Kempe,” 366-78 F 9/30: Sir Gawain & The Green Knight M 10/2: Sir Gawain & The Green Knight W10/4: James Burke video: Medieval Conflict: Faith and Reason F 10/6: Renaissance art and architecture—continental influences moving toward England M 10/9: “The Perfect Storm” (Fenton lecture)—The intersection of the Renaissance with the Protestant Reformation W 10/11: James Burke video: Printing Transforms Knowledge F 10/ 13: Thomas More, Book 2 of Utopia M 10/16: The Counter-Reformation, excerpts from John Foxe’s Book of Martyrs

Elizabeth I speeches: “On Monsieur’s Departure,” “Speech to the Troops at Tilbury,” “The Golden Speech.” + James VI/I “Trew Lawe of Free Monarchie” (handout) W 10/18: FALL BREAK F 10/20: FALL BREAK M 10/23: Elizabeth I (Film) W 10/25: Elizabeth I F 10/27: Elizabeth I + discussion M 10/30: Petrarchan sonnets, Petrarchan conventions; Shakespeare's sonnets 130; Sonnet # 1 W 11/ 1: Shakespeare’s Sonnet 29 vs. 30 F 11/ 3: EXAM #2 M 11/6: Shakespeare’s Sonnet #18 vs. Sonnet Spenser's Amoretti: Sonnet 75 vs. Michael Drayton Sonnet # 61 W 11/8: From Sir Philip Sidney’s Astrophil and Stella #1 vs. Lady Mary Wroth sonnets from Pamphilia to Amphilanthus #1, 16, 28 F 11/10: Cavalier Poetry/Satire: Ben Jonson: "On Don Surly; "On Something, That Walks Somewhere"; “On Giles and Joan” M 11/13: Ben Jonson/Elegies: "On His First Daughter"; "On His First Son" Katherine Philips/Elegies: “On the Death of My First and Dearest Child, Hector Philips”

Katherine Philips, “A Married State” Ben Jonson: “To Penshurst” vs. Amelia Lanyer: “The Description of Cooke-ham”

W 11/15: Andrew Marvell: “To His Coy Mistress”; Robert Herrick: "Corinna's Gone A-Maying"; F 11/17: Metaphysical Poetry: John Donne, “The Flea”; “The Sun Rising” M 11/20: John Donne, “The Good Morrow”; Holy Sonnet #10 (“Death, Be Not Proud”) W 11/ 22: THANKSGIVING BREAK


F 11/24 : THANKSGIVING BREAK M 11/ 27: Read Samuel Pepys, Journal, “The Great Fire” + Restoration (movie) W 11/ 39: Restoration F 12/ 1: Restoration M 12/ 4: Jonathan Swift, “A Modest Proposal” W 12/6: Catch-up and/or review F 12/8: Review + course evaluations WEDNESDAY, December 13, 8:00 a.m. EXAM # 3 and Comprehensive Final Exam Question ENGLISH 252

A Survey of Nineteenth- and Twentieth-Century British Literature

INSTRUCTOR:

Dr. Brent E. Kinser office: 423 Coulter email: [email protected] hours: 9:30–11:00, TR, or by appointment phone: 227-3933

TEXTS:

required: Abrams, M. H., and Stephen Greenblatt, gen. eds. The Norton Anthology of English Literature. 7th ed. New York: Norton, 2000.

recommended: Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York: MLA, 2003. ASSIGNMENTS:

We will, of course, discuss all of the following assignments more fully in class.

Papers:

You will write two, 4–6 page critical analyses. Both papers must be written on poems in the Norton Anthology. Both essays must have a clearly defined and supported argument. You must use 2–3 outside sources to support this argument. Remember that “support” does not necessarily mean that you agree with a critic. A successful essay will feature a well-argued and conceived analysis that is organized in a logical fashion, free of grammatical errors, and presented in MLA style (see Gibaldi). I strongly suggest that you see me well ahead of the due dates so that I can help you to shape the arguments that you are going to make in your essays. Presentation:

You will give a 5–10 minute biographical presentation on an author (see the CALENDAR—possible authors are in bold). The presentation will include a one-page handout that you will distribute to the class. While you will not be able to be comprehensive in 5–10 minutes, it is possible to give the class a sense of who the person was, why she or he was important, and what is out there on the web for further study. Proofread your handouts carefully. In sufficient quantity, typographical and factual errors will detract from the overall presentation grade. This assignment is intended to give you not additional anxiety but a chance to stand in front of a group of people and present material.


Discussion Forum:

You will post ten short responses (100-word minimum, no maximum) on a WebCT Discussion Forum. Each week, 1/4 of the class will respond to the readings for the week. The rest of the class will then respond to their responses. I will not grade these responses as I will the formal papers. The idea here is to have an intellectual discussion in which you can do some risk-free writing and perhaps generate some ideas for your papers. The only way this assignment can hurt your grade is if you do not do it. I STRONGLY SUGGEST that you write your responses in Word and then copy and paste them into WebCT. Word does not crash as often, and it does not time you out and cause you to lose your work. Quizzes:

There will be two short quizzes, which are intended to check that you are doing the reading and to give you an idea of what the mid-term and final exams will look like. Should the need arise (i.e., it is obvious that the class is not keeping up with the reading), I will reserve the right to administer unannounced quizzes. Mid-Term Exam:

The mid-term exam will consist of a combination of passage / theoretical concept identifications and short essay questions. I will provide you with a study guide well in advance. Final Exam:

The comprehensive final exam will be given on Monday, 11 December, from 12:00–2:30, in 302 Coulter and will be similar to the midterm. I will provide you with a study guide well in advance. PARTICIPATION AND ATTENDANCE:

Attendance is a major component of the participation grade, in terms of which I do not make a distinction between excused and unexcused absences—if you are not in class, you are not participating. If you miss class more than infrequently (twice), for any reason, your grade will suffer. If you have three unexcused absences, your final grade will be reduced by a full letter. In addition, three absences (excused or unexcused) will result in a 3% reduction in your participation grade, with an additional 2% reduction for every subsequent absence. If you must miss class, please let me know; I am not unreasonable, but I do insist that you come to class. As for the participation component of the grade, READ and stay engaged in the class discussions, both in person and online. There is no substitute for a passionate willingness to engage with the material presented in a class.

GRADE:

Paper I . . . . . . . . . . . . . 20% Paper II . . . . . . . . . . . . . 20% Presentation . . . . . . . . . 05% Discussion Forum . . . . . 05% Participation . . . . . . . . . 15% Quizzes . . . . . . . . . . . . . 05% Mid-Term Exam . . . . . . 10% Final Exam . . . . . . . . . . 20% SCALE:

A . . . . . . . . . . . . . . 91.0–100% A– . . . . . . . . . . . . . 90.0–90.9% B+ . . . . . . . . . . . . . 89.0–89.9% B . . . . . . . . . . . . . . 81.0–88.9% B– . . . . . . . . . . . . . 80.0–80.9% C+ . . . . . . . . . . . . . 79.0–79.9% C . . . . . . . . . . . . . . 71.0–78.9% C– . . . . . . . . . . . . . .70.0–70.9% D . . . . . . . . . . . . . . 60.0–69.9% F . . . . . . . . . . . . . . 0.0–59.9% Percentage points are equal to the number of points that each assignment is worth. Thus, there are a possible 100 points for the class.


ACADEMIC INTEGRITY: I support the University’s policy for Academic Integrity as it is stated in your Student Handbook. In addition, please see

<http://catalog.wcu.edu/content.php?catoid=4&navoid=26> for the University policy, and in particular the following statement of my rights and obligations in cases of academic dishonesty:

“Instructors have the right to determine the appropriate sanction or sanctions for academic dishonesty within their courses up to and including a final grade of ‘F’ in the course. Within 5 calendar days of the event, the instructor will inform his or her department head in writing of the academic dishonesty charge and sanction.”

I trust you not to do it, so don’t! Should you be confused at anytime about what constitutes plagiarism or academic dishonesty, please come and see me, and I will be glad to help you to understand both what plagiarism is and what you need to do to avoid committing it, even accidentally. RESOURCES:

The University provides many excellent, free services if you want or need extra help!

Beginning August 30th, the University Writing Center (UWC) will be open M–R from 9am–9pm and F from 9am–5pm. To make an appointment, please call 227-7197, or drop by the center in Hunter 161. To assure yourself a spot, make your appointment well in advance of when you want it. Visit our brochure stand outside our front door for useful handouts, or visit our Web site at http://www.wcu.edu/writingcenter for on-line versions. We wish you the best this semester and look forward to working with you.

Although I am not a trained, professional counselor, I do care deeply about your welfare and success. Being a college student can be utterly overwhelming. Should things begin to seem like they are “too much,” you are more than welcome to come and see me, and I also encourage you to seek out the Office of Counseling and Psychological Services (227-7469), 225 Bird Bldg., <CounselingCenter.wcu.edu>. Here you will find wonderful, dedicated professionals who are trained to help you with whatever personal problem you might be having.

Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require disability services or reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Kimberly Marcus for more information—phone: 227-7234; email: [email protected].

Also, the Catamount Academic Tutoring Center, located in 135 Killian Annex, offers free learning resources, academic skill workshops, and small-group tutoring for most 100 and 200-level courses. Tutoring sessions are facilitated by trained peer leaders in a relaxed, informal setting. Visit the CAT Center website at <www.wcu.edu/catcenter> to schedule tutoring appointments and find information about workshop offerings in areas such as Time Management, Note Taking, Reading Comprehension, and Exam Preparation. CALENDAR: R 24 Aug. Introductions, Syllabus

T 29 Aug. Blake: Songs of Innocence (43); Songs of Experience (49); “Poetic Form” (2928–37)

R 31 Aug. Wordsworth: “Early Spring” (226); “Tintern Abbey” (235) “Preface to LB” (238)

T 5 Sept. Barbauld: “Rights of Woman” (27); Robinson: “London’s” (92)

R 7 Sept. Coleridge: Biographia, ch. 13 (477); “Kubla Khan” (439) Ancient Mariner” (422)

T 12 Sept. Keats: “Marbles” (828); “Nightingale” (849) “Grecian Urn” (851);

R 14 Sept. Keats: “Melancholy” (853) QUIZ I “The Victorian Age” (1043);

T 19 Sept. Carlyle: SR (1077) Mill: “Crisis” (1166); Newman: Apologia (1128) “Idea of a University” (1121)

R 21 Sept. Tennyson: “Ulysses”; (1280) In Memoriam, Prol., 13, 27–30, 78, 93–95, 104–06, 124–Epil. (1230)


T 26 Sept. E. B. Browning, Sonnet 43 (1180); “Mother and Poet” (1195) Ellis: (1721); Martineau: (1725)

R 28 Sept. R. Browning: “Bishop” (1359) “My Last Duchess” (1352) “Porphyria” (1349)

T 3 Oct. Arnold: “Scholar Gypsy” (1485); “Dover Beach” (1492)

R 5 Oct. C. Rossetti: “Goblin Market” (1589); “Artist’s Studio” (1586); “Up-hill” (1589)

T 10 Oct. D. G. Rossetti: “Blessed” (1574); Meredith: “Lucifer” (1572); Hopkins: “Windhover” (1652)

R 12 Oct. Wilde: “The Harlot’s House” (1750); “Critic as Artist” (1752); “Preface” (1760)

T 17 Oct. MIDTERM EXAM

R 19 Oct. NO CLASSES: FALL BREAK T 24 Oct. Conrad: Heart of Darkness; “Task of the Artist” (1954)

R 26 Oct. Conrad: Heart of Darkness; PAPER I

T 31 Oct. Yeats: “Sailing” (2109); “Byzantium” (2115) “Innisfree” (2092); “Second Coming” (2106)

R 2 Nov. Lawrence: “Odour of Chrysanthemums” (2316); “Ship of Death” (2357)

T 7 Nov. Mansfield: “The Garden Party” (2423); “Daughters” (2409)

R 9 Nov. T. S. Eliot, “Prufrock” (2364), “Hollow Men” (2383); “Tradition” (2395)

T 14 Nov. Owen: “Apologia Pro Poemate Meo” (2067); “Dulce Et Decorum Est” (2069); Letters (2072) Sassoon: “They” (2055); “Glory of Women” (2057); “Menin Gate” (2057); Memoirs (2058)

R 16 Nov. Woolf: “Mark on the Wall” (2143) “Modern Fiction” (2148); “Professions for Women” (2214)

T 21 Nov. Joyce: “The Dead” (2240); “Araby” (2236); Finnegan’s Wake (2310)

R 23 Nov. NO CLASS: THANKSGIVING

T 28 Nov. Auden: “Musée,” “Lullaby” (2505); “Lonely Betters” (2508); “Achilles” (2511);

R 30 Nov. Thomas: “The Force” (2517) “ “Do Not Go Gentle” (2524) Lessing: “Nineteen” (2542)

T 5 Dec. NO CLASSES: READING DAY

R 7 Dec. Munro: “Walker Brothers Cowboy” (2707) LAST DAY: PAPER II, Review, Evaluations

M Dec. 11 FINAL EXAM Coulter 302, 12:00–2:30


English 261.01 Dr. Mae Miller Claxton CO 302 EC CO 105 F MW 8-8:50 F 8-8:51 Telling the “Story” of America: Literature and Context Survey of American Literature I Goals of the Class This survey covers American literature from the beginnings to the Romantic writers. Through the close study of selected texts, you are encouraged to develop critical reading and writing skills, to learn major literary movements and concepts, and to understand the relationship between the works and their cultural contexts. I want to make this more of an “American Studies” class where we integrate the text with other art, history, and culture of the time period. General Plan This class is interactive. I will "lecture" to you at some points, providing background and information, but please come to class prepared to participate. Read the works carefully and write your journal entry before coming to class. Write down questions and issues you would like to raise during class discussion. Check out a book or a web site that will add to your knowledge of the works we will be reading. Make a comment on the discussion list. Texts The Heath Anthology of American Literature Pkg. A/B Fifth Edition Twain, Mark. Huckleberry Finn The Heath Anthology of American Literature Web Site http://college.hmco.com/english/lauter/heath/5e/resources.html Grades (See below for description) Attendance/Participation 10% Reading Journal: 20% Daily Writing 10% Midterm: 20% Web Research Project/Paper: 20% Final Exam: 20% Attendance Here is the University policy for attendance (WCU Student Handbook 2005-2006):

Students should recognize the positive effect of class attendance and participation on academic success. All students are expected to attend all meetings of the courses in which they are enrolled; any absence is incurred at the student’s risk.

It is extremely important that you attend each class meeting. This is not a lecture class where I bequeath information to you from my infinite fount of wisdom. This class requires your participation and active involvement to make it a dynamic, successful learning environment. You should not plan to miss more than one week of class (three absences). Your attendance/participation grade will drop 10 points for each absence after the first (ex: 1 absence=100, 2=90, 3=80, etc.) There are no excused or unexcused absences, so hoard your absences for true emergencies. Weather is not usually a problem for fall semester, but conditions that do not close the campus do NOT excuse an absence. If you live on a mountaintop or commute, you should plan to hoard some absences for that eventuality. Further, I will check roll at the beginning of each class. If you arrive after I have called your name, you will be counted absent, so don't forget to remind me after class to mark you present. Any time you must miss class, you should contact me by phone or e-mail. Your grade may increase based upon your participation. Reading Journal I believe that informal writing, paired with careful reading, strongly aids the learning process. You will be required to keep a journal, consisting of responses to assigned readings. After you complete the reading, I will expect you to write an entry about the readings. Some days you may respond to the readings in a few sentences. Other days you might write for a few pages. The average should be about one page. If we are going to cover more than one work the next day, you can respond to one or more of the readings. You might wish to summarize the reading briefly (a quick paragraph for study purposes), but I want you to move quickly to an examination of questions and issues in the work. I want to see how closely you become engaged with the literature. These entries must be placed in a spiral-bound notebook or a small loose-leaf notebook separate from the class


notebook. I will take up this notebook three times (see syllabus for dates) and assign you a grade. These three grades will be averaged for the final journal grade (20%). Daily Writing Frequently, we will have five-minute writing assignments on the assigned reading, usually a thought-provoking question to consider. You may use your journals to answer the questions. Exams The midterm and final exams will consist of passages from the literature and essay questions. You will be required to give author, title, and significance. The exams will draw on the lectures as well as the course texts and will be designed to test your detailed knowledge of the literature. See syllabus for dates. Web Research Project/Paper TBA Late Work I deduct 10 points for every day that an assignment is turned in late—including weekends. Extra Credit You may attend one or more cultural events (theater, concert, art exhibit, dance, whatever you can define as “cultural”) and write a one-page response in your journal in order to receive two points on the reading journal or attendance/participation grade categories. You cannot, however, receive more than a 100 for these grades. Other possibilities might be to read an academic article or some biographical information about an author and write a summary of at least a page (3 pts. each). Be prepared to share info with class. Read another work by an author we are studying in class (points depend on length of work) and write a summary of at least one page. Look up some information about current trends in music, art, fashion, etc., and write a summary, etc. (points negotiable). Cell Phone Policy: As a courtesy to your professor and the students in the class, all cell phones must be turned off and put away before you enter the classroom. Mad Batter Every Thursday from 2 to about 2:45 PM, I will be at the Mad Batter next to Bob’s across the street (down from Subway). Feel free to stop by and ask questions, get help with assignments, or just generally discuss the class material or problems in general (or just stop by to chat). Technology You will also use various kinds of media and technology for your assignments this semester. We will be using a course management system called WebCT. Within this system, you can access this syllabus, a daily schedule, calendar, and many other resources. The web site is http://online2.wcu.edu:8900. If you signed up for the course one week prior to the first day of class, you should be registered in the course. I will be emailing you through WebCT. Accommodations for Students with Disabilities Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require disability services or reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Kimberly Marcus for more information. Phone: (828) 227-7234; E-mail: [email protected].

Academic Dishonesty Western Carolina University, a community of scholarship, is also a community of honor. Faculty, staff, administrators, and students work together to achieve the highest standards of honesty and integrity. Academic dishonesty is a serious offense at WCU because it threatens the quality of scholarship and defrauds those who depend on knowledge and integrity. Academic dishonesty includes the following: a. Cheating—intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. b. Fabrication—Intentional falsification or invention of information or citation in an academic exercise. c. Plagiarism—intentionally or knowingly representing the words or ideas of someone else as one's own in an academic


exercise. d. Facilitation of Academic Dishonesty—intentionally or knowingly helping or attempting to help someone else to commit an act of academic dishonesty, such as knowingly allowing another to copy information during an examination or other academic exercise.

For complete explanations of academic dishonesty and the penalties resulting from violations of this policy, please see the Student Handbook.

Contact Information Office: 401 Coulter Department Phone: 7264 My extension: 3273 Office Hours: 9-11 AM MWF (you are welcome to make an appointment with me at other times. These are my drop-in hours) E-mail address: [email protected] WebCT address: http://online2.wcu.edu:8900/ AOL IM: maemillerclaxton (I will make an effort to turn on IM during office hours. During that time, please limit communication to questions about class. If you see me on during other times, feel free to chat.)

Other Resources Student Technology Assistance Center (129 Hunter Library): 7067

Website: http://www.wcu.edu/techassist/ University Writing Center (Hunter Library): 7197

Website: http://www.wcu.edu/writingcenter Computer Center Help Line (Information Technology): 7487 Counseling Center: 7469

Daily Schedule

The schedule provides a general plan for the course; deviations may be necessary. Assignments are due on the day listed—not for the next class. Check the calendar on WebCT at http://online2.wcu.edu:8900 for an updated schedule.

Day Date Topic Reading Assignments Due

Week 1

W 8/23 Introduction to Class/Cultural Rhetoric/Poem “Pocahontas”

F EC 8/25 Syllabus/Telling the Story of America/Am. Lit. anthologies/web site

Week 2

M 8/28 Colonial Period Heath 1-15 W 8/30 Native American Oral

Literatures 16-22, 49-52, choose one more story and be prepared to share with class. Read 66-68 and skim through poetry.

F 9/1 Mooney—Cherokee stories

http://sacred-texts.com/nam/cher/motc/index.htm. Choose one story from each category and be prepared to share one with the class.

Week 3

M 9/4 Labor Day. No class

W 9/6 Cherokee


Encounters/Archaeology F 9/8 Cluster: America in the

European Imagination 106-112

Week 4

M 9/11 New Spain Columbus

113-128

W 9/13 Cluster: Cultural Encounters—A Critical Survey Apparition of Virgin

132-138, 178-186

F 9/15 Otermin and Hopi narrative

195-207

Week 5

M 9/18 Smith 235-237, 255-269 W 9/20 Pocahontas

Film versions

F 9/22 Frethorne, Revel 270-273, 280-288 Week 6

M 9/25 Bradford 289-293, 324-333, 337-338, 340-343, 345-346 Journals due. W 9/27 Bradstreet 394-397, 402-410 F 9/29 New England Primer 434-437 Week 7

M 10/2 Midterm W 10/4 Eighteenth Century 565-573 F 10/6 Eighteenth Century 573-583 Week 8

M 10/9 Cluster: On Nature and Nature’s God

633-644

W 10/11 Paine 800-802, 957-976 *Last day to drop with a W F 10/13 Adams 976-990 Week 9

M 10/16 Jefferson 990-993, 1003-1014, 1057-1061 W 10/18

Fall Holiday

F 10/20 Fall Holiday Week 10

M 10/23 Early Nineteenth Century

1389-1405

W 10/25 Early Nineteenth Century

1405-1419

F 10/27 Boudinot Ross

1420-1422, 1442-1452 1452-1458

Week 11

M 10/30 Thoreau 1560-1561, 1735-1752 Journals due. W 11/1

Thoreau 1753-1787


F 11/3 Grimke

1825-1826, 1862-1871

Week 12

M 11/6 Douglass

1879-1911

W 11/8 Douglass 1911-1945 F 11/10 Jacobs

2029-2054

Week 13

M 11/13 Lincoln Sojourner Truth Elizabeth Cady Stanton

2076-2079, 2081-2081, 2092-2096, 2109-2115

W 11/15 The Development of Narrative/Cluster 2116-2142

F 11/17 Hawthorne 2242-2275

Week 14

M 11/20 Hawthorne 2276-2306

W 11/22 Thanksgiving Holiday F 11/24 Thanksgiving Holiday Week 15

M 11/27 Poe TBA W 11/29 Huck Finn

Chapters 1-13

F 12/1 Huck Finn Chapters 14-22 Week 16

M 12/4 Huck Finn

Chapters 23-32 Journals due.

W 12/6 Huck Finn Chapter 33-end

F 12/8 Whitman/Dickinson TBA Week 17

12/11 8-11:30 AM

Final Exam

ENGL 262

Telling the “Story” of America: Survey of American Literature II Instructor: Dr. Mae Miller Claxton Office: 407 Coulter Department Phone: 7264 My extension: 3920 Office Hours: 12-1 PM M-F, 10-11 AM TH, or by appointment. Please see me for other available times WebCT: http://online2.wcu.edu:8900 E-mail address: [email protected] AOL Instant Messenger: maemillerclaxton (I will try to keep IM on during my office hours for questions you may have Heath Anthology Web Site: http://www.georgetown.edu/bassr/heath/


http://college.hmco.com/english/lauter/heath/4e/students/index.html Rental Text: The Heath Anthology of American Literature Vol. 2 Fourth Edition Supplemental Texts: Wharton, The House of Mirth Allison, Bastard Out of Carolina Faulkner, As I Lay Dying Course Objectives: This survey covers American literature from the early Realists to the present. Through the close study of selected texts, students will be encouraged to develop critical skills, to learn major literary movements and concepts, and to understand the relationship between the works and their cultural contexts. Grades (See below for description) Quizzes: 10% Group Presentation: 10% Reading Journal: 20% Midterm: 20% Paper: 20% Final Exam: 20% Discussion List: Extra Credit TBA Attendance

Here is the University policy for attendance (WCU Student Handbook 2005-2006): Students should recognize the positive effect of class attendance and participation on academic success. All students are

expected to attend all meetings of the courses in which they are enrolled; any absence is incurred at the student’s risk. The student handbook defines grades of A as “excellent,” B as “good,” and C as “satisfactory.” Therefore, a student cannot make an A or A- with more than three absences, a B+, B or B- with more than six. There are no excused or unexcused absences, so hoard your absences for true emergencies. Weather can be a problem spring semester, but conditions that do not close the campus do NOT excuse an absence. If you live on a mountaintop or commute, you should plan to hoard some absences for that eventuality. Further, I will check roll at the beginning of each class. If you arrive after I have called your name, you will be counted absent, so don't forget to remind me after class to mark you present. Any time you must miss class, you should contact me by phone or e-mail. Class Participation: This class is interactive. I will "lecture" to you at some points, providing background and information. On the other hand, I expect you to be an active learner. You should come to class prepared to participate. Read the works carefully and write your journal entry before coming to class. Write down questions and issues you would like to raise during class discussion. Check out a book or a web site that will add to your knowledge of the works we will be reading. Quizzes Each week, you will be given at least one unannounced quiz. You may use class notes to answer your quiz. Reading Journal: I believe that informal writing, paired with careful reading, strongly aids the learning process. You will be required to keep a journal, consisting of responses to assigned readings. After you complete the reading, I will expect you to write an entry about the readings. Some days you may respond to the readings in a few sentences. Other days you might write for a few pages. The average should be about one page. If we are going to cover more than one work the next day, you can respond to one or more of the readings. The journals will not be graded on grammar or organization. They will be judged on the basis of content and effort. You might wish to summarize the reading briefly (a quick paragraph for study purposes), but I want you to move quickly to an examination of questions and issues in the work. I want to see how closely you become engaged with the literature. These entries must be placed in a spiral-bound notebook or a small loose-leaf notebook separate from the class notebook. I will take up this notebook three times (see syllabus for dates) and assign you a grade. These three grades will be averaged for the final journal grade (20%). Exams: The midterm and final exams will consist of passages from the literature. You will be required to give author, title, and significance. The exams will draw on the lectures as well as the course texts and will be designed to test your detailed knowledge of the literature. See syllabus for dates.


Paper 1: Choose one critical method (cultural criticism, Marxist criticism, feminist criticism, deconstruction, psychoanalytic criticism, other?) and use this method to write a paper on a topic of your choosing about one of the works from this semester. Your paper will need to reflect further reading and research in your chosen critical perspective. 6-8 pages. 2/27: Thesis Statements, Bibliography, Outline due. 3/13-3/17: Conferences (you are responsible for scheduling the conference) 3/20: Paper due. Conferences: Students are welcome to come see me with questions or comments during office hours or by scheduling another appointment time. Feel free to contact me by e-mail also. Extra Credit: You may attend one or more cultural events (theater, concert, art exhibit, dance, whatever you can define as “cultural and write a one-page response in your journal in order to receive two points either on your class participation or journal grade (wherever you need it). You cannot, however, receive more than a 100 for this grade. Check out the syllabus for further "bonus point" opportunities (labeled BP). Bonus points can be added to your final class grade or journal grade (not your overall class grade--see grade distributions on page one of syllabus). BP Opportunities: read an article or some biographical information about an author and write a summary of at least a page (3 pts. each). Be prepared to share info with class. Read another work by an author we are studying in class (points depend on length of work) and write a summary of at least one page. Look up some information about current trends in music, art, fashion, etc., and write a summary . . . (points negotiable). Daily Schedule The schedule provides a general plan for the course; deviations may be necessary. Assignments are due on the day listed—not for the next class.) Check the calendar on WebCT at http://online2.wcu.edu:8900 for an updated schedule. Day Date Topic Reading Assignments Due Week

1

M 1/9 Introduction to Class W 1/11 Late Nineteenth

Century 1-18

F 1/13 Late Nineteenth Century

18-34

Week 2

M 1/16 Martin Luther King Birthday—No Class

W 1/18 African American Folktales Harris

Read 35-38, Choose two stories to read and be prepared to discuss in class. 114-126

F 1/20 Chesnut Chopin

126-127, 143-150 363-368

Week 3

M 1/23 Labor Day Holiday

W 1/25 Twain TBA F 1/27 Jewett

Freeman 672-673, 722-730 746-757

Week 4

M 1/30 Gilman 544-545, 606-619 W 2/1 Wharton 3-56 F 2/3 Wharton 56-107 Week 5

M 2/6 Wharton 107-151 Journals due. W 2/8 Wharton 151-201


F 2/10 Wharton 201-256 Week 6

M 2/13 Wharton 256-305 W 2/15 Adams 650-671 F 2/17 Group Work on

Criticism

Week 7

M 2/20 Group Presentations W 2/22 Modern Period 887-916 F 2/24 Washington

DuBois

Week 8

M 2/27 Frost Williams

Outline due with thesis statement and list of resources

W 3/1 Eliot H 3/2 Last day to drop class

with “W”

F 3/3 Cummings Stevens

Week 9

M 3/6 Spring Holiday W 3/8

Spring Holiday

F 3/10 Spring Holiday Week 10

Schedule conferences with me this week

M 3/13 Fitzgerald Journals due. W 3/15 Hemingway F 3/17 Allison Week 11

M 3/20 Allison

Paper due.

W 3/22 Allison F 3/24

Allison

Week 12

M 3/27 Allison W 3/29 Hughes

Blues

F 3/31 O’Connor 2112-2124

Week 13

M 4/3 Hurston W 4/5 Faulkner


F 4/7 Faulkner

Week 14

M 4/10 Faulkner

W 4/12 Welty 2058-2074 F 4/14 Easter Holiday Week 15

M 4/17 The Beats Ginsberg Kerouac Ferlinghetti

W 4/19 King Malcolm X

F 4/21 O’Brien Vietnam Literature

Week 16

M 4/24 Alexie 2927-2934

Journals due.

W 4/26 Kingston 2960-2980

F 4/28 Cofer Harjo

Week 17

H 5/4 Final Exam 12-2:30 PM Engl 352.01

The Journey in Literature: Journeys in Time or

“Second to the right and straight on ‘til morning.” Fall 2006 MW 4-515 CO 304

Instructor: Dr. Saunders CO 410 227-3922 [email protected] Website: wcuvax1.wcu.edu/~saunders Office Hours: Mon and Wed 3-3:50, Tues and Thurs 2-2:50, and by appointment

`But,' said the Medical Man, staring hard at a coal in the fire, `if Time is really only a fourth dimension of Space, why is it, and why has it always been, regarded as something different? And why cannot we move in Time as we move about in the other dimensions of Space?' The journey has been a central motif in literature throughout the ages, often focusing on the figure of the wanderer, the wayfarer, the seeker or pilgrim. Yet, when we think of a journey, we automatically think of a journey through space, north, south, east, west, as if time and space were fundamentally different, as if we were not all, every moment, journeyers through time as well as space, as if the act of narration itself were not a journey through time. This section of English 352 will focus on journeys in time and out of time, examining such texts as Peter Pan, The Time Machine and Slaughterhouse Five.


Goals: Discover the pleasure of reading. Read, interpret, analyze texts (novels, short stories, poetry, film). Write clearly and with insight about texts (both primary and secondary). Critically analyze arguments of others and present coherent and effective arguments, both written and oral.

Examine and discuss individual and cultural values and assumptions. Texts: Purchase each of the following texts

Peter Pan--Barrie Time Machine--Wells A Christmas Carol--Dickens Slaughterhouse Five--Vonnegut A Connecticut Yankee in King Arthur’s Court--Twain Additional texts will be available in handouts, through electronic reserve at the library, and online. Assignments: 2 papers (approx. 4-5 typed, double-spaced pages ea.)-----------------------20% Journal (daily journal sheets and pop quizzes)---------------------------------15% Three tests---------------------------------------------------------------------------45% Final exam (the essay portion will be comprehensive)------------------------20% See university catalog for the Plus/Minus grading scale. A plus or minus in your final course grade will affect your grade point average. Attendance: I expect perfect attendance. After the student's THIRD absence, the final grade is subject to a five point penalty per absence. Excessive absence can result in failure of the course. Turn off your cell phone before coming to class. The university’s mission is to create a “community of scholarship,” and individual students and faculty are expected to conduct themselves professionally in an atmosphere of tolerance, inquiry and goodwill. Students whose deliberate disruption of the classroom threatens the “community of scholarship” will be asked to leave the classroom and assigned an absence and a 0 for the day’s work. Continued disruptive behavior may result in university disciplinary action. Late work: Assignments are due at the BEGINNING of the designated class period. Late papers are subject to a penalty of one letter grade for each WEEK DAY (NOT CLASS DAY) late. Journal sheets are not accepted late. No work is accepted after December 8, 2006 (unless I have approved a grade of incomplete). Paper format: ALWAYS MAKE A COPY OF YOUR PAPER TO KEEP BEFORE YOU TURN IN THE ORIGINAL. Final drafts of papers will be typed, double-spaced on white typing paper with one-inch margins. Type on only one side of the paper, number all pages, and staple the paper together before coming to class to turn the paper in. Do not use plastic binders. Journals: Your journal will consist of several assignments. Response sheets (4 pts. ea.) are to be completed for each day's literature assignment. REMEMBER, RESPONSE SHEETS WILL NOT BE


ACCEPTED LATE. Be sure to collect all of the graded materials in your folder to be turned in again at the end of the term for a final journal grade. Academic Honesty: DO HONEST WORK! A deliberate attempt to deceive, whether through cheating on tests, inventing sources or documentation, changing grades, plagiarizing someone else’s work (either published or unpublished) etc., will result in a charge of academic dishonesty. Plagiarism can be defined as submitting someone else's work (words or ideas) as your own. Plagiarized work or other instances of academic dishonesty will at the very least earn a 0 for the assignment, and IT IS GROUNDS FOR FAILING THE COURSE. A report of academic dishonesty will be made to the English Department Head who will report to the appropriate administrative office for further action. A student who assists another in submitting dishonest work is also guilty of academic dishonesty and subject to the same penalties. See the 2006-2007 Student Handbook policy on Academic Honesty. Withdrawals and Incompletes: See the General Catalog for the university policy. Incompletes are only given in emergency situations. After October 16, a student may not withdraw from a course except under certain emergency medical or legal conditions requiring documentation by university physicians, counselors, and/or administrators and approved by the administration. Before Oct 16, a student may withdraw by filling out the appropriate forms and making sure they are signed and turned in on time. Do not simply stop coming to class. If you do, you will fail. Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require disability services or reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Kimberly Marcus for more information. Phone: (828) 227-7234; E-mail:[email protected]

Week Day Date Topic/ Reading 1 W 23-Aug Course Intro

2 M

28-Aug The Road Not Taken Because I could not stop for death Intimations Ode

http://www.web-books.com/Classics/Poetry/Anthology/Frost/Road.htm http://www.poets.org/viewmedia.php /prmMID/15395 http://www.bartleby.com/101/536.html

W

30-Aug The Negro Speaks of Rivers Darkling Thrush The Second Coming

http://www.poets.org/viewmedia.php/prmMID/15722 http://rpo.library.utoronto.ca/poem/917.html http://www.poets.org/viewmedia.php/prmMID/15527

3 M 4-Sep LABOR DAY No Class W 6-Sep Time Machine 4 M 11-Sep Time Machine


W 13-Sep Peter Pan

5 M 18-Sep Peter Pan W 20-Sep Test one

6 M

25-Sep To an Athlete Dying Young A Clock Stopped Tithonus

http://www.bartleby.com/103/32.html http://www.bartleby.com/113/4135.html http://rpo.library.utoronto.ca/poem/2188.html

W

27-Sep Ulysses Sailing to Byzantium

http://rpo.library.utoronto.ca/poem/2191.html http://www.web-books.com/Classics/Poetry/Anthology/Yeats/Sailing.htm

7 M 2-Oct A Christmas Carol W 4-Oct A Christmas Carol

8 M 9-Oct Owl Creek Bridge

http://eserver.org/fiction/occurrence-at-owl-creek.html

W 11-Oct Test two 9 M 16-Oct Connecticut Yankee Last Day to W W 18-Oct FALL HOLIDAY No Class 10 M 23-Oct Connecticut Yankee W 25-Oct Connecticut Yankee 11 M 30-Oct Connecticut Yankee W 1-Nov Time article 12 M 6-Nov Short story W 8-Nov Test three 13 M 13-Nov film W 15-Nov film 14 M 20-Nov Slaughterhouse-Five W 22-Nov thanksgiving holiday thanksgiving holiday 15 M 27-Nov Slaughterhouse-Five W 29-Nov Slaughterhouse-Five 16 M 4-Dec Slaughterhouse-Five W 6-Dec F 15-Dec Final Exam 3-5:30


ENGL401: Writing For Careers

Instructor: Dr. Brian Gastle Office: Coulter 417 Office Phone:x3928 [email protected] Office Hours: T/W 1:00 – 2:00 http://paws.wcu.edu/bgastle/401

COURSE DESCRIPTION Catalogue Description: Theory and application of rhetoric in professional communication; emphasis on triad of author, subject, and audience. Practical assignments: memos, letters, resumes, reports, and persuasive messages.

This course examines the role of written communication in group/organizational effectiveness, especially within professional environments. It prepares you for the writing tasks (genres, documents, and situations) most common to most careers. The course will be based on practice; all assignments are part of a corporate simulation and will be evaluated as if they were presented in “the real world.” Learning Outcomes:

Writing for Careers will prepare students to write within virtually any career they pursue. Students will learn how to:

1. Create a wide variety of common professional genres (memos, letters, reports, resumes, etc.) 2. Write in a professional manner, using

a. Plain, clear, and concise language b. Mechanically accurate language c. Rhetorically appropriate language

3. Understand the process of composing professional communications both individually and as part of an organization Writing for Careers prepares students for a variety of careers in part by introducing them to (and allowing them to become proficient in) a variety of written professional genres. It also introduces them to the repercussions of error in such documents.

REQUIRED TEXT Bovée, Courtland L., and John V. Thill. Business Communication Today. 8th ed. Prentice Hall, 2005.

ASSIGNMENTS

Memos/Letters …………………....20% Final Exam …………..10% Proposal (group) ………..…….5% Job Application Cover Letter ……10% Class Grade …………..15% Progress Report (group) .……...10% Resume …………………………..10% Presentation (group)…...5% Formal report (group) ………...15% • Class Grade includes quizzes, class discussion, various in-class assignments, and your assigned “minutes.” • Late assignments, except under extreme circumstances, are not accepted. All assignments, unless otherwise stated, must

be typed/word processed • It Counts: This is a writing class; grammar, punctuation and spelling mistakes will be penalized greatly. • I do not accept rewrites of assignments. You will have the opportunity for peer editing and revision on most

assignments. I would be happy to meet with you either during my office hours or during a scheduled appointment. Once you turn in your assignment, it should be a complete and polished product.

• E-Mail: You will be required to check your e-mail regularly for course material discussions, schedule changes, and class issues.

ATTENDENCE Like jobs in the “real world,” regular attendance is mandatory for you to benefit from this course and for others to benefit from your knowledge and participation.

• For each absence after your second (excused or unexcused) your final grade may be dropped a full letter. • I do not distinguish between excused and unexcused absences; either way, you have missed required class material. • Lateness is disruptive; repeated tardiness may be considered as an absence.


• Group Editing Days (our equivalent of business meetings with “the boss”) are extremely important. Plan to attend even if you do not have all of the required assignment finished, so your group members will have the benefit of your comments. Missed group editing days will affect your Class Grade significantly.

ACADEMIC INTEGRETY

All work submitted must be your own. Please review WCU policy regarding Plagiarism and the Academic Honesty Policy in the student handbook. If I find a student cheating, fabricating, or plagiarizing another’s work from any source (print, media, internet, etc.), that student will receive an “F” for the class, the transgression will be recorded in his or her WCU record, and I will, to the utmost of my ability, urge the administration to expel that student from WCU.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require disability services or reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Kimberly Marcus for more information. Phone: (828) 227-7234; E-mail:[email protected].

Explanation of Grades (How I Grade) Because English 401 is devoted to developing writing skills, and because these skills are critical in getting and keeping a good job, every assignment, including the first one, will be evaluated by “real-world” criteria. Assignments will receive failing grades if

the grammar, spelling, or style (a) undermines your credibility or that of your company or (b) undermines the effectiveness of your message.

they make you or your company vulnerable to lawsuits or ridicule that could have been avoided if you had read the chapters more carefully or had followed class lecture more astutely.

you do not follow instructions. We can expect that the first grades on all papers will cause unhappiness to their authors. However, we should try to keep the greater goal of being credible communicators in mind and to remember that we are all suffering together; I will be glad to help whenever I can. I use the +/- system (A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F). In general, you can use the following criteria to anticipate and understand your grades (Yes, I do assign B’s and D’s; these are just general guidelines for A’s, C’s, & F’s):

The “A” Assignment Content: The “A” assignment does the job in a thorough and superior manner. Follows the instructions given in the book

as well as the instructions for the assignment. Uses more creativity and intelligence than the average assignment. Style: The “A” assignment uses simple, clear, declarative sentences. It avoids wordiness, politically incorrect or offensive

language and tone, and it appeals to the needs of the reader(s). It has short, clear, paragraphs. It uses the appropriate format. Most of all, it avoids wordiness and sloppiness.

Grammar & Spelling: The “A” assignment has no errors in spelling, and no significant errors in grammar, mechanics, and punctuation. It uses all words correctly.

The “C” Assignment

Content: The “C” assignment does the job without distinction. It follows the instructions given in the book but may not distinguish the writer from the pile.

Style: The “C” assignment may have some problems with wordiness or tone. There may be minor problems with format, clarity, or paragraphing.

Grammar: The “C” paper has no more than one error in spelling, and it may have problems with commas, grammar, and punctuation that undermine the writer’s credibility but do not seriously interfere with clarity.

The “F” Assignment

Content: The “F” paper exposes the writer and his or her organization to ridicule or liability; it undermines credibility, ignores the instructions in the book, or lacks a major component according to the checklists in the book.

Style: The “F” assignment has serious problems with wordiness, tone, and / or the “you” attitude. It confuses or antagonizes the reader.


Grammar: The “F” paper has two or more errors in spelling, and / or errors in grammar that seriously undermine the author’s credibility and interfere with effective communication. Common significant errors in grammar: Misplaced or unclear modification; Problems with coordination (parallelism); Problems with agreement; Run-on, spliced, or fused sentences; Sentence fragments; Shifts in pronouns; Shifts in voice or tense; Incorrect use of commas.

CLASS ETIQUETTE

In-Class, you should be paying attention to lecture, class discussion, examples, and/or assignments. Anyone found “surfing” or checking email during class work or lecture will be asked to leave and will be assigned an absence for the day.

TENTATIVE SCHEDULE (subject to change)

Date Topic Read Due Introduction to Writing for Careers T 1/9 Introduction to Class, the Computer

Lab, and “minutes”

R 1/11 Sweat the Little Stuff – Writing Correctly

Review Handbook of Grammar, Mechanics, and Usage (especially Subject, Verb Object, Active/Passive Voice, Prepositions, and Clauses)

T 1/16 The Big Picture: The Organizational

Communication Setting Message Types and Organizational Patterns

Chapter 1: Achieving Success through Effective Business Communications

DUE: Mechanics Homework Quiz on Readings and Writing issues

R 1/18 Organizational Patterns, Message Types, and Styles

Chapter 5: Writing Business Messages. Quiz on Readings and Writing issues

Case Sensitive Writing T 1/23 Format and Layout Appendix I: Format and Layout of

Business Documents Due: Style Revision Homework

R1/25 Routine & Non-Invasive Messages - Information Conveying Messages, Routine Orders, and Good News

Chapter 7: Writing Routine Messages

T 1/30 Bad News Messages Chapter 8: Writing Negative Messages Due: Memo/Letter

Assignment R 2/1 Persuasive Messages Chapter 9: Writing Persuasive Messages T 2/6 In-Class work on Memos/Letters R 2/8 Peer Edit of Memo/Letters Due: Draft of 5

memo/letters Job Search Materials T 2/13 Finding Jobs Register with Career Services and

Explore their Web Site: http://careers.wcu.edu

Due: Final version of memo/letters with drafts and peer review comments

R 2/15 Application Materials: Resume Chapter 17: Building Careers and Writing Résumés

Due: Copy of a job ad

T 2/20 Application Materials: Cover Letter Chapter 18: Applying and Interviewing

for Employment

R 2/22 Peer Edit of Cover Letters and Resumes

Due: Draft of CL and Resume with Ad

Reporting As Ordered T 2/27 Introduction to Report Projects -

Proposals (Report Writing) Chapter 12: Planning Reports and Proposals Sign Up For Group Office Visit (15-20 Minutes)

Due: CL and Resume with Ad and peer comments


R3/1 Report Topic Conferences No Class T 3/6 Spring Break No Class R 3/8 Spring Break No Class T 3/13 Creating Graphics for Professional

Writing Chapter 11: Communicating Information Through Visuals.

R 3/15 Researching and Documenting Professionally

Chapter 10: Finding, Evaluating, and Processing Information.

T 3/20 Progress Reports - Format and Layout Due: Proposals R 3/22 Progress Reports - Problems and

Examples Read Online Examples

T 3/27 R 3/29

Literary Festival Week One of these days (tba) will be cancelled to allow you to attend a Lit Festival Event. The other day will be devoted to Oral Presentation Strategies and Using PowerPoint

Chapter 15. Planning, Writing, and Completing Oral Presentations. Chapter 16. Enhancing Presentations with Slides and Transparencies.

T 4/3 Progress Reports - Format and Layout Chapter 13: Writing Reports and

Proposals.

R 4/5 Easter Break No Class T 4/10 In-Class work on Reports R 4/12 Preparation and Layout of the Formal

Report Chapter 14. Completing Reports and Proposals.

Due: Progress Reports

T 4/17 Formal Reports Problems and

Examples Read Online Examples of Formal Reports

R 4/19 In-Class work on reports Presentations and Final T 4/24 Final Report Presentations Due: Final Report and

Presentation R 4/26 Final Report Presentations Due: Final Report and

Presentation M 4/30 Final Exam 12:00-2:30


ENGL 414 – Fundamentals of Teaching Composition

http://paws.wcu.edu/ccarter

Dr. Catherine Carter Office Hours W 11-12 and by appointment Office: CO 421 x3931 [email protected] Fall 2006

This course analyzes various approaches to teaching composition for elementary, middle grades, and secondary teachers. It should help future teachers of English and the language arts develop a commitment to writing, as a means of both learning and of personal expression and exploration: that is, this course takes the stance that writing teachers should write. Students will:

1. consider their own philosophies of teaching, particularly of teaching writing; 2. discuss and develop strategies applicable to classroom practice, including diverse learning situations; 3. develop and demonstrate ways to stimulate, evaluate, and offer feedback on student writing; 4. begin designing writing curricula for all grade levels and all skill levels; 5. explore the use of technology in the teaching of writing.

These goals are in accordance with the College of Education’s Conceptual Framework, particularly with their emphasis upon public school teachers assisting this course’s learners. The course particularly addresses the following elements:

Diversity: In preparing teachers to work with student writers, an immediate source of diversity is the ability levels of writers. Material in the texts and handouts directly address writers who have limited English proficiency, who have ADD/ADHD, and who are otherwise challenged in learning more about writing; supplemental case studies dealing with classroom diversity are also provided; students are required to address case studies dealing with diversity-related classroom situations. Technology: The course is taught in an electronic classroom, allowing for integration of a number of aspects of technology in service of learning, and requires the use of basic computer technology to facilitate peer response and assessment. Students’ final exam is a PowerPoint presentation of a writing unit.

Required Texts

Olson, Carol Booth. Practical Ideas for Teaching Writing as a Process at the Elementary School and Middle School Levels (for Elementary and Middle Grades majors ONLY!)

----. Practical Ideas for Teaching Writing as a Process at the High School and College Levels (for Secondary Ed and graduate level students ONLY!)

Warner, Mary. Winning Ways of Coaching Writing: A Practical Guide for Teaching Writing in Grades 6-12. N.b. I know there’s a lot to read on this syllabus, but please tell me you read the note above: each of you should stagger out of the bookstore with TWO books, not three. You should have a pink version OR a blue version of Practical Ideas—not both.

Grading

3 essays (minimum 2 drafts and associated product—goals 1,2, 3) 30% 30-minute demonstration of teaching writing (goals 2, 3, 4, 5) 20% Field experience teaching writing (goals 1, 2, 3, 4) 20% Reading journal, turned in weekly (typed!) (goals 1, 2, 3, 4) 10%


Final exam, electronic presentation of unit (goals 1-5) 10% Participation, peer response, active discussion (goals 1, 2, 3, 4) 10%

Accommodations Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require disability services or reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Kimberly Marcus for more information. Phone: (828) 227-7234; E-mail:[email protected]. About the assignments! 1. 3 essays, each with at least two drafts, will comprise a final portfolio worth 35% of your final grade; that 30% will be arrived at by averaging the grades of the six drafts (overall quality) and by evaluating improvement between drafts and assignments. Each final draft will also include (’cause this just wasn’t enough fun before!) a one page description of a related assignment you would give in your teaching context, and an accompanying assessment rubric.1 Each student will have a draft of one of the three papers workshopped by the entire class. These essays are—

a.) A 3-4 page narrative/descriptive essay on your family or personal history; its first draft is due September 6; its final draft is due September 20, complete with the assignment description, by. b.) A critical reading essay relating to one of a series of possible texts. The paper is 3-5 pages; the first draft is due September 27. The final draft of this paper, again complete with related assignment, is due on October 11. c.) An argumentative/I-search essay of 5 pages or more. First draft is due Nov 29. The final draft is due Nov 8 with the assignment description and with your entire portfolio.

2. Teaching a lesson/demonstrating a writing activity, including a brief description of the lesson’s or activity’s rationale, process and evaluation (bring a copy of this for me!) The lesson should be about 30 minutes in length and be applicable to your teaching level (consult NC SCOS.) This presentation is 20% of your overall grade. (There will be a sign-up early on for time slots in which to teach; if you haven’t signed it by the third class, see me!) This will be evaluated according to the criteria listed on the teaching evaluation form (see my website): it should be a solid lesson which accords with the SCOS for the grade in question, incorporates at least one activity, and presents you as a professional. (Hint: while you may use visual aids, you should not BE the visual aid! Sneakers, flipflops, torn jeans and bared midriffs are not appropriate, and if you think I’m penalizing you for them (which I certainly will!), you haven’t yet seen a principal flay the skin off someone’s back for dressing like a student.) 3. Field experience. This will involve 3 parts: you will observe at least one hour of instruction in classrooms at Smoky Mountain, Fairview or Cullowhee Valley—or at any school at which you’re doing observations for another education class (preferably 30 mins. of the class will be writing instruction); you will teach a (minimum!) 30

1 This seems to give people some trouble, so…. with the final draft of your essay, you will also include a version of this assignment SCALED DOWN to the group you’ll be teaching—that is, if you’re teaching seventh-graders, with the I-search paper you’ll turn in your own version of a research/I-search assignment appropriate for your own students, with as much or little detail, explanation, and example as seems good to you. You’ll also turn in a rubric—go visit rubistar4teachers.org—by which you, the teacher, will evaluate your students’ work on that assignment you just wrote. I want to see that you can write a clear, solid assignment and that you know what you’re looking for when the students perform it. I also want to see whether you’re looking for reasonable things.


minute writing lesson, having it videotaped in VHS for my review (talk to your school librarian, or check out a camcorder from me—no microcassettes!); you will follow up with an observation, some tutoring, and/or evaluating student papers, and report on these tasks in your self-evaluation. I will watch and comment on these videos, but I also need to see a copy of your lesson plan, a note from your cooperating teacher offering a review of your strengths and weaknesses as s/he sees them., and your own self-assessment of how you think you did. What worked? What didn’t? Why? I need tapes, lesson plans, self-evaluations, and teacher reviews by Nov 28t h at the VERY latest. This is 20% of your final grade. 4. Reading journal: Each week you will turn in a 2+ page reading journal entry on one (or more) of the following: what you’ve read for class, what you might’ve learned about teaching writing from some other source, what you’ve seen in the teaching demos or encountered in your field experience, etc. These journals don’t have to be long, but they should show some depth of understanding and engage real questions about the topic: don’t summarize the reading, but rather talk about what you understood and didn’t, liked and didn’t, agreed with and didn’t, and why you feel this way. This is 10% of your final grade. 5. Final exam. This consists of a 10 minute oral presentation in Power Point format of a short unit for teaching some aspect of writing—you should prepare the unit with 5 lesson plans, writing prompts, and activities that relate to the curriculum appropriate to your grade level, based on the NC Standard Course of Study. Include everything in the unit that will be helpful for you to actually teach the unit: you’ll use this during your student teaching. I will be evaluating you both on the material you present and on your presentation itself: don’t go over the time limit, don’t read us your slides, don’t drone on and on, and don’t dress like you’re going to sing karaoke. This should be professional and engaging, and it is worth 10% of the total. 6. Participation: should be self-explanatory. And speaking of participation, let’s talk about… Stupid things for which you really could fail this class Attendance. Do I really need to tell you that when a discussion-based class meets once a week, you need to be there every single time? Thought not. Be there every single time unless you’re at death’s door. I’ll start docking scores of points at your second absence no matter how good your reasons, which reasons, by the way, I’m not really pining to hear. It’s one night a week. We need you here. Academic Dishonesty (including but not limited to cheating, fabrication, or facilitation of academic dishonesty.) Especially plagiarism! You wouldn’t think we’d have to say this at your level, but you’d be surprised how many people don’t believe me, or say they don’t know, so . . . using anybody’s ideas, thoughts, research, data, words, or any other creations without full and proper acknowledgment is plagiarism, which is a federal crime, a university sin, and cause for instant failure with no recourse. If you don’t model good practice for your students, who will? And if you don’t model good practice for us, we’ll fail you without further ado in a backhanded stroke that leaves your head toppling slowly from your shoulders while you’re still stammering, “I didn’t know.” You do know. And we all know you do. A gentle hint: This DOES apply to the lesson plans you adapt from the web (and the less you borrow, really, the happier we’ll be): we need to see CITATION of other people’s lesson plans. It likewise applies to pretty pictures in your PowerPoint and on your Web site: they too are someone’s creative work and intellectual property, and they too should be cited right there in that same presentation. SCHEDULE Remember that I may call on you to share your responses to the readings with the class at any time. Feel free to say nasty things about the readings if necessary. This schedule may have to change to accommodate circumstance; you are responsible for keeping track of changes, but if the changes are sweeping, I’ll provide a new copy.


Date What we’ll cover each night, and assignments for the NEXT class W Aug 23 Introductions

Introduction to the course, the syllabus, instructor, each other, Brad Pitt Writing activities, grammar inventory, General Principles, multiculti quiz, and generally

more fun than humans are supposed to have. Discussion of field experience.

FOR NEXT WEEK: from Practical Ideas (PI) read the introduction and the chapter on "The Process" and “Showing, Not Telling”; from Winning Ways (WW) read chapters 1 and 2. Begin brainstorming for draft of essay 1 on family/personal history.

W Aug 30 About the Process

Discussion: responses to readings. We’ll do this every night, so keep reading! Sign up for teaching demos; expectations concerning them. Practice with the writing workshop and the Share Folder’s mysteries. Activity: showing not telling.

FOR NEXT WEEK: Complete draft of essay 1 due next week; read in PI the sections on "Prewriting," "Prewriting in Different Subjects" "Prewriting in the Elementary School"

W Sep 6 Prewriting & Lesson Plans

Writing Workshop of essays—remember full drafts of essay 1 are due tonight. Lesson plan format and evaluation of teaching handouts.

Readings from PI include “Reader Response”, “Writing” and “Domains of Writing”

W Sep 13 Reader response, web resources, more about process

3 teaching demonstrations. Work with web resources for teaching writing.

FOR NEXT WEEK: Read WW Ch. 9 and “Sweat” (linked from class home page; please print a copy and bring it with you.) Remember that your field experience should be completed sometime before November 28—preferably LONG before! You should be preparing that now: contacting your teacher, observing your class, checking out your videorecording options.

W Sep 20 Effective Literary Criticism & Close Reading

Discussion of and practice with writing about literature. Discussion of “Sweat” and ways to write about it.

FOR NEXT WEEK: In WW, read Ch.3 on Audience and Voice; in PI read "Point of View"; prepare a complete draft of the second essay for next week. Final draft of essay 1 collected tonight.

W Sep 27 Reading, Audience & Voice

Workshop of literary analysis papers—first draft of second essay is due tonight. Discussion of readings/In-class writing activity on audience and voice. 2 teaching demonstrations

FOR NEXT WEEK: Read Chapter 5 in WW. W Oct 4 Technology & Style

Technology Work: Discussion of technology portfolios. Work with Ch. 5 from Winning Ways. Discussion of essays’ style and usage. Some exciting grammar rules. 1 teaching demonstration

FOR NEXT WEEK: Read Chapters 10 and 11 in WW, “The State-Mandated Writing Test” and “The Grading Game.” Final draft of second essay due Oct 11, including scoring rubric and assignment you’d give in your teaching context.

W Oct 11 The State Writing Test

We will have in-service teachers addressing us about the standardized writing tests and their own work teaching writing at various grade levels; bring your questions!

FOR NEXT WEEK: In WW, read Ch. 4 on Grammar; in PI, read chapters on Evaluation, “Evaluation Techniques”, “Sharing and Responding”, and “RAG’s for Sharing/Responding.” Final draft of second essay collected tonight.


W Oct 18 FALL BREAK—NO CLASS W Oct 25 Assessment & Grammar

Grammar and grading—feel the love FOR NEXT WEEK: from PI read "Writing the I-Search Paper" and "Writing the Saturation Report"; "Using Cooperative Learning to Facilitate Writing," “Building Vocabularies

W Nov 1 Research

Introduction to the I-Search paper and write-around. 3 teaching demonstrations.

FOR WEEK-AFTER-NEXT: I-search papers! W Nov 8 Workshop of I-Search papers

Expectations for unit plans on teaching writing 3 teaching demonstrations

FOR NEXT WEEK: “Teaching Writing in the Culturally and Linguistically Diverse Classroom.” From WW read Ch. 7 on ADHD writers.

W Nov 15 Beyond political correctness

Discussion of readings and case studies dealing with diversity in the classroom—‘being nice to everyone,’ while a pleasant sentiment, isn’t quite enough.

Nov 22 NO CLASS--THANKSGIVING W Nov 29 Poetry: Not just for breakfast!

3 teaching demonstrations. Course evaluations and wrap-up. FOR NEXT WEEK: I-search paper final draft due Dec 6, with complete portfolio!

Work on PowerPoint presentation for final. W Dec 6 Discussion and activities: poetry in the writing classroom. Be there!

3 teaching demonstrations W Dec 13 Final exam, i.e. PowerPoint presentations of unit plans. ENGL 615

Western Carolina University College of Arts and Sciences

Department of English English 615: Linguistic Perspectives – Introduction to Sociolinguistics

Fall 2006

Dr. Chandrika Rogers Office: Coulter 409 Phone: 227-3921 Office hours: M, W, F: 12:00-1:00; 2:00-3:00 in Cullowhee

M, T: 5:00-6:00 in Asheville Other times by appointment Email: [email protected] English 615 will present an overview of sociolinguistics, focusing on the ways that speakers use linguistic choices to communicate social and situational meaning. With regard to social meaning, linguistic choices can mark characteristics of the speaker (e.g., age, sex, ethnic group, social class, education, occupation) and of the role relation between speaker and hearer. With regard to situational meaning, linguistic choices reflect the varying purposes, topics, settings, and processing requirements of different spoken and written situations. The course will attempt to make you aware of the many levels of meaning communicated in our everyday use of language, with special attention to issues such as: English “rules of speaking” and conversational styles, cross-cultural interaction (crosstalk), spoken and written registers, academic registers, discourse factors which influence word choice and grammatical choice, language and education, literacy, differential linguistic competencies, multilingualism, and language planning.


Course requirements include: completing reading assignments before each class session (readings listed under a date below are to be read for that date), participation in class discussion, two in-class exams (mid-term and final), two or three analytical homework assignments (requiring short typewritten responses), a class presentation (conversational analysis), and a short final paper (annotated bibliography) in which you choose an issue from the course, find 10 additional articles on that issue in the library, write annotations for those articles, and write a short 2-3 page introduction to the topic of the annotated bibliography. Grading Homework/in-class assignments 25% Class presentation 5% Midterm exam 30% Final exam 30% Annotated bibliography 10% Required texts

1. Mesthrie, Rajend, Joan Swann, Andrea Deumert, and William Leap. 2000. Introducing sociolinguistics. Philadelphiia: John Benjamins.

2. Wolfson, Nessa. 1989. Perspectices: Sociolinguistics and TESOL. Newbury. – out of print – on reserve at the UNCA library

3. Readings on e-reserve at library; one book (Biber et. al, 1998) on reserve at UNCA library

TENTATIVE COURSE OUTLINE

Weeks 1-3 (August 29- September 12) Introduction – why study sociolinguistics? What do sociolinguists study? Ethnography of communication; linguistic relativity and diversity; communicative competence; introduction to rules of speaking; speech events, language, dialect, register, variety, regional and social dialects. Sociolinguistic methodologies Readings: Mesthrie et al Chapter 1 Wolfson Chapters 1-3 American tongues film Introduction to conversational analysis; organization and structure of conversation To do: Distribute assignments 1 and 2 Assignment 1 – due September 19 – analyze short conversational text (provided) (10 points) Assignment 2 – due October 10 – group project – tape record, transcribe, and analyze conversational data (15 points) Weeks 4-7 (September 19 – October 10) Conversational analysis; Grice’s maxims; speech acts; English rules of speaking; English conversational styles; language and culture, cross-cultural (mis)communication, crosstalk; student group presentations of Conversational Analysis projects on October 10 Readings: Richards and Schmidt (1983) – e-reserve LGSWE Chapter 14 – e-reserve Wolfson Chapters 4-6 – reserve


Mesthrie et al chapter 6 Tannen (1984) chapter 4 – reserve Chick (1996) – e-reserve Wolfson Chapter 7 – reserve Cross-talk film To do: Discuss annotated bibliography topics on September 19 Discuss conversational analysis assignment # 1 on September 19 Group meetings to work on assignment # 2; Workshop on transcription and conversational analysis; Workshop on group analysis projects Class presentation of group projects – October 10

Week 8 - October 17 – Midterm exam (in-class) Weeks 9-11 (October 24-November 7) Linguistic marking of social meaning – Dialects: region, class, race, gender Linguistic marking of role relations – address terms, cross-gender (mis)communication, politeness, power; Language use and the linguistic marking of situational meaning – Registers and corpus analysis. Specialized registers (sports announcer talk, note taking, etc.). Methodology for register analysis Readings: Mesthrie et al. Chapters 2, 3, 7 Janda (1985) – e-reserve Bruthiaux (1994) – e-reserve Biber 1994 – e-reserve Introduction to LGSWE – e-reserve To do: Workshop on register analysis Distribute Assignment # 3 on October 31 – due November 7 – Comparative register analysis Week 12 (November 14) Corpus linguistics; Empirical studies of language use – introduction to corpus-based analysis; corpus-based analysis of word choices and grammatical choices. Readings: Biber, Conrad, and Reppen 1998 (book on reserve) – Chapters 1, 2, 3, 4, 6 Other readings to be handed out in class To do: In-class workshop on corpus analyses Register variation – spoken and written registers; academic registers Week 13 (November 21) Literacy; language in the school; differential competencies; usage and ‘correctness’; standards; language and power. Multilingual situations, language attitudes, language choice, diglossia, language maintenance, shift, and death; pidgins and Creoles; language standardization, modernization, and adaptation; language policy and planning, bilingual education.


Readings: Mesthrie et al. – Chapters 10, 11, 5, 8, 9, 12 To do: Student-led discussions Week 14 (November 28) Annotated bibliographies due; student presentations of annotated bibliographies

Week 15 (December 5) – Final examination ENGL 618.80

Methods of Literary Research and Bibliography (83171)

Dr. Annette Debo

Fall 2006, Monday 6:00-8:50 UNCA KH 232 Office: Coulter 404, ext. 3919

Office Hours: 1:15-2:15 MW in Cullowhee, 5-6 M in Asheville & by appt. [email protected]

English 618 is designed to introduce English graduate students to their chosen field. The bulk of the class is dedicated to the art of literary research, the contemplative, thorough, meticulous side to completing precise scholarship. You will learn about available tools like MLA, handbooks, databases, and guides. We will visit Ramsey Library twice as a class to learn about the resources for research and how to handle primary documents in Special Collections. The research methods we will cover are applicable to all four concentrations available in English, and faculty from professional writing, rhetoric and composition, and TESOL will guest lecture in this class to ensure that you can complete research in all four fields. Additionally, we will spend time considering what it is we do in English: why are we in this profession, what do we read, how do we analyze texts, and what are the controversies in the discipline. This class also looks to the future in preparing you for taking the comprehensive exams, writing a thesis, and considering how this degree will contribute to your career. To understand research, one must conduct it. Therefore, this class asks you to do some reading and plenty of research. You will complete many short assignments, and the class culminates in a final project on a single text in which you present all of the information you should know before writing a graduate essay. Texts: Altick, Richard D. and John J. Fenstermaker. The Art of Literary Research. 4th ed. New York: Norton,

1993. Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing. 2nd ed. New York: Modern

Language Association,1998.


Harmon, William and Hugh Holman. A Handbook to Literature. 10th ed. Upper Saddle River, NJ: Pearson/Prentice Hall, 2006.

Harner, James L. Literary Research Guide. 4th ed. New York: Modern Language Association, 2002. Reserve materials – please download, print & bring to class Richter, David H. Falling into Theory. 2nd ed. Boston: Bedford/St. Martin’s, 2000. Assignments: 10% Participation, quoting exercise, locating biographical sources exercise 9% Review of selected scholarly journal 9% Biography essay 9% Scholarly edition essay 9% Author’s papers essay 10% Historical context essay 15% Letter Project 9% Abstracts on articles in Richter 20% Final project You must complete all of the assignments to pass the class. Class policies: -- My office and office hours are listed above. I am available during that time and by appointment to help you. -- You are expected to attend every class meeting and to arrive in class on time. Missing more than one class, except in extraordinary circumstances, will prevent you from earning an A. -- The University Writing Center is located in Hunter Library and offers one-on-one peer tutoring. Please work only with other English M.A. students. Check out its website at www.wcu.edu/writingcenter and take advantage of this service. -- Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require disability services or reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Kimberly Marcus for more information. Phone: (828) 227-7234; E-mail:[email protected]. -- If you hand an assignment in late, your grade will be automatically lowered and the paper graded more stringently. Do not miss scheduled exams or presentations. -- Paper format should be consistent with MLA guidelines. Follow the guidelines in the Gibaldi book required for this class. -- I do not accept electronic submissions (by disc or email) of written work; it must all be in hardcopy. I am, however, happy to discuss your ideas and correspond through email.

Academic Honesty Policy -- Western Carolina University, a community of scholarship, is also a community of honor. Faculty, staff, administrators, and students work together to achieve the highest standards of honesty and integrity. Academic dishonesty is a serious offense at WCU because it threatens


the quality of scholarship and defrauds those who depend on knowledge and integrity. Academic dishonesty includes the following:

A. Cheating. Intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise.

B. Fabrication. Intentional falsification or invention of information or citation in an academic exercise.

C. Plagiarism. Intentionally or knowingly representing the words or ideas of someone else as one's own in an academic exercise.

D. Facilitation of Academic Dishonesty. Intentionally or knowingly helping or attempting to help someone else to commit an act of academic dishonesty, such as knowingly allowing another to copy information during an examination or other academic exercise.

Turning in a paper for this class that you have previously turned in for a grade in another class also constitutes plagiarism.

Western is currently using Turnitin.com, an internet service which will compare a student paper to all available internet sources to check for plagiarism. I reserve the right to use this service for any paper that I suspect might be plagiarized. If you commit academic dishonesty of any type in this class, you will fail the class. CALENDAR (tentative): 8/28 Introduction to class 9/4 Labor Day holiday 9/8 Comprehensive examinations offered 9/11 Altick and Fenstermaker, “Vocation” & “The Spirit of Scholarship,” preface-60 Review MLA International Bibliography in class Bring Harner to class; use it to assign journals Quoting exercise due 9/18 Altick & Fenstermaker, “Finding Materials,” 155-182 Tour of Ramsey Library with Heidi Buchanan; meet at library at 6:00. We may move to KH 036 after the physical tour. Review of selected scholarly journal due 9/25 Altick & Fenstermaker, “Some Scholarly Occupations,” 61-154 Harner, Literary Research Guide – discuss how to use this resource Locating biographical sources exercise due 10/2 Altick & Fenstermaker, “Making Notes” & “The Philosophy of Composition,” 205-279 Gibaldi, MLA Style Manual, forward-155, skim the rest Evaluating biographical sources essay due 10/9 Guest speaker Dr. Brian Gastle – conducting research in Professional Writing


Readings TBA Scholarly edition essay due 10/16 Altick & Fenstermaker, “Libraries,” 183-204 Visit Ramsey Library’s Special Collections with Helen Wykle; meet at library at 6:00 Author’s papers essay due 10/20 Last day for students completing programs in May to file applications for graduation 10/23 Guest speaker Dr. Beth Huber – conducting research in Composition and Rhetoric Meet in KH 036 computer classroom. Readings TBA Historical context essay due 10/27 Completed thesis due to second and third readers 10/30 Richter, Introduction & Part One: Why We Read, 1-119; abstract due 11/6 Richter, Part Two: What We Read, 121-233; abstract due Early November Foreign language reading exams 11/6 Deadline to submit thesis prospectus for Spring 2007 graduation 11/13 Guest speaker Dr. Chandrika Rogers – conducting research in TESOL Readings TBA Letter Project Due 11/13-17 Last week to schedule oral examinations for Fall 2006 graduation 11/20 Richter, Part Three: How We Read, 235-397; abstract due 11/27 M.A. Comprehensive Exams Thesis Proposals & Process Advanced Graduate Study & the Job Market Print & read Guide to Graduate Studies in English 12/4 Last day of class Exam: Mon., Dec. 11 6:00-8:50 Presentations of final projects & final projects due


Appendix 3.4. Frequency of course offerings and mean class size

These figures provided by OIRP.

ENGL' Undergraduate Course Descriptives

Semester Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005

Course # of

Sections

Average Class Size

Total SCH

# of Sections

Average Class Size

Total SCH

# of Sections

Average Class Size

Total SCH

# of Sections

Average Class Size

Total SCH

# of Sections

Average Class Size Total SCH

ENGL101 52 20.62 3216 54 20.35 3297 67 19.91 3942 74 19.07 4176 70 19.8 4098 ENGL102 12 17.83 642 10 19.5 585 11 19.64 648 13 18.54 723 15 19.8 891 ENGL190 10 20.5 615 15 21.27 957 14 17.83 642 15 20.53 924 14 19.71 828 ENGL191 4 19 228 3 22 198 5 22 330 6 20 360 5 18 270 ENGL201 5 22.2 333 0 0 0 0 0 0 0 0 0 0 0 0 ENGL203 18 23.83 1287 0 0 0 0 0 0 0 0 0 0 0 0 ENGL204 6 22.33 402 5 23.2 348 5 21 315 5 17.5 210 2 18 108 ENGL206 0 0 0 3 20 180 4 15.5 93 4 17.75 213 3 23 207 ENGL207 0 0 0 8 24.75 594 7 22.86 480 2 25 150 3 24 216 ENGL209 1 15 45 2 25.5 153 2 24 144 2 19 114 2 22 132 ENGL231 1 25 75 2 24 144 2 23 138 3 15.33 138 2 24 144 ENGL251 2 24.5 147 2 23.5 141 2 23.5 141 3 18.67 168 2 23.5 141 ENGL252 1 25 75 2 20.5 123 2 19 114 3 16.33 147 2 23.5 141 ENGL261 1 25 75 1 23 69 1 21 63 1 28 84 1 26 78 ENGL262 1 19 57 1 25 75 0 0 0 0 0 0 1 23 69 ENGL278 1 23 69 1 24 72 1 26 78 0 0 0 1 24 72 ENGL290 0 0 0 0 0 0 0 0 0 0 0 0 1 20 60 ENGL300 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL302 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL303 1 27 81 0 0 0 0 0 0 0 0 0 1 23 69 ENGL304 1 14 42 1 10 30 1 18 54 0 0 0 0 0 0 ENGL305 1 14 42 1 14 42 0 0 0 0 0 0 1 22 66 ENGL306 1 23 69 2 11.5 69 0 0 0 0 0 0 0 0 0 ENGL307 0 0 0 0 0 0 0 0 0 0 0 0 1 20 60 ENGL308 1 21 63 1 4 12 4 1 3 0 0 0 0 0 0 ENGL309 0 0 0 0 0 0 0 0 0 1 20 60 1 20 60


ENGL310 0 0 0 0 0 0 1 25 75 1 23 69 1 11 33 ENGL312 1 25 75 1 22 66 1 27 81 1 24 72 1 20 60 ENGL313 1 14 42 0 0 0 0 0 0 0 0 0 0 0 0 ENGL319 0 0 0 0 0 0 0 0 0 0 0 0 1 9 27 ENGL331 0 0 0 0 0 0 0 0 0 1 15 45 0 0 0 ENGL350 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL351 0 0 0 0 0 0 0 0 0 0 0 0 1 24 72 ENGL352 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL364 0 0 0 0 0 0 0 0 0 1 23 69 0 0 0 ENGL365 0 0 0 0 0 0 0 0 0 0 0 0 1 13 39 ENGL366 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL367 1 29 87 1 30 90 0 0 0 0 0 0 0 0 0 ENGL370 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL378 0 0 0 0 0 0 1 22 66 0 0 0 0 0 0 ENGL389 1 1 3 1 2 6 1 4 12 1 1 3 1 1 3 ENGL390 0 0 0 0 0 0 0 0 0 1 29 87 2 25 150 ENGL394 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL401 4 19.25 231 6 19.17 345 2 22 132 5 21.2 318 6 20.33 366 ENGL405 0 0 0 1 1 3 0 0 0 0 0 0 0 0 0 ENGL406 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL411 1 21 63 1 18 54 1 20 60 1 18 54 0 0 0 ENGL412 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL414 1 18 54 1 18 54 1 20 60 1 18 54 1 19 57 ENGL415 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL416 0 0 0 0 0 0 0 0 0 0 0 0 1 14 42 ENGL417 1 11 33 1 10 30 1 7 21 1 10 30 1 7 21 ENGL420 1 19 57 0 0 0 0 0 0 0 0 0 0 0 0 ENGL421 1 28 84 1 28 84 1 27 81 1 26 78 1 25 75 ENGL431 1 23 69 1 23 69 1 20 60 1 25 75 1 24 72 ENGL440 0 0 0 1 21 63 1 15 45 1 22 66 1 14 42 ENGL441 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL450 0 0 0 1 14 42 0 0 0 0 0 0 2 9.5 57 ENGL451 0 0 0 1 1 3 2 7 42 1 16 48 0 0 0 ENGL455 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL463 0 0 0 0 0 0 0 0 0 0 0 0 1 12 36 ENGL464 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0


ENGL467 0 0 0 0 0 0 0 0 0 1 26 78 1 10 30 ENGL468 0 0 0 0 0 0 0 0 0 1 15 45 1 13 39 ENGL470 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL471 0 0 0 0 0 0 1 23 69 0 0 0 0 0 0 ENGL472 1 15 45 0 0 0 0 0 0 0 0 0 0 0 0 ENGL473 0 0 0 0 0 0 0 0 0 1 11 33 0 0 0 ENGL475 0 0 0 0 0 0 0 0 0 1 1 3 0 0 0 ENGL477 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL478 1 29 87 1 25 75 0 0 0 0 0 0 0 0 0 ENGL479 0 0 0 1 1 3 1 14 42 0 0 0 1 1 3 ENGL480 0 0 0 1 1 3 0 0 0 0 0 0 0 0 0 ENGL483 2 2.5 15 1 3 9 1 1 3 0 0 0 1 7 21 ENGL484 1 1 3 0 0 0 0 0 0 1 1 3 0 0 0 ENGL491 0 0 0 0 0 0 0 0 0 0 0 0 1 2 6 ENGL493 0 0 0 0 0 0 0 0 0 0 0 0 1 3 9 ENGL496 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL497 1 15 45 2 11 66 1 17 51 2 7.5 45 1 16 48 ENGL498 1 4 12 1 14 42 1 11 33 1 12 36 1 11 33


ENGL' Graduate Course Descriptives

Semester Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005

Course # of

Sections

Average Class Size

Total SCH

# of Sections

Average Class Size

Total SCH

# of Sections

Average Class Size

Total SCH

# of Sections

Average Class Size

Total SCH

# of Sections

Average Class Size Total SCH

ENGL501 1 1 3 2 1 6 1 2 6 1 3 9 1 6 18 ENGL514 1 1 3 1 5 15 1 7 21 0 0 0 1 19 57 ENGL515 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL517 1 2 6 1 3 9 1 4 12 1 8 24 1 2 6 ENGL564 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL580 0 0 0 1 1 3 0 0 0 0 0 0 0 0 0 ENGL589 0 0 0 0 0 0 0 0 0 1 1 3 0 0 0 ENGL600 0 0 0 1 14 42 0 0 0 0 0 0 0 0 0 ENGL602 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL604 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL606 0 0 0 1 1 3 0 0 0 0 0 0 0 0 0 ENGL607 0 0 0 0 0 0 1 2 6 0 0 0 0 0 0 ENGL608 0 0 0 1 13 39 2 10 30 2 10 30 1 4 12 ENGL609 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL610 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL613 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL614 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL615 0 0 0 0 0 0 0 0 0 1 12 36 0 0 0 ENGL616 0 0 0 0 0 0 0 0 0 0 0 0 1 14 42 ENGL618 1 10 30 1 13 39 1 12 36 2 9.5 57 1 18 54 ENGL619 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL620 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL621 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL625 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL626 0 0 0 0 0 0 0 0 0 0 0 0 1 9 27 ENGL627 0 0 0 0 0 0 0 0 0 0 0 0 1 9 27 ENGL631 0 0 0 1 14 42 0 0 0 1 1 3 0 0 0 ENGL635 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL641 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0


ENGL642 0 0 0 0 0 0 0 0 0 0 0 0 1 5 15 ENGL643 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL651 1 9 27 0 0 0 0 0 0 1 16 48 0 0 0 ENGL652 0 0 0 1 6 18 0 0 0 0 0 0 1 4 12 ENGL653 0 0 0 0 0 0 1 16 48 0 0 0 0 0 0 ENGL655 0 0 0 0 0 0 0 0 0 1 3 9 0 0 0 ENGL660 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL661 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL662 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL671 0 0 0 0 0 0 0 0 0 1 1 3 0 0 0 ENGL672 1 15 45 0 0 0 1 17 51 0 0 0 1 6 18 ENGL673 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL677 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ENGL693 2 13 78 1 1 3 4 7 42 2 12 72 5 3.2 48 ENGL699 10 1.4 42 11 1.55 51 4 1.5 18 9 1.22 33 13 1.33 24 ENGL779 0 0 0 0 0 0 0 0 0 1 2 2 1 3 3 ENGL799 5 1.2 12 3 1.33 8 3 1 4 3 1.5 6 5 1.5 6


Appendix 3.5. Number of junior-senior English majors and number of graduate students

Number of Students Who Have a Minor or Concentration Term Type Code Count

Minor ENGL 23 Fall 2004 Concentration ENG 51 Minor ENGL 28 Fall 2005 Concentration ENG 50 Minor ENGL 24 Fall 2006 Concentration ENG 39

The table above was supplied by OIRP, but it does not agree with our own data, and since every English major in the B.A. must have a concentration recorded, the numbers should equal the total number of majors, which they do not.

The 2004 Fact Book gives the number of junior-senior English majors (fall term resident credit enrollment) as follows: 2000, 76; 2001, 82; 2002, 91; 2003, 82; 2004, 80.

Our own English major advisee list, which gives concentrations for most students, shows 287 students assigned to advisors, 245 students listed as majors. Some of these are now graduated or gone for some other reason, and some may be minors only, but the discrepancy with OIRP data is too great. It appears that something about the way our majors are counted is yielding poor data.

Graduate students in English under Comprehensive Education, according to the Fact Book, have been 2000, 23; 2001, 24; 2002, 28; 2003, 25; 2004, 30. The data supplied last semester by OIRP appears in the tables listed in Appendix 5.1.3.


3.6 Time to degree data for program graduates for previous five years

Note: data provided by OIRP. Some of the numbers are inexplicable, and the BSEd, MAT, and MAEd were not included.


Appendix 3.7. Course sequence for 4-year graduation (UG) and 2-year graduation (G).

3.7.1 Graduation plans for bachelor’s degrees

The 8-semester course sequence for 4-year graduation in each of our concentrations is available in the online catalog, as “Curriculum Guide.”

Curriculum Guide for English (Journalism Concentration) B.A.

Freshman Year

Fall Semester (Hours 15)

• 190 Series First Year Studies Credits: (3)

• C5 Physical & Biological Science Credits: (3)

• MFL 101 Intro Foreign Language I Credits: (3)

• JS 101 Jumpstart Credits: (0)

• ENGL 101 - Composition I Credits: (3) • MATH 101 - Mathematical Concepts

Credits: (3)

Spring Semester (Hours 15)

• C5 Physical & Biological Science Credits: (3)

• MFL 102 Intro Foreign Language II Credits: (3)

• CMHC 201 - Introduction to Speech Communication Credits: (3)

• ENGL 102 - Composition II Credits: (3)

• HEAL 123 - Health and Wellness


Credits: (3) • or • HSCC 101 - Nutrition, Fitness, and

Wellness Credits: (3)

Sophomore Year


• P1 Social Sciences Credits: (3) • MFL 231 Intermediate For. Lang. I

Credits: (3)

• CIS 293 - Topics in Computer Information Systems Credits: (1-4, R4)

• CMCR 140 - Introduction to Communication Media Credits: (3)

• ENGL 251 - Survey of English Literature I Credits: (3)


• P1 Social Sciences Credits: (3) • P3 History Credits: (3) • P5 Fine & Performing Arts Credits: (3) • MFL 232 Intermediate For. Lang. II

Credits: (3)

• ENGL 252 - Survey of English Literature II Credits: (3)

Junior Year



• Minor Credits: (6) • P4 Jr-Sr Humanities Credits: (3)

• CMCR 301 - Writing for Communication Media Credits: (3)

• ENGL 261 - Survey of American Literature I Credits: (3)


• Minor Credits: (6)

• CMCR 365 - Communications Ethics and Responsibilities Credits: (3)

• ENGL 262 - Survey of American Literature II Credits: (3)

• ENGL 307 - Professional Editing and Publishing Credits: (3)

Graduation Fee

After earning ninety hours, the student must file an application form with the Dean after paying a $30 graduation fee to the University Cashier.

Senior Year


• ENGL/CMPM Journalism Elective Credits: (3)

• Minor Credits: (6)

• CMPM 302 - Reporting of Public Affairs Credits: (3, R6)

• ENGL 497 - Senior Seminar in Writing


Credits: (3)


• Minor Credits: (3) • ENGL/CMPM Journalism Elective

Credits: (3) • General Electives Credits: (3) • General Electives Credits: (3)

• ENGL 389 - Cooperative Education: Professional Writing Credits: (1 or 3, R15)

• or • ENGL 483 - Writing Internship Credits:

(3)

Total Hours for Degree: 120

Curriculum Guide for Englsh (Literature Concentration) B.A.

Freshman Year


• 190 Series First Year Seminar Credits: (3) • C5 Physical & Biological Sciences Credits: (3) • MFL 101 Intro Foreign Language I Credits: (3) • JS 101 Jumpstart Credits: (0)

• ENGL 101 - Composition I Credits: (3) • MATH 101 - Mathematical Concepts Credits: (3)



• C5 Physical & Biological Sciences Credits: (3) • MFL 102 Intro Foreign Language II Credits: (3)

• CMHC 201 - Introduction to Speech Communication Credits: (3) • ENGL 102 - Composition II Credits: (3) • HEAL 123 - Health and Wellness Credits: (3) • or • HSCC 101 - Nutrition, Fitness, and Wellness Credits: (3)

Sophomore Year


• P1 Social Sciences Credits: (3) • MFL 231 Interm. For Lang. II Credits: (3)

• ENGL 231 - The Interpretation of Literature Credits: (3) • ENGL 251 - Survey of English Literature I Credits: (3) • ENGL 261 - Survey of American Literature I Credits: (3)


• P1 Social Sciences Credits: (3) • P3 History Credits: (3) • MFL 232 Intermed. For Lang. II Credits: (3) • P5 Fine & Performing Arts Credits: (3)


Junior Year


• ENGL Jr-Sr Literature Elective Credits: (3) • Minor Credits: (6) • P4 Jr-Sr Humanities Credits: (3)


• ENGL 496 - Seminar in Comparative Literature Credits: (3)


• ENGL Jr-Sr Literature Elective Credits: (6) • Minor Credits: (6)

• ENGL 262 - Survey of American Literature II Credits: (3)

Graduation Fee


Senior Year


• ENGL Jr-Sr Literature Elective Credits: (3) • Minor Credits: (3) • General Elective Credits: (3)

• CMPM 302 - Reporting of Public Affairs Credits: (3, R6) • ENGL 498 - Senior Seminar in Literature Credits: (3)


• Minor Credits: (3) • ENGL Jr-Sr Literature Elective Credits: (6) • General Elective Credits: (3)

• ENGL 389 - Cooperative Education: Professional Writing Credits: (1 or 3, R15) • or • ENGL 483 - Writing Internship Credits: (3)



Curriculum Guide for English (Motion Picture Studies Concentration)

Freshman Year


• 190 Series First Year Seminar Credits: (3) • C5 Physical & Biological Sciences Credits: (3) • MFL 101 Intro Foreign Language I Credits: (3) • JS 101 Jumpstart Credits: (0)

• ENGL 101 - Composition I Credits: (3) • MATH 101 - Mathematical Concepts Credits: (3)


• C5 Physical & Biological Sciences Credits: (3) • MFL 102 Intro Foreign Lang. II Credits: (3)

• CMHC 201 - Introduction to Speech Communication Credits: (3) • ENGL 102 - Composition II Credits: (3) • HEAL 123 - Health and Wellness Credits: (3) • or • HSCC 101 - Nutrition, Fitness, and Wellness Credits: (3)

Sophomore Year


• P1 Social Sciences Credits: (3) • MFL 231 Intermediate For. Lang. Credits: (3) • P3 History Credits: (3)

• ENGL 231 - The Interpretation of Literature Credits: (3) • ENGL 278 - Introduction to Film Studies Credits: (3)



• P1 Social Sciences Credits: (3) • P5 Fine & Performing Arts Credits: (3) • MFL 232 Intermediate For. Lang. II Credits: (3)

• ENGL 308 - Fiction Writing Credits: (3, R6) • ENGL 310 - Introduction to Screenwriting Credits: (3)

Junior Year


• P4 Junior/Senior Humanities Credits: (3) • Minor Credits: (3)

• CMEM 351 - Comparative Studies in Motion Pictures/TV Credits: (3) • ENGL 378 - Motion Picture Histories Credits: 3 • PAR 309 - Philosophy In and Of Film Credits: (3)


• Minor Credits: (3) • Minor Credits: (3) • Elective Credits: (3)

• ENGL 394 - Film Studies Credits: (3, R6) • ENGL 478 - Film Theory Credits: (3)

Graduation Fee


Senior Year



• Minor Credits: (3) • Minor Credits: (3) • Elective Credits: (3)

• ENGL 331 - Literary Theory Credits: (3) • ENGL 405 - Advanced Creative Writing Credits: (3)


• Minor Credits: (3) • Minor Credits: (3) • Elective Credits: (3) • Elective Credits: (3) • Elective Credits: (3)


Curriculum Guide for English (Professional Writing Concentration) B.A.

Freshman Year


• 190 Series First Year Seminar Credits: (3) • C5 Physical & Biological Sciences Credits: (3) • MFL 101 Spanish/Frenc/German Credits: (3) • JS 101 Jumpstart Credits: (0)

• ENGL 101 - Composition I Credits: (3) • MATH 101 - Mathematical Concepts Credits:

(3)



• C5 Physical & Biological Sciences Credits: (3) • MFL 102 Spanish/French/German Credits:

(3)

• CMHC 201 - Introduction to Speech Communication Credits: (3)

• ENGL 102 - Composition II Credits: (3) • HEAL 123 - Health and Wellness Credits: (3) • or • HSCC 101 - Nutrition, Fitness, and Wellness

Credits: (3)

Sophomore Year


• P1 Social Sciences Credits: (3) • P3 Humanities Credits: (3) • P5 Fine & Performing Arts Credits: (3)

• ENGL 231 - The Interpretation of Literature Credits: (3)

• ENGL 303 - Introduction to Professional Writing and Editing Credits: (3)


• P1 Social Sciences Credits: (3) • MFL 231 Language Credits: (3)

• CMCR 250 - Public Communication Credits: (3)


• ENGL 302 - Introduction to Creative Writing and Editing Credits: 3


Junior Year


• MFL 232 - Language Credits: (3) • ENGL Pro Writing Elective

Fiction/Poetry/Screen/Nonfiction, etc. Credits: (3)

• ENGL 300/400 Elective Engl Lit. Credits: (3) • General Elective Credits: (3)

• ENGL 251 - Survey of English Literature I Credits: (3)


• P4 Jr-Sr Humanities Credits: (3) • General Elective Credits: (3) • Minor Credits: (4) • ENGL Professional Writing Elective Credits:

(3)

• ENGL 496 - Seminar in Comparative Literature Credits: (3)

Graduation Fee


Senior Year


• ENGL Pro Writing Elective Fiction/Nonfiction/Grammar, etc. Credits: (3)

• Minor Credits: (6) • ENGL Any English not completed Credits: (3)

• ENGL 497 - Senior Seminar in Writing


Credits: (3)


• ENGL 300/400 Elective in English Lit. Credits: (3)

• ENGL Elective/Minor Credits: (5)

• ENGL 389 - Cooperative Education: Professional Writing Credits: (1 or 3, R15)

• or • ENGL 483 - Writing Internship Credits: (3)


Curriculum Guide for English B.S.E.D.

Freshman Year


• 190 Series First Year Seminar Credits: (3) • C5 Physical and Biological Science Credits: (3) • P6 World Culture Credits: (3)

• ENGL 101 - Composition I Credits: (3) • (C1) • MATH 101 - Mathematical Concepts Credits: (3) • (C2)


• C5 100 Level Science Options Credits: (3) • MFL 102 Spanish/French/German Credits: (3) • C4 Wellness Credits: (3)


• CMHC 201 - Introduction to Speech Communication Credits: (3) • (C3) • EDCI 231 - Historical, Social, and Philosophical Foundations of

Education Credits: (3) • ENGL 102 - Composition II Credits: (3) • (C1)

Sophomore Year


• P1 Social Science Credits: (3) • P4 Humanities Credits (ENGL 231 does not count for P4): (3) • P5 Fine & Performing Arts Credits: (3) • General Elective Credits (3) (Any course, any area (200-400

level English preferred)

• EDSE 322 - Principles and Methods of Teaching Credits: (2) • ENGL 231 - The Interpretation of Literature Credits: (3)


• P1 Social Sciences Credits: (3) • P3 History Credits: (3) • P6 MFL 231 World Culture Credits: (3)

• ENGL 251 - Survey of English Literature I Credits: (3) • ENGL 261 - Survey of American Literature I Credits: (3) • ENGL 312 - Grammar for Teachers Credits: (3)

Junior Year


• General Elective Credits: (3) (Any course, any area (200-400) level English preferred)


• ENGL 252 - Survey of English Literature II Credits: (3) • ENGL 262 - Survey of American Literature II Credits: (3) • ENGL 365 - African-American Writings Credits: (3) • or • ENGL 367 - Appalachian Literature Credits: (3) • or • ENGL 464 - Native American Literature Credits: (3) • or • ENGL 477 - Literature and Gender Credits: (3) • PSY 320 - Child and Adolescent Development Credits: (3) • or • PSY 322 - Adolescent Development: Problems and Achievements

Credits: (3)

Plus

• ENGL 278 - Introduction to Film Studies Credits: (3) • or • ENGL 478 - Film Theory Credits: (3)


• ENGL 319 - The Teaching of Grammar Credits: (3) • ENGL 414 - Fundamentals of Teaching Composition Credits: (3)

Plus

• ENGL 390 - The Bible as Literature Credits: (3) • or • ENGL 421 - Fairy Tale Literature Credits: (3) • or • ENGL 470 - Twentieth-Century and Contemporary

Postcolonial Literature Credits: (3) • or • ENGL 496 - Seminar in Comparative Literature

Credits: (3)

Plus


• ENGL 420 - Chaucer and His Age Credits: (3) • or • ENGL 431 - Shakespeare and His Age Credits: (3) • or • ENGL 440 - Milton and His Age Credits: (3) • or • ENGL 450 - Major American and British Writers

Credits: (3, R9)

Graduation Fee


Senior Year


• EDSE 484 - Supervised Internship I Credits: (1-3) • ENGL 417 - Methods for Teaching English Credits: (3) • PSY 321 - Educational Psychology Credits: (3) • SPED 336 - Teaching Exceptional Children and Youth Credits:

(3)


• EDSE 491 - Supervised Student Teach. Credits: (3)

• EDSE 485 - Internship II Credits: (6) • EDSE 495 - Seminar Credits: (3) • ENGL 491 - Supervised Student Teaching in English, 9-12

Credits: (3)



3.7.2 Graduation plans for master’s programs

M.A. in ENGLISH Concentration in Literature with Thesis 33 Hours Suggested Plan First Year Fall Semester Spring Semester Course and Number Course and Number ENGL 618 Research and Bibliography Course in Literature Literature Course Course in Literature Rhetoric and Composition Course Course in Literature Second Year Fall Semester Spring Semester Professional Writing Course English Elective English Elective ENGL 699 Thesis (6) Take Comprehensive Exams Foreign Language Requirement M.A. in English Concentration in Literature without Thesis 33 Hours Suggested Plan First Year Fall Semester Spring Semester Course and Number Course and Number ENGL 618 Research and Bibliography Course in Literature Literature Course Course in Literature Rhetoric and Composition Course Course in Literature Second Year Fall Semester Spring Semester Professional Writing Course English Elective English Elective English Elective English Elective English Elective Take Comprehensive Exams Foreign Language Requirement


M.A. in ENGLISH Concentration in Professional Writing with Thesis 33 Hours Suggested Plan First Year Fall Semester Spring Semester Course and Number Course and Number ENGL 618 Research and Bibliography Course in Professional Writing Literature Course Course in Professional Writing Rhetoric and Composition Course Course in Professional Writing Second Year Fall Semester Spring Semester Professional Writing Course English Elective English Elective ENGL 699 Thesis (6) Take Comprehensive Exams Foreign Language Requirement M.A. in ENGLISH Concentration in Professional Writing with Portfolio or Other Writing Option 33 Hours Suggested Plan First Year Fall Semester Spring Semester Course and Number Course and Number ENGL 618 Research and Bibliography Course in Professional Writing Literature Course Course in Professional Writing Rhetoric and Composition Course Course in Professional Writing Second Year Fall Semester Spring Semester Professional Writing Course English Elective English Elective English Elective Take Comprehensive Exams ENGL 699 Portfolio or Option (3) Foreign Language Requirement


M.A. in ENGLISH Concentration in Professional Writing without Thesis or Portfolio 33 Hours Suggested Plan First Year Fall Semester Spring Semester Course and Number Course and Number ENGL 618 Research and Bibliography Course in Professional Writing Literature Course Course in Professional Writing Rhetoric and Composition Course Course in Professional Writing Second Year Fall Semester Spring Semester Professional Writing Course English Elective English Elective English Elective English Elective Foreign Language Requirement Take Comprehensive Exams M.A. in ENGLISH Concentration in Rhetoric and Composition with Thesis 33 Hours Suggested Plan First Year Fall Semester Spring Semester Course and Number Course and Number ENGL 618 Research and Bibliography Course in Rhetoric and Composition Literature Course Course in Rhetoric and Composition Rhetoric and Composition Course Course in Rhetoric and Composition Second Year Fall Semester Spring Semester Professional Writing Course English Elective English Elective ENGL 699 Thesis (6) Take Comprehensive Exams Foreign Language Requirement


M.A. in ENGLISH Concentration in Rhetoric and Composition with Portfolio or Other Writing Option 33 Hours Suggested Plan First Year Fall Semester Spring Semester Course and Number Course and Number ENGL 618 Research and Bibliography Course in Rhetoric and Composition Literature Course Course in Rhetoric and Composition Rhetoric and Composition Course Course in Rhetoric and Composition Second Year Fall Semester Spring Semester Professional Writing Course English Elective English Elective English Elective Take Comprehensive Exams ENGL 699 Portfolio or Option (3) Foreign Language Requirement M.A. in English Concentration in Rhetoric and Composition without Thesis 33 Hours Suggested Plan First Year Fall Semester Spring Semester Course and Number Course and Number ENGL 618 Research and Bibliography Course in Rhetoric and Composition Literature Course Course in Rhetoric and Composition Rhetoric and Composition Course Course in Rhetoric and Composition Second Year Fall Semester Spring Semester Professional Writing Course English Elective English Elective English Elective English Elective English Elective Take Comprehensive Exams Foreign Language Requirement


Appendix 3.7.3 Projected Course Offerings in Graduate Concentrations

Fall 2006

Literature Prof. Writing ESL/TESOL Rhetoric Other

ENGL 643 ENGL 501 ENGL 615 ENGL 514 (A) ENGL 517 (A)

ENGL 651 (A) ENGL 608 (A) ENGL 616 ENGL 618 (A)

ENGL 671 ENGL 635

Spring 2007


ENGL 641 (A) ENGL 606 ENGL 625 (A) ENGL 514

ENGL 602 (A) ENGL 609 (A) ENGL 626 (A) ENGL 614

ENGL 660 ENGL 627

ENGL 621

Fall 2007


ENGL 642 (A) ENGL 501 ENGL 645 (A) ENGL 514 (A) ENGL 618

ENGL 652 (A) ENGL 605 (A) ENGL 615 (A) Sp. Topics (A) ENGL 517 (A)

ENGL 628 (A)

Spring 2008


ENGL 631 ENGL 604 ENGL 625 (A) ENGL 514

ENGL 620 (A) ENGL 606 (A) ENGL 683 (A) ENGL 610

ENGL 653

ENGL 677 (A)

Fall 2008


ENGL 651 (A) ENGL 501 ENGL 635 (A) ENGL 514 (A) ENGL 618 (A)

ENGL 671 (A) ENGL 608 (A) ENGL 645 (A) Sp. Topics ENGL 517

ENGL 643

ENGL 564 (C)


Appendix 3.8. Programs’ most recent assessment plans

First Year Composition (FYC) Program Assessment Plan for 2006-2007 Contact: Beth Huber, Ph.D. Director of First-Year Composition Assistant Professor, Coulter 207, #3267 Department Mission Statement The Department of English, in the College of Arts and Sciences at Western Carolina University, exists to provide instruction in First-Year Composition, Literature, English Education, Professional Writing, and Journalism to the university's undergraduate and graduate students. Particularly in the areas of literature and writing, the department aspires to teach students to think critically, to communicate effectively, to use information and technology responsibly, and to appreciate the creative and performing arts. The department's primary goal is excellent teaching in several areas: Liberal Studies courses in writing and literature, undergraduate major courses, and graduate courses. These teaching activities should be supported by appropriate scholarly research (especially by the graduate faculty), by relevant professional and creative activity, and by associated service both on and off campus (through the University Writing Center, aiding in the improvement of English Education instruction in the region's pre-baccalaureate schools, acting as professional writing consultants to the business, technical, and professional community and as advisors to students in community internships and co-ops, and functioning as a literary cultural resource for the region). The department is committed to helping its undergraduate majors and graduate candidates to become proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language. FYC Mission Statement (revised 2006) The First-Year Composition (FYC) program educates students to enter life’s conversations and negotiate choices and actions through writing, reading, critical thinking, and collaboration. We expose students to diverse cultures, lifestyles, opinions, and ideas through free and open exchanges. We encourage students to accept the challenges and risks of this intellectual work in a respectful environment. FYC Philosophy The First-Year Composition Program (FYC) at Western Carolina University advocates


the following: Students

1. We believe that students should connect the writing they do for FYC courses and their personal, economic, cultural, social, and professional lives.

2. We believe students should acquire skills in critical/analytical thinking, reading and writing.

3. We believe students should engage in both the personal and creative connections to writing and reading.

4. We believe students should understand the significance of both experiential and referential writing.

5. We believe students should read a broad variety of texts, including but not limited to, poetry and prose, essays in various disciplines, historical and contemporary documents, and visual and auditory documents.

6. We believe students should possess the ability to assess the validity and appropriateness of all information they acquire.

7. We believe students should respect writing as a process that applies to all areas of their academic and post-academic lives.

8. We believe students should recognize the value of both the practical and technical side of writing. This includes grammar, punctuation, mechanics, and document design.

9. We believe in the value of the first-year experience and therefore will make every effort to connect with students in a meaningful and mentoring fashion.

10. We believe in the student’s right to his or her own voice. University 11. We believe in the benefits of a program of Writing Across the Curriculum and, in

doing so, intend to reinforce the writing and reading necessary in disciplines across the university.

12. We believe that FYC is just the first step in students’ experience in learning the value of written communication and that the skills we impart in FYC courses should be reinforced in other disciplines.

Faculty 13. We believe that FYC faculty are a valuable force in the lives of this university and

its students. 14. We believe in the rights of all FYC faculty to make a fair and competitive wage,

have a fair and competitive workload, and participate in a fair and competitive benefits and contracts package.

15. We believe in the rights of all FYC faculty to have fair and equal representation in all university and departmental matters that directly affect them.


16. We believe all FYC faculty should have the benefits of professional development opportunities in order to keep WCU in the vanguard of current Composition Studies.

17. We believe in academic freedom for all faculty.

Program student learning outcomes – 2006-2007 (revised 2006) During First-Year Composition, the student should have consistently progressed toward mastery in his or her ability to:

The Student as Reader • Read, understand, and respond to texts exhibiting a range of complexity • Read, understand, and respond to texts in a variety of genres • Read, understand, and respond to texts in multiple disciplines • Interact with texts as they read and re-read, by underlining, taking notes and

commenting in the margins, in order to arrive at a strong reading that supplies a starting point for writing

• Critically read texts to increase knowledge about self, others, and the world. • Have knowledge of and understand the purpose and methods of conducting

primary and secondary research • Use appropriate information from primary and secondary research • Utilize effectively both library and Internet resources appropriate to topics • Critically assess and rate Internet sources before incorporating them into texts

The Student as Writer

• Learn to manage and individualize a writing process • Apply invention strategies as part of their writing processes • Use that writing process as a means of drafting and organizing well-

developed, thoughtful texts • Develop and maintain a personal written voice • Propose, plan, and undertake research projects involving a number of writing

activities that build toward a final project that meets the audiences' needs • Show evidence of collaborative and social activities utilized in the writing

process • Synthesize and analyze multiple points of view, entertaining opposing views • Use a variety of argumentative strategies appropriate to their audience • Adopt appropriate voice, tone, and level of formality for the audience(s) • Use conventions of format, structure, and language appropriate to the purpose

of the texts they write • Learn the levels of revision and apply revising strategies to their written texts

in clear and appropriate ways, showing evidence of these practices within process drafts by revising content, structure, sentences and word choice

The Student and the Text • Create written texts that display insight into the topics presented


• Develop topics with details, examples, and description • Generate texts with a workable and realistic focus • Understand and use varied sentence constructions • Have a workable knowledge of grammar, spelling, mechanics, and

punctuation • Integrate their own ideas with those of others, showing an ability to synthesize

information and ideas • Correctly use MLA format for internal documentation and bibliography

information The Student and Context • Engage in written and oral discussion to deepen understanding and to clearly

communicate ideas within a respectful environment • Recognize and avoid fallacy • Understand the collaborative and social aspects of writing processes • Adhere to the liberal studies program goals of interdisciplinary learning • Analyze and incorporate visual texts in their reading and writing The Student with Purpose/Intent • Engage argumentation and reasoning through critical thinking and analysis • Recognize the components of argument and create their own arguments in

conversation with other members of their discourse communities • Engage in inquiry to discover new ideas and to potentially challenge existing

ones • Focus on an appropriate purpose in writing situations they encounter • Engage in writing as a life skill and continue applying lessons learned in first-

year composition to all academic and professional writing situations

The Student and Assessment • Be confident in their ability to provide constructive feedback to peers • Show evidence of critical thinking in self assessment

The Student and Technology

• Understand basic word processing technologies and how they might be used to aid effective feedback and revision strategies

• Use a variety of media, including computerized media, in ways that permit them to make their writing acceptable to a wide variety of readers

• Use technology in the service of document design Assessment measures for each learning outcome Each semester, all students in Composition I and II compile an end-of-course portfolio according to the common guidelines listed below. During the subsequent semester, faculty participate in assessment retreats in which they read and use a rubric to score random samples of portfolios, discuss finding, and draw implications.


The portfolio includes:

• A Cover letter in which students self-assess themselves as writers and the finished compositions in the portfolio. Students are encouraged to make special note of any changes that have occurred over the semester.

• Two compositions developed over time and with revision

A copy of the instructor’s assignment serves as coversheet for each composition

One of these compositions includes evidence of all process—all writing

involved in its creation—a chronological organization of notes, drafts, revisions, and feedback from other students and/or the instructor

One of these compositions evidences work with outside sources (primary

research in 101; secondary in 102, with optional primary).

• Writing under pressure: A third piece of writing composed entirely in class • File Folder: Each portfolio is presented in a plain file folder labeled with student’s

name (last, first), course number and section, semester and year. The Scoring Rubric used to assess portfolios is being revised to parallel the revised learning outcomes.

Secondary English Education Program Assessment Plan for 2006-2007

Primary Contact Dr. Catherine Carter 421 Coulter English Department WCU Cullowhee, NC 28723 [email protected] (828) 227-3931 Web site: http://paws.wcu.edu/ccarter Secondary English Education Program Mission Statement The philosophy that guides this program is based on the following assumptions:


(1) that the language processes are integrated, and therefore language study should be approached holistically; (2) that the relationships between content and pedagogy are best understood when the two are integrated; (3) that teacher education candidates must possess the best and broadest possible knowledge of English Language Arts, four semesters’ experience (or the equivalent) in a foreign language, and the most extensive possible observation of and experience with pedagogical methods; (4) that the engagement of learners is crucial to the learning process and all students can learn; 5) that there is a need for collaboration on and communication among all levels of English Language Arts instruction; and (6) that each candidate must be able to articulate a theoretically sound and individual teaching philosophy.

Statement on Alignment of Program Mission with University and College Mission

The University Mission Statement (available at http://www.wcu.edu/chancellor/speeches/ updates-june97.html ) states that “Teaching and learning constitute the central mission of Western Carolina University. The University seeks to create a community of scholarship in which the activities of its members are consistent with the highest standards of knowledge and practice in their disciplines.” Thus, secondary English Education’s departmental and program mission statements are directly linked to the University’s long-term goals. Like our own, the University Mission Statement further adds that as a university we aspire to “prepare students to become contributing and informed citizens in a global community. By working both independently and collaboratively, graduates of the University have demonstrated the knowledge, skills, and attitudes of an educated person, including the ability to think critically, to communicate effectively, to identify and resolve problems reflectively, and to use information and technology responsibly as . . . a basis for continued personal development and life-long learning.” These goals are all congruent with the Department’s and the program’s efforts to offer a secondary education preparation which runs deep as well as broad, which encourages pre-service teachers to hone their critical thinking skills and adaptability, and which encourages responsible, professional, and reflective behavior. Program Goals

The College of Arts and Sciences, specifically the English Department, houses the English Education program. Thus the goals of the English Education Program are supported by the overall goals for the English Department, whose major goal is quality teaching. Further, in direct response to the focus on partnering and collaboration with English Language Arts teachers on the secondary level, the field experience component of Western Carolina University's program continues to develop. Since Fall 2000, nearly 90% of all the English Education majors have participated in the year-long internship as


part of SUTEP: School University Teacher Education Partnership. In addition, the goals incorporate the guidelines for English Education majors as articulated by NCTE (National Council of Teachers of English) and NCATE (National Certification Agency for Teacher Education), and those required by the NC State Department of Public Instruction. As of 2002, the stated goal of Western Carolina University's English Education program is to prepare English teachers who

• demonstrate content knowledge in Language, Literature and Composition • practice the basic principles of instructional practice and assessment, classroom organization and management, and communication skills processes and their interrelationship

• possess the major language and learning strategies, and the technology skills to facilitate learning

• are well-versed in curricula appropriate to students in grades 9-12, the NC Standard Course of Study, and who are able to evaluate materials and resources for secondary English education

• understand and address the multiple levels of diversity among their students, particularly by implementing strategies that recognize students' interests, abilities, and modes of learning

• are reflective, life-long learners who use their critical, intellectual, and aesthetic abilities in the schools and the wider community

While these are very broad standards, they are addressed with great specificity by the standards of the National Council of Teachers of English, for which English Education at Western currently holds national recognition. These standards are aligned in their turn with the standards of NCATE, the National Council on Accreditation of Teacher Education. I have based my outcomes below on those standards as well as on our own mission statement. I am currently working on the assessment report for NCTE, and when it is finished (probably in early summer 2006), I will submit a copy to the Office of Assessment as well, to better demonstrate our overall assessment picture. Intended Learning Outcome (What will candidates know or be able to do upon completion of the program?)

Curricular and Co-Curricular Experiences (Where will candidates acquire the skills and/or knowledge identified in the outcome?)

Method(s) of Assessment (How will you determine that the candidates know or can do what you expect?)


Candidates will demonstrate content-area knowledge including, though not limited to, extensive knowledge of British and American literature, working knowledge of world literature, knowledge of writing and the pedagogy of writing, basic knowledge of non-print media, and basic knowledge of English grammar and usage.

These skills will be acquired through the courses required by the program (see attached program checksheet with the requirements for the 2006-2007 catalog.)

The candidates’ content-area knowledge has traditionally been formally assessed by the Language and Literature subject area PRAXIS II test (test number 041), which addressed all of these areas. In Fall 2005, however, the state of North Carolina removed this test as a requirement for Standard Professional License I. While we encourage our candidates to take this test (which is still required for Standard Professional License II), we are now forced to assess this knowledge in other ways. Currently we are compiling tables demonstrating candidates’ performance in the required courses, which shows a good rate of success. However, the next step is clearly to stipulate clear outcomes for each required course and to align all sections of each course to that standard with a few common assessments, a process which we are only now beginning.

Candidates are well-versed in curricula appropriate to students in grades 9-12, the NC Standard Course of Study, and are able to evaluate materials and resources for secondary English education

Candidates learn to plan curricula-appropriate lessons in EDSE 322 (Methods of Teaching), in ENGL 414 (Methods of Teaching Composition) and ENGL 417 (Methods of Teaching English.)

All three courses require candidates to submit lesson plans and unit plans of instruction. The rubrics are not the same across these classes, however; as a program, we may wish to address this and produce and implement a common rubric.


Candidates practice the basic principles of instructional practice and assessment, classroom organization and management, and communication skills processes and their interrelationship.

Candidates gain these skills through their required courses in the Professional Education sequence, particularly ENGL 414 and ENGL 417. However, the deepest learning in this area, and its most intense assessment, come in the year-long internship, when candidates move from assisting and observing classroom activities to being full-time all-day teachers for ten to twelve weeks.

The candidates are assessed on these skills through teaching demonstrations in both courses (see rubric), and through videotaped field experiences in both courses. The teaching demonstrations and the field experiences use a common, though holistic, rubric, in order to align standards. We are now considering a more quantitative and specific rubric for these assessments. The Internship is assessed with the Teacher Work Sample (a planning and instruction portfolio—see attached rubric), by observation from two university supervisors and a host teacher (see the attached rubric, from the Office of Field Experience, which is common across all subject areas), and by the Exit Criteria (see attached copy.)


Candidates understand and address the multiple levels of diversity among their students, particularly by implementing strategies that recognize students' interests, abilities, and modes of learning.

Candidates gain some knowledge of diversity of various kinds in their SPED 335/336 course, and some in their PSY 321 course. The topic is addressed again in ENGL 414 and ENGL 417.

Currently the Diversity Committee is still working on ways to address this important outcome; it can be very difficult to enforce appreciation of diversity. At the moment, awareness of diversity is assessed at two points in the program: at entrance (with the required Autobiography—see attached rubric), and at exit (in one of the functions of the Exit Criteria). It may be desirable to find other, intermediate means of assessing understanding of diversity; one possibility is to ensure greater exposure, by a departmental evaluation of all syllabi in required content area courses according to the degree to which they incorporate discussion of diversity. We do not know at this time whether the English Department will be willing for such measures.


Candidates possess the technology skills to facilitate learning.

Candidates gain knowledge of nonprint media in our required film course (either ENGL 278 or 478). But knowledge of software used in pedagogy is another issue. While candidates generally are proficient with Microsoft Word and PowerPoint, this tends to be “quick and dirty” knowledge picked up on their own; the only course in our program which offers technology-specific assignment and instruction is ENGL 417, which requires candidates to create an interactive teaching website using DreamWeaver. However, the advent of TaskStream as a medium for the presentation of the Teacher Work Sample portfolio offers opportunities to incorporate additional technological instruction into content area courses, to align assessments across course sections, and to gather significant data concerning candidate technological proficiency.

Knowledge of how to “read” and teach a film may be assessed by the grade in the required film course. The web site currently required in ENGL 417 is judged very leniently; if it contains the required material and is usable, it receives a passing grade. And the Technology Portfolio (see attached rubric) would be very difficult to complete without basic technological knowledge. However, this summer I hope to get key assessments from our methods courses (ENGL 414 and 417) into TaskStream so that we may begin gathering additional data and determining any flaws in candidates’ technological competence before reaching the Technology Portfolio stage.


Candidates are reflective, lifelong learners who use their critical, intellectual, and aesthetic abilities in the schools and the wider community.

We believe students pick up these skills throughout the program, particularly the final year of student teaching. The Teacher Work Sample and Technology Portfolio will demonstrate such reflection.

But can we prove it? A teacher may reflect when required to for the various exit portfolios, but in fact we currently have no assessment in place to determine whether our graduates are indeed lifelong learners. I am working on an alumni survey designed to reveal the extent to which our graduates are indeed lifelong learners and/or school and community leaders.

Conclusion The secondary English education program is fortunate in that it currently has many measures of candidates’ knowledge and skills already in place. However, we can do better in the following areas:

assessing content knowledge in a systematic and quantifiable way; aligning outcomes and assessments across courses and sections in the content

area to assure a common core of knowledge; assessing candidates’ dispositions, particularly those regarding understanding and

appreciation of diversity; giving direct instruction in technological areas where necessary.

Our plans to address these areas include the following:

English education core faculty meetings to discuss outcomes and assessments for required courses, particularly the five core courses;

adoption of as many common assessment standards across courses are consistent with academic freedom;

English faculty meetings to discuss the incorporation of diversity into course content and how it might be measured without infringing upon academic freedom, on the premise that while we can’t guarantee an appreciation of diversity, we can do better in ensuring that we provide exposure to diverse authors and works;

making use of TaskStream software whenever possible in the program, in order to meet the three goals of standardizing our assessments a little more, strengthening students’ technological knowledge before the Technology portfolio is required, and providing a base for gathering data for future assessment cycles.


Concentrations in Professional Writing and Journalism Program Assessment Plan for 2006-2007 (Developed 2002 in conjunction with The Office of University Planning)

Contact: Mary Adams, Ph.D. Assistant Department Head and Director of Professional Writing/Journalism Associate Professor, Coulter 310, #3976 Beginning 8/2006: Rick Boyer, M.F.A. Director of Professional Writing/Journalism Professor, Coulter 411, #3923 Department Mission Statement The Department of English, in the College of Arts and Sciences at Western Carolina University, exists to provide instruction in First-Year Composition, Literature, English Education, Professional Writing, and Journalism to the university's undergraduate and graduate students. Particularly in the areas of literature and writing, the department aspires to teach students to think critically, to communicate effectively, to use information and technology responsibly, and to appreciate the creative and performing arts.

The department's primary goal is excellent teaching in several areas: Liberal Studies courses in writing and literature, undergraduate major courses, and graduate courses. These teaching activities should be supported by appropriate scholarly research (especially by the graduate faculty), by relevant professional and creative activity, and by associated service both on and off campus (through the University Writing Center, aiding in the improvement of English Education instruction in the region's pre-baccalaureate schools, acting as professional writing consultants to the business, technical, and professional community and as advisors to students in community internships and co-ops, and functioning as a literary cultural resource for the region).

The department is committed to helping its undergraduate majors and graduate candidates to become proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language.

Program Outcome Objectives for Professional Writing/Journalism Students will use primary and secondary sources to write at a professional level appropriate to the completion of a Bachelor of Arts degree; specifically, they will:

1. Write in a grammatically correct, error-free style.

2. Incorporate a style appropriate to the writing situation and audience.

3. Incorporate primary and secondary sources properly as needed in a writing


situation.

4. Demonstrate in writing knowledge of libel law.

5. Demonstrate in writing the ability to use proper professional formats (for example, in writing business documents, reports, short stories, and scripts).

Measures for Outcome Objectives

Outcomes # 1 through #5 will be measured by the following method:

1. Sample Student Work Review

a. A sampling of finished papers from 300- and 400-level professional writing classes will be collected by the department.

b. The collected papers (without student names or classes identified) will be read by a committee of Professional Writing faculty.

c. The papers will be scored from a rubric (see attached) that identifies the five program outcomes.

d. Scores will be used to assess strengths and weaknesses in the curriculum with regard to the five outcome objectives.

2. Co-Op and Internship Supervisor Responses

a. Outcomes #1 through #5 will be measured by a similar rubric by academic or professional supervisors for students completing internships or off-campus co-ops.

i. Mid-term and final evaluation sheets will be distributed to co-op and intern supervisors.

ii. These evaluations will be included in the students’ portfolios and will be reviewed by the Director of Professional Writing for assessment purposes.

b. The Director of Professional Writing will also conduct interviews with co-op and internship students and supervisors to collect additional feedback concerning program elements and developments.

3. Exit Interviews

a. Exit interviews with seniors, usually performed by the department head, will be conducted in order to gather how students self-report their abilities with respect to the five specified outcomes.

b. The director of Professional Writing will consult with the department head concerning exit interview responses and will incorporate that data into the assessment report.


Concentration in Literature Program Assessment Plan for 2006-2007 (Developed 2002 in conjunction with The Office of University Planning)

Contact: Elizabeth Addison, Ph.D. Department Head and Director of Literature Associate Professor, Coulter 307, #3976 Beginning 8/06: Mimi Fenton, Ph.D. Director of Literature Associate Professor, Coulter 424, #3934

Department Mission Statement The Department of English, in the College of Arts and Sciences at Western Carolina University, exists to provide instruction in First-Year Composition, Literature, English Education, Professional Writing, and Journalism to the university's undergraduate and graduate students. Particularly in the areas of literature and writing, the department aspires to teach students to think critically, to communicate effectively, to use information and technology responsibly, and to appreciate the creative and performing arts.



Program Outcome Objectives for Literature Program:

Students will read literature critically and write about literature at a level of professionalism appropriate to the completion of a Bachelor of Arts degree; specifically, they will:


2. Incorporate Modern Language Association style.

3. Analyze literature, using contemporary literary theory when appropriate to the topic.


4. Present an effective argument for the student writer's interpretation of a literary work.

5. Demonstrate knowledge of historical artistic periods in English and American literature when appropriate to topic.

Measures for Outcome Objectives Outcomes # 1 through #5 will be measured by the following method:


a. A sampling of finished papers from 300 and 400 level Literature classes will be collected by the department.

b. The collected papers (without student names or classes identified) will be read by a committee of Literature faculty.






ii. These evaluations will be included in the students’ portfolios and will be reviewed by the Director of Literature for assessment purposes.

b. The Director of Literature will also conduct interviews with co-op and internship students and supervisors to collect additional feedback concerning program elements and developments.

6. Exit Interviews


b. The director of Literature will consult with the department head concerning exit interview responses and will incorporate that data into the assessment report.


Concentration in Motion Picture Studies Program Assessment Plan for 2006-2007 Contact Elizabeth Heffelfinger, Ph.D. Coordinator of Motion Picture Studies Assistant Professor of English, Coulter 420, #3930 Department Mission Statement The Department of English, in the College of Arts and Sciences at Western Carolina University, exists to provide instruction in First-Year Composition, Literature, English Education, Professional Writing, and Journalism to the university's undergraduate and graduate students. Particularly in the areas of literature and writing, the department aspires to teach students to think critically, to communicate effectively, to use information and technology responsibly, and to appreciate the creative and performing arts. The department's primary goal is excellent teaching in several areas: Liberal Studies courses in writing and literature, undergraduate major courses, and graduate courses. These teaching activities should be supported by appropriate scholarly research (especially by the graduate faculty), by relevant professional and creative activity, and by associated service both on and off campus (through the University Writing Center, aiding in the improvement of English Education instruction in the region's pre-baccalaureate schools, acting as professional writing consultants to the business, technical, and professional community and as advisors to students in community internships and co-ops, and functioning as a literary cultural resource for the region). The department is committed to helping its undergraduate majors and graduate candidates to become proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language. Motion Picture Studies, the English Department and the College of Arts and Sciences Motion Picture Studies combines the verbal and written skills of an English degree with media literacy: the ability to engage critically with visual media, and to read and write about it and for it. Film has become a professional language. Both the public and private sectors require media-savvy workers to understand visual culture as a means of expression, persuasion and entertainment. Motion Picture Studies graduates will be prepared for jobs in advertising, politics, the military, business and government; institutions that use visual productions (as well as traditional texts) to promote products, sway voters, and train recruits. Students, upon graduation, will have developed knowledge of American film and television history, theory and culture, and explored its global contexts. They will understand the discipline of Motion Picture Studies both as a


profession and as a field related to life-long learning, and they will appreciate the role of visual media in their everyday lives. Students will think critically, especially about motion pictures, and communicate effectively, especially in writing. They will use and evaluate information appropriately and responsibly. Program Outcome Objectives for Motion Picture Studies Program:

Students will view motion pictures critically and write about film and media studies at a level of professionalism appropriate to the completion of a Bachelor of Arts degree; specifically, they will:

6. Demonstrate knowledge of American film and television history, theory and culture, and its global contexts when appropriate to topic.

7. Analyze motion pictures, using contemporary film theory when appropriate to the topic.

8. Present an effective argument for the student writer's interpretation of a film or television work.






a. The department will collect a sampling of finished papers from 300- and 400- level Motion Picture Studies classes.

b. The Coordinator of Motion Picture Studies and allied faculty will read the collected papers (without student names or classes identified).

c. The papers will be scored from a rubric that identifies the five program outcomes.


8. Exit Interviews

a. Exit interviews with seniors, usually performed by the Coordinator of Motion Picture Studies, will be conducted in order to gather how students self-report their abilities with respect to the five specified outcomes.

b. The Coordinator of Motion Picture Studies will consult with the department head concerning exit interview responses and will incorporate that data into the assessment report.


Graduate Studies in English Program Assessment Plan for 2006-2007 Contact James C. Addison, Jr., Ph.D. Director of Graduate Studies Professor, Coulter 418, #3929 Department Mission Statement The Department of English, in the College of Arts and Sciences at Western Carolina University, exists to provide instruction in First-Year Composition, Literature, English Education, Professional Writing, and Journalism to the university's undergraduate and graduate students. Particularly in the areas of literature and writing, the department aspires to teach students to think critically, to communicate effectively, to use information and technology responsibly, and to appreciate the creative and performing arts. The department's primary goal is excellent teaching in several areas: Liberal Studies courses in writing and literature, undergraduate major courses, and graduate courses. These teaching activities should be supported by appropriate scholarly research (especially by the graduate faculty), by relevant professional and creative activity, and by associated service both on and off campus (through the University Writing Center, aiding in the improvement of English Education instruction in the region's pre-baccalaureate schools, acting as professional writing consultants to the business, technical, and professional community and as advisors to students in community internships and co-ops, and functioning as a literary cultural resource for the region). The department is committed to helping its undergraduate majors and graduate candidates to become proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language. Graduate Studies in English The English Department offers four different graduate degrees: the M.A., the M.A.-TESOL (new), the M.A. Ed., and the M.A.T. There are various concentrations and tracks within these. For example, within the M.A. in English, the student can concentrate in Literature, Professional Writing, ESL/TESOL, or Rhetoric and Composition (new). Within the M.A. Ed., the student can select the Two-Year College Teaching track or the Comprehensive Education—Secondary English track. There are also specialized M.A.T.-TESOL and M.A. Ed.-TESOL degree programs (new). All M.A. Ed. and M.A.T. degree programs are jointly administered with the College of Education.


The various concentrations and tracks allow the student to tailor his degree program to his or her needs and goals. They allow, for example, the student interested primarily in creative writing to concentrate in one of the two major foci of the Professional Writing Concentration—creative writing. They allow the student who is more interested in the pragmatic and technical side of things to concentrate in that. Similarly, the student in ESL/TESOL has a number of choices depending on his or her goals—entry into a Ph.D. program, a teaching position in a technical or community college, credentialing to allow teaching in the North Carolina public schools, and so forth. The student may elect to write a thesis or portfolio within several of the graduate programs: namely, the M.A. with concentration in Literature, Professional Writing, or Rhetoric and Composition, and the new M.A.-TESOL. With this choice, the student can better address his or her needs and goals, and tailor the degree specifically to these. If the student chooses to do a thesis, he gains excellent preparation for entry into a Ph.D. program in English. Doing the thesis also prepares him or her to successfully land a full-time teaching position at a technical or community college. If the student elects the non-thesis option, then he or she gains from taking the extra course work in his primary concentration, and so is better prepared for the world of work or for further study. Program Outcome Objectives for the Graduate Program in English:

1. M.A. in English students will demonstrate a sophisticated knowledge of literature, professional writing, ESL/TESOL, or rhetoric and composition, depending on their concentration.

2. M.A.-TESOL, M.A.Ed.-TESOL, and M.A.T.-TESOL students will demonstrate a mastery of the principles of such areas as sociolinguistics, foundations and methodology, curriculum development, and grammar.

3. M.A.Ed. and M.A.T. students in English will demonstrate high-level knowledge of educational principles, practices, and pedagogy, in addition to a knowledge of their subject area—whether English methods, language and literature, or ESL/TESOL.

4. M.A.in English and M.A.-TESOL students who elect to write a thesis or put together a portfolio will demonstrate expertise in in-depth library research, the organization of a large document, and a high-level of writing.

5. M.A. students, with concentration in Literature, Professional Writing, or Rhetoric and Composition will demonstrate basic competency in a modern foreign language.


1. Outcomes # 1 and 2 will be measured or assessed by the required M.A. Comprehensive Examination relevant to the student's concentration: Literature, Professional Writing, ESL/TESOL, or Rhetoric and Composition. These examinations are prepared by the teaching faculty in the specific concentrations or degree areas and are evaluated by them.


2. Outcome # 3 will be measured or assessed by demonstrated excellence in course work and, for M.A., Ed. and M.A., Ed.-TESOL and M.A.T.-TESOL students by required M.A. Comprehensive Examinations in English. M.A.T students, not in TESOL, will be measured or assessed by required Professional Teaching Examinations or Portfolios (prepared and administered through the College of Education).

3. Outcome # 4 will be measured or assessed by successful completion of the M.A in English or M.A.-TESOL thesis and by the student's successful oral defense of the thesis.

4. Outcome # 5 will be measured or assessed by the student's demonstration of (1) sufficient foreign language study (through the intermediate level), (2) successful completion of the MFL Graduate Reading Examination, or by successful completion of MFL 999 with a grade of "B" or better.

The Director of Graduate Studies in English will consult with the Department Head concerning both program outcomes and outcome measures, and incorporate these data into the assessment report.


Appendix 3.9. Programs’ annual assessment reports for the last 5 years, or what is available.

ANNUAL PROGRAM ASSESSMENT REPORT 2004-2005 Department: English Program: First-Year Composition Name of person completing report: Marsha Lee Baker, Ph.D.

Associate Professor and Program Director

Unit Mission Statement The First-Year Composition Program provides a year-long study in written communication in order to help students write effectively in academic, professional, and civic situations. The program teaches writing as:

1) process 2) product 3) communication 4) verbal and visual 5) heuristic

The two-course sequence, Composition I and II (English 101 and 102), provides a rhetorical (communicative) understanding of writing. It emphasizes communicative relationships among the writing’s purpose, reader, voice, context, and genre (or text). Within this rhetorical framework, Composition I (English 101) emphasizes process and purpose; Composition II (English 102) emphasizes reasoning and research. Program student learning outcomes (“WPA Outcomes Statement for First-Year Composition” endorsed by National Council of Writing Program Administrators, 1999)

1) Rhetorical Knowledge By the end of first year composition, students should: Focus on a purpose Respond to the needs of different audiences Respond appropriately to different kinds of rhetorical situations Use conventions of format and structure appropriate to the rhetorical situation Adopt appropriate voice, tone, and level of formality Understand how genres shape reading and writing Write in several genres

2) Critical Thinking, Reading, and Writing By the end of first year composition, students should:

Use writing and reading for inquiry, learning, thinking, and communicating Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing,

and synthesizing appropriate primary and secondary sources Integrate their own ideas with those of others


Understand the relationships among language, knowledge, and power

3) Processes By the end of first year composition, students should: Be aware that it usually takes multiple drafts to create and complete a successful text Develop flexible strategies for generating, revising, editing, and proof-reading Understand writing as an open process that permits writers to use later invention and re- thinking to revise their work Understand the collaborative and social aspects of writing processes Learn to critique their own and others' works Learn to balance the advantages of relying on others with the responsibility of doing their part Use a variety of technologies to address a range of audiences

4) Knowledge of Conventions By the end of first year composition, students should:

Learn common formats for different kinds of texts Develop knowledge of genre conventions ranging from structure and paragraphing to tone

and mechanics Practice appropriate means of documenting their work Control such surface features as syntax, grammar, punctuation, and spelling.

Assessment measures for each learning outcome Each semester, all students in Composition I and II compile an end-of-course portfolio according to the common guidelines listed below. During the subsequent semester, faculty participate in assessment retreats in which they read and score random samples of portfolios, discuss findings, and draw implications. The portfolio includes:

• A cover letter in which students self-assess themselves as writers and the finished compositions in the portfolio. Special note is encouraged of any changes that have occurred over the semester.

• Two compositions developed over time and with revision.

A copy of the instructor’s assignment serves as coversheet for each composition.

One of these compositions includes evidence of process--all writing involved in its creation--a chronological organization of notes, drafts, revisions, and feedback from other students and/or the instructor.

One of these compositions evidences work with outside sources (primary research in 101;

secondary research in 102, with optional primary).

• Writing under Pressure: A third piece of writing composed entirely in class.

• File folder: Each portfolio is presented in a file folder labeled with student’s name (last, first), course number and section, semester and year.

The Scoring Rubric used to assess portfolios was modified for this year’s assessment in an effort


to add, clarify, or separate some learning outcomes. The rubric’s four parts relate to the four categories of learning outcomes in the following way (although the outcomes in writing process and product cannot be completely separated from one another): Scoring Rubric Section Learning Outcome Category

Products Rhetorical Knowledge Knowledge of Conventions

Primary Research Critical Thinking, Reading, and Writing

Knowledge of Conventions

Processes Processes Self-Assessment Processes

Findings from each outcome measure English 101 was assessed this year (spring semester). Plans to assess English 102 during the fall semester were cancelled in order to allow time for a fall professional development workshop. Procedure:

The English 101 Assessment Retreat occurred over two sessions on March 31 and April 1, 2005. Seventeen of the 31 English Department faculty who have taught FYC recently participated (55%), ranging from Visiting Instructor to Associate Professor. All six Teaching Assistants participated, making a total of 23 readers. A stratified random sample was pulled from 64 of the 78 sections for which portfolios were available (82%); 57 of these 64 sections were read (89%). A total of 123 portfolios were read (8% of approximately 1530 students enrolled in 78 on-campus sections of English 101 during Fall 2004). Of the 123 portfolios, 51 received two readings, and 71 received one reading, for a total of 173 readings. Each four-hour retreat was divided equally between portfolio reading and discussion of findings. A facilitator and recorder led each retreat.

Qualitative Findings: The most significant and frequently noted strengths in learning outcomes were:

• Finished compositions were well-sustained in depth and length • Genres of well-developed compositions included narrative, interview, and exposition • Development of writing process was especially apparent when the assignment integrally

linked process and product • Student work that most impressed instructors was prompted by assignments that

explicitly required students to take initiative as writers • Correlation found in quality of a) writing product’s purpose and intent and b) writing

process’s engagement and creativity

The most significant and frequently noted needs in learning outcomes were: • Lack of following directions • Apparent lack of work ethic or will to do the work (for instance, work missing from

portfolio)


• Extremely broad topics that inhibited students’ writing or thinking (whether student-selected or assignment-driven topics)

• Sentence-level revision • “Good” writers maintained their average ability from beginning to end of semester,

rather than develop stronger writing abilities • Ability to self-assess remains, overall, more shallow than expected

Comments about portfolio-based program assessment:

• Rubric has now become too complex and jargonish to work with ease in assessment retreats

• Self-assessment might be stronger if the assignment were changed—for instance, from a letter to an essay

• Copies of assignments in the portfolios significantly increase instructors’ ease and confidence in their assessments

Quantitative Findings: Table 1. Learning Outcomes Comparing Potential and Real Average Scores for Competency English 101 Fall 2004 Average Portfolio

Score Process Score Product Score Self-Assessment

Score Whole Portfolio

Score Potential: If portfolio score averaged 2 for learning outcomes

12

16

8

36

Real: What portfolio scores actually averaged

10

16

7

33

Difference between potential and real average scores

-2

0

-1

-3


Table 2. Learning Outcomes by Competency Level English 101 Fall 2004

Section of

Rubric

% of Portfolios at or above competency

level

% of Portfolios below

competency level

Learning Outcomes

Product

53%

(83% in FA 03) (66% in FA 01)

47%

(17% in FA 03) (34% in FA 01)

Rhetorical Knowledge


Process

38%

(62% in FA 03) (50% in FA 01)

62%

(38% in FA 03) (50% in FA 01)

Processes

Self-Assessment

50%

(new category)

50%

(new category)

Processes

Whole Portfolio

40%

(74% in FA 03) (50% in FA 01)

60%

(26% in FA 03) (50% in FA 01)

Rhetorical Knowledge

Critical Thinking, Reading, Writing

Processes Knowledge of Conventions

Table 3. Knowledge of Conventions by Competency Level English 101 Fall 2004

Knowledge of Conventions Characteristics

% of Portfolios at or above

competency level


competency level Accurate editing (grammar, punctuation, mechanics) and Virtually error-free (no mistakes or misspellings)

48%

(72% FA 03)*

52%

(27% FA 03)* *Last year’s annual report presented these two learning outcomes separately, and the scores were only 1% apart. Table 4. Questionnaire about D and F grades in English 101 Fall 2004 Part A: How many students failed or nearly failed this course? Sections reporting: 41 # of students What was total enrollment? 1040 How many students received a D? 61 How many students received an F? 48 How many students received a W? 18 How many students received a UWF? 61* *Some instructors reported UWF as F, but it is unknown how many grades were reported this way.


Part B: Why did students earn a D or F? Put the number of students for each reason, realizing more than one reason may apply. Primary reason(s) for grade:

Of the students who earned D

Of the students who earned F

Did not attend enough classes.

20

58

Did not do enough of the work.

35

56

Did not meet the learning outcomes (though they attended class and attempted the work).

10

4

How many students do you predict could have earned higher than a D if not for absences and/or unfinished work?

51

76

Discussion:

Brief summary: Table 1 provides the most succinct quantification of findings this year, and it also corroborates qualitative data. It compares the potential average competency score for a portfolio to the real average competency score found in this sample. Portfolios averaged competency in finished products. They averaged below competency in writing process and self-assessment, both of which involve metacognition. Instructors and students could strengthen these learning outcomes by deepening the relationship between writing and thinking. Process and Product: Quantitatively, scores decreased this academic year compared to 2003-2004. When put in context with this assessment’s qualitative data and other workshops and discussions during 2004-2005, the decrease in scores may reflect an increase in instructors’ standards for competent learning outcomes. For instance, during 2004-2005, program-wide emphasis grew for virtually error-free finished products. This expectation likely influenced this year’s near 50/50 split of portfolios at or above competency in knowledge of conventions (Table 3). Similarly, process scores may have decreased because portfolios with deep, extended revision have become more common; therefore, faculty expect more evidence of process in all portfolios. Some faculty also have honed their strategies and assignments for teaching process. Finally, assignments matter. Their quality affects students’ ability to learn the integral relationships between process and product, and between their current interests and ideas new to them. Self-Assessment: The rubric includes a self-assessment category for the first time this year, in part so that instructors could get a closer look at this learning outcome. Disappointing results may come from two related factors: 1) self-assessment is deceptively complex work that requires metacognition, which is usually unfamiliar territory for first-year students. It develops over time, rather than appearing in one assignment. 2) Instructors giving varying amounts of instruction and emphasis to the portfolio’s letter of self-assessment. Research: Scores for research learning outcomes have been omitted from this report. The data were determined unreliable for two reasons. First, the score of 0 could be assigned to indicate two opposite outcomes: the outcome was not present and was not necessary in the portfolio, or the outcome was not present but it was necessary. Secondly, some instructor comments and


scoring suggested their confusion about appropriate characteristics and documentation of primary research. The will to learn and work habits: Instructors have experienced this year an increase in students who appeared to possess little to no perceptible intrinsic motivation to learn. In fact, some students appeared to lack any reason of their own for being in college. As the questionnaire about D and F grades suggests, grades are not a particularly effective extrinsic motivator for these students (Table 4). Instructors predicted that the grand majority of the 170 students cited--51 with D’s and 76 with F’s--could have earned higher than a D if they had attended class and finished work. These underdeveloped work habits also involved not following directions, paying attention, keeping track of assignments, and being punctual to class and with work. As the questionnaire about D and F grades also suggests, most of these students were able to learn (Table 4,). Only 14 of the 127 students who earned a D or F were considered unable to meet the learning outcomes (11%). Further, this number may be inflated because students had not completed enough work by which instructors estimated students’ potential. Work habits--time and life management--certainly affect writing; however, the scope of these problems and solutions go well beyond the realm of one writing program in a university education.

Program changes or improvements resulting from assessment First, changes or improvements addressed during 2004-2005 that were listed in 2003-2004 report or added in 04-05:

• Faculty development: o Fall half-day workshop (options of 11/11/04 or 11/12/04) o Spring half-day workshop (4/14/05)

• Curricular development: o Informal discussion and sharing of assignments and teaching experiences o Continued collaboration with Personal Librarians for Composition II o Coordination between College of Arts and Sciences Technology Fellow (Mae Miller

Claxton) and incoming FYC Program Director (Beth Huber) o Discussion of shifting Composition II to the second year (Beth Huber and Marsha Lee

Baker)

• Assessment development: o Rubrics revised

• Human Resources: o Program director worked with new tenure-track rhetoric and composition specialist

during this academic year to prepare her to direct the program beginning 2005-2006. o FYC Committee recommended to TPR Committee reappointment policies and

procedures for Visiting Instructors teaching FYC, in response to Department Head’s request for input

Next, the following priorities to be addressed during the 2005-2006 academic year:

• Faculty development: o Learn key strategies for effectively teaching primary research and secondary research


o Learn more about building effective assignments o Learn ways to facilitate students’ self-assessment by deepening relationship between

writing and thinking o Seek more thorough and consistent mentoring of TAs through stronger collaboration

between FYC Program and Graduate Program

• Curricular development (preferably involving entire FYC faculty and at least FYC Committee) : o Discuss learning outcomes and revise their content and rhetoric accordingly o Discuss expectations for competency in learning outcomes and identify way(s) to

incorporate those expectations in all sections o Discuss Composition II as a second-year rather than second-semester course o Revise Manual for First-Year Composition in conjunction with creation of new

publication that would showcase compositions o Discuss Composition I and II textbooks; plan review for new adoption(s) as needed o Seek clearer communication between Program and University Writing Center about the

tutoring needs of FYC students and instructors--for instance, instructors need more assistance with knowledge of conventions and less evaluative comments from tutors about students’ writing and instructors’ assignments

• Assessment development:

o Revise rubrics according to revised learning outcomes o Create new procedure for cd/disk in end-of-semester portfolios o Consider adding to stratified random sample instructors’ selections of portfolios that

represent scores of 3, 2 and 1 competency-levels o Ensure that all sections pulled are also read to maintain stratified random sample o Intensify investigation of electronic portfolios to replace paper copies--for instance, for

attend Clemson University’s summer institute on electronic portfolios o Revise rubrics so they more exactly reflect learning outcomes and can more easily be

read and used by all FYC students and instructors

• Human and Financial Resources: These needs will be communicated to appropriate people and units:

o Professional Development (on and off campus): • On-campus professional development workshops and program assessment

retreats need guaranteed funding and need not to be limited to $4.00/person/meal • Visiting Instructors expected to participate in department/program-sponsored on-

campus professional development and program assessment should receive a stipend, especially when scheduled on days they do not teach

• Program Director’s off-campus travel should be funded more completely, as an administrative responsibility as well as faculty development

o Non-tenure track faculty:

Non-tenure track faculty comprise two-thirds of the faculty positions in the English Department. Non-tenure track faculty, primarily Visiting Instructors, continue to carry majority responsibility for teaching and service in the FYC Program. In Fall 2004, for instance, eight sections (10%) of FYC were taught by tenured/tenure-track faculty; 64 sections (82%) were taught by non-tenure track faculty; six sections (8%) were taught by TAs. In this year’s workshops and assessment retreats, participants of all ranks reiterated various concerns about implications of this imbalance.

• Department-wide assessment and plan that addresses implications of chronic,

growing imbalance between non-tenure track and tenure-track positions


• Department-wide assessment and plan that addresses benefits and liabilities of multi-year contracts for and termination of fixed-term positions, followed by revision of policies and procedures accordingly (and in accord with the University Faculty Handbook)

o Graduate Assistant for FYC Program:

• A GA consistently every semester in order to consistently plan for and respond to needs for change and improvement, in addition to maintaining consistently the ongoing semester-to-semester work for an increasing number of instructors and students

o Mutual Support with Other Units:

• Counseling and Psychological Services: Advocate their need be met for more counselors to accommodate the increase of first-year students and their increasing problems (including will to learn)

• New Student Orientation: Request that orientation address students’ will to learn and work habits necessary to complete first year and, ultimately, degree program

• Catamount Academic Tutoring Center: Discuss how CAT and FYC can work together more closely. Advocate for CAT’s resources, especially in this areas related to will to learn and work habits.

• Academic Affairs: • Communicate about retention: Program’s rise in competency standards,

potential increase in D and F course grades, and protection for FYC faculty from misplaced retention pressure

• Communicate about SACs accreditation: The National Council of Teachers of English (NCTE) recommends as a teaching condition for quality education the maximum of 60 writing students per instructor per semester. Some FYC instructors, however, commonly teach 66-88 writing students per semester (three or four sections). In Fall 2004, for instance, approximately one-third taught four writing courses, and one-third taught three. As a result, two-thirds of FYC instructors taught in the range of 10% to 46% more writing students than NCTE recommends. SACs may view this practice as non-compliant behavior, given its Comprehensive Standards that require “good practices in programs in higher education,” and programs that follow “principles of good educational practice” and “commonly accepted standards and practices for degree programs” (Principles of Accreditation: Foundation for Quality Enhancement 12, 27, and 27).

Western Carolina University

Department of English Annual Assessment Report: Spring 2005

Assessment contact persons Dr. Marsha Baker, for First-Year Composition, #3930

Dr. Brian Gastle, for Literature, Professional Writing/Journalism, #3976


Dr. Catherine Carter, for English Education, #3931

Assessment Plan for Literature (Developed 2002 in conjunction with The Office of University Planning)

Department Mission Statement The Department of English, in the College of Arts and Sciences at Western Carolina University, exists to provide instruction in First-Year Composition, Literature, English Education, Professional Writing, and Journalism to the university's undergraduate and graduate students. Particularly in the areas of literature and writing, the department aspires to teach students to think critically, to communicate effectively, to use information and technology responsibly, and to appreciate the creative and performing arts.



Program Outcome Objectives for Literature Program:

Students will read literature critically and write about literature at a level of professionalism appropriate to the completion of a Bachelor of Arts degree; specifically, they will:





5. Demonstrate knowledge of historical artistic periods in English and American literature when appropriate to topic.




a. A sampling of finished papers from 300 and 400 level Literature classes will be collected by the department.

b. The collected papers (without student names or classes identified) will be read


by a committee of Literature faculty.








3. Exit Interviews



Assessment Findings for Literature


a. Table 1 reflects the results of twenty (20) reviews of randomly chosen student work samples from Literature classes (summer 2004 to spring 2005).

Table 1: Sample Student Work Review Results (1=Below Average; 2=Average; 3=Above Average)

Outcome Objective

1

2

3

N/A AVG

1. This paper is written in a grammatically correct, error-free style. 1 12 7 2.3

2. This paper incorporates appropriate Modern Language Association Style. 1 12 7 2.3

3. a. This paper analyzes literature well. 3 5 12 2.45

3. b. This paper incorporates literary theory, if appropriate to the topic. 3 1 2 14 1.83

4. This paper presents an effective argument for the student writer's interpretation of a literary work.

2 6 12 2.5

5. This paper demonstrates knowledge of historical artistic periods in English 2 5 13 2.55


and American literature appropriate to topic.


a. This year was the first year co-op and internships were listed as an option to satisfy the Professional Writing component of the Literature degree (student can also take ENGL 401 to satisfy this requirement). No Literature students participated in co-ops or internships this year, so there is no data available for this measure.

b. However, external assessment is also available via the Senior Seminar in Literature class, in which students submit to the National Conference on Undergraduate Research (NCUR).

i. Four of six students were accepted to NCUR this year. Student papers were well received at the conference, and many students were approached by students and faculty from other institutions, who commented that WCU papers were “well researched.”

3. Exit Interviews

c. The department head interviewed several graduating Literature students. In general, students seem very satisfied overall with the program. Highlights include:

i. Great satisfaction with upper-level Literature classes

ii. Some dissatisfaction with certain advisors

iii. Desire for more specialty courses (literature courses devoted to special topics and/or authors rather than broader surveys)

iv. Desire for more courses that asked them to engage larger projects, the community, or the private sector.

Program Changes or Improvements Resulting from Assessment:

Outcome Objectives


a. All data suggests the program is meeting this goal.




a. The data suggests the program could better prepare students to incorporate critical and theoretical material into their work. The assessment committee also agreed that the rubric focused too much on literary theory specifically and not on criticism and secondary research in general. Departmental response to this data will include:


Actions:

i. Meeting with Literature faculty at the beginning of the fall semester to discuss a programmatic approach to integrating criticism and theory more ubiquitously across the curriculum

ii. Revising assessment rubric 3. b. (“This paper incorporates literary theory, if appropriate to the topic”) to “This paper incorporates literary criticism or theory appropriate to the topic.”



5. Demonstrate knowledge of historical artistic periods in English and American literature when appropriate to topic


Other Actions 1. Minor and Liberal Studies Courses

Among program changes made this year in response to student comments and queries from other departments, we initiated clarification of our minor courses and Liberal Studies overlap.

2. Motion Picture Studies and Non-Western Literature

The department will be developing its curriculum in Motion Picture Studies and non-Western literatures with new faculty hired.

3. Senior Seminar in Literature

Given the interest in project based learning, the department will consider making the Senior Seminar in Literature a requirement or an option for the Professional Writing component of the Literature major.

Literature Papers (300 or 400 level classes)

Instructions At the end of each fall semester, a sampling of completed term papers in 300 and 400 level Literature classes will be collected by the department. In the spring semester, the sample papers will be scored using this rubric for assessment purposes by a group of faculty members who teach Literature courses. The student name and the course the student took will not be identified on the paper; all papers assessed must be typed or word processed. Each paper will be identified by a number. The reader will not mark the paper but will rate it on the scoring sheet on each of the five learning outcomes for the program. A score of 1 means "below average." A score of 2 means "average." A score of 3 means "above average." "N/A" will be circled for #3 when there it was not applicable to the topic in the paper. Circle the appropriate score for each outcome.

Please rate Paper # on the following five statements:


1. This paper is written in a grammatically correct, error-free style. 1 2 3 2. This paper incorporates appropriate Modern Language Association Style. 1 2 3 3. a. This paper analyzes literature well. 1 2 3 3. b. This paper incorporates literary theory, if appropriate to the topic. 1 2 3 N/A 4. This paper presents an effective argument for the student writer's interpretation of a literary work.

1 2 3 5. This paper demonstrates knowledge of historical artistic periods in English and American literature appropriate to topic.

1 2 3 Scorer's comments regarding this paper (optional):

Western Carolina University Department of English

Annual Assessment Report: Spring 2005

Assessment contact persons Dr. Marsha Baker, for First-Year Composition, #3930

Dr. Brian Gastle, for Literature, Professional Writing/Journalism, #3976

Dr. Catherine Carter, for English Education, #3931

Assessment Plan for Professional Writing/Journalism (Developed 2002 in conjunction with The Office of University Planning)

Department Mission Statement The Department of English, in the College of Arts and Sciences at Western Carolina


University, exists to provide instruction in First-Year Composition, Literature, English Education, Professional Writing, and Journalism to the university's undergraduate and graduate students. Particularly in the areas of literature and writing, the department aspires to teach students to think critically, to communicate effectively, to use information and technology responsibly, and to appreciate the creative and performing arts.



Program Outcome Objectives for Professional Writing/Journalism Students will use primary and secondary sources to write at a professional level appropriate to the completion of a Bachelor of Arts degree; specifically, they will:



3. Incorporate primary and secondary sources properly as needed in a writing situation.


5. Demonstrate in writing the ability to use proper professional formats (for example, in writing business documents, reports, short stories, and scripts).




a. A sampling of finished papers from 300 and 400 level professional writing classes will be collected by the department.

b. The collected papers (without student names or classes identified) will be read by a committee of Professional Writing faculty.









6. Exit Interviews




Assessment Findings for Professional Writing/Journalism 4. Sample Student Work Review

a. Table 1 reflects the results of thirty-two (32) reviews of randomly chosen student work samples from professional writing classes (summer 2004 to spring 2005).

Table 1: Sample Student Work Review (1=Below Average; 2=Average; 3=Above Average)

Outcome Objective

1

2

3

N/A AVG

1. Grammar & Correctness 3 23 6 2.09

2. Appropriate Style for Audience & Purpose 2 23 7 2.16

3. Appropriate integration of Secondary Material 4 14 2 12 1.9

4. Knowledge of Libel Law 2 12 0 18 1.86

5. Proper Document Format for Situation 2 21 9 2.22

b. Half (16) of the reviews assessed portfolios containing multiple student projects and half (16) assessed individual student documents from classes. Table 2 and Table 3 reflect the separate data for portfolio student work and individual student work.

Table 2: Portfolio Sample Student Work Review (1=Below Average; 2=Average; 3=Above Average)

Portfolio Items 1

2

3

N/A AVG






Table 3: Individual Items Sample Student Work Review (1=Below Average; 2=Average; 3=Above Average)

Individual Items

1

2

3

N/A AVG







a. The evaluation sheets distributed by Career Services / Cooperative Education


request feedback on over twenty items. Table 4 reflects the data for the items most closely related to the Professional Writing Outcome Objectives. Twelve (12) forms, from summer 2004 to spring 2005, were used to compile this data.

Table 4: Co-Op and Internship Evaluation Scores (1 “Outstanding” <–––> 5 “Unsatisfactory”)

Co-Op / Internship Evaluations Scores

1 2 3 4 5 AVG

Quality of Work Produced

6 5 0 1 0 1.67

Accuracy and Thoroughness

5 5 1 1 0 1.83

Effectiveness in Written Communication

8 1 2 1 0 1.67

Analytical Ability

6 4 2 0 0 1.67

b. Interviews with supervisors and students showed that, generally, most students and supervisors felt the Professional Writing/Journalism program prepared our students well. Most on-site training required tended to be job-specific and not appropriate for incorporation into the program. However, a few supervisors and students commented that they wished we had taught the use of Quark (a very expensive software program regularly used in publishing and journalism) and had prepared our students to use APA as well as MLA style. Most supervisors were otherwise impressed with our students’ abilities.

6. Exit Interviews

a. The department head interviewed several graduating Professional Writing and Journalism students. In general, students seem very satisfied overall with the program. Two issues did recur during these interviews:

i. Some students are dissatisfied with certain advisors.

ii. Students don’t care for lecture as much as for involvement. Specifically, they appreciated a number of Professional Writing courses that asked them to engage larger projects, the community, or the private sector.


Program Changes or Improvements Resulting from Assessment:

Outcome Objectives 1. Write in a grammatically correct, error-free style.

While scores from the review of student work suggest that the program prepares accurate and correct writers, the programs will strive to improve these scores.

Action:

a. The Program plans to develop a proofreading sheet to be used in most Professional Writing classes to standardize editing and proofreading across the curriculum

b. To address the need for better student editing and knowledge of professional writing "business" practices, the curriculum in two courses will be examined (through faculty discussion and syllabi review). In particular, the core editing course will be addressed: ENGL 303 (Intro to Professional Writing).


All data suggests the program is meeting this goal.

3. Incorporate primary and secondary sources properly as needed in a writing situation.


Most data suggests the program needs to better prepare students to integrate primary and secondary material more ubiquitously and using multiple styles and formats. Specifically, students need to be able to use both APA and MLA styles and to understand the legal issues associated with the integration of such materials (beyond libel law).

Actions:

a. All Professional Writing faculty will devote more time in their classes to these issues (especially in Intro to Professional Writing, Writing and Editing, Technical Writing, Non-Fiction Writing, Writing for Careers, and Senior Seminar in Writing classes) and require more comprehensive assignments. The program director will call a meeting of all Professional Writing faculty prior to the beginning of the fall semester in order to address this issue and to review advising procedures.

b. Program Assessment rubric #4 will be changed from “Demonstrate in writing knowledge of libel law” to “Demonstrate knowledge of the legal issues associated with writing (such as libel and intellectual property law).”

5. Demonstrate in writing the ability to use proper professional formats.


Other Actions

4. New Director of Professional Writing

Since the current Director of Professional Writing, Dr. Brian Gastle, will be serving as the SACS report editor for WCU beginning this summer, Dr. Mary Adams will take over as Director of Professional Writing in the Fall of 2005.

5. ENGL 305: Technical Writing Offerings

AY 2004-2005 saw an increased strain on departmental resources given the


implementation of ENGL 305 (Technical Writing) as a requirement for Engineering Technology. The department usually offers the course once only every two or three semesters. Given the enrollment growth of WCU’s engineering program, the department will probably have to offer one to two sections per semester hereafter. To address this issue, the Professional Writing program will ask the English department to support a new (full-time tenure-track) hire in Technical Writing.

6. Minor and Liberal Studies Courses

Among program changes made this year in response to student comments and queries from other departments, we initiated clarification of our minor courses and Liberal Studies overlap.

7. ENGL 401: Writing for Careers Standardization

Apart from playing a significant role in the English department curriculum, Writing for Careers serves the following departments as either a required class or as an elective:

• Communication • Criminal Justice • Parks & Recreation Management • Recreational Therapy • Social Work

Writing for Careers is also taken occasionally by students fulfilling general electives. Several sections are offered each year.

A review of course evaluations, course material, and student feedback for ENGL 401 (Writing for Careers) suggested that different sections were requiring significantly different kinds and amounts of work.

To address this disparity, in the spring of 2005, a committee of Writing for Careers instructors developed a course outline (with recommended types, numbers, and sizes of assignments) to guide ENGL 401 instructors and to better unify the kinds and amounts of work required in that course.


Rubric for Sample Readings of Journalism/Professional Writing Papers (300 or 400 level classes)

Instructions At the end of each fall semester, a sampling of completed term papers in 300 and 400 level Professional Writing classes will be collected by the department. In the spring semester, the sample papers will be scored using this rubric for assessment purposes by a group of faculty members who teach professional writing courses. The student name and the course the student took will not be identified on the paper; all papers assessed must be typed or word processed. Each paper will be identified by a number. The reader will not mark the paper but will rate it on the scoring sheet on each of the five learning outcomes for the program. A score of 1 means "below average." A score of 2 means "average." A score of 3 means "above average." "N/A" will be circled for #3 and #4 when there is no evidence in the paper of the outcome (in other words, it was not applicable to the topic in the paper). Circle the appropriate score for each outcome.

Please rate Paper # on the following five statements: 1. This paper is written in a grammatically correct, error-free style. 1 2 3 2. This paper incorporates a style appropriate to the writing situation and audience. 1 2 3 3. This paper incorporates primary and secondary sources properly as needed in the writing situation. 1 2 3 N/A 4. This paper demonstrates knowledge of libel law.

1 2 3 N/A 5. This paper demonstrates the writer’s ability to use the proper professional format for the writing situation.

1 2 3 Scorer's comments regarding this paper (optional):


ANNUAL PROGRAM ASSESSMENT REPORT 2002-2003

Department: English Program: First-Year Composition Name of person completing report: Marsha Lee Baker, Ph.D. Assistant Professor and Program Director

Unit Mission Statement The First-Year Composition Program provides a year-long study in written communication in order to help students write effectively in academic, professional, and civic situations. The program takes a five-way approach to writing: 1) as process, 2) as product, 3) as communication, 4) as verbal and visual, and 5) as heuristic. The two-course sequence, Composition I and II (English 101 and 102), provides a rhetorical understanding of writing, emphasizing relationships among purpose, reader, voice, context, and genre in all communication. Within this framework of rhetoric, Composition I (English 101) emphasizes process and purpose; Composition II (English 102) emphasizes reasoning and research. Program student learning outcomes

1) Rhetorical Knowledge By the end of first year composition, students should: Focus on a purpose Respond to the needs of different audiences Respond appropriately to different kinds of rhetorical situations Use conventions of format and structure appropriate to the rhetorical situation Adopt appropriate voice, tone, and level of formality Understand how genres shape reading and writing Write in several genres

2) Critical Thinking, Reading, and Writing By the end of first year composition, students should: Use writing and reading for inquiry, learning, thinking, and communicating Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing,

and synthesizing appropriate primary and secondary sources Integrate their own ideas with those of others Understand the relationships among language, knowledge, and power

3) Processes By the end of first year composition, students should: Be aware that it usually takes multiple drafts to create and complete a successful text Develop flexible strategies for generating, revising, editing, and proof-reading Understand writing as an open process that permits writers to use later invention and re- thinking to revise their work Understand the collaborative and social aspects of writing processes Learn to critique their own and others' works Learn to balance the advantages of relying on others with the responsibility of doing their part Use a variety of technologies to address a range of audiences

4) Knowledge of Conventions By the end of first year composition, students should: Learn common formats for different kinds of texts Develop knowledge of genre conventions ranging from structure and paragraphing to tone


and mechanics Practice appropriate means of documenting their work Control such surface features as syntax, grammar, punctuation, and spelling.

Annual Report: First-Year Composition Program 2002-2003 2 Assessment measures for each learning outcome All students in Composition I and II compile an end-of-course portfolio according to common guidelines (see below). In the subsequent semester, assessment retreats of approximately a dozen faculty members each are held. Participants read random samples of portfolios and discuss findings and implications.

The portfolio includes:

A cover letter in which students self-assess themselves as writers and the finished compositions in the portfolio. Special note is encouraged of any changes that have occurred over the semester. Two compositions of different genres developed over time and with revision.

A copy of the instructor’s assignment serves as coversheet for each composition. One of these compositions includes evidence of process--all writing involved in its creation--a chronological organization of notes, drafts, revisions, and feedback from other students and/or the instructor. One of these compositions evidences work with outside sources.

An optional third piece of writing that was composed entirely in class. File folder: Each portfolio is presented in a file folder labeled with student’s name (last, first), course number and section, semester and year.

The three-part Scoring Rubric (attached to this report) used to assess portfolios relates to the four categories of learning outcomes in the following way (although the characteristics of writing process and product cannot be completely separated from one another): Scoring Rubric Section Learning Outcome Category

Products Rhetorical Knowledge Knowledge of Conventions

Research Critical Thinking, Reading, and Writing

Knowledge of Conventions Processes Processes

Findings from each outcome measure Assessment focused on Composition II (English 102) this academic year. In Fall 2002, members of the FYC Committee (including some members of the FYC Program Assessment Task Force, 2001-2002) conducted a pilot assessment with a sample of English 102 portfolios from Spring 2002. As a result of the pilot, the scoring rubric was revised to more directly reflect the learning outcomes for second-semester composition. Based on the pilot’s findings, faculty anticipated below competency levels from this previous year’s work in English 102.


During Spring 2003, two assessment retreats were held (March 20 and March 21) in Madison Hall. Fifteen of 35 English Department faculty participated, ranging from Visiting Lecturer to Associate Professor. Three Teaching Assistants and four master’s students who will begin teaching assistantships in Fall 2003 also participated, making a total of 22 readers. A total of 62 portfolios were read (6% of 963 students enrolled in 51 on-campus sections of English 102 during Spring 2002). Most portfolios had two readers, for a total of 122 readings. Each four-hour retreat was divided equally between portfolio assessment and discussion of findings. A facilitator recorded discussion notes at each retreat. Participants in both retreats agreed that the assessment prompted worthwhile discussion. Faculty development topics of particular interest included sharing assignments that require research and developing strategies for teaching

Annual Report: First-Year Composition Program 2002-2003 3 a variety of research methods. Faculty also were interested in re-visiting methods for giving students feedback on writing-in-progress. Curricularly, faculty were interested in assignments and activities that combine English 102’s new, two-prong focus on reasoning and research. See Tables 1 and 2 for information summarized in the following sections of learning outcomes. Rhetorical Knowledge: The Products section of the rubric (comprised of seven characteristics of written products) is the key indicator of learning outcomes in Rhetorical Knowledge. Two-thirds (63%) of English 102 students were at or above competency level. Critical Thinking, Reading, and Writing: Learning outcomes in Critical Thinking, Reading, and Writing are most specifically demonstrated in the Research section of the rubric (comprised of three characteristics of research). Over half (59%) of English 102 students were at or above competency level. Processes: Processes learning outcomes, indicated in the Processes section of the rubric (comprised of six characteristics of writing process) were accomplished at or above competency level by almost one-third (30%) of English 102 students. All Learning Outcomes: Combined scores from the Products, Research, and Processes sections for all portfolios provide findings for all four areas of learning outcomes. Overall, two-fifths (39%) of English 102 students were at or above competency level. Knowledge of Conventions: Learning outcomes in Knowledge of Conventions are demonstrated through two Product characteristics on the rubric. As Table 2 indicates, the grand majority (89% and 87%, respectively) of students were at or above competency level in correct usage and accurate proofreading. Two Research characteristics also demonstrate learning outcomes in Knowledge of Conventions. Nearly four-fifths (79%) of students were at or above competency level with internal documentation, and more than four-fifths (86%) were at or above competency level for works cited documentation. Table 1. Percentage of Portfolio Sections and Whole Portfolios by Competency Level Section

of Rubric

% of Portfolios at or above competency

level


competency level

Average Score of All Portfolios

(n=62)

Learning Outcomes

Product 63% 37% 14.3 (14 = competency)

Rhetorical Knowledge Knowledge of Conventions

Research 59% 41% 5.3 (6 = competency)

Critical Thinking, Reading, Writing



Process 30% 70% 9.7 (12 = competency)

Processes

Whole Portfolio

39% 61% 29.4 (32 = competency)

Rhetorical Knowledge Critical Thinking, Reading,

Writing Processes

Knowledge of Conventions Annual Report: First-Year Composition Program 2002-2003 4 Table 2. Percentage of Portfolio Characteristics for Knowledge of Conventions by Competency Level Characteristic of writing with Knowledge of Conventions

% of Portfolios at or above

competency level


competency level Correct grammar, punctuation, mechanics, and spelling (Products characteristic #6)

89%

11%

Have been proofread (Products characteristic #7)

87%

13%

Includes necessary internal documentation (Research characteristic #2)

79%

21%

Includes necessary works cited documentation (Research characteristic #3)

86%

14%

Program changes or improvements resulting from assessment Changes and improvements already underway during 2002-2003:

• The FYC Program has just completed a four-year evolution of its curriculum. For two years, the similarities between English 101 and 102 were emphasized and developed in order to eliminate artificial concepts of composition and to emphasize learning outcomes that needed year-long development. During the second two years, the distinctions between the two courses were established. New textbooks (mentioned below) illustrate the program’s current direction, as does the “Unit Mission Statement.”

• The FYC Program also has undergone an evolution of its faculty. For many years, the English Department

has had a tradition of nearly all faculty teaching in the FYC Program. Over approximately the last four years, however, the curriculum has become almost entirely the responsibility of non-tenure track faculty. In Fall 2002, five (8%) FYC sections were taught by tenure-track faculty; 59 sections (92%) were taught by non-tenure track faculty. Five tenure-track and 23 non-tenure track faculty taught FYC courses. The instructional consistency and experience provided by tenure-track faculty have been replaced by a capable yet more diversely prepared, temporary faculty. As a result, the FYC Director has begun restructuring faculty development. Two faculty retreats are being planned for Fall 2003: 1) a workshop in August, led by the FYC Director, and 2) a retreat in October, led by composition scholar Peter Elbow.

• The portfolios assessed this year (from Spring 2002) were compiled before the newly adopted English 102

textbook, Everything’s an Argument, began program-wide use. This textbook serves the curricular


emphasis on conducting research in English 102 better than the previously adopted text (The Call to Write). It also implements a new curricular emphasis on reasoning. Therefore, the FYC Program anticipates that increased levels of competency already are being accomplished in Rhetorical Knowledge and Critical Thinking, Reading, and Writing. Faculty discussions during Spring 2003 already note stronger learning outcomes than the previous academic year, and submissions from students in English 102 Spring 2003 for publication in the Manual for First-Year Composition 2003-2004 indicate stronger learning outcomes.

• In response to program assessment findings last year in English 101, the Program adopted a new textbook for

English 101, Being a Writer, beginning Fall 2003. The text was selected to help strengthen students’ learning outcomes in Processes. This improvement in Composition I will, in turn, strengthen the learning outcomes in Processes in Composition II, of which the Program anticipates evidence in 2003-2004.

Annual Report: First-Year Composition Program 2002-2003 5 In addition to continuing these developments, the following priorities will be addressed during the 2003-2004 academic year: Faculty development:

• Use the most effective ways of providing feedback to students’ writing-in-progress to help them develop ability at all levels of revision and to place ownership of the texts with them, resulting in greater student responsibility and voice in their work (some faculty may be working more hard than smart, taking too much responsibility in directing specific revision work).

o PLAN: August workshop topic. • Develop research assignments that help students understand the purpose of doing research as a means to

an end, not research for research’s sake. o PLAN: August workshop topic.

• Employ more effective strategies for teaching selection of appropriate resources and for accurate documentation.

o PLAN: 1) Greater collaboration with librarians in English 102. 2) Librarians have already accepted invitation to participate in program assessment.

Curricular development:

• Strengthen Processes learning outcomes in English 101, in turn strengthening students’ preparation for English 102.

o PLAN: New textbook adopted; revision and feedback strategies to be August workshop topic. • Make greater use of assistance for under-prepared students.

o PLAN: Discussion already underway between FYC Director and Writing Center Director to strengthen collaboration between FYC instructors and UWC tutors.

• Strengthen mentoring of TAs through stronger collaboration between FYC Program and Graduate Program, and by adding written guidelines for mentors and mentees.

o PLAN: Pursue discussions initiated by FYC Director with Department Head and Graduate Director during Spring and Fall 2002.

Portfolio development:

• Self-assessment letters: o Re-locate letter as an introduction to the portfolio (rather than final piece). o Improve the prompt so that students understand the letter’s purpose; so that students describe

process that cannot be tangibly demonstrated in the portfolio. • Contents:

o Re-consider students including all (rather than a selection of) process writing. o Select a new piece to replace the end-of-semester common writing.

• Instructor involvement: o Increase the number of assignment sheets included in portfolios. o Work toward greater consistency in the instruction faculty give for self-assessment letters and


compilation of portfolios. • Rubric:

o Continue aligning learning outcomes and assessment rubric. o Revise the Product characteristic “Have been proofread” so it is more assessable. o Consider adding to Research section two characteristics: 1) appropriateness of source selection

and 2) appropriateness of paraphrasing, summarizing, direct quotation. o Consider adding to Products section characteristic(s) about reasoning/argumentation . o Consider weighting the three major sections.

• PLAN: Portfolio development will be an August workshop topic with follow-up by FYC Committee.

Resources:

• File cabinets and space for them to hold an academic year’s worth of portfolios have become increasingly important needs to meet this coming academic year.

o PLAN: FYC Director and Department’s Administrative Assistant will pursue in new fiscal year. • Faculty and curricular development, as usual, are contingent on financial and human resources necessary

to support the program.


Annual Assessment Report. Spring 2003

Assessment contact persons: Dr. Marsha Holmes, for First-Year Composition, #3930 Dr. Brian Railsback, for Literature, Journalism/Professional Writing, #3976 Dr. Mary Warner, for English Education, #3931 Assessment Plan/Report for Literature Department Mission Statement The Department of English, in the College of Arts and Sciences at Western Carolina University, exists to provide instruction in First-Year Composition, Literature, English Education, and Professional Writing/Journalism to the university's undergraduate and graduate students. Particularly in the areas of literature and writing, the department aspires to teach students to think critically, to communicate effectively, to use information and technology responsibly, and to appreciate the creative and performing arts. The department's primary goal is excellent teaching in several areas: Liberal Studies courses in writing and literature, undergraduate major courses, and graduate courses. These teaching activities should be supported by appropriate scholarly research (especially by the graduate faculty), by relevant professional and creative activity, and by associated service both on and off campus (through the University Writing Center, aiding in the improvement of English Education instruction in the region's pre-baccalaureate schools, acting as professional writing consultants to the business, technical, and professional community and as advisors to students in community internships and co-ops, and functioning as a literary cultural resource for the region).


The department is committed to helping its undergraduate majors and graduate candidates to become proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language. Literature Program Outcome Objectives: Students will read literature critically and write about literature at a level of professionalism appropriate to the completion of a bachelor of arts degree; specifically, they will: 1. Write in a grammatically correct, error-free style. 2. Incorporate Modem Language Association style. 3. Analyze literature, using contemporary literary theory when appropriate to the topic. 4. Present an effective argument for the student writer's interpretation of a literary work. 5. Demonstrate knowledge of historical/artistic periods in English and American literature when appropriate to topic. Measures for each Outcome Objective: I. Outcomes #1 through #5 will be measured by the following method: 1. A sampling of finished papers (literary analysis) from 300 and 400 level literature classes will be collected by the department. 2. The collected papers (without student names or classes identified) will be read a committee of literature faculty. 3. The papers will be scored from a rubric (see attached) that identifies the five program outcomes. 4. Scores will be used to assess strengths and weaknesses in the curriculum in regard to the five outcome objectives. II. Outcomes # 1 through #5 will be measured by the same rubric by academic or professional supervisors for literature students completing internships or off-campus co-ops; this score will be included in the student's internship or co-op portfolio. III. Exit interviews with seniors will include questions regarding Outcomes # 1 through #5 to gather how students self-report their abilities in the five specified outcomes. Spring 2003 Assessment findings for Literature 1. The Office of University Planning noted that the Literature program assessment method lacked clear program outcomes, clear program outcome measures, and therefore the detail and findings necessary to properly assess the program. As a result, the 2002 plan (noted above) is a significant revision of the program's assessment plan. 2. Findings from the 2003 assessment program as outlined above showed:


*that literature students continue to need clearer direction in their advisement, particularly those students who do not plan to go on to graduate school (more career counseling in advising recommended). *the Senior Seminar in Literature (Engl. 498) now provides some external assessment; the five students who volunteered to submit abstracts to the National Conference on Undergraduate Research were all accepted. This year, submitting abstracts will be a requirement for all Seminar students. *that literature students felt that course content was excellent. *that assessment of papers showed acceptable levels in style, MLA usage, argumentation, and knowledge of period. However, more contemporary literary theory should be incorporated in upper- level papers. Program changes or improvements resulting from assessment: 1. To address the issue of inadequate student advisement by faculty, the department conducted special advisement workshops for English faculty members in 2002-2003. However, the work is not done and the workshops need to be continued (especially for new faculty members). 2. To address the career counseling issues, beginning in 2004, the Senior Seminar in Literature (Engl. 498) will be replaced by an internship or co-op experience that will provide external assessment and a greater career orientation. Work with the National Conference on Undergraduate Research will be required in the old Senior Seminar until it is phased out completely. 3. To address the need for more incorporation of contemporary literary theory in papers, such application will be integrated into the Fall 2003 Senior Seminar in Literature. In addition, a new junior- level course in contemporary theory will be implemented. Finally, the department's first contemporary theorist, Dr. Annette Debo, was hired last year-she will continue to direct our integration of contemporary theory into the curriculum.


Annual Assessment Report. Spring 2003

Assessment contact persons: Dr. Marsha Holmes, for First-Year Composition, #3930 Dr. Brian Railsback, for Literature, Journalism/Professional Writing, #3976 Dr. Mary Warner, for English Education, #3931 Assessment Plan/Report for Professional Writing/Journalism Department Mission Statement


The Department of English, in the College of Arts and Sciences at Western Carolina University, exists to provide instruction in First-Year Composition, Literature, English Education, and Professional Writing/Journalism to the university's undergraduate and graduate students. Particularly in the areas of literature and writing, the department aspires to teach students to think critically, to communicate effectively, to use information and technology responsibly, and to appreciate the creative and performing arts. The department's primary goal is excellent teaching in several areas: Liberal Studies courses in writing and literature, undergraduate major courses, and graduate courses. These teaching activities should be supported by appropriate scholarly research (especially by the graduate faculty), by relevant professional and creative activity, and by associated service both on and off campus (through the University Writing Center, aiding in the improvement of English Education instruction in the region's pre-baccalaureate schools, acting as professional writing consultants to the business, technical, and professional community and as advisors to students in community internships and co-ops, and functioning as a literary cultural resource for the region). The department is committed to helping its undergraduate majors and graduate candidates to become proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language. Professional Writing/Journalism Program Outcome Objectives: Students will use primary and secondary sources to write at a professional level appropriate to the completion of a bachelor of arts degree; specifically, they will: 1. Write in a grammatically correct, error-free style. 2. Incorporate a style appropriate to the writing situation and audience. 3. Incorporate primary and secondary sources properly as needed in a writing situation. 4. Demonstrate in writing knowledge of libel law. 5. Demonstrate in writing the ability to use proper professional formats (for example, in writing business documents, reports, short stories, and scripts). Measures for each Outcome Objective: I. Outcomes #1 through #5 will be measured by the following method: 1. A sampling of finished papers from 300 and 400 level professional writing classes will be collected by the department. 2. The collected papers (without student names or classes identified) will be read by a committee of professional writing faculty. 3. The papers will be scored from a rubric (see attached) that identifies the five program outcomes.


4. Scores will be used to assess strengths and weaknesses in the curriculum in regard to the five outcome objectives. II. Outcomes # 1 through #5 will be measured by the same rubric by academic or professional supervisors for students completing internships or off-campus co-ops; this score will be included in the student's internship or co-op portfolio. III. Exit interviews with seniors will include questions regarding Outcomes # 1 through #5 to gather how students self-report their abilities in the five specified outcomes. Spring 2002 Assessment findings for Professional Writing/Journalism 1. The Office of University Planning noted that the Professional Writing/Journalism program assessment method lacked clear program outcomes, clear program outcome measures, and therefore the detail and findings necessary to properly assess the program. As a result, the 2002 plan (noted above) is a significant revision of the program's assessment plan. 2. Findings from the new assessment program, particularly the exit interviews and assessment of sampled papers, showed: *that exit interviews indicated that faculty advisement of students still needs improvement. *that students were confident in their abilities as writers. *that sample papers indicated styles appropriate to the writing situation and audience and that primary and secondary sources (when applicable) were properly cited and applied. *that exit interviews and sample papers did indicate some room for improvement in student editing, professional formatting, and student knowledge of writing "business" (contracts, libel law). Program changes or improvements resulting from assessment: 1. To address the issue of improving student advisement by faculty, the department will continue to offer advising workshops for faculty (particularly new faculty).

2. To address the need for better student editing, professional formatting, and knowledge of professional writing "business" practices, the curriculum in two courses will be examined (through faculty discussion and syllabi review). In particular, the core editing courses will be assessed: English 303 and 307.




Assessment contact persons: Dr. Marsha Holmes, for First- Year Composition, #3930 Dr. Brian Railsback, for Literature, Journalism/Professional Writing, #3976 Dr. Mary Warner, for English Education, #3931 Assessment Plan for Literature Department Mission Statement The Department of English, in the College of Arts and Sciences at Western Carolina University, exists to provide instruction in First- Year Composition, Literature, English Education, and Professional Writing/Journalism to the university's undergraduate and graduate students. Particularly in the areas of literature and writing, the department aspires to teach students to think critically, to communicate effectively, to use information and technology responsibly, and to appreciate the creative and performing arts. The department's primary goal is excellent teaching in several areas: Liberal Studies courses in writing and literature, undergraduate major courses, and graduate courses. These teaching activities should be supported by appropriate scholarly research (especially by the graduate faculty), by relevant professional and creative activity, and by associated service both on and off campus (through the University Writing Center, "aiding in the improvement of English Education instruction in the region's pre-baccalaureate schools, acting as professional writing consultants to the business, technical, and professional community and as advisors to students in community internships and co-ops, and functioning as a literary cultural resource for the region). The department is committed to helping its undergraduate majors and graduate candidates to become proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language. Literature Program Outcome Objectives: Students will read literature critically and write about literature at a level of professionalism appropriate to the completion of a bachelor of arts degree; specifically, they will: 1. Write in a grammatically correct, error-free style. 2. Incorporate Modem Language Association. 3. Analyze literature, using contemporary literary theory when appropriate to the topic. 4. Present an effective argument for the student writer’s interpretation of a literary work. 5. Demonstrate knowledge of historical/artistic periods in English and American literature when appropriate to topic. Measures for each Outcome Objective: I. Outcomes #1 through #5 will be measured by the following method:


1. A sampling of finished papers (literary analysis) from 300 and 400 level literature classes will be collected by the department. 2. The collected papers (without student names or classes identified) will be read a committee of literature faculty. 3. The papers will be scored from a rubric (see attached) that identifies the five program outcomes. 4. Scores will be used to assess strengths and weaknesses in the curriculum in regard to the five outcome objectives. II. Outcomes #1 through #5 will be measured by the same rubric by academic or professional supervisors for literature students completing internships or off-campus co-ops; this score will be included in the student's internship or co-op portfolio. III. Exit interviews with seniors will include questions regarding Outcomes #1 through #5 to gather how students self-report their abilities in the five specified outcomes. Spring 2002 Assessment findings for Literature 1. The Office of University Planning noted that the Literature program assessment method lacked clear program outcomes, clear program outcome measures, and therefore the detail and findings necessary to properly assess the program. As a result, the 2002 plan (noted above) is a significant revision of the program's assessment plan. 2. Findings from the old assessment program (classroom assessment and exit interviews) showed: *that literature students need clearer direction in their advisement *that the Senior Seminar in Literature (Engl. 498) did not provide any external assessment *that literature students felt that the content area of their courses were excellent. Program changes or improvements resulting from assessment: 1. To address the issue of inadequate student advisement by faculty, the department created a new position (Director of Undergraduate Studies) and three advisement workshops regarding faculty advising in the English major were implemented. 2. Beginning in 2003, the Senior Seminar in Literature (Engl. 498) will be replaced by an internship or co-op experience that will provide external assessment.


Rubric for Sample Readings of Literature Papers (300 or 400 level literature classes)

Instructions Each fall semester, a sampling of completed term papers in 300 and 400 level literature classes will be collected by the department. In early spring semester, the sample papers will be scored using this rubric for assessment purposes by a group of faculty members who teach literature courses. The student name and the course the student took will not be identified on the paper; all papers assessed must be typed or word processed. Each paper will be identified by a number. The reader will not mark the paper but will rate it on the scoring sheet on each of the five learning outcomes for the Literature program. A score of 1 means "below average." A score of 2 means "average." A score of 3 means "above average." "N/A" will be circled for #5 when there is no evidence in the paper of the outcome (in other words, it was not applicable to the topic in the paper). Circle the appropriate score for each outcome. Please rate Paper #____ on the following five statements: 1. This paper is written in a grammatically correct, error-free style. 1 2 3 2. This paper incorporates Modem Language Association style. 1 2 3 3. This paper presents a sound analysis of literature, using contemporary literary theory when appropriate to the topic. 1 2 3 4. This paper presents an effective argument for the student writer's interpretation of a literary work. 1 2 3 5. This paper demonstrates the writer's knowledge of historic all artistic periods in English and American literature when appropriate to the topic. 1 2 3 N/A Scorer's comments regarding this paper (optional):




Assessment contact persons: Dr. Marsha Holmes, for First-Year Composition, #3930 Dr. Brian Railsback, for Literature, Professional Writing/Journalism, #3976 Dr. Mary Warner, for English Education, #3931 Assessment Plan for Professional Writing/Journalism Department Mission Statement The Department of English, in the College of Arts and Sciences at Western Carolina University, exists to provide instruction in First- Year Composition, Literature, English Education, Professional Writing, and Journalism to the university's undergraduate and graduate students. Particularly in the areas of literature and writing, the department aspires to teach students to think critically, to communicate effectively, to use information and technology responsibly, and to appreciate the creative and performing arts. The department's primary goal is excellent teaching in several areas: Liberal Studies courses in writing and literature, undergraduate major courses, and graduate courses. These teaching activities should be supported by appropriate scholarly research (especially by the graduate faculty), by relevant professional and creative activity, and by associated service both on and off campus (through the University Writing Center, aiding in the improvement of English Education instruction in the region's pre-baccalaureate schools, acting as professional writing consultants to the business, technical, and professional community and as advisors to students in community internships and co-ops, and functioning as a literary cultural resource for the region). The department is committed to helping its undergraduate majors and graduate candidates to become proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language. Professional Writing/Journalism Program Outcome Objectives: Students will use primary and secondary sources to write at a professional level appropriate to the completion of a bachelor of arts degree; specifically, they will: 1. Write in a grammatically correct, error-free style. 2. Incorporate a style appropriate to the writing situation and audience. 3. Incorporate primary and secondary sources properly as needed in a writing situation. 4. Demonstrate in writing knowledge of libel law 5. Demonstrate in writing the ability to use proper professional formats (for example, in writing business documents, reports, short stories, and scripts).


Measures for each Outcome Objective: I. Outcomes #1 through #5 will be measured by the following method: 1. A sampling of finished papers from 300 and 400 level professional writing classes will be collected by the department. 2. The collected papers (without student names or classes identified) will be read a committee of professional writing faculty. 3. The papers will be scored from a rubric (see attached) that identifies the five program outcomes. 4. Scores will be used to assess strengths and weaknesses in the curriculum in regard to the five outcome objectives. II. Outcomes #1 through #5 will be measured by the same rubric by academic or professional supervisors for students completing internships or off-campus co-ops; this score will be included in the student's internship or co-op portfolio. III. Exit interviews with seniors will include questions regarding Outcomes #1 through #5 to gather how students self-report their abilities in the five specified outcomes. Spring 2002 Assessment findings for Professional Writing/Journalism 1. The Office of University Planning noted that the Professional Writing/Journalism program assessment method lacked clear program outcomes, clear program outcome measures, and therefore the detail and findings necessary to properly assess the program. As a result, the 2002 plan (noted above) is a significant revision of the program's assessment plan. 2. Findings from the old assessment program (classroom assessment and exit interviews) showed: *Co-op supervisors of students report that they are impressed with our students; however, students could improve their editing skills. *The Senior Seminar in Professional Writing (Engl. 497) did not provide any external assessment. *Exit interviews with seniors in these areas showed that students were confident with their writing ability but less so with their editing ability. Some students felt that advising by faculty was inconsistent. Program changes or improvements resulting from assessment: 1. To address the issue of inconsistent student advisement by faculty, the department created a new position (Director of Undergraduate Studies) and three advisement workshops regarding


faculty advising in the English major were implemented. 2. John Gist, an editor, was hired in a tenure-track position to help the program enhance its editing curriculum.

Rubric for Sample Readings of Journalism/Professional Writing Papers

(300 or 400 level classes) Instructions Each fall semester, a sampling of completed term papers in 300 and 400 level professional writing classes will be collected by the department. In early spring semester, the sample papers will be scored using this rubric for assessment purposes by a group of faculty members who teach professional writing courses. The student name and the course the student took will not be identified on the paper; all papers assessed must be typed or word processed. Each paper will be identified by a number. The reader will not mark the paper but will rate it on the scoring sheet on each of the five learning outcomes for the program. A score of 1 means "below average." A score of 2 means "average." A score of 3 means "above average." "N/A" will be circled for #3 and #4 when there is no evidence in the paper of the outcome (in other words, it was not applicable to the topic in the paper). Circle the appropriate score for each outcome. Please rate Paper #____ on the following five statements: 1. This paper is written in a grammatically correct, error-free style. 1 2 3 2. This paper incorporates a style appropriate to the writing situation and audience. 1 2 3 3. This paper incorporates primary and secondary sources properly as needed in the writing situation. 1 2 3 N/A 4. This paper demonstrates knowledge of libel law. 1 2 3 N/A


5. This paper demonstrates the writer's ability to use the proper professional format for the writing situation. 1 2 3 Scorer's comments regarding this paper (optional): DEPARTMENT: English PROGRAM: BS Ed / English Education Name of Person Completing the Report: Mary Warner

I. Unit Mission Statement Philosophy of the English Education Program

The philosophy that guides the direction and implementation of this program is based on the following assumptions: (1) that the language processes are integrated, and therefore language study should be approached holistically; (2) that the relationships between content and pedagogy are best understood when the two are integrated; (3) that teacher education candidates must possess the best and broadest possible knowledge of English Language Arts and the most extensive observation of and experience with pedagogical methods; (4) that the engagement of learners is crucial to the learning process and all students can learn; (5) there is a need for collaboration on and communication among all levels of English Language Arts instruction; and (6) that each candidate must be able to articulate a theoretically sound, individual teaching philosophy. Goals of the English Education Program/BSED degree Unit Mission Statement:

The College of Arts and Sciences, specifically the English Department, houses the English Education program. Thus the goals of the English Education Program are supported by the overall goals for the English Department, whose major goal is quality teaching. The English department is committed to helping its undergraduate majors and graduate candidates become proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language. The department acknowledges its responsibility to foster learning and to encourage critical thinking, the use of information technology, and the appreciation of the humanities and the creative arts as the basis for each student's continued personal and professional development. Those English majors seeking licensure aim to become practitioners, leaders in the community of learners described in the Conceptual Framework. To be effective practitioners in English Language Arts, students must develop knowledge of language development, language analysis, language composition, written discourse, reading and literature, media, instructional media, assessment, and research and theory in the content and pedagogy of English. The field experiences, which are distributed across the program and culminate in the internship and student teaching, provide opportunities for candidates to integrate the knowledge they've gained in general, content and professional education courses and apply it in the specific learning context of the secondary classroom.


The content of the curriculum is heavily influenced by NCTE and the International Reading Association's Standards for the English Language Arts, the North Carolina Standard Course of Study for English Language Arts, the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards, and the National Board for Professional Teaching Standards (NBPTS) as defined for "early Adolescence Generalists."

Further, in direct response to the focus on partnering and collaboration with English

Language Arts teachers on the secondary level, the field experience component of Western Carolina University's program continues to develop. Since Fall 2000, nearly 80% of all the English Education majors have participate d in the year long internship as part of SUTEP: School University Teacher Education Partnership; in Fall 2002, all English Education majors will participate in the year long internship. In addition, the goals incorporate the guidelines for English Education majors as articulated by NCTE (National Council of Teachers of English) and NCATE (National Certification Agency for Teacher Education), and those required by the NC State Department of Public Instruction.

Program Outcome Objectives: Western Carolina University's English Education program prepares English teachers who

• demonstrate content knowledge in Language, Literature and Composition • practice the basic principles of instructional practice and assessment, classroom

organization and management, and communication skills processes and their interrelationship





Assessment Plan WCU's English Education program assesses its English Education candidates through

• Required 2.75 GPA in all English courses • Portfolios, journals, course work, and the field experience description submitted in Engl.

414: Fundamentals of Teaching Composition and Engl. 417: Methods of Teaching English

• PRAXIS II English Language Arts Specialty Examination scores • Videotapes of teaching submitted in methods courses and during field experiences • The Teacher Work Sample • The technology portfolio • Observation evaluations during student teaching coming from university and academic

supervisors as well as the midterm and exit evaluations which include the student teacher


and cooperating teacher assessments • Exit interviews with the Department Head • The focus group feedback from high school English faculties throughout the WCU

service area Assessment which has taken place throughout 2001-2 I prepared and submitted, in May 2001, a thorough assessment of WCU’s English Education Program to the National Council of Teachers of English (NCTE) and NCATE, which was reviewed by 3 outside reviewers, trained by the National Council of Teachers of English Program Review Committee. I received response to the 140-page review in late February 2002. The report indicated that WCU’s English Education Program needed to address these competencies to be “In Compliance.” GUIDELINES/COMPETENCIES NOT MET: 3.1.1 -- Show an understanding of language acquisition and development The syllabi cited do not show how students gain knowledge and understanding of language acquisition and development in native speakers. History of the language, per se, is not a study of how individuals acquire and develop language. 3.1.6 -- English grammars It is not clear from the cited syllabi how students are exposed to multiple English grammars. Or how they are expected to use such knowledge. 3.1.7 -- Demonstrate an understanding of semantics, syntax, morphology and phonology The study of grammar does not include study of the specific aspects of linguistics cited in the standard. 4.12.1. & 4.12.2 Assessment Cited course syllabi and field materials do not demonstrate how pre-service teachers learn and use a variety of assessment instruments and reporting methods. PERCEIVED PROGRAM STRENGTHS: The integration of various field experiences throughout several courses is noted. There is a similar integration of multiple literatures in required courses. There is a comprehensive program to introduce pre-service teachers to professional concerns. The attention given to media and non-print texts is excellent. PERCEIVED PROGRAM WEAKNESSES: The syllabi need to be more specific as to how language acquisition and linguistic knowledge are presented and studied. In response, I prepared a Rejoinder Document, submitted in early March. I should have the response to the English Education Program status by mid-September, 2002. The essence of the Rejoinder, without the accompanying documents displaying evidence is as follows:


Rejoinder for the English Education Program Of Western Carolina University, Cullowhee, NC

PROGRAM: English, B.S. in English, Senior High GUIDELINES/COMPETENCIES NOT MET 3.1.1 –Show an understanding of language acquisition and development: 3.1.6—English Grammars 3.1.7 –Demonstrate an understanding of semantics, syntax, morphology and phonology In the original submission with the page limitation, I was only able to submit one syllabus for ENGL 312: Grammar for Teachers. Please note in the Rejoinder, the syllabus for ENGL 312 and ENGL 411: History of the English Language include a more detailed description of what is involved in the courses and how these courses do indeed address the competencies of 3.1.1, 3.1.6, and 3.1.7. In addition, I have included the Table of Contents for the book used in PSY 321: Educational Psychology, a required course from the Professional Education Sequence. Note that Chapter 2 addresses “Cognitive Development and Language” Third, I have included the Chapter on ESL and Dialects in the Writing Classroom, taken from Winning Ways of Coaching Writing: A Practical Guide to Teaching Writing Grades 6-12. This book is a required text in ENGL 414: Fundamentals of Teaching Composition. This chapter indicates information that English Education majors learn regarding language acquisition, English grammars, semantics, syntax and morphology. Fourth, English Education majors at Western Carolina University are required to take 6 credits in Modern Foreign Languages: Spanish, German or French. These language courses give them actual experience in language acquisition. 4.12.1 and 4.12.2: Assessment First, I have included again syllabi from ENGL 414: Fundamentals of Teaching Composition and from ENGL 417: Methods of Teaching English. Please note on p. 1 of the ENGL 414 syllabus, #1 of the Course Requirements, that students are required to write three papers and for each are to develop and describe an alternate assignment to use in a specific grade level and are to provide a rubric for assessment. During ENGL 414, students are provided with handouts for responding to student writing; a list of the handouts included on the Handouts Page from my website: http://www3.wcu.edu/~mwarner follows the ENGL 414 syllabus. Further, the teaching presentations are 30 minutes writing lessons, providing a variety of assessment methods. Teaching Demonstrations are described on p. 2 of the ENGL 414 syllabus. Second, I have included a specific competency of the 5 required in the Technology Portfolio. This competency specifically addresses how pre-service teachers learn to communicate with


parents, colleagues and others regarding student learning. A sample technology portfolio with actual student practices for Competency 12.3 can also be located on my website. On the Links page, you can access the following link: http://www.geocities.com/caesiv/techport.html Following this information from the Technology Portfolio, I have included the syllabus for ENGL 417: Methods of Teaching English. Please note on p. 2 of the syllabus, Course Requirements #2 and #4. Requirement 2 on Demonstration Teaching involves students’ preparation of a 60-minute lesson complete with some kind of assessment or evaluation of student learning. Requirement #4 requires students to learn about and prepare writing prompts, quizzes, alternative assessments for two different units. In the class session of 8/21, Mrs. Sutton, high school English teacher who team-teaches the course, provides the specific materials to model the creation of unit plans. The class session on 8/28 provides information on the Teacher Work Portfolio that is prepared as the English Ed majors intern and student teach. It demonstrates their ability to plan lessons, design pre and post-tests and to evaluate student learning. The class session on 10/23 is devoted to Alternative Assessment ideas, but throughout the course, Mrs. Sutton provides alternative assessment ideas. I have included a sample of the Literary Terms packet, as well as the materials she prepares for creating a Novel Unit Plan, and a sample alternative assessment for a novel. Immediately following the syllabus for ENGL 417, is the rest of the table of content for the Educational Psychology textbook, used in PSY 321. Note particularly, Chapter 13: Teaching for Learning; Chapter 14 on Standardized Testing, and Chapter 15 on Classroom Assessment and Grading. The class schedule included at the end of the table of contents shows the class sessions devoted to the material in Chs. 13-15. I have also included four pages from the Field Experience Manual prepared by an instructor of PSY 321, which also shows how the pre-service teachers are prepared to work with assessment. Chapter 11 from Winning Ways of Coaching Writing: A Practical Guide to Teaching Writing Grades 6-12 is required reading in ENGL 414: Fundamentals of Teaching Composition. It demonstrates the guidance provided for assessment and evaluation of writing. The table of contents from Practical Ideas for Teaching Writing as a Process at the High School and College Levels, the other required text for ENGL 414 shows the kinds of activities and writing assignments that can be used throughout the writing process. Also note the chapter on “Teaching Writing in the Culturally and Linguistically Diverse Classroom.” This material addresses 3.1.1, 3.1.6, and 3.1.7. In my earlier Program Review Document, I included a single page description of the Teacher Work Sample Portfolio. Here I have included the entire document, which I present in ENGL 417: Methods of Teaching English. Note the variety of assessment and reporting methods. After the Teacher Work Sample Portfolio, I have included the cover sheet for a handout packet prepared by Mrs. Sutton. Here again, the topics include everything from preparing a grade book to parent conferences. Mrs. Sutton explains each item during a class session in ENGL 417. Following this cover sheet, I have provided a series of handouts for alternative assessment: suggestions for novels, a video log, a lyrics analysis guide, literary terms packet, a guide for


planning a literary unit, and an alternative assessment packet for a novel. These handouts are just some of those provided to the pre-service teachers for guidance on assessment instruments and reporting methods. In addition to the above two documents, I have also prepared an assessment report for the State Department of Public Instruction. The full report is 24 pages; I’m including the material pertinent to the English Education Program Assessment

SUMMARY OF CHANGES AND NEW INITIATIVES SINCE FALL l996

(details follow)

Change/Initiative Rationale Documentation 1. ENGL 312: Grammar for created a separate course, see English Ed Teachers changed focus to meet checklist; pp. 5-6 the needs of BS Ed majors 2. ENGL 330 to ENGL 231 more oriented toward see English Ed interpretation of literature checklist; pp. 5-6 than to literary theory and aligned to Standard Course of Study for 9th and 10th grade curriculum 3. ENGL 361 and ENGL 362 to indicate that these courses should see English Ed ENGL 261 and ENGL 262 be taken in the sophomore year in Checklist; pp. 5-6 advance of other upper level major figure study 4. ENGL 478 as alternate to both courses cover the basics see English Ed ENGL 278 of film techniques, ENGL 278 checklist; pp. 5-6 serves also as an introductory course for the Film minor 5. ENGL 496: Seminar in the course has been revised see English Ed Comparative Literature to be oriented toward contemporary checklist; pp.5-6 World Literature and aligned with the 10th grade curriculum 6. ENGL 417 changed from the course number indicates its see English Ed ENGL 314 upper level status; helps advisors checklist; pp. 5-6; to guide majors to select this course as close as possible to the student see Field Experience teaching semester; the course pp. 7-8 also now contains field experience components and is team taught with model clinical faculty—current high school English teachers on Model Clinical Faculty pp. 13-14


7. ENGL 517: Methods of created a graduate course aligned see English Teaching English with ENGL 417; specifically MAT/MAED providing upper level methods checklist for MAT/MAED or lateral entry pp. 8-10 students 8. ENGL 414: Fundamentals added model clinical faculty see Field of Teaching Composition to speak about pedagogy and Experience writing tests in grades 4, 7, 10; pp. 7-8; a field experience component pp. 13-14 9. Videotaping of micro- to assist students in assessing pp.7, 19 teaching in ENGL 414 and 417 and improving teaching 10. Dialogue on Reading, one of the initiatives to increase p. 14 Writing, and Thinking communication among English teachers, grade 6 through college 11. Involvement in National ENGL 414 and 417 students are pp. 8, 14-15 Council of Teachers of given copies of journals and English (NCTE) and North encouraged to get student Carolina English Teachers memberships in these professional Association (NCETA) organizations; students have presented papers and been panel members at NCTE, NCETA; students from ENGL 417 attended the NCTE Fall Convention in Nashville, Nov. l999 12. Sigma Tau Delta and to help students become more pp. 19, 23-24 the English Club involved in English studies and related activities 13. Early warning/2.75 GPA to encourage the standards and pp.7, 19-20 quality of candidates

14. Meetings with Engl Ed to help with advisement and p. 21 Majors awareness of program requirements and changes 15. Senior exit interviews to obtain assessment and program pp. 19-20 review information 16. Revision of the MAT and to meet SDPI guidelines pp.8-10 MA Ed and provide programs for graduate students 17. Technology initiatives to address licensure requirements pp.7, 19-20 including student portfolios and align with the technology com-


and web pages with English petencies K-12 Education resources 18. SUTEP (School to increase collaboration with pp. 7-8 University Teacher public schools and initiate Education Partnership year-long internship 19. Incentive Grant Projects for IHE English faculty to become pp. 14-15 more knowledgeable about curriculum and pedagogy in public schools 20. Increased contact with to increase communication, understand- pp. 7-8, 14-15 public schools, teachers, and ing, and collaboration among university students and public schools English faculties 21. English faculty take to have a better understanding p. 20 PRAXIS Specialty Exams of the content which candidates need to master; to align curriculum for optimal preparation of candidates 22. Hire of tenure-track faculty to address the needs of the program pp. 4, 11 for English Education growth and allow for more collaboration with public schools 23. Review of Advising to assure that English Education p. 21 majors have advisors who are knowledgeable of program requirements

ENGLISH EDUCATION

Department Head: Dr. Brian Railsback (Effective Fall 2000) Director of Graduate Studies: Dr. James Addison (Effective Fall 2000) Director of English Education: Dr. Mary Warner (Effective Fall 1996) OVERVIEW

(Addressing SPECIALTY STUDIES DESIGN, GUIDELINES AND COMPETENCIES, #6-11)

The new department head, Dr. Brian Railsback, was appointed in Fall 2000. Dr. Railsback has been a member of the English Department since l990; he also served as acting dean of the Honors College from l996-2000. Dr. James Byer, previous department head, l996-2000, returned to full time teaching.

The specialty studies in English involve the development of knowledge in the various Language Arts, grounded in the overall goals of the English Department. The English Department is committed to helping its undergraduate majors and graduate candidates become proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language. The department acknowledges its responsibility to foster learning and to encourage critical thinking, the use of


information technology, and the appreciation of the humanities and the creative arts as the basis for each student's continued personal and professional development. Those English majors seeking licensure aim to become practitioners, leaders in the community of learners described in the Conceptual Framework. NCTE and the International Reading Association’s Standards for the English Language Arts, the North Carolina Standard Course of Study heavily influence the content of the curriculum for English Language Arts, the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards, and the National Board for Professional Teaching Standards (NBPTS) as defined for "early Adolescence Generalists." Since l996, the English Education Program has begun several significant initiatives:

• Revision of the MAED and MAT Programs in alignment with direction from the University of North Carolina Board of Governors and the State Department of Public Instruction

• Revision of the undergraduate curriculum to align with the NC Standard Course of Study/English Language Arts Standards

• Implementation of the year long internship, providing a substantial increase in field experience for pre-service teachers, including on-site experience with launching the semester and teacher planning days

• Collaboration and team teaching with public school teachers in methods courses • Incorporation of field experiences in the methods courses • Raising the required GPA in English courses to 2.75 • Hiring an additional faculty member to assist Dr. Warner, the Director of the English

Education Program

Philosophy of the English Education Program The philosophy that guides the direction and implementation of this program is based on the following assumptions: (1) that the language processes are integrated, and therefore language study should be approached holistically; (2) that the relationships between content and pedagogy are best understood when the two are integrated; (3) that teacher education candidates must possess the best and broadest possible knowledge of English Language Arts and the most extensive observation of and experience with pedagogical methods; (4) that the engagement of learners is crucial to the learning process and all students can learn; (5) there is a need for collaboration on and communication among all levels of English Language Arts instruction; and (6) that each candidate must be able to articulate a theoretically sound, individual teaching philosophy. Goals of the English Education Program/BSED degree

The College of Arts and Sciences, specifically the English Department, houses the English Education program. Thus the goals of the English Education Program are supported by the overall goals for the English Department, whose major goal is quality teaching. Further, in direct response to the focus on partnering and collaboration with English Language Arts teachers on the secondary level, the field experience component of Western Carolina University's program continues to develop. Since Fall 2000, nearly 80% of all the English Education majors have participate d in the year long internship as part of SUTEP: School University Teacher Education Partnership. In addition, the goals incorporate the guidelines for English Education majors as articulated by NCTE (National Council of Teachers of English) and NCATE (National


Certification Agency for Teacher Education), and those required by the NC State Department of Public Instruction. These goals included on the Checklist for the B.S. Ed. Degree. Western Carolina University's English Education program prepares English teachers who

• demonstrate content knowledge in Language, Literature and Composition • practice the basic principles of instructional practice and assessment, classroom

organization and management, and communication skills processes and their interrelationship





Course of Study for the Major in English Education, B.S. Ed. Degree The General Education Program (Liberal Studies as of Fall 2001) includes the following components: Foundations Areas: 16 hours--ENGL 101 Composition I, ENGL 102 Composition II; MATH 101 Mathematical Concepts, Oral Communications (3 hours from the course offerings); Computer Literacy (1 hour); Leisure and Fitness (3 hours from the course offerings); Perspectives Areas: 25 hours--Social Sciences and Contemporary Institutions (6 hours from the course offerings); Physical and Biological Sciences (7 hours from the course offerings); The Human Experience (6 hours from the course offerings); Comparative Cultures (3 hours from the course offerings); The Human Past (3 hours from the course offerings).

ENGLISH—BSEd—CHECKSHEET

(Check When Completed) 20 or more hours of major’s courses must be at 300/400 level

GENERAL EDUCATION REQUIREMENTS: 41 hours PROGRAM REQUIREMENTS (9 hrs.)

CMCR 250 Public Communication (3) Language Requirements (*See Explanation Below) – Intermediate Level

French, German or Spanish MFL 240 Intensive French, German or Spanish (6) OR MFL 231 Intermediate I (3) and MFL 232 Intermediate II (3)


CORE: 15 Hours (must take all of these): MAJOR FIGURE: 6 hours:


ENGL 231 Interpretation of Lit. (f/s; 3) ENGL 420 Chaucer & His Age (f; 3) ENGL 251 Survey of English Lit. I (f/s; 3) ENGL 431 Shakespeare & His Age (s; 3) ENGL 252 Survey of English Lit. II (f/s; 3) ENGL 440 Milton & His Age (f; 3) ENGL 261 Survey of American Lit. I (f/s; 3) ENGL 441 Pope, Swift, & Johnson (s; 3)

ENGL 262 Survey of American Lit. II (s; 3) ENGL 451 19th

Century Brit. Writers (f; 3) ____ ENGL 470 Commonwealth Literature (3) WRITING: 3 hours NONPRINT MEDIA: 3 hours ENGL 414 Fund. of Teaching Comp. (f/s; 3) ENGL 478 Topics in Film (3) or

ENGL 278 Introduction to Film

LITERATURE IN TRANSLATION: 3 hours ADOLESCENT LIT.: 3 hours ENGL 496 Sem. in Comparative Lit. (s; 3) EDEL 467 Adolescent Lit. LANGUAGE/LINGUISTICS: 6 Hours ENGL 312 Grammar for Writing (f/s; 3) ENGL 411 History of the Engl. Lang. (f;3)

PROFESSIONAL EDUCATION SEQUENCE (28 hours):

EDCI 231 Historical, Social, & Philosophical Foundations of Education (3) ENGL 417 Methods of Teaching English (f; 3) PSY 320 Child and Adolescent Development or PSY 322 Adolescent Development (3) PSY 321 Education Psychology (3) EDRD 323 Reading in the Content Area (2) SPED 335 Teaching Exceptional Children (2) EDSE 490 Supervised Student Teaching (9) EDSE 495 Student Teaching Seminar (3) Students are eligible for admission to the teacher education program if they have:

1.Completed at least 35 hours of general education requirements, at least 45 hours total, with a GPA of at least 2.50

2.Earned a C or higher in ENGL 101, ENGL 102, and ENGL 300 (if required to take) 3.Achieved the minimum score on the PRAXIS I 4.Completed a personal interview with and received a satisfactory evaluation from the

teacher education faculty. * Regarding the Language Requirement: Students, who do not place into MFL 231 or MFL 240, according to the provisions in the Modern Foreign Language Department, may be required to take up to 6 additional hours, MFL 101 and 102 or MFL 110.


Additional Information on Course of Study

• English Education majors are required to have 6 credits in Spanish, French or German. Though we are one of only a few WCU programs with this requirement, the study benefits students' sense of diversity and language acquisition and the many aspects of Standard 3.1

• The General Education (Liberal Studies) core includes a requirement from Comparative Cultures. Most English Education majors elect ENGL 204: Cultures in Contact and Collision, providing a solid introduction to world literatures and cultures

• Among the elective courses, of which many English Education majors select one are

ENGL 365:African American Writings; ENGL 367: Appalachian Literature; ENGL 464: Native American Literature; or ENGL 477: Literature and Gender. Each of these fosters understanding of multicultural and diverse groups

• English Education majors must earn at least a 2.75 GPA in all English courses • The technology portfolio, a requirement for NC licensure, assures English Education

majors' knowledge of technology as enhancement for and in support of learning

Field Experiences The field experiences are sequenced to move English Education majors to the level of practitioners. From the Professional Education Sequence, students have 22 hours of directed observation in each of the following courses: EDCI 231: Historical, Social, and Philosophical Foundations of Education, PSY 321: Educational Psychology and PSY 322: Adolescent Psychology. In these courses the classroom teacher provides evaluation of the student observer and the course instructors determine students' grades for this required observation component. The Office of Field Experiences and Licensure works to insure that candidates experience a variety of settings and student populations including rural and urban encompassing several cultural groups.

In ENGL 414: Fundamentals of Teaching Composition and ENGL 417: Methods of Teaching English, several components contribute to field experience. In ENGL 414, students are required to have a writing partner, who may be a first year composition student at WCU or a student in a high school setting. Writing partners meet at least four times during the semester; the English Education students provide, in journals required for the course, a record and response to the writing sessions. These journal entries provide evidence that pre-service teachers are becoming acquainted with the levels of writing abilities possessed by high school students. In addition to the contacts created by the writing partnerships, ENGL 414 students are required to complete a three-part field experience: first observing a high school English class, specifically with a segment of writing instruction; second, teaching a writing lesson; third, a second observation or further involvement in writing instruction. The cooperating teacher and/or Dr. Warner, instructor of ENGL 414, monitor these experiences. ENGL 414 students include a description of their field experience in the journal required for the course, frequently including samples of the student work from the writing lesson. ENGL 414 students often assist the high school teachers in responding to drafts of student papers, particularly in preparation for the 10th Grade Writing Test. ENGL 417: Methods of Teaching English students also do a three-part field experience parallel to that described for ENGL 414. One other aspect of ENGL 414 allowing for English Education students to become more familiar with the high school writing environment is the class session featuring presentations by


model clinical faculty presenting on the reality of teaching writing in high schools. These model clinical faculty members assist ENGL 414 students in arranging for field experience and often serve as host teachers. All students in ENGL 414 teach a writing lesson in class, which is videotaped and reviewed by the presenter and the instructor, who provides an assessment of the teaching. ENGL 417 also teach lessons and are videotaped. This course requirement offers the opportunity for students to practice the lesson they will teach in the public school classroom and provides teaching ideas their peers can adapt. Since Fall l997 WCU has been developing and participating in the School University Teacher Education Partnership (SUTEP). SUTEP has provided partner schools for the yearlong internship. Thus, English Education students in their final semester of course work spend from 10-14 hours weekly in the high school where they plan to do their fifteen-week student teaching. The internship, as WCU has designed it, requires interns to be at the high school from the onset of teacher workdays and throughout the end of the semester, giving pre-service teachers the opportunity to see the teaching process from pre-semester planning through end of semester requirements. Interns and cooperating teachers determine the level of involvement, but most interns teach a unit of instruction and frequently team-teach. Interns and cooperating teachers can design action research activities, for which funding and grants are provided through SUTEP funds. SUTEP also provides mentoring training and other in-service assistance.

A description of possible activities for the first semester intern is included in the SUTEP handbook given to all interns, cooperating teachers, and schools. Dr. Mary Warner and Inga Sutton, English Education intern (l998-9), were two members of the committee who created the handbook. Interns are supervised at least twice a semester by academic supervisors. During the 2000-2001 academic year, a cohort of four English Education interns/student teachers participated in a pilot program, which included an on-site student teaching seminar, EDSE 495, and cooperative supervision by Dr. Warner, English Education specialist, and Dr. Penny Smith, Educational Leadership and Foundations. WCU's English Education program was the first Arts and Sciences program to have students volunteer to participate in the year-long internship; currently approximately 90% of the English Education majors participate in the internship, giving them at least 150 hours of field experience prior to the student teaching semester. WCU English Department is working toward making the yearlong internship mandatory; however, factors currently prohibit some students from participation. Student teaching, EDSE 490, is a fifteen-week experience. If students are not able to do the first semester internship, they participate in a weeklong session (part of EDSE 495: the Student Teaching Seminar), previous to entering the classroom. A university supervisor assigned by the College of Education and Allied Professions as well as by English Education specialists, Mary Warner or Jubal Tiner, who observe students at least three times a semester, supervises English Education student teachers. Another type of field experience comes in the form of participation in NCTE or NCETA (NC English Teachers Association), fostered in a number of ways. Dr. Warner has designed program proposals for NCTE conferences that have involved student teachers, public school teachers and university faculty. These groups were accepted for presentation at the November 1997, 1999, 2000,and 2001 conventions. In November l998, students from ENGL 417 attended the NCTE Convention in Nashville. In both ENGL 414 and ENGL 417, students are given the classroom promotional copies of English Journal or Language Arts, encouraged to get a student membership in NCTE, and are exposed to Notes Plus, Classroom Ideas and other resources from NCTE. Dr. Warner's web page (http://www3.wcu.edu/~mwarner )is designed specifically to provide resources for English teachers.


Dr. Jubal Tiner was hired in 2000 to assist Dr. Warner with supervision of interns and student teachers. Dr. Tiner has three years of high school teaching experience and has a North Carolina teaching license. Listed below are the faculty in the English department; the names of faculty members indicated with an (*) teach only freshman composition courses. Name Highest Year College Area of Specialization Degree Adams, Mary Ph.D. 1995 University of Houston Professional Writing/Poetry Addison, Elizabeth Ph.D. 1985 Duke University American Literature Addison, James Ph.D. 1980 University of Tennessee Renaissance Literature *Aiken, Elisabeth M.A. 2000 Western Carolina University--Generalist *Boss, Christopher M.A. 2000 Western Carolina University--Generalist Boyer, Richard MFA 1968 University of Iowa Creative Writing Byer, James Ph.D. 1971 Duke University 19th Century British Literature Carter, Catherine Ph.D. 1999 University of Delaware Generalist/Poetry *Cipriano, Katherine M.A. 1991 Western Carolina University–-Generalist Claxton, Mae Ph.D. 1998 University of Georgia American Literature Debo, Annette Ph.D. 1998 University of Maryland Literary Theory- Ethnic and Gender Literature *Eatman, Dana Graduate Assistant Eberly, R. Stephens Ph.D. 1970 University of Michigan Modern British Novel Farwell, Harold Ph.D. 1970 University of Wisconsin American Literature Fenton, Mimi Ph.D. 1990 University of Kentucky 17 & 18th Century British Literature *Freeman, Hannah Graduate Assistant Gastle, Brian Ph.D. 1998 University of Delaware Technical/Professional Writing Gist, John M.F.A. 1996 University of Alaska Fairbanks Fiction-


Professional Writing *Hampton, Leah M.A. 2001 Western Carolina University--Generalist *Henderson, Brian M.A. 1999 Western Carolina University--Generalist Holmes, Marsha Ph.D. 1995 UNC-Greensboro Rhetoric and Composition Honegger, Mark Ph.D. 1997 University of Illinois Champaign/Urbana, IL Linguistics *Kelly, Elizabeth M.A. 2001 Western Carolina University--Generalist *Kiser, Margaret M.A.Ed. 1995 Western Carolina University--Generalist *McGaha, Jennifer M.A. 2001 Western Carolina University--Generalist Meigs, Joseph Ph.D. 1970 University of Florida Renaissance Literature/Film Studies Miller, Gayle Ph.D. 1988 University of Georgia Medieval Literature Nicholas, J. Karl Ph.D. 1971 University of Southern California Linguistics Nicholl, James Ph.D. 1970 University of Texas-Austin--Renaissance Literature

Nienhuis, Terry Ph.D. 1974 University of Michigan--18th

Century British Literature Railsback, Brian Ph.D. 1990 Ohio University--American Literature/Creative Writing *Robbins, Wayne M.A. 1996 East Carolina University--Generalist

Saunders, Sandra Ph.D. 1995 Florida State University—19th

Century British Literature *Shaw, Robyn M.A. 1999 Western Carolina University—Generalist Smith, D. Newton Ph.D. 1974 UNC-Chapel Hill--Professional Writing- American Literature *Stewart, James M.A. 2001 Wake Forest University--Generalist *Straeffer, Glenna M.Ph.D. 1972 Newton College of The Sacred Heart—Generalist


Tiner, Jubal Ph.D. 2000 Oklahoma State University--World Literature & Secondary English Education Warner, Mary AD 1992 University of Michigan--English Education &Sacred Texts *Whitford, Shara M.A. 1996 "Lancaster University, England"—Generalist *Yazan, Murat M.A. 2001 Western Carolina University--Generalist Model Clinical Faculty Since Fall l997, the methods courses for English Education, ENGL 414: Fundamentals of Teaching Composition, and ENGL 417: Methods of Teaching English, have been team-taught or enriched by sessions with model clinical faculty who are teachers in the public schools. Mrs. Dee Grantham, English teacher Smoky Mountain High School, and Mrs. Vickie Sutton, English teacher Franklin High School, have taught in ENGL 417: Methods of Teaching English. As team-teachers in the course, Mrs. Grantham and Mrs. Vickie Sutton, have provided handouts and resources for unit planning, presented sessions on many of the practical demands of the English classroom, assured that students have experience with the NC Standard Course of Study, modeled pedagogical strategies and alternative assessment, and have evaluated the students' in-class teaching demonstrations and unit plans taught throughout the semester. The model clinical faculty members also have assisted in the field experience required in ENGL 417. Each student observes at least one high school English class, plans with the teacher a lesson that either continues the sequence of study in progress or is a topic which the cooperating teacher wants taught, teaches a class, and does a follow-up observation to obtain feedback from the high school students about the lesson. Since most NC high schools operate on the block schedule, Dr. Warner and the model clinical faculty address the pedagogical demands of 90-minute classes and provide the methods students with opportunities to experience the reality of this instruction period. Ms. Sherri Arrington, Language Arts teacher, Hazelwood Elementary School; Ms. Kathy Radcliffe, Jonathan Valley Elementary; Ms. Reatha Cabe, Canton Middle School; Ms. Terri Hollifeld, special education and middle grades Language Arts teacher, Fairview School; Ms. Dawn Gilchrist-Young, English teacher Swain County High School; Tyler Faetz, English teacher, Franklin High School; Ms. Eula Shaw, English teacher, Asheville High School, and Ms. Kimberly Dechant, East Henderson High School have all presented sessions on teaching writing for ENGL 414: Fundamentals of Teaching Composition. Evidence of recent, substantive involvement with public school students, staff members and/or programs In summer l997, Dr. Warner offered a Summer Institute on A Dialogue about Reading, Writing and Thinking which brought together pre-service English Education majors and in-service English teachers. This institute began the on-going dialogue and collaboration among English educators from middle grades through university graduate programs.

Since Fall l997, to bring pre-service, in-service and university English teachers, and authors Gloria Houston and Sue Ellen Bridgers together in collaborative research, Dr. Warner has written proposals and had panel presentations accepted for the NCTE, NCETA (North Carolina English Teachers Association) and NC Teacher Education Forum conferences. Panel presentations have covered


• Appalachian literature for Young Adults: Giving voice to a disappearing culture • The pedagogy of partnerships empowering pre-service teachers for teaching and writing • Information literacy integration • Creating a curriculum of non-violence: Using Madeleine L'Engle's tetralogy and Sue Ellen

Bridger's All We Know of Heaven • Stories moving readers from fear and bias to acceptance and tolerance: An unfinished

curriculum • University/Public School collaboration: Recreating classrooms for support and success for

new English teachers • Writing: Creative strategies for addressing issues of writing instruction in middle and high

school • Integration of technology in English Methods courses • The technology portfolio requirements for English Language Arts

In a public schools project, "An Unbroken Chain of Teaching and Learning,"

conducted during spring 2000, Dr. Warner team-taught a 10th

grade English class with a first-year teacher, Tyler Faetz at Franklin High School. The design of the partnership allowed Dr.

Warner, primary instructor in English Methods courses, to work in a 10th

grade classroom for two 90-minute class periods weekly, giving her firsthand experience with the curriculum of World Literature and the writing instruction which prepares sophomores for the Writing Assessment. Mr. Faetz, an English Education graduate of WCU's program had worked with Dr. Warner in methods courses, and she had served as his academic supervisor. A more complete description of this collaboration project and its benefits for WCU's English Education program is published in ERIC.

In spring 2001, English Education specialists Mary Warner and Jubal Tiner participated in a public schools project which involved increased communication among university and public school English departments, specifically addressing a number of topics such as curriculum alignment and better preparation of interns, student teachers, and new teachers. Information about how WCU's English Education program can meet the educational needs of pre-service teachers and of NC public schools was compiled from meetings with public school English faculties and is displayed on Dr. Warner’s web page: http://www3.wcu.edu/~mwarner; Drs. Tiner and Warner met with English faculty from 14 high schools. They also talked with high school juniors and seniors at 8 schools clarifying expectations for high school students in preparing for course work in colleges and universities to provide for an easier transition for high school students to college requirements. In Spring 2001, Mary Warner was trained as an English Education Program Reviewer for NCTE (National Council of Teachers of English) and NCATE. Mary has begun reviewing programs for universities nation-wide. In Fall 2000 and 2001, Mary Warner has served as a judge for senior projects at Smoky Mountain High School and Andrews High School.

During 2001-2, Mark Honegger, Linguist, has been a member of the committee to draft new standards for ESL Licensure in NC. Since l997, Mary Warner has had her students in ENGL 417: Methods of Teaching English, and in ENGL 517-the graduate course in Teaching of Literature, prepare unit plans and post these on the Students page of her web site. This site (http://www3.wcu.edu/~mwarner ) also


includes a Links page with resources for English Education, teaching of writing, grammar, literature and language, Young Adult Literature and Information Literacy. This page is updated regularly and serves as a source for pre-service and in-service teachers, particularly graduates of Western’s English Education program, but serves anyone who accesses the site. No adjunct or part-time faculty members are delivering specialty area courses.

SPECIALTY AREA RESOURCES (Addressing #16-19)

Resources available for English Education students in the English Department There are two electronic classrooms used primarily by students in the English Department; a third electronic classroom in another building, equipped with MAC computers, is used for English methods courses. I. English Department Educational Technology Resource Lab (* we are in the process of purchasing)

(3) Networked Gateway PIII 450 PC Computers • (3) CDRW • (3) Zip Drives • (2) DVD Drives • Educational Software (including MS Office, Macromedia Web Design

Suite, and Adobe Photoshop)

(1) B/W Laser Printer (1) Color Laser Printer (2) Scanners * (1) Digital Camera (1) USB Video Capture Device Miscellaneous Storage Media (CDR, CDRW, Zip) (1) VHS Camcorder w/ tripod * (3) Video Carts

(3) Televisions (3) VHS Videotape player/recorders (3) DVD Players *

II. Online Resources

A. Departmental Web Site (http://www.wcu.edu/as/English/) includes a variety of resources for English Education:

• Course and Major descriptions including check sheets for the majors and minors

• Career links, including alumni profiles, job search information, and career advice

• A separate English education site that contains faculty and alumni information, technology information, and links to online educational resources

• Advising center with searchable online help for all majors


• Student and faculty projects • Events calendar • Club information and links (the English Club, Sigma Tau Delta, and the

Creative Writing Club)

B. Appserver1 - A Local Area Network supported by WCU offering in-house online file storage and sharing capabilities for English classes

III. Faculty Resources

A number of English Department faculty maintain online resources for English Education students and help those students develop materials using the aforementioned resources:

A. Dr Mary Warner, Director of English Education (http://ww3.wcu.edu/~mwarner) • Dr. Warner maintains a substantial web site devoted to English

education students. Dr. Warner also has an extensive library of NCTE (National Council of Teachers of English) publications and publications from other publishers who focus on adolescent literature, teaching of writing, literature and language arts topics. These books are available and on loan to students.

B. Dr. Brian Gastle, Director of Undergraduate English Literature

(http://www3.wcu.edu/~bgastle) • Dr. Gastle has worked extensively with English education students to

help them prepare their technology portfolios (web site development, lesson plan and unit plan development, multimedia integration, etc.). He also maintains web sites for classes in which English Education students prepare online materials for their discipline.

C. Dr Mary Adams and Dr. Newt Smith provide additional technology and

multimedia support D. Dr. Joe Meigs and Dr. Terry Nienhuis (who both teach in the English Department’s Film Studies Program) maintain substantial private/office video libraries they make available to English Education students.

SPECIALTY AREA EVALUATION (Addressing #20)

Assessment Plan WCU's English Education program assesses its English Education candidates through • Required 2.75 GPA in all English courses • The Early Warning/Evaluation for English Education Majors (see form below) • Portfolios, journals, course work, and the field experience description submitted in Engl.

414: Fundamentals of Teaching Composition and Engl. 417: Methods of Teaching English • PRAXIS II English Language Arts Specialty Examination scores • Videotapes of teaching submitted in methods courses and during field experiences • The Teacher Work Sample • The technology portfolio • Observation evaluations during student teaching coming from university and academic

supervisors as well as the midterm and exit evaluations which include the student teacher and


cooperating teacher assessments • Exit interviews with the Department Head • The focus group feedback from high school English faculties throughout the WCU service

area; the input from cooperating teachers gathered each semester

Evaluation Form for English Education Majors (begins with Student Name and Social Security Number; this form is available for faculty

members who generally complete the form at midterm or the end of the semester) Attitude: (e.g. toward course expectations, complaints regarding workload/grading/instructor; interest/lack of interest in learning;) Responsibility: (e.g. completes course work on time; does assigned work well; doesn’t have an inordinate number of excuses regarding assignments; attends class regularly and is participative; is on time for class) Competency: (e.g. in written work; in oral communication/use of the language; with course content) Other Comments (the form is signed and dated by the faculty member)

Student teachers also videotape at least two lessons; the videotapes are then reviewed by student and cooperating teachers, the university and academic supervisors, and used as a means of improvement. A midterm evaluation and exit evaluation are part of the assessment process; student teachers also keep a journal to further their own reflection and improvement as practitioners. They complete a teacher work sample comprised of the following components

• unit plan and goals (including technology competencies) • five lesson plans from the unit selected • related student work • pre- and post-tests • assessment analysis • video from one lesson (15-20 minutes) • video narrative • sample page from a parent communication log • reflection • unique learner needs • classroom climate

All of the elements of assessment listed above are done on an annual basis; many have led to program revision and improvement. Regarding the PRAXIS II, data is received generally a year or two after students’ scores have been processed. Since Spring 1998, five members of the English faculty, including Mary Warner, director of the English Education Program, and Jubal Tiner, assistant to Mary, have taken the PRAXIS II, English Specialty exams. In addition, since Fall 2000, students in ENGL 417 have taken a Practice PRAXIS II Pedagogy exam prepared with materials from high school writers and from model clinical faculty. Drs. Nienhuis and J. Addison, two members of the English faculty who have been


readers for ETS (Educational Testing Service) have scored the exams. Terry Nienhuis has also taken the PRAXIS II, so he additionally prepares guides to prepare students. A specific result of the English faculty members taking the PRAXIS II is that the faculty has seen the value of each course in our program. Among the direct program changes resulting from the increased collaboration with public school teachers and the model clinical faculty input are the revision of ENGL 496 from the emphasis on classics in translation to a focus on contemporary world literature, the raised GPA in English coursework to 2.75, and revision of advisement so that each English Education major works primarily with a faculty member who has direct connections with the English Education curriculum. Through the implementation of the yearlong internship, the English Education Program has been directly addressing the concern that secondary education majors do not get enough field experience. This concern about field experience has also been the reason for the addition of field experience requirements in ENGL 414 and ENGL 417.

The teacher work samples and the technology portfolios are assessed by the host teachers, university supervisors, and the academic supervisors, Drs. Warner or Tiner. Because Drs. Warner and Tiner review the work samples and technology portfolios, they are able to incorporate needed instruction on these components in the English methods courses.

Student teachers and graduating seniors also participate in an exit interview with the head of the English Department to provide guidance departmental program revision. Their input has led to a forthcoming curricular change involving EDRE 323: Reading in the Content Area. The two credits from that course will be applied to a new general methods course in the late sophomore or early junior year to introduce topics like lesson planning, technology integration, and reading assessment.

Student teachers and interns also evaluate university and academic supervisors. Their input and the input from cooperating teachers is used to make program changes, particularly in ENGL 414 and 417. Once a year, all English Education majors meet with Drs. Warner, Tiner and Railsback to review any changes or recommendations regarding the English Education Program or revised expectations. The following sample agenda displays the potential program changes that need to be communicated to majors.

AGENDA FOR MEETING WITH ENGLISH ED MAJORS (typical agenda for the sessions held each semester)

1. 2.75 in all English courses 2. “Early Warning” form 3. Change in program—EDRD 323 in process of “going” 4. New General Methods course for all secondary ed majors—to address technology

etc.—the 2 credits from EDRD 323 5. The workshops for technology portfolios; Dr. Gastle will also work with students on

the portfolios 6. No longer an advisor in Education; be sure you check with your advisor in English; if

you don’t think you have an advisor, please see Mrs. DeSain and get a declaration of major form

7. The English Club/ Help at Open House on Oct. 20 8. the Internship: explanation and comments from current interns 9. Questions


The information below further supports the English Education program strengths.

Recognition of Outstanding Teaching The following members of WCU's English department have received special recognition for outstanding teaching.

• Gayle Miller won the Board of Governor's Award for Outstanding Teaching

(This award is determined by a university wide selection. One faculty member from each of the University of North Carolina's 16 is selected) • Marsha Holmes and Joseph Meigs have both been winners of the Chancellor's

Distinguished Teaching Award • Mimi Fenton and James Nicholl have received the Arts and Sciences Teaching

Award • Mary Warner was selected for inclusion in Who’s Who Among America’s Teachers,

fifth edition, October, l998 (only 5% of the nation's teachers are honored in each edition), and selected for inclusion in Who’s Who Among America’s Teachers, sixth edition, March, 2000 -- only 2% of the nation's teachers are included in more than one edition. In 2001-2002, Mary is one of the five finalists for the Arts and Sciences Teaching Award

• The English department has a strong mentoring and observation program, which combined with thorough student evaluation of teaching, assures English Education students with models of excellent teaching.

Recognition of Outstanding Prospective Teachers

• In spring 2001, Jason Sheets, intern and student teacher, was selected to receive the

Cecil Cosper Outstanding Student Teaching Award (selected from all student teachers for 2000-2001.

• For 2000-2001, Jason Sheets and Caesar Campana were selected as Outstanding Perspective Teachers

• For 1999-2000, James Carter, Dara Eberly, and Anthony Swarigen were selected as Outstanding Perspective Teachers

• l998-1999, Nicolle Culler, Tyler Faetz, April Nichols, Richelle Sampl, and Jason Forrister were selected as Outstanding Perspective Teachers

WCU English Department’s Visiting Writers Series

Our Visiting Writers Series has become an important voice in western North Carolina,

bringing a variety of culturally and racially diverse writers of national and international reputations to this rural region. These writers challenge our audiences to expand their visions of the world beyond these mountains. Next year our writers will include voices from the Native American and Asian American communities, as well as important writers from the region. Recently, partnerships with the public schools have allowed us to introduce programs aimed specifically at future educators.

In 1999-2000, WCU helped to found a consortium which brought poet and activist Luis Rodriguez, celebrated for his work with gangs, to our mountains for a week, when he worked


with public school teachers, students, and social workers from Sylva, Cherokee, Waynesville, and Asheville. These activities, funded wholly or partly by money from the North Carolina Arts Council, did much to strengthen ties between Western Carolina University and the community. These activities also brought us into a consortium with several other North Carolina schools, one that has already allowed us to bring writers like Native American novelist Leslie Marmon Silko.

In 2000-2001, Arts Council moneys funded a novelist from Hong Kong, a celebrated American poet, who talked with educators and professional writing students. Ntozake Shange, the celbrated African American author of For Colored Girls Who Have Considered Suicide When the Rainbow is Enuf, performed with violin accompaniment to a large and racially diverse crowd. In the spring, five North Carolina poets held a round-table for public school teachers in April, National Poetry Month. In a curriculum increasingly consumed by tests, poets and teachers discussed teaching creative writing and shared successes as well as frustrations.

Next year’s series will begin with Native American poet Joy Harjo and her band Poetic Justice. Harjo has also written In Mad Love and War, She Had Some Horses and A Map to the Next World: Poems and has edited The Spiral of Memory: Interviews (Poets on Poetry and Reinventing the Enemy's Language: Contemporary Native Women's Writing of North America. We hope to partner with schools and educators in Cherokee for this event.

We will also bring Chinese-American writer Karen Shepard, the grand-daughter of Chinese novelist Han Suyin.. Elle Magazine calls her debut novel, An Empire of Women, lean and dreamy. Shepard will do a workshop with students and read from her novel. Other writers include poet Forrest Gander and novelist James Kilgo.

In years past, the Visiting Writers Series has brought writers from across cultures and across the globe, including regional poets Fred Chappell, Lee Smith, and R.T. Smith; important ethnic American authors such as Li-Young Lee, Linda Hogan, Vikram Chandra, Leslie Marmon Silko, and Clifton Taulbert; best-selling novelists and poets such as Rosellen Brown, Thomas Lux, and Carolyn Chute; and internationally known authors like Eavan Boland, Mirosalv Holub, and Welsh poets Menna Elfyn, Iwan Llydd, and Nigel Jenkins.

The English Club The English Club promotes the recognition and encouragement of English literature and language studies and encourages social interaction among students interested in these studies. It creates opportunities for its members to meet regularly both formally and informally, thus providing for the interchange of ideas and information, advances a supportive and positive atmosphere among scholars and students of English language and literature at Western Carolina University and in the community, and fosters interaction between English Club members, the university community, and its neighbors, thus enriching our environment and enhancing the quality of life within the locale. The English Club has organized and supported a number of events (during l999-2001), including

• Poetry Slams – These events, held at Illusions, allow students to read their own poetry. Judges are selected from the audience, and “winners” are awarded prizes, so far graciously donated by faculty and book representatives. During the 2000-2001 academic year, these events have drawn 60-110 students, from a variety of disciplines, per event.

• Visiting Speakers and Scholars – The English Club has helped organize and run a number of visiting speakers and scholars events. Since it has virtually no funding in the past, this support has primarily taken the form of staffing and advertising these events.

• Recruitment and Retention Activities --English Club members have attended WCU’s


Open houses as part of WCU’s recruitment effort, and have organized social events, such as cookouts and holiday parties, to foster a sense of community among people who like to read and write.

Sigma Tau Delta English Honor Society

Through the work of chapters on campuses of more than five hundred colleges and universities, Sigma Tau Delta provides exceptional students with opportunities for advancing the study of language and literature, for developing skills in creative and analytical writing, and for meeting other scholars and professionals in the discipline of English. Its central purpose is to confer distinction upon outstanding students of the English language and literature in undergraduate, graduate, and professional studies. The Membership Requirements for Sigma Tau Delta are as follows

• Must have completed 3 semesters of coursework • Must have 2 or more college English courses beyond ENGL 101 and 102 • Must be currently enrolled • Must major or minor in English • Must have a B average in English • Must be in the top 35% of class in general

As both a scholarly and a service organization, Sigma Tau Delta promotes the English Majors of WCU by not only providing a medium for academic and scholarly discussion, but also by actively participating in an array of rewarding service projects and exciting social activities.

Annual Assessment Report: By September, 2002, WCU’s English Education Program should receive final word on the accreditation by the National Council of Teachers of English (NCTE), the English Specialty Agency whose external review process is parallel to NCATE’s. During 2001-2002, English Education students have had a 100% passing for the PRAXIS II, English Specialty examinations. This is a direct result of program changes which have included English faculty members taking the exams, practice PRAXIS Pedagogy exams given in ENGL 417, and field testing the PRAXIS Pedagogy exam in ENGL 496. Each student teacher has successfully prepared technology portfolios and a teacher work sample. These have been evaluated by their cooperating teachers, Dr. Penny Smith or whoever the University Supervisor was, and myself or in one case, Dr. Tiner, who serve as Academic Supervisors. In reviewing the technology portfolios and teacher work samples, I have made additions to my own web site and have designed a means to implement components of the teacher work sample into ENGL 417: Methods of Teaching English. I will be making these changes in the course beginning Fall 2002. Several of the technology portfolios are available on-line or on CD; we also have samples of the teacher work products. These will be available for review in November 2002 when NCATE and SDPI Reviewers are on Campus. Each student teacher has been observed and provided with feedback for at least three lessons; I have reviewed videotapes of two lessons for each student teacher and provided response.


I have collected anecdotal response from student teachers and cooperating teachers regarding program changes. Repeatedly students emphasize the importance of ENGL 414: Fundamentals of Teaching Composition and ENGL 417: Methods of Teaching English in preparing them for teaching; they are pleased with the preparation we have introduced for taking the PRAXIS II English Specialty exams; they are convinced of the importance of the internship and encourage their peers to participate. Dr. Railsback, Department Head has conducted Exit Interviews with each graduating senior; he can be contacted for the information gathered through these interviews. Further review of the English Education Program will take place after the November 2002 NCATE and SDPI Accreditation visit.


Appendix 3.10 Curriculum and program learning outcomes Department: English Program: B.A. English (Literature Concentration) Program Goals: 1. Reach excellence in several areas: Liberal Studies courses in writing and literature,

undergraduate major courses and graduate courses. These teaching activities should be supported by appropriate scholarly research, by relevant professional and creative activity, and by associated service both on and off campus.

2. Support undergraduate majors and graduate candidate in becoming proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language.

Student Learning Outcomes: Students will read literature critically and write about literature at a level of professionalism appropriate to the completion of a Bachelor of Arts degree; specifically, they will be able to:

1. Write in a grammatically correct, error-free style. 2. Incorporate Modern Language Association style. 3. Analyze literature, using contemporary literary theory when appropriate to the topic. 4. Present an effective argument for the student writer’s interpretation of a literary work. 5. Demonstrate knowledge of historical artistic periods in English and American literature when

appropriate to topic. Department: English Program: B.A. English (Motion Pictures Studies) Program Goals: 1. Reach excellence in several areas: Liberal Studies courses in writing and literature,

undergraduate major courses, and graduate courses. These teaching activities should be supported by appropriate scholarly research, by relevant professional and creative activity, and by associated service both on and off campus.

2. Support undergraduate majors and graduate candidates in becoming proficient in the intellectual and technical skills needed for the study of literature or motion pictures and for those careers that demand an appreciation of and sensitivity to language.

Student Learning Outcomes: Students will view motion pictures critically and write about film and media student at a level of professionalism appropriate to the completion of a Bachelor of Art degree; specifically, they will:

1. Demonstrate knowledge of American film and television history, theory and culture, and its global contexts when appropriate to topic.

2. Analyze motion pictures, using contemporary film theory when appropriate to the topic. 3. Present an effective argument for the student writer's interpretation of a film or television

work. 4. Write in a grammatically correct, error-free style. 5. Incorporate Modern Language Association style.


Department: English Program: B.A. English (Professional Writing & Journalism) Program Goals: 1. Reach excellence in several areas: Liberal Studies courses in writing and literature,

undergraduate major courses, and graduate courses. These teaching activities should be supported by appropriate scholarly research, by relevant professional and creative activity, and by associated service both on and off campus.

2. Support undergraduate majors and graduate candidates in becoming proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand an appreciation of and sensitivity to language.

Student Learning Outcomes: Students will use primary and secondary sources to write at a professional level appropriate to the completion of a Bachelor of Arts degree; specifically they will: 1. Write in a grammatically correct, error-free style. 2. Incorporate a style appropriate to the writing situation and audience. 3. Incorporate primary and secondary sources properly as needed in a writing situation. 4. Demonstrate in writing knowledge of libel law. 5. Demonstrate in writing the ability to use proper professional formats. Department: English Program: B.S.Ed. English Program Goals: 1. Provide a curriculum that will allow a student to develop content knowledge in Language,

Literature and Composition. 2. Provide students the opportunity to practice the basic principles of instructional practice and

assessment, classroom organization and management and communication skills processes and their interrelationship.

3. Assist students in acquiring the major language and learning strategies and the technology skills to facilitate learning.

4. Provide a curriculum that is in alignment with the standards of NCATE and NC DPI. 5. Produce reflective, life-long learners who use their critical, intellectual and aesthetic abilities

in the schools and the wider community. Student Learning Outcomes: 1. Articulate an extensive knowledge of British and American literature, working knowledge of

world literature, knowledge of writing and the pedagogy of writing, basic knowledge of non-print media and basic knowledge of English grammar and usage.

2. Apply curricula appropriate to students in grades 9-12, the NC Standard Course of Study and evaluate materials and resources for secondary English education.

3. Practice the basic principles of instructional practice and assessment, classroom organization and management and communication skills processes and their interrelationship.

4. Address the multiple levels of diversity among students, particularly by implementing strategies that recognize student’s interests, abilities and modes of learning.

5. Utilize technology skills to facilitate learning. 6. Reflect on the importance of lifelong learning. 7. Use critical intellectual and aesthetic abilities in the schools and the wider community.


Department: English Program: M.A./M.A.Ed./M.A.T. English Program Goals: 1. Reach excellence in several areas: Liberal Studies courses in writing and literature,

undergraduate major courses and graduate courses. These teaching activities should be supported by appropriate scholarly research by relevant professional and creative activity and by associated service both on and off campus.

2. Support undergraduate majors and graduate candidate in becoming proficient in the intellectual and technical skills needed for the study of literature and for those careers that demand and appreciation of and sensitivity to language.

Student Learning Outcomes: 1. M.A. in English-Articulate a sophisticated knowledge of literature professional writing

ESL/TESOL, or rhetoric and composition, depending on their concentration. 2. M.A. - TESOL, M.A., Ed- TESOL and M.A.T. – TESOL-Exhibit a mastery of the principle

areas as sociolinguistics, foundations and methodology, curriculum development and grammar.

3. M.A., Ed and M.A.T students in English-Demonstrate high-level knowledge of educational principles, practices and pedagogy, in addition to knowledge of their subject area - whether English methods, language and literature or ESL/TESOL.

4. M.A. in English and M.A.- TESOL students who elect to write a thesis or put together a portfolio-Demonstrate expertise in in-depth library research, the organization of a large document and a high level of writing.

5. M.A. students with concentration in Literature, Professional Writing or Rhetoric and Composition-Demonstrate basic competency in a modern foreign language.


Appendix 4.1 Tabular Distribution of age, tenure status, gender and ethnic origin of faculty*

Distribution of age among faculty: Although we do not have exact data on age, we estimate the following for the 20 tenured/tenure-track: 5 faculty 60 or older 4 faculty 50s 7 faculty 40s 4 faculty 30s Distribution of ethnicity, gender, rank, and tenure status among faculty:

Semester Fall 2004 Fall 2005 Fall 2006

# of

Faculty # of

Faculty # of

Faculty Asian/Pacific Islander 1 1 1 Black 1 0 0 Spanish 0 1 1 Unknown 1 1 10

Ethnicity

White 45 50 43 Female 26 31 27 Male 21 21 20

Gender

Not Reported 1 1 8 Assistant Prof. 8 13 11 Associate Prof. 10 9 7 G.A. 5 6 7 Instructor 19 18 12 Other 0 1 2 Professor 5 5 6

Rank

Unknown 1 1 10 Graduate Assistant 5 6 7 Not On Tenure Track 23 24 21 On Tenure Track 5 10 11 Permanent Tenure 11 11 10 Phased Retirement 3 1 1

Tenure Status

Unknown 1 1 5 Total 48 53 55


ion ter

'ENGL' Faculty DistributSemes

Spr20

ing 05

ing 006

Spr2

lty lty # of

Facu # of

FacuAsian/Pacific Islander 1 1 Black 1 0 Spanish 1 1 Unknown 2 0

Ethnicity

hite 43 49 WFemale 26 31 Male 20 20

Gender

ted 2 0 Not ReporAssistant Prof. 8 13 Associate Prof. 7 9 G.A. 5 6 Instructor 19 18 Other 0 1 Professor 7 4

Rank

wn 2 0 UnknoGraduate Assistant 5 6 Not On Tenure Track 23 24 On Tenure Track 5 10 Permanent Tenure 11 10 Phased Retirement 2 1

Tenure Statu

wn 2 0

s

UnknoTotal 48 51

Note: These figures come from OIRP, but actually four people were on phased retirement in 2004-2005, and one in 2005-2007. Other errors are most likely. One former faculty member is still directing M.A. theses.

The table below updates our figures reported to the Modern Language Association in 1993-94 and 2003-04.

Faculty Rank # in AY 2006-07 # in AY2003-04 # in AY1993-4 Endowed professor 1 1 0 Professor emeritus/a 7+ 1 1 Professor 4 3 7 Associate Professor 5 8 5 Assistant Professor 11 5 6 Fulltime, non-TT 25 22 10 Part-time 0 1 ? Grad teaching assts 7 6 ? Phasing retirees 1 4 0

English Department Program Review Appendix 4.1 Page 210 Appendix 4.2.1 Roster identifying credentials for all full and part-time faculty English Faculty Credentials 2005-2006 Dr. Mary Adams PhD Dr. Elizabeth Addison PhD Dr. James Addison PhD Ms. Marjorie Askins MA Mr. Jacob Babb MA Dr. Marsha Lee Baker PhD Mr. Richard Boyer MFA Mr. Craig Buchner MA May 2006 Dr. Catherine Carter PhD Ms. Katherine Cipriano MA Dr. Mae Claxton PhD Dr. Annette Debo PhD Ms. Deidre Elliott MFA Ms. Jennifer Englert MA Dr. Mary Fenton PhD Mr. Terry Curtis Fox BA Ms. Jennifer Gardner MA May 2006 Dr. Brian Gastle PhD Dr. Jill Ghnassia PhD Ms. Leah Hampton MA Dr. Elizabeth Heffelfinger PhD Mr. Eric Hendrix MA May 2006 Ms. Claire Hill MA Mr. James Holbrook MA May 2006 Dr. Beth Huber PhD Dr. Thomas Hughes DA Ms. Melinda Keefauver MA Ms. Elizabeth Kelly MA Dr. Brent Kinser PhD Ms. Margaret Kiser MAEd Ms. Amber MacDonald MA Ms. Cheryl Marsh MA Dr. Karen McKinney PhD Dr. Marylin Mell PhD Dr. Gayle Miller PhD Mr. Timothy Moran MA May 2006 Ms. Naci Morris MA Dr. Terry Nienhuis PhD Ms. Mai Park MA May 2006 Mr. Ron Rash MA Mr. Wayne Robbins MA Mr. Jamey Rogers MA Dr. Chandrika Rogers PhD Dr. Sandra Saunders PhD


Dr. James Tiner PhD Mr. Charles White MA Ms. Shara Whitford MA Dr. Laura Wright PhD Mr. Murat Yazan MA Ms. Sarah York MA Mr. Hamish Ziegler MFA


Appendix 4.2.2 Specialty areas of tenured and tenure-track faculty Literature

Med-

ieval

Shakes-

peare

Milton/

misc.

18th

cent.

19th

cent.

Mod.

Brit.

Early

Amer.

Mod.

American

Regional/

Southern

Theory World/post

colonial

Amer/

Ethnic

Other

Adams, M x x

Addison, E x x

Addison, J x

Carter, C x

Debo, A x x

Elliott, D x x

Fenton, M x

Gastle, B x

Ghnassia,J x

Kinser, B x

Nienhuis,

T

x x

Wright, L x x


Professional Writing

Poetry Fiction Nonfiction Drama Screen-

writing

Tech

Writing

Web

/Multimedia

Writing

Bus.

Writing

Grant

writing

Editing/

Publishing

Adams x x x x x

Boyer x

Carter x

Elliott x x x

Fox x x

Gastle x x x x

Price x x x

Rash* x x

*Endowed professor; teaches one course per semester.

Other

Comp/ Rhet. ESL/ Linguistics Screenwriting Motion Picture Studies

Baker, M x

Blake, C x

Fox, T x x

Heffelfinger, E x

Huber, B x

Rogers, C x


Appendix 4.3 Summary of Sponsored Research (self-reported)

Mary Adams – NEA Poetry Fellowship, 2005 (2005) Mary Adams – WCU Scholarly Development Assignment Grant (2004) One Semester

Leave Mary Adams – WCU Research and Graduate Studies $5000 Summer Research Grant

(2004) Elizabeth Addison – NEH Summer Seminar – $3,500 (2005) Elizabeth Addison – Chancellor’s Special Travel Funds - $500 in 2004, 2005, 2006 Elizabeth Addison – WCU Scholarly Development Assignment Grant (2001) One

Semester Leave Elizabeth Addison – WCU Summer Research Grant - $5,000 (2000) Elizabeth Addison – WCU Hunter Scholar (1996) Marsha Lee Baker – 2006 - $373 – WCU Chancellor’s Travel Fund – Rhetoric and

Composition Studies Marsha Lee Baker – 2005 - $1500 – WCU Summer Research Fellowship – American

Literature and Peace StudiesMarsha Lee Baker – 2005 - $500 – WCU Chancellor’s Travel Fund – Rhetoric and

Composition Studies Marsha Lee Baker – 2005 - $250 – Microgrant – Rhetoric and Composition Studies Marsha Lee Baker – 2004 - $185 – Microgrant – Writing Program Administration

curriculum and faculty development Annette Debo – American Association of University Women (AAUW) American

Summer/Short-Term Research Publication Grant, 2006-2007. ($6,000) Annette Debo – Summer Research Grant, WCU, 2004-2005. ($5,000) Annette Debo – Faculty Research Grant & Research Assistantship, WCU, 2003-2004.

($8,000) Brian Gastle – NEH Summer Seminar, $3,500 (2000) Brian Gastle – WCU Scholarly Development Assignment Grant (Fall 2007) One

Semester Leave Brent Kinser – NEH Scholarly Edition Grant for The Collected Letters of Thomas and

Jane Welsh Carlyle (Duke UP), $200,000 (2006–2009). Brent Kinser – NEH Scholarly Edition Grant for The Collected Letters of Thomas and

Jane Welsh Carlyle (Duke UP), $200,000 (2003–2006). Brent Kinser – Delmas Foundation (For NEH Matching Funds), $15,000 (2006). Ron Rash – NEA Fiction Fellowship, 2006 ($20,000.00)

English Department Program Review Appendix 4.4 Faculty Vitae Page 215

Appendix 4.4 Current curricula vitae for full-time faculty

web: http://www.maryadams.net | email: [email protected] | phone: 828/227-3269 EDUCATION University of Houston Creative Writing Program, Houston, TX. PhD in Creative Writing / Poetry, May 1995 < Took comprehensive exams in Renaissance Literature, Early American Literature,

Romantic Literature, and Poetry Genre University of Iowa Writer's Workshop, Iowa City, IA. Master of Fine Arts in Poetry, May 1989 < Worked in editorial and production areas for The Iowa Review, 1988 - 89 Smith College, Northampton, Massachusetts. Bachelor of Arts Cum Laude awarded May, 1984 University of Aberdeen, Aberdeen, Scotland, 1982 - 83 PRESENTATIONS AND POETRY READINGS

< Presented Poetry at Faculty Appreciation Banquet, April 2006; English Department

Graduation Banquet April 2005. < Addressed WCU Faculty at annual Faculty Convocation, 2003, 2004, 2005, and 2006 < Gave speech entitled “Outstanding Teaching and UNC Governance”: to University of

North Carolina Board of Governors, May, 2004. < Gave speech to commemorate Installation of UNC-Wilmington Chancellor DePaolo,

April, 2004. < Read Poetry for North Carolina Writers Conference program, August 2004 < Read Poetry for AWestern Word,@ Radio program on Z91, Western Carolina University,

October 2002 < Reading and Book signings at Catawba College, Salisbury, NC; Wake Forest University,

Winston Salem, NC; Appalachian State University, Boone, NC November 2000 - March 2001

< Readings and Performance Poems at Vermont Studio Center, Johnson, VT, June 2000 < Reading and Book signing, at City Lights, Malaprops, and other area bookstores April-

May 1999 < "Clan PMS and Others: Resistance and Accommodation in Women's Video Game

Culture" presented at Women's Caucus, South Central MLA, Fall 1998 < AMannequins, Automatons and Other Cyborgs: Representation and Counter-

representation of the Modernist Woman Artist@ presented at NEMLA convention, Spring 1998

< "The Productions of Time" presented for Women's History Month Celebration, 1998 < Read poetry for Share Our Strengths=s national Writer=s Harvest literary benefit, Fall

1997 < ACyborg Women: Technology in the Construction of the Modernist Woman Artist@

presented at NEH Seminar in Paris, 1997

http://www.maryadams.net/

mailto:[email protected]


< AMonstrous Seers: Mary Shelley=s Poetic Progeny of the 1950's@ presented at National Poetry Foundation conference, Orono, Maine, July 1996

< Read poetry at Georgia / Carolinas College English Association Conference, February, 1996

< "Freeing the Free Text: Self-Revision in Frederick Douglass's Narrative and in Mark Twain's Huckleberry Finn," presented at South Central MLA, October, 1994

PUBLICATIONS Books: < Epistles from the Planet Photosynthesis (poems), University Press of Florida, March

1999 Reviews of Book: < AFirst-Time First Rate: A Spring Crop of Budding Authors,@ Foreword Magazine

1999 < APoems of Obsession,@ Asheville Citizen Times, October 1999 < “Five First Books,” Asheville Poetry Review, Spring 2001 < “Poems not so far from Earth,” Smoky Mountain News, April 2000.

Articles < "Pygmalion and the Dynamo: Representation and Counter-Representation of Modernist

Women Writers" accepted in an anthology on Modernism and Technology, edited by Anne Ardis, University of Delaware

< AAcquainted with the Night,@ Robert Frost Encyclopedia, 2000 < ADesign,@ Robert Frost Encyclopedia, 2000 < AA Servant to Servants,@ Robert Frost Encyclopedia, 2000 < "Fallen Wombs: The Origin of Death in Miltonic Sexuality," Milton Studies, December

1992 Poetry < ASublime Afterwards,@ Shenandoah, 1998 < AEpistle from the Planet Photosynthesis: Epistle II,@ Asheville Poetry Review, 1998 < AFlying Down to Rio@ (poem), North American Review 276.1 (March 1991): 66 < AThe Sphere of Influence@ (poem), Black Warrior Review 18.1 (Fall/Winter 1991): 170 < AEpistles from the Planet Photosynthesis,@ (poem), Gulf Coast 5.1 (Summer 1992): 72-

5 < ASome Lights@ (poem), Western Humanities Review 46.2 (Summer 1992): 158 < AChild Reading@ (poem), Western Humanities Review, 46.2 (Summer 1992): 159 < ATryst@ (poem), Antioch Review 48.4 (Fall 1990): 490-1 < AIn the Still Room@ (poem), Amherst Review, Winter 1983 SELECTED AWARDS AND DISTINCTIONS < Recipient, North Carolina Award for Outstanding Volunteer Service, NC Office of the

Governor, 2005 < Recipient, Literature Fellowship in Poetry ($20,000) from the National Endowment for

the Arts, 2005 < Recipient, Competitive leave (2004) and $5000 Summer Research Grant (1999),

Western Carolina University Office of Research and Graduate Studies. < Recipient of National Endowment for the Humanities Summer Seminar grant ($2850)

for study of Modernism in Paris, 1997. < Recipient of a Cultural Arts Council of Houston/ Harris County Artist=s Grant ($5000),

1995


< Barthelme/ Michener Prize ($10,000) for Poetry, 1993. < University of Houston Teaching Excellence Award, 1992 < Intro Prize from the Associated Writing Programs (AWP), 1991 < Inprint Fellowship ($2,500) University of Houston, 1991 < Stella Erhardt Fellowship ($3,000) University of Houston, 1989 < Graduated Cum Laude, Smith College, 1984 < Awarded Prize for best work in Scottish History for paper on medieval Scottish women,

Aberdeen, Scotland, 1983 < Elizabeth Drew Prize for Best Freshman Essay, Smith College, 1981 TEACHING EXPERIENCE Creative Writing Poetry Writing Poetic Forms Nonfiction Writing Senior Sem. in Writing Poetry and Prayer Graduate Poetry Writing Graduate Nonfiction Writing

Literature Donne & the Metaphysicals The Renaissance Shakespeare Hardy & Auden Modernism American surveys (I & II) British Surveys (I & II) World Lit Surveys (I & II) Non-Western Lit Popular Lit Bible as Literature Biblical & Classical Literature Film Studies Modern Poetry

Composition/Professional Writing Freshman Composition (I & II) Writing Centers: Theory & Practice Introduction to Professional Writing Introduction to Editing & Publishing Writing for Careers (Undergraduate and graduate) Writing for the Web Technical Writing

Assistant Department Head, English, Western Carolina University, Cullowhee, NC. 1995-present < in charge of departmental advising, new major advising, student graduation audits, and class scheduling. Assistant/ Associate Professor, English, Western Carolina University, Cullowhee, NC. 1995-present < organized annual Professional Writing undergraduate conference; directed graduate

theses. Instructor, Poetry and Spirituality Seminar, Cultural Arts Council Artist=s Community Project, Christ Church Cathedral, Houston, TX. Summer 1995 Instructor, Upper Division English Program, University of Houston (2 semesters) 1994; Freshman and sophomore literature program, 1989-95 < co-taught course AWriting Centers: Theory and Practice,@ for peer tutors. One of four

teaching assistants university-wide to receive the University of Houston Teaching Excellence Award, 1992

Grader, University of Houston, Honors class "The Flowering of the Renaissance" (2 semesters) Resource Person, Freshman Composition, University of Houston, (2 semesters) 1991-2 < supervised nine new teaching assistants Grader, University of Houston, Art History Survey , 1993 (2 semesters) Instructor, Creative Writing, Inprint, Inc. 1524 Sul Ross, Houston, TX 77006 (2 semesters) Writer/ Instructor, Houston Writers in the Schools (WITS), (1989-90) Instructor, Houston Community College, Houston, TX, 1989-1995


Graduate Instructor, Department of English - General Education in Literature Program, University of Iowa, Iowa City, IA 52245, 1987-9 Instructor, Creative Writing, Elderhostel, University of Iowa School of Continuing Education, Iowa City, IA 52245, 1988 Software Instructor: 9/84 - 8/87; Summer 1988. CBS/FOX Video, New York, New York 10036 SELECTED ACADEMIC SERVICE (Western Carolina University) < Committee Head, Conditions on Faculty Employment, 2006-7. < Faculty Fellow, Coulter Faculty Center, 2002-4. Directed mentoring program < Elected representative, UNC Faculty Assembly (Fall 2001-present); elected chair of

Academic Freedom and Tenure committee (Spring 2002-3); created first newsletter for home campus; Elected Vice Chair of Assembly, 2003-5

< Served on Faculty Senate and Senate Steering Committee (Fall 2002-present) < Chaired English Department recruitment drive; organized direct mail and telephone

campaign; created pamphlets for literature and writing programs. Directed recruitment committee and open house committee (1997-2001)

< Advisor to student creative journal, Nomad (1995-2001;) in charge of all funding < Supervised Professional Writing Computer Lab; purchased and maintained all

equipment and software from 1995 to 2001; trained and directed graduate student lab assistants (1995 - 1999)

< Webmaster and designer, English and Philosophy departments (1998 - present); UNC Faculty Assembly 2003-4

< Served on Courseware Management Systems Task force, Fall 2002. Wrote committee=s final report

< Served on English Department Annual Faculty Evaluation committee (1995-7, 2001-2); Chaired AFE committee (2003-4); served on Tenure, Promotion, and Reappointment Committee (2002-3)

ONLINE TEACHING MATERIALS (selected) < Interactive exam: http://www.maryadams.net/classpages/304/304quiz1.html < Online syllabi: http://teaching.maryadams.net ADMINISTRATIVE EXPERIENCE Assistant Department Head, English, Western Carolina University, Cullowhee, NC. 1995-present < in charge of departmental advising, new major advising, student graduation audits, and class scheduling. Faculty Fellow, Myron Coulter Faculty Center for Excellence in Teaching, Western Carolina University, Cullowhee, NC. 2002-present < Supervise the Mentoring program for all new faculty; paired mentors with mentees;

organize lectures, orientation sessions, banquets, and social events to help new faculty succeed in tenure and promotion process. Created new technology mentoring program; included part-time and non-tenure-track faculty for the first time. Organized several panel discussions on public service and service learning.

Director, Professional Writing, Western Carolina University, Cullowhee, NC. 1997-2001; 2005-present < Headed committee to design new Masters in Professional Writing Program; revised

undergraduate curriculum, oversee advising of all majors < Supervised student internships. To place interns, maintained close ties with regional

companies, newspapers, and non-profits

http://www.maryadams.net/classpages/304/304quiz1.html


< Consulted with WCU admissions office on writing and editing of promotional copy Coordinator, Freshman Peer Tutor Program, English Computer Writing Center, Department of English, University of Houston, Houston, TX 1994-5 < Created and implemented peer tutor service for freshman composition program to

identify and retain at-risk students; developed system for tracking lab use and student retention

< Created instructional materials, including hypertext applications and worksheets for pre-writing, revision, and peer review

EVENTS MANAGEMENT Director, Visiting Writers Series, Western Carolina University, Cullowhee, NC. 1997-2001; 2005-present. < Brought writers such as Dorothy Allison, Richard Bragg, Crystal Wilkinson, Silas House,

Rosellen Brown, Vikram Chandra, Leslie Marmon Silko, Colleen McElroy, Carolyn Chute, Thomas Lux, Fred Leebron, Ntozake Shange, and Kathryn Rhett to campus. Directed largest and best-attended Literary Festival in WCU history.

< Responsible for all funding, budgets, venues, researching, introductions, and publicity < Founding member of Word Wide, a consortium of NC literary organizations. This

collective received approximately $80,000 in grants funding to bring Luis Rodriguez, noted Latino poet and peace activist, to 10 North Carolina communities for intensive residencies

GRANT WRITING Jackson County Humane Society, 2006 < Wrote successful grant to Petsmart Charities for $10,000 to support low-income spay/ neuter Jackson County Humane Society, 2001-2 < Wrote proposal that funded AmeriCorps VISTA volunteer to coordinate outreach efforts

between the Jackson County Humane Society and REACH women=s shelters (valued at $35,000)

Vista Nueva: Summer College Preparatory Residency for at-risk Latina teens 2001-2003 < Wrote proposal that funded AmeriCorps VISTA volunteer to create Vista Nueva, a

summer residency to prepare at-risk Latina teens for college or university education (valued at $35,000)

< Wrote proposals to Z. Smith Reynolds Foundation, Community Foundation of Western North Carolina, and Steele Reese Foundation for funding totalling $62,000

Visiting Writers Series, Western Carolina University Cullowhee, NC. 1997-2002; 2005-present < Wrote grant proposals to North Carolina Arts Council and WCU Visiting Scholars Fund

(competitive process) that funded a literary series with an annual budget of more than $30,000

< Helped form state-wide consortium of literary presenting organizations that received about $80,000 in funding from the National Endowment for the Arts, the North Carolina Humanities Council, the North Carolina Arts Council, and the Josephus Daniel Charitable Fund

Miscellaneous < Have written successful grants totaling $32,850 to fund my writing and research


PROMOTIONAL WRITING AND WEB DESIGN < Designed new “Major at a Glance” handouts for English Department recruiting, 2005-

6 < Wrote copy for WCU English Department brochure and for annual recruiting drive that

doubled department majors in three years < Write all copy for contracts, brochures, and handouts used by Jackson County

Humane Society < Maintain the university=s largest personal/ teaching web site < Wrote and designed all press releases and flyers for WCU=s Writers Series, 1997-

2002; 2006-7 Web sites: < Designer/webmaster, English page http://www.wcu.edu/as/english < WCU College of Arts & Sciences: Co-designer. http://www.wcu.edu/as < WCU School University Teacher Partnership program:

http://www.ceap.wcu.edu/sutep/ < WCU National Board Support Program: http://ceap.wcu.edu/nbsupport/index.html < Designer/ webmaster, UNC Faculty Assembly: http://www.ncfaculty.com < Designer/ webmaster: Joseph Meigs. http://www.josephmeigs.com < Designer/ webmaster: Jackson County Humane Society: http://www.a-r-f.org < Designer/ webmaster: Jackson County Animal Shelter:

http://www.jacksonanimalshelter.org < Designer/ webmaster: NC Literary Consortium: http://www.ncliteraryconsortium.org < Designer/ webmaster: instructional site: http://www.marydams.net < Other defunct sites include vistanueva.org, sylvaaluminum.com, Example flyers and brochure (require Adobe Acrobat): < http://www.maryadams.net/flyers.html Student web sites (designed for my professional writing classes): < English Alumni Profile Page: http://www.wcu.edu/as/english/alum < English Advising Page: http://www.wcu.edu/as/english/advising.html < English Careers Page: http://www.wcu.edu/as/english/careers/ < InkBlot: English Recruiting Magazine: http://www.wcu.edu/as/english/inkblot/ COMMUNITY SERVICE < Served as Mentor on writing to local high school students, Jackson County, NC 1996-

8 < Served on board of Jackson County Humane Society, 2001-present < Spent 30+ hours per week to rescuing, fostering, and placing homeless animals,

1996-present. Commended for exemplary service by Jackson County Health Department, 2001-present.

< Build, upgrade, and install computers and software for Jackson County Animal Shelter, community volunteer organizations, and individuals

SKILLS < Possess reading knowledge of French and Latin < Proficient in Windows, DOS, MacIntosh platforms; BASIC programming, Adobe

PageMaker and PhotoShop, HTML programming, javascript and CGI, Macromedia Dreamweaver, Flash, and Fireworks; several word processing, database,

http://www.wcu.edu/as

http://www.ceap.wcu.edu/sutep/

http://ceap.wcu.edu/nbsupport/index.html

http://www.josephmeigs.com/

http://www.a-r-f.org/

http://www.jacksonanimalshelter.org/

http://www.ncliteraryconsortium.org/

http://www.marydams.net/

http://www.vistanueva.org/

http://www.sylvaaluminum.org/

http://www.maryadams.net/flyers.html

http://www.wcu.edu/as/english/inkblot/


presentation, and spreadsheet programs; selected courseware (Daedalus, Blackboard, WebCT)

< Worked at WCU and throughout graduate school as computer hardware and network consultant; designed database applications in Paradox for several businesses and individuals


Elizabeth Hodnett Addison English Department 164 Gudger Hill Road Western Carolina University Cullowhee, NC 28723 Cullowhee, NC 28723 (828) 293-3363 (828) 227-3269 [email protected] Education 1985 Ph.D. in English, Duke University Dissertation: “Emerson, Quakerism, and an American Aesthetic” 1975 M.A. in English, University of Tennessee, Knoxville 1968 A.B. with honors and departmental honors, Transylvania College Professional Experience 2004- Head, English Department, Western Carolina University 1999- Associate Professor, English Department, Western Carolina University 1994-99 Assistant Professor and Director of Freshman Composition, English Department, Western Carolina University 1992-94 Visiting Assistant Professor and Director of Freshman English, English Department, Western Carolina University 1990-92 Lecturer and Instructor, English Department, WCU 1988-89 Assistant Director, Faculty Center 1987-88 Coordinator of Instructional Services, WCU 1979-87 Writer and Editor, Office of Public Information, WCU 1968-70 Technical Editor, Biology Division of Oak Ridge National Lab Honors and Awards Writing Residency, Hambidge Center, 2003. Writing Residency, Hambidge Center, 2001. Scholarly Development Assignment, 2001. Summer Research Grant, 2000. Phi Beta Delta (international honorary), 1999. Hunter Scholar, 1996. Nominee for Arts and Sciences Teaching Award, 1993, 1994, 1999, 2003, 2004. Who’s Who Among America’s Teachers, 3rd and 7th editions, 1997 and 2002, an honor one receives

when named as the most influential teacher in the academic career of a National Dean’s List honoree.

Professor of the Year for Disability Services, 1992. Phi Beta Kappa, 1986. Selected Publications “Ralph Waldo Emerson,” Dictionary of Literary Biography: American Nature Writing: Prose,

in press.


“Ralph Waldo Emerson,” Dictionary of Literary Biography: American Nature Writing: Poets, in press.

Book manuscript in progress: “Silence, Speaking, and Speaking Out: Emerson in the Quaker Mode.” Abstract of “Emerson, Words, and Things: Personal Language and Impersonal Faith” Emerson

Society Papers 17.2 (Fall 2006). Abstract of “Silence, Truth-Telling, and Realism in Emerson’s ‘Worship,’” Emerson Society

Papers 16.2 (Fall 2005), 3. Abstract of “Reading White-Jacket in the Millennium,” Melville Society Extracts (Fall 2004). Abstract of “‘The Rule of Life’: Emerson’s Summing Up,” Emerson Society Papers 14.2 (Fall

2003), 9. Abstract of “Emerson in New Bedford,” Emerson Society Papers, 12:2 (Fall 2001), 4. “Found Poem, Interpreting Emerson,” published online by Emerson Foundation 2000. Review of video From a Different Shore: The Japanese-American Experience, Education About Asia,

3:2 (1998), 81-82. “Obedience and Algebra: From Listening to Language in Emerson’s Response to Mary Rotch,” ESQ:

A Journal of the American Renaissance, 42.3 (1996), 153-194. Manual for Freshman Composition and Guide to Hunter Library, Western Carolina University, six

editions, 1992, 1993, 1994, 1995, 1996, 1997. Contributing bibliographer, CCCC Bibliography of Composition and Rhetoric, 1991, 1992, 1993,

1994. “A Real-World Writer Reenters the Classroom: Stumbling Blocks and Stepping Stones,” ERIC

Document ED 337 773 (1992). “Compensation and the Price of Purity: An Old Quaker Impresses the Young Emerson,” Studies in the

American Renaissance 1992, ed. Joel Myerson (Charlottesville: University of Virginia Press, 1992), 107-120.

“Lighting the Torch of Teaching Excellence” (with Judith M. Stillion and Benjamin F. Ward), Journal of Staff, Program, & Organization Development, 9.1 (Spring 1991), 5-14.

Assistant Editor, Crits , a journal of art criticism, 1987-88. Contributing Editor, Summit: The Carolina Mountain Quarterly, 1986-87. “Christmas at Biltmore House,” Summit (Winter 1986), 34-39. “Nurturing a Tradition” (Campbell Folk School), Summit (Fall 1986), 20-25. “‘Nocturnes and Rhapsodies’: The Romantic Art of Robert Godfrey,” The Arts Journal (July 1986),

4-5. “Rest for the Weary,” Summit (Summer 1986), 46. “Rest for the Weary,” Summit (Spring 1986), 48. “Common Glory” (poetry review), The Arts Journal (September 1983), 14. “Louise Glück: Spare Landscapes and Restrained Emotion,” The Arts Journal (October 1980), 7-10. Poems in Mount Olive Review, College English, Friends Journal, Nomad, The Uwharrie Review, The

Arts Journal, The Lyric. Numerous brochures, features for university publications and other media, theatre reviews. Conference Service and Presentations Session Chair, Conference on Transatlanticism in American Literature: Emerson, Hawthorne,

and Poe, Oxford, England, July 13-16, 2006. “Emerson’s Response to George Fox, a “Religious Genius” of the Midlands,” Conference on

Transatlanticism in American Literature: Emerson, Hawthorne, and Poe, Oxford, England, July 13-16, 2006.


“Emerson, Words, and Things: Personal Language and Impersonal Faith,” Emerson Society panel on Emerson and Philosophy, American Literature Association, San Francisco, May 24-29, 2006.

Panel chair, “Transcendentalists and Leaves of Grass” Emerson Society program for the Annual Gathering of the Thoreau Society, July 8, 2005.

“Silence, Truth-Telling, and Realism in Emerson’s ‘Worship,’” Emerson Society Panel I, American Literature Association, Boston, May 27, 2005.

Panel Chair, Emerson Society Panel II, “Emersonian Dilemmas: Individual and Community,” American Literature Association, Boston, May 27, 2005.

Panel chair, “Openings from Emerson,” Emerson Society Session II at the American Literature Association, San Francisco, May 28, 2004.

“Reading White-Jacket in the Millennium,” Melville Society Session at the American Literature Association, San Francisco, May 29, 2004.

Panel chair, “Intertextuality: Thoreau and Emerson in Dialogue,” Emerson Society at the Thoreau Gathering, July 2003.

Panel chair, “Emersonian ‘Prospects’: The Third Century,” Emerson Society at the American Literature Association, Cambridge, May 24, 2003.

“Emerson’s Summing Up: ‘The Rule of Life,” Emerson Society at the American Literature Association, Cambridge, May 23, 2003.

Panelist for “From Influx to Influence: Emerson, His Reading, His Readers” for the Emerson Society, Thoreau Society Annual Gathering, Concord, Mass., July 12, 2002.

“E.B. White’s Web of Words,” WCU-Highlands Hudson Library Lecture Series, Highlands, NC, June 26, 2002.

“Confucius in America: Transformations in Kingston and Tan,” American Religion and Literature Society at the American Literature Association, Long Beach, Calif., June 1, 2002.

“Emerson in New Bedford,” Emerson Society at the American Literature Association, Cambridge, May 25, 2001.

“Faculty Implementing a Change: New Wine in New Bottles, New Wine in Old Bottles?” Association for General and Liberal Studies, Chicago, November 3, 2000. [Presented in absentia.]

“Not for Children Only: Charlotte’s Web and The Bridge to Terabithia,” Duke University “Let’s Talk About It” Series, Macon County Public Library, October 8, 2000.

“Emerson and the Anti-Slavery Movement,” WCU-Highlands Hudson Library Lecture Series, Highlands, NC, September 20, 2000.

“Woolman and Emerson: Foregrounding Reform,” Emerson Society at the Thoreau Society Gathering, Concord, July 9, 1999.

“Voices in the Letters of Mary Rotch,” American Literature Association, Baltimore, May 29, 1999.

“Re-Wiring for the New Millennium: Integrating Composition and Technology” (one of ten workshop presenters), Conference on College Composition and Communication, Atlanta, March 24, 1999.

“Implementing the Computer Ownership Requirement for New Freshmen at Western Carolina University, Including Use of Daedalus Software in All Sections of Freshman English,”1998 Computers on Campus Conference, Myrtle Beach, S.C., November 8-11, 1998.

“Overarching Objectives for Technological Change: Centering Principles for a New Paradigm,” Association of General and Liberal Studies, St. Louis, Mo., October 15-17, 1998.

“When Language Is Inadequate: Defining a Position for the Self Against Quaker Culture in the 1820s,” Conference on College Composition and Communication, Chicago, April 3, 1998.


“Women’s Bodies/Women’s Spirit: Sex, Anorexia, and Religion in Lee Smith’s Fiction,” Women’s History Month, March 5, 1998.

“The Vedantic Self in Emerson’s ‘Self-Reliance,” American Renaissance Conference of the American Literature Association, Cancun, December 12, 1997.

“Silence, Speech, and Radical Obedience in a 19th-Century Quaker,” South Atlantic Modern Language Association, November 14, 1997.

“Contemplation and the Negative Way in a 19th-Century Quaker,” North Carolina Religious Studies Association, October 3, 1997.

Panelist on Teaching Portfolios, New Faculty Seminar, Institute for College and University Teaching, July 17, 1997.

“Emerson at the Fin de Siècle: Chopin’s Tragedy of Self-Reliance,” South Atlantic Modern Language Association (SAMLA/SASA), November 10, 1996.

“Emerson’s Self-Reliance: What It Isn’t, What It Is,” WCU-Highlands Hudson Library Lecture Series, Highlands, NC, May 22, 1996.

“(Mis)Reading Emerson in New Orleans: Chopin’s Tragedy of Self-Reliance,” College English Association, New Orleans, La., April 4-6, 1996.

“Mishima’s Parodic Critique of Western Influence in The Sailor Who Fell from Grace with the Sea,” CEA, New Orleans, April 4-6, 1996.

“Double Jeopardy: Knowing the Answers, Guessing the Questions,” Conference on College Composition and Communication, Milwaukee, March 27-30, 1996.

“Moby-Dick as Depth Psychology: An Archetypal Approach to the Novel and its Meaning for Us,” WCU-Highlands Hudson Library Lecture Series, Highlands, NC, July 12, 1995.

Panelist, Carolina Colloquy on University Teaching, Institute for College and University Teaching, held at NC Central University July 27-29, 1995.

“The Quaker Ground of Emerson’s ‘Self-Reliance,’” Southeastern Conference on Christianity and Literature, April 6-8, 1995.

“Kate Chopin on Marriage and Motherhood,” WCU-Highlands Hudson Library Lecture Series, Highlands, NC, May 16, 1994.

“Ghosts, Gods, Generations: Patterns of Seeking in Maxine Hong Kingston’s Woman Warrior,” College English Association, April 6-10, 1994.

“Educating Rita/Susan/Emily/Charlotte/Jane/Virginia,” SAMLA, November 4-6, 1993. “Emerson and a Few Good Friends,” WCU-Highlands Hudson Library Lecture Series, Highlands, NC,

August 25, 1993. “Journals in the Classroom,” a workshop for WCU general education faculty, Cullowhee, April 5,

1993. “Numinosity, Creativity, and the Body: The Experience of Lee Smith’s Girls and Women,”

Southeastern Conference on Christianity and Literature, March 27, 1993. “Ishmael and the Woman Reader: Anima and Animus in ‘The Grand Armada’ chapter of Moby-Dick

,” SAMLA, November 12, 1992. “Provocative Revision in Freshman English,” a workshop for WCU freshman composition faculty,

Cullowhee, November 4, 1992. “What Kind of Ecstasy Are We Talking About Here? Lee Smith’s Women on Religion and Sex,”

WCU-Highlands Hudson Library Lecture Series, Highlands, NC, June 24, 1992. “‘Arrows of Desire’ and the Specially Chosen: Sexy Religion in Lee Smith’s Fiction,” North Carolina

Women Writers Conference, March 13-15, 1992. “Educating Rita : Pygmalion Re-Envisioned,” 17th Annual Conference on Literature and Film,

Florida State University, February 6-8, 1992. Associate chair of sessions at CCCC national conference, 1992, 1991.


“Lessons from Life: A Real-World Writer Re-enters the Classroom,” Conference on College Composition and Communication, March 23, 1991.

“Catalytic Conversion: Igniting Faculty Through a Seminar on Teaching,” workshop and slide presentation, Annual Sharing Conference of the Southern Regional Faculty and Instructional Development Consortium, February 12. 1990.

“Changes for Teaching Excellence at Western Carolina University,” slide presentation, discussion, and consultation at UNC-Charlotte, November 27, 1989.

“The Faculty Seminar as a Tool for Teaching Excellence,” paper and slide presentation, Issues in College Teaching conference, October 19-21, 1989.

“Why Emerson Left the Unitarian Ministry,” presentation to the Unitarian-Universalist Fellowship of Jackson County, May 14, 1989.

Presentation by WCU Task Force on Teaching Effectiveness, Georgia College, Milledgeville, Ga., April 1988.

“Promoting Teaching Effectiveness Through Use of a ‘Field Guide,’” National Seminar on Successful College Teaching, Orlando, Fla., March 1988.

“Dorothy Richardson and the Quakers,” Modern Language Association, New York, December 1981. Professional Development Kansas State University’s Academic Chairpersons Conference, Orlando, February 8-10, 2006. “Reading Emerson’s Essays,” NEH Summer Seminar, University of New Mexico, Albuquerque,

June 2005. Association of Departments of English (MLA) Summer Seminar with Preseminar Workshop for

New Chairs, Kiawah, June 28-July 1, 2005. University of North Carolina Leadership Development Workshop for Chairs, Chapel Hill, June

7-8, 2005. “Transforming Campuses into Learning Communities: Overcoming Barriers and Building

Bridges,” Coral Gables, Fla., January 8-11, 1998. “Infusing Asian Studies into the Undergraduate Curriculum,” an institute of the Asian Studies

Development Program of the East-West Center and the University of Hawai’i, Honolulu, July 21-August 8, 1997.

“China: Traditions in Transformation,” a regional workshop of the Asian Studies Development Program, East-West Center and the University of Hawai’i, in conjunction with Kennesaw State University, Young Harris, Ga., March 5-9, 1997.

“Computers in Composition,” a workshop of the Conference on College Composition and Communication, Milwaukee, Wisc., March 26, 1996.

“Teaching Portfolios,” a workshop of the Institute for College and University Teaching, Cullowhee, NC, June 12-15, 1995.

“Japanese History, Culture, and the Aesthetic Tradition,” a regional workshop of the Asian Studies Development Program, East-West Center and the University of Hawai’i, in conjunction with The University of North Carolina, Fayetteville State University, and the North Carolina Japan Center, Chapel Hill, NC, March 15-19, 1995.

“How to Get Published: Publishers and Faculty Meet,” a seminar of the Academy of Scholarly Publishing, Charleston, SC, February 26-28, 1995.

“Negotiating Borders,” a CCCC Winter Workshop on Teaching Composition to Undergraduates, Clearwater Beach, Fla., January 6-9, 1993.

“Teaching Writing and Social Difference,” an institute of the University of Chicago with Toby Fulwiler, Joseph Williams, and others, April 25-27, 1992.


Academic Service Department: Department Head, 2004-. First-Year Composition Committee, 2001-2002. Events Committee, 2000-2001. Post-Tenure Review Committee, 2000-2001. Reappointment, Tenure, and Promotion Committee, 1999-2001, 2003-04. Director of Freshman Composition; Chair, Freshman English Committee, 1992-99. Undergraduate Curriculum Committee, 1997-2000. Open House, 1996-2000. Computer Classroom Committee, 1995-1999. Senior Assessment Committee, 1997-1999. Scholarship and Awards Committee, 1995-1999. AFE Committee, 1995-1996, 2001-2002. Colloquy Committee, 1993-95. Steering Committee, 1992-95. Freshman English Committee, 1991-92. College: Department Heads Council, 2004-. College Curriculum Committee, 2005-. General Education Committee, 1999-2000. Chair, Development Committee, 1999-2000. Honors and Awards Committee 1997-99, 2003-04; Chair, 1998-99. Written Communication Focus Group for General Education, 1990-1999; Chair, 1992-99. Arts and Sciences Technology Committee, 1996-97. University: Faculty Travel Committee, 2002-. Chancellor’s Kitchen Cabinet, 2002-. Tenure and Promotion Committee, 1999-2002. Liberal Studies Oversight Committee, 1999-2001. Council for Institutional Effectiveness, 1999-2001. December Commencement Speaker Selection Committee, 2000. Who’s Who Selection Committee, 1998-2001. Strategic Planning Subcommittee on Assessment, 1997-2000. Computer Center Academic Advisory Committee, 1996-99. Computer Implementation Team, 1997-99. Faculty Training and Student Training Teams for Computer Implementation, 1997-99. Faculty spokesperson at ceremonies announcing the Jay M. Robinson Endowed Chair for Educational

Technology, April 21, 1997. Teaching Fellows Mentorship Program, 1993-95. Diane Withrow Coyle Peace and Justice Committee, 1991-93. Faculty Development: Faculty Center Steering Committee, 1989-90. May Seminar Committee , 1989.


Chair, State Conference Committee, 1989. (Planned first statewide Colloquy on College Teaching) Faculty Center Project Team Leader, New Faculty Mentoring, 1989-90. (Led planning for Faculty

Mentorship program) Faculty Development Advisory Council, 1987-1989.

Outcomes Assessment Advisory Council, 1987-88. University Club Committee, 1987-88. Chair, Microgrants Selection Committee, 1987-88. Task Force on Teaching Effectiveness 1987-88:

Chair, Newsletter Committee. Chair, Promotions Committee.

Document Committee. External: Site Visit Team, General Education Curriculum Review, Southwestern Community College, 1993-95. Freshman English Committee, Duke University, 1977-78. Professional Memberships American Literature Association American Literature Section, Modern Language Association American Religion and Literature Society Modern Language Association Ralph Waldo Emerson Society South Atlantic Modern Language Association Thoreau Society Graduate Teaching and Service Observation and mentorship for all English graduate teaching assistants in composition classes, 1992-1999. Mentorship for first-year graduate assistants observing my classes: Sheila Petruccelli, Fall 1993. Luann Ham, Spring 1994. Brittany Bremer Vandeputte, Spring 2001. Sarah York, Spring 2002. Mentorship for second-year graduate teaching assistants: Sarah York, Fall 2002 and Spring 2003. Graduate courses taught: English 501, Writing in the Professions. English 514, Fundamentals of Teaching Composition. English 618, Methods of Literary Research and Bibliography English 661, American Realism. English 693, Topics: American Renaissance. English 693, Topics: Yeats and Eliot. English 693, Topics: American Romanticism. English 693, Topics: Transatlantic Transcendentalism (Emerson and Carlyle)


Supervised graduate research: Rebecca Pace for Thoreau online document preparation; Emerson transcription and research, Fall 2005 through Fall 2006. Shannon Harry for transcription of 19th century documents, Spring 2005. Sheila Petruccelli for research on computer-integrated instruction in the composition program, Fall 1993. Elizabeth Teague for research on errors for the composition program, Spring 1994. Rachel York for Emerson research (Hunter Scholar Award), Spring, Fall 1996. Master’s Thesis Committees (Director) Stephen Kirbach, “Emerson and.an Homage to the Common: Retranslations from Persian

Poetry as an Act of Fortitude and Resistance,” 2006. (Director) Colleen Marks, “A Defense Against Charges of Colorism in the Life and Selected Works of

Zora Neale Hurston,” 2006. (Director) Amber MacDonald, “‘And the Whole of the World Was One’: A Defense of W. B. Yeats’s

Early Poetry,” 2005. Stephany Newberry, “‘I Will Not Serve’: The Maternal Exile of James Joyce and Stephen Dedalus in

Stephen Hero, A Portrait of the Artist as a Young Man, and ‘Telemachus’ of Ulysses,” 2005. (Director) Cheryl Marsh, “‘Profane Perfection’: The Symbolic Cycle of Birth and Rebirth in the Poetry

of W. B. Yeats,” 2004. Jennifer Englert, “Writing from the Borderland: An Examination of the Works of Bapsi Sidhwa and

Chitra Banerjee Divakaruni,” 2004. M. Beth Keefauver, “Healing the Split: The Nature of Indigenous Conversation in Leslie Marmon

Silko’s Ceremony,” 2003. Hannah Freeman, “‘I Heard the Singing of Your Wings’ Retreat’: Mutability in the Life and Works of

Wilfred Owen,” 2003. Brian McClure, “‘Man Will Prevail’: William Faulkner and the Heroic Ideal,” 2003. Penny Jacobs, “Dark Voices,” creative poetry manuscript, 2002. Joan Petit, “Quilting a Patchwork Novel: History, Fiction, and Criticism in Ahab’s Wife,” 2002. Brittany Bremer Vandeputte, “The Therapeutic Role Dog Characters Play in Young Adult Literature,”

2001. Laura Samahl, “The Symbol of the Caput Mortuum in Moby-Dick,” 2001. Ellena Stone Shiflet, “Charles Brockden Brown and the American Debate Between Revealed Religion

and Reason,” 2001. Elizabeth Kelly, “Bridging Public and Private Discourse: Joan Didion’s Place in Nonfiction,” 2001. Christopher Boss, “Signposts in a Strange Land: The Secondary Characters as Spiritual Guides to Will

Barrett and Tom More in Four Novels by Walker Percy,” 2000. (Director) Melinda Callihan, “The Phenomenon of Colorism: Maud Martha, The Blacker the Berry. . .,

and The Bluest Eye,” 1999. Colleen Marks, in progress, “Racial Myth in the Writing of Zora Neale Hurston.” Janet Kearney, “Mapping Place in Eudora Welty’s Short Fiction,” 1998. April Lewandowski, “Writing as Expedition: Applying the Outward Bound Experience to the

Composition Classroom,” 1998. Esther Godfrey, “Literary Bloodlines: Race, Theory, and the Classification of African-American

Literature,” 1998.


Elke Worley Payne, “In Search of the Female Voice: Religious Experience in the Fiction of Lee Smith,” 1997.

Patricia R. Long, “The Quest for Self: A Feminist Re-Visioning of William Blake’s Visions of the Daughters of Albion and The Book of Thel,”1995.

Sheila Longo Petruccelli, “The Many Voices of Sharon Olds,”1995. Li Hong, “Maxine Hong Kingston: The Influence of Chinese Legends and Literature on The Woman

Warrior and China Men,”1995.


JAMES C. ADDISON, JR. Professor Born 7/29/47, Married Office: English Department Home: 164 Gudger Hill Rd. Western Carolina University (704) 293-3363 Cullowhee, NC 28723 Cullowhee, NC 28723 (704) 227-7264 FAX: (704) 227-7266 EMail [email protected] EDUCATION 1980 Ph D., The University of Tennessee, Knoxville. Alwin Thaler Traveling

Fellowship for Research in England. Dissertation: "An Old-Spelling Critical Edition of Thomas Lodge's A Margarite of America (1596)." Director, Dr. Norman Sanders

1975 M. A., Clemson University, Clemson, SC Major Emphasis: Rhetoric and Composition Theory 1969 B. A., Clemson University, Clemson, SC Major: Economics Minor: English EXPERIENCE IN PROGRAM ADMINISTRATION 1988-95 Director, University Writing Center Western Carolina University, Cullowhee NC 1983-86 Director, Freshman English Program Western Carolina University, Cullowhee, NC 1982-83 Assistant to the Director of Freshman English Western Carolina University, Cullowhee NC 1982-95 Chairman of the University Writing Center Advisory Board, Coordinating Activities Between the English Department and the University Writing Center TEACHING EXPERIENCE 1994- Professor of English Freshman English, Cultures in Contact and Collision, Advanced Composition, Studies in Rhetoric, Classical Rhetoric, Technical Writing, Writing for the Professions, Fundamentals of Teaching Composition, Practicum in Teaching Writing, American Literature, History of the English Language, Shakespeare, Chaucer, Seminar in James Joyce, Senior Seminar (the Journey


in Literature), The Golden Age of Children’s Literature: Folk and Fairytales in Britain, Fairy Tales and After: An Honors Seminar, NCCAT Fairy Tale Seminars, The Cullowhee Experience: "Myth, Magic, and Meaning" and "Fairy Tales" Seminars, University Writing Center Tutorial, Project All-Write: A Summer Seminar for Community College Instructors, Co-Director, Mountain Area Writing Project, and Co-Director, NC Level II Writing Project (in England, 1994). 1986-94 Western Carolina University, Associate Professor of English Charter Honors Faculty 1980-86 Western Carolina University, Assistant Professor of English 1979-80 Western Carolina University, Instructor of English 1975-79 The University of Tennessee, Knoxville, Teaching Assistant Nominated for John C. Hodges Award for Excellence in Teaching. Writing About Language, Writing About Science, Writing About Literature, British Literature Survey 1973-75 Clemson University, Teaching Assistant Freshman English PUBLICATIONS 2006 Chapter on “Teaching Ron Rash’s Fiction” for a book called “Appalachia in the

Classroom,” edited by Patricia Gantt, for Ohio University Press (forthcoming). 2004 Review of “Rhetorical Visions,” a book-length rhetoric/composition text, for Prentice-

Hall, May 2004.

Review of “The Call to Write,” 3rd edition, a book-length rhetoric/composition text by John Trimbur, for Pearson Longman, August 2004.

2003 Review of “Writing with a Purpose,” 14th edition, by Joseph Trimmer, a book-length

rhetoric/composition text, for Houghton-Mifflin, October 2003. Review of David Russell’s Writing in the Academic Disciplines, a book in the history of

literacy. National Writing Project Quarterly, 2003. 2001 Review of “Alice” in the Oral-Literary Continuum by Bjorn Sundmark. The Lion and

the Unicorn. 25.3 (2001) Johns Hopkins University Press, 441-444.

Review of “It’s My Own Subvention: An Apology for ‘Alice’,” for Alice’s Academy, an online journal. The Looking-Glass.net. June 2001.


Review of Mary Warner, ed., Winning Ways of Coaching Writing: A Practical Guide for Teaching Writing, Grades 6-12. The National Writing Project Quarterly. 23. 1 (Winter 2001), 38-39.

2000 “Spring and Fall to a Young (Mouse) Child: A Blakean Reading of The Mouse and His

Child,” in Russell Hoban/Forty Years: Essays on His Writings for Children, ed Alida Allison. New York: Garland Publishing, 2000, 83-99.

1999 "Lillian C. Hoban" and "M.B. Goffstein" entries for The Cambridge Guide to Children’s

Literature 1997 "Sharing Disciplinary Secrets: Case Studies to Bridge the Gulf of Academic Cultures" An Abstract, Writing Across the Curriculum Conference Proceedings, Charleston, SC, Feb.,1977. 1996 CCCC Bibliography of Composition and Rhetoric, 1994, ed. Gail E. Hawisher and Cynthia Selfe. Contributing Bibiliographer. Carbondale: Southern Illinois University Press, 1996 1995 CCCC Bibliography of Composition and Rhetoric, 1993, Ed., Gail Hawisher and Cynthia

Selfe. Contributing Bibliographer. Carbondale: Southern Illinois University Press, 1995

"Accidentals," The Habersham Review, Vol. 4, No. 2, Autumn 1995, 189-200 1994 CCCC Bibliography of Composition and Rhetoric, 1992, Ed., Gail Hawisher and Cynthia

Selfe. Contributing Bibliographer. Carbondale: Southern Illinois University Press, 1994 1993 CCCC Bibliography of Composition and Rhetoric, 1991, Ed., Gail Hawisher and Cynthia

Selfe. Contributing Bibliographer. Carbondale: Southern Illinois University Press, 1993 CCCC Bibliography of Composition and Rhetoric, 1990, Ed., Erika Linkemann. Contributing Bibliographer. Carbondale: Southern Illinois University Press, 1992 "The Marsh Girl" and "Man in the Moon," The Xavier Review, Vol. 10, Nos. 1 and 2, 1992, 30-42 1991 CCCC Bibliography of Composition and Rhetoric, 1989, Ed.,Erika Lindemann. Contributing Bibliographer. Carbondale: Southern Illinois University Press, 1991

"From Writing Lab to Writing Center: Reinventing, Advancing, and Expanding" (co-authored with Henry Wilson of UT-Knoxville), in The Writing Center: New Directions, Ed., Ray Wallace and Jeanne Simpson. New York: Garland Publishing, 1991, 56-72

1989 "Style and Technical Writing," in Technical and Business Communication: Bibliographic

Essays for Teachers and CorporateTrainers, ed. Charles H. Sides. Urbana and


Washington: National Council of Teachers of English and The Society for Technical Communication, 1989

CCCC Bibliography of Composition and Rhetoric, 1988, Ed., Erika Lindemann. Contributing Bibliographer,1989 CCCC Bibliography of Composition and Rhetoric, 1987, Ed., Erika Lindemann. Contributing Bibliographer, 1989 1987 Longman Bibliography of Composition and Rhetoric, 1986, Ed., Erika Lindemann. Contributing Bibliographer, 1987 1986 Abstract of "Pre-Writing Strategies and Higher-Order Reasoning," AILACT Bulletin, June 1986, 10 "The Morphology of the Middle English Metrical Romance," Essays in Poetics, 11, 1 (1986), 1-21 Longman Bibliography of Composition and Rhetoric, 1984-85, Ed., Erika Lindemann. Contributing Bibliographer, 1986 1985 "A Cognitively Based Composition Course: The Need for Sequence," North Carolina

English Teacher, 42 (Winter 1985) "The Lexical Cohesion of Combined and Decombined Sentences" (ERIC Document ED 247 526), 18 pp. on microfiche, Resources in Education, 1 (January 1985) 1982 "Aural Interlace in 'The Battle of Brunanburh,'" Language and Style (Fall 1982) "Brochures: A Teaching Rhetoric," The Technical Writing Teacher (Fall 1982) 1981 "A Textual Error in Thomas Lodge's A Margarite of America (1596)," The Library (June 1981) 1980 An Old-Spelling Critical Edition of Thomas Lodge's "A Margarite of America" (1596).

Salzburg Studies in English Literature, No. 96. Salzburg, Austria: Institute for English and American Studies, University of Salzburg, 1980. 247 pp.

PRESENTATIONS RELATED TO WRITING 1997 "Sharing Disciplinary Secrets: Case Studies to Bridge the Gulf of Academic Cultures" at

the 3rd National Writing Across the Curriculum Conference, Charleston, SC, Feb. 8. 1995 Informal Presentation on Writing Across the Curriculum: Steps Taken at WCU at the 2nd

National Conference on Writing Across the Curriculum, Charleston, SC, Feb. 3.


1994 Presentations on NC Writing Project Level II (in England) and on "Writing our Southern Autobiographies," The Gulf Coast Conference on the Teaching of Writing, Point Clear, AL, August 8-9. 1993 Presentation on "Designing Effective Writing Assignments Across the Curriculum" at the

1st Writing Across the Curriculum National Conference, Charleston, SC, Feb. 18. 1992 Presentation on "House of Memories" at Freshman English Section, South Atlantic

Modern Language Association Annual Conference, Knoxville, TN, Nov. 13. 1992 Presentation (with Elizabeth H. Addison) on "Using Journals in General Education

Classes" for the General Education Faculty, WCU, September. 1990 Presentation on Persuasive Writing at the McCallie School, Chattanooga, Tennessee, April 9 1988 Keynote Address at Conference of English Instructors Annual Meeting, Winston-Salem,

NC, April 22

Presentation on Student-Teacher Collaboration in Case-Study Design, Penn State Conference on Rhetoric and Composition, State College, PA, July 7

Presentation on Writing Center Research, Miami Sentence-Combining Conference, Oxford, Ohio, October 22

1987 "Creating Writing Communities in the Classroom," North Carolina English Teachers

Association Annual Convention, Greensboro, NC 1986 "A Writing Workshop Model," North Carolina English Teachers Association Annual

Convention, Charlotte

"Writing Placement and Writing Competency," Conference of English Instructors Annual Meeting, Central Piedmont Community College, Morganton, NC

1984 "Designing a Writing Assignment Sequence on the Basis of Levels of Cognitive Development," North Carolina English Teachers Association Annual Convention, Winston-Salem, NC 1983 "The Lexical Cohesion of Combined and De-combined Sentences," Second Miami Sentence- Combining Conference, Oxford, Ohio "Lexical Cohesion and Topic Occurrence in Well-Written Editorials," CCCC Annual Convention, Detroit 1982 "Lexical Collocation and Topical Series in Student Writing," South Atlantic Modern Language Association Annual Convention, Atlanta, GA


"Lexical Cohesion and Writing," North Carolina English Teachers Association Annual Convention, Greensboro, NC

"What Our Students Can Learn from Lexical Cohesion Studies," Penn State Conference on Rhetoric and Composition, State College, PA

1979 "Towards an Integration of Grammar and Style," Tennessee Philological Association

Annual Meeting, Carson-Newman College, Jefferson City, TN PROFESSIONAL PREPARATION RELATED TO WRITING 2006 Table Leader, Advanced Placement English Literature and Composition Exam, Daytona

Beach, Florida, ETS, June 10-19 2005 Table Leader, Advanced Placement English Literature and Composition Exam, Daytona

Beach, Florida, ETS, June 8-17. 2004 Table Leader, Advanced Placement English Literature and Composition Exam, Daytona

Beach, Florida, ETS, June 7-16. 2003 Table Leader, Advanced Placement English Literature and Composition Exam, Daytona

Beach, Florida, ETS, June 8-17. 2002 Table Leader, AP English Literature and Composition Exam, Daytona Beach, Florida,

ETS, June 13-21 2001 Table Leader AP English Literature and Composition Exam, San Antonio, Texas, June

15-23 2000 Table Leader, AP English Literature and Composition Exam, San Antonio, Texas, June

16-24 1999 Chief Reader, North Carolina Writing Project/Wake Forest University Writing Study, May 1998 Participant and Grant Recipient, National Writing Project Site Directors’ Meeting,

National Council of Teachers of English Annual Convention, Nashville, Nov. 21-23 1997 Participant and Presenter, National Writing Project Site Directors' Meeting, National

Council of Teachers of English Annual Convention, Detroit, Nov. 19-22. Reader, SAT II Writing Examination, ETS, Philadelphia, PA Co-Leader, 16th Annual Mountain Area Writing Project Summer Institute, UNCA, July 7-Aug.1


Reader and Table Leader, Graduate Management Issue and Argument Examinations, ETS, East Brunswick, NJ Reader, Advanced Placement English Language Examination, ETS, San Antonio, TX 1996 Presenter and Participant, National Writing Project Site Directors' Meeting, National

Council of Teachers of English Annual Conference, Chicago, Nov. 21-24 Participant, NCWP State Writing Project Site Director's Meeting, NCETA, Winston-Salem, October 25 1995 Participant, National Writing Project Site Directors' Meeting, National Council of

Teachers of English Annual Conference, San Diego, CA, Nov. 16-18 1994 Co-Leader, NC Writing Project in England to Study English State School Writing Programs, June-July 1993 Participant, National Writing Project Site Directors' Meeting, National Council of

Teachers of English Annual Conference, Pittsburgh, PA, Nov. 18-20 1992 Participant, National Writing Project Site Directors' Meeting, National Council of

Teachers of English Annual Conference, Louisville, KY, Nov. 20 Participant, State Writing Project Directors Meeting, North Carolina English Teachers Association, High Point, Oct 3 1992 Participant, The University of Chicago's 21st National Institute--Teaching Writing and Social Difference, April 25-27, Chicago 1991 Participant, CCCC Winter Workshop on Teaching Composition to Undergraduates, Clearwater, FL 1989 National Endowment for the Humanities Summer Seminar in "The Emergence of Children's Fairy Tales" with Uli C. Knoepflmacher, Princeton University, Princeton, NJ 1983 Reader and Table Leader for Advanced Placement (English), National Teacher Examinations, Praxis, SAT II, and GMAT Exams Educational Testing Service, Princeton, NJ 1988 Participant, Writing Competency Test Design Workshop, North Carolina State Department of Public Instruction, Raleigh, NC Participant, Conflict over Content Institute, The University of Chicago


Participant, CCCC Winter Workshop on Teaching Composition to Undergraduates, Clearwater, FL Participant, WCU Faculty Retreat on Teaching Higher-Order Thinking, Waynesville, NC 1985 Participant, Cognitive Frameworks and Higher-Order Reasoning Institute, The University of Chicago

Participant, Models for Excellence: Improving Writing in the Schools Conference, NCTE, Cedar

Rapids, Iowa 1984 National Endowment for the Humanities Summer Seminar in "Late Medieval Fictions"

with the late Donald R. Howard, Stanford University, Palo Alto, CA Participant, Conference on Writing Assessment, The National Testing Network in Writing, Florida State University, Tallahassee, FL 1983 Participant, National Endowment for the Humanities Classical Rhetoric and the Teaching

of Composition Conference, Catholic University, Washington, DC Participant, Purdue University Rhetoric Seminar, West Lafayette, IN 1982 Participant, Technical Writing Institute for Teachers, Rensselaer Polytechnic Institute, Troy, NY 1981 National Endowment for the Humanities Summer Seminar in "Style and the Structure of Discourse" with Joseph M. Williams, The University of Chicago RELATED SERVICE AND PRESENTATIONS 2005 Judge, Senior Projects, Smoky Mountain High School, Webster, NC 2004 Judge, Senior Projects, Smoky Mountain High School, Webster, NC 2003 Judge, Senior Projects, Smoky Mountain High School, Webster, NC 2002 Judge, Senior Projects, Smoky Mountain High School, Webster, NC 1999 Presenter, “AfterBabel or Alice’s Fall into Language,” Third Biennial Conference on

Modern Critical Approaches to Children’s Liteature, March 25-27 1998 Lecturer,. Highlands Hudson Library Lecture Series, on “The Number Three and the

Concept of Threeness in Literature” Highlands, NC, May 13 1997 Presenter, "The Necessary Fall: Innocence and Experience in Hoban's The Mouse and

His Child," SAMLA Children's Literature Discussion Circle, Nov. 14, Atlanta


Judge, North Carolina Writing Award, UNCA, May 10 Reviewer, "A Case for Writing," book manuscript, for Addison Wesley Longman, May 1, 1997 "Alice in Mathmagicland" at the Second Biennial Conference on Modern Critical Approaches to Children's Literature, Nashville, TN, April 12 1996 "A Grammar of the Short Sentence: Punctuation and Point in All the King's Men,"

College English Association Program at the Annual Meeting of the Modern Language Association, Washington, DC, Dec. 29

Reviewer, "The Call to Write," finished draft of a composition text, for Harper Collins Publishers, August

"Russell Hoban's 'The Mouse and His Child': The Fairy Tale in a New Key," The 23rd Annual International Children's Literature Association Conference, Charlotte, NC, June 6-9

Lecturer, Highlands Hudson Library Series, on "Curious and Curiouser: Lewis Carroll and the Real Alice," Highlands, NC, May 8

Workshop Leader, "Fairy Tales and Gender," Our Daughters at Work Day, WCU English Department, April 25 1995 Chaired Session on Writing at the 2nd National Writing Across the Curriculum Conference, Charleston, SC, Feb. 3 Reviewer, "The Call to Write," a composition text, for Harper Collins Publishers, November 1992 Reviewer, three writing texts for McGraw-Hill and HarperCollins Publishers, June-August

Co-Director (with Prof. Joan Lance of UNC-A), The Mountain Area Writing Project, Affiliate of both the North Carolina and National Writing Projects, July 6-31

Associate Chair, "Individual and Social Approaches in the Classroom" Session, CCCC Annual Convention, Cincinnati, OH, March 19

1991 Co-Director (with Prof. Joan Lance of UNC-A), The Mountain Area Writing Project,

Affiliate of both the North Carolina and National Writing Projects, July 8-August 2 Reviewer, developmental writing text for McGraw-Hill Publishers, November


Lecturer, Hudson Library Series, on "Fairy Tales and the Emergence of Childhood," Highlands, NC, September 12 Lecturer, Hudson Library Lecture Series, on "James Joyce and Ireland," Highlands, NC, February 20 Co-Author, "Holistic Scoring Workshops: A Visiting Scholar Proposal," April Coordinator, English Proficiency Examination, Western Carolina University 1990 Co-Author, "Coming Into Consensus: A Proposal to Improve the Holistic Scoring Reliability of Freshman English Faculty," a Successful Application for a Vice- Chancellor's Instructional Improvement Grant, Western Carolina University, April

Judge, North Carolina Writing Award Competition, North Carolina Department of Public Instruction, April-May

Co-Presenter, "Catalytic Conversion: Igniting Faculty through a Seminar on Teaching," Southern Regional Faculty and Instructional Development Consortium Annual Conference, Greensboro, Feb. 12

Chair, "Real Readers-Real Writers" session at Conference on College Composition and Communication Annual Convention, Chicago, March 23

1989 Presenter, "How to Use Peer Groups in Writing Classes," WCU English Faculty, Webster, NC Co-Director and Lead Teacher (with Dr. Mo Wheeler), WCU Annual May Seminar in Teaching Excellence

Co-Presenter, "The Faculty Seminar as a Tool for Teaching Excellence," Conference on Issues in College Teaching," USC-Coastal Carolina College, Conway, SC, October 21

1988 Facilitator, Tryon City Schools (Tryon, NC), Two-Day Workshop for Faculty on "Writing Across the Curriculum" Presenter, Successful College Teaching Conference, sponsored by The University of Florida, Orlando, FL

Participant, National Collegiate Honors Conference, Dallas, TX (faculty sponsor, with Dr. Karl Nicholas, for a group of ten WCU honors students)

Presenter (with WCU Revolving Institutional Exchange Team), Georgia College, Milledgeville, GA Participant, Southern Regional Faculty and Instructional Development Conference, Chapel Hill, NC


Co-Director and Lead Teacher (with Dr. Elizabeth Addison), WCU Annual May Seminar in Teaching Excellence

1987 Facilitator, Jackson County (Sylva, NC) Public Schools, Eight-Week In-Service

Workshop for Faculty on "The Writing Process" Chair, Advanced Composition Session, CCCC Convention, Atlanta, GA Co-Director and Lead Teacher (with Dr. Karl Nicholas), WCU May Seminar for Honors Faculty 1986 Co-Director and Lead Teacher (with Mr. Ben Ward), First WCU May Seminar in

Teaching Excellence (a Three-Week Faculty-Development Project Sponsored by the Vice-Chancellor for Academic Affairs)

1985 Co-Director and Lead Teacher (with Mr. Ben Ward), Project All-Write, a Z. Smith

Reynolds-Funded Summer Writing Program for North Carolina Community College Teachers

1985-88 Member, Teaching Effectiveness Task Force and AASCU Revolving Institutional

Exchange Team, whose mission was to re-energize and renew teaching effectiveness at WCU

1983- Coordinator, Buncombe County (Asheville, NC) CLASP Project, an Advanced

Placement Program Linking High Schools with the University 1981-83 Writing Program Observer, Sponsored by a Strengthening Developing Institutions

Grant, Visited Such Programs as Those at The University of Iowa, Grinnell College, The University of North Carolina at Wilmington

1981 Successful Applicant, National Endowment for the Humanities "Writing Across the

Humanities" Institute at Beaver College, PA (Three WCU Faculty Participated) ORGANIZATIONS National Council of Teachers of English Conference on College Composition and Communication Children's Literature Association Modern Language Association Conference of English Instructors, Executive Committee Member South Atlantic Modern Language Association Jacob Sebastian Babb 64 Woodsedge Drive [email protected] Asheville, NC 28803 (828) 736-0297


EDUCATION

• M.A. English, Western Carolina University, Summer 2005

• B.A. History, Cum laude, Western Carolina University, Spring 2003

• Thesis: “Walkynge in the Mede:” Chaucer’s Gardens and the Recasting of the Edenic Fall. Director: Brian Gastle, Western Carolina University, Summer 2005

PROFESSIONAL EXPERIENCE

• Visiting Instructor/Lecturer, Department of English, Western Carolina University, Fall 2005-Present

• Teaching Assistant: Composition Instructor, Department of English, Western Carolina

University, Fall 2004-Spring 2005

• Project Director, “What Makes Good Writing,” University Writing Center, Western Carolina University, Summer 2003-Summer 2004

• Graduate Assistant: Writing Tutor, University Writing Center, Western Carolina

University, Summer 2003-Summer 2004

• Writing Tutor, University Writing Center, Western Carolina University, Fall 2002-Spring 2003

• History Tutor, Catamount Academic Tutoring Center, Western Carolina University,

Spring 2002-Fall 2002 COURSES TAUGHT

• English 101, Composition I - Fall 2004, Fall 2005, Summer 2006, Fall 2006 • English 102, Composition II - Spring 2005, Fall 2005, Spring 2006, Fall 2006 • English 207, Popular Literature and Culture - Spring 2006

PRESENTATIONS

• “The Implied Author and Unreliable Narrators: A Justified Reading of Hogg’s Confessions,” Western Carolina University Graduate Symposium, Spring 2005


• “Colonial Ambivalence: Semicolonialism in Joyce’s Ulysses and Faulkner’s Light in August,” Western Carolina University Graduate Symposium, Spring 2004

• “Little Britain Wemmick and Walworth Wemmick: Identity Theory and Great

Expectations,” Western Carolina University Graduate Symposium, Spring 2004

• “Abolitionist First and Poet Second: John Greenleaf Whittier,” Western Carolina University Undergraduate Research Expo, Spring 2003

• “A Failed Invasion: The Maryland Campaign of 1862,” Western Carolina University

Undergraduate Research Expo, Spring 2003

• “How the Mighty Have Fallen: The Decline of Roman Britain,” Western Carolina University Undergraduate Research Expo, Spring 2001

PUBLICATIONS

• “The Language of Social Inequality,” The Gadfly: A Journal of Irony and Social Criticism, Spring 2004

• “The Sleepers Must Awaken,” The Gadfly: A Journal of Irony and Social Criticism, Fall

2003

• “How the Mighty Have Fallen: The Decline of Roman Britain,” Tuckaseegee Valley Historical Review, Spring 2001

SERVICE

• Committee Member, First Year Composition Committee, Fall 2005-Spring 2006 MARSHA LEE BAKER Western Carolina University Post Office Box 633 Department of English Cullowhee, NC 28723 Cullowhee, NC 28723 828.586.1777 828.227.3965 or 3265 [email protected] EDUCATION

University of North Carolina at Greensboro, Greensboro, North Carolina Ph.D., English, August, 1995


Dissertation: “Reuniting Word and Deed: Negotiation for Real Cultural Peacemaking and Authentic Classroom Writing”

Dissertation Director: Hephzibah Roskelly Major Area: Rhetoric and Composition

Minor Areas: American Literature to the Twentieth Century and

Twentieth-Century American Literature M.A., English, May, 1991 Area of Concentration: Teaching Mars Hill College, Mars Hill, North Carolina B.A., magna cum laude, Theatre Arts, May, 1977

SCHOLARSHIP

Publications (off campus):

Baker, Marsha Lee. Imagining Peace: A Multicultural Literary Collection. Book proposal written; project in development.

--. “Portfolio-Based Program Assessment: An Annotated

Bibliography.” Small Changes: Sources and Resources for Writing Program Administrators. Trish Roberts-Miller, ed. Mahwah, NJ: Lawrence Erlbaum. (collection under consideration)

--. “Get Real: Violence in Popular Culture and in English Class.” A

Curriculum of Peace: Selected Essays from English Journal. Virginia R. Monseau, ed. Urbana, IL: NCTE. 2004.

Holmes, Marsha Lee. “Why Write a Dissertation?” Welch, Nancy et

al, eds. The Dissertation and the Discipline: Reinventing Composition Studies. Cross Currents Series. Charles I. Schuster, ed. Portsmouth, NJ: Boynton/Cook. 2002. 119-25.

--. “Assessing Students’ Attitudes about Research.” Virginia

English Bulletin 51.1 (2001): 52-57. --. “Teachers and Scholars of Literature: Weaving Our Work with

Bakhtinian Threads.” The Virginia English Bulletin 50.1 (2000): 52-57.

--. “Get Real: Violence in Popular Culture and in English Class.”

English Journal 89.5 (2000): 104-10.


--. “Betwixt a Lamb and a Monarch: Pamela’s Rhetoric of Place in Sidney’s Old Arcadia.” Postscript (Proceedings from the Philological Association of the Carolinas Conference), 12 (1995): 79-85.

Roskelly, Hephzibah and Marsha Lee Holmes. “Current Research:

Defining, Researching, and Nurturing Literacy.” North Carolina English Teacher 51.1 (1993): 15-17.

Publications (on campus):

Baker, Marsha Lee et al. Magic in the Process: Writing and Reading to Teach and Learn. Alan Altany, ed. Coulter Faculty Center Booklet Series. No. 6. Cullowhee: Western Carolina University. 2004.

Baker, Marsha Lee, ed. with graduate student editor(s). Manual

for First-Year Composition, English Department, annually, 1999-2005.

Holmes, Marsha Lee, Terry Nienhuis, and Nicol Nixon. “Put the

Chairs in a Circle to Improve Learning.” Faculty Forum 11.4 (1998).

Holmes, Marsha Lee. “Teaching through the Computer.” Guide for

Department of English Teaching Assistants. University of North Carolina at Greensboro. 1995.

Presentations (off campus, presented in panel format unless

otherwise indicated):

“Listening as a Nonagonistic Rhetorical Act.” Organizer and presenter for panel, Do Students REALLY Change Their Minds in Composition Courses?” Annual convention, Conference on College Composition and Communication, March 2007 (accepted; forthcoming)

Should Teachers Take Sides in Political Controversies?

Justification, Methods, and Ethical Boundaries. Co-facilitator. Full-day workshop by Rhetoricians for Peace. Annual convention, Conference on College Composition and Communication, March 2007 (accepted; forthcoming).

“Centering Peace: Theorizing Pedagogies for Rhetorical Action.”

Selected as Feature Session for annual convention, Conference on College Composition and Communication, March 2006.


“War Eulogies as Misunderstandings of Occasion.” Annual

convention, Conference on College Composition and Communication, March 2005.

War is Peace, Ignorance is Strength, Freedom is Slavery: Peace in

Orwellian Times. Co-facilitator. Half-day workshop by Rhetoricians for Peace. Annual convention, Conference on College Composition and Communication, March 2005.

“A Curriculum of Peace: from Columbine to Bagdad.” Fall

convention, National Council of Teachers of English, November 2004.

“On Confusing ‘Professional’ with ‘Profession’: Constructing the

Professional Lives of WPAs.” Roundtable presenter. Fall Retreat, Carolinas Writing Program Administrators, September 2004.

“The Enterprise: The Classroom’s Reality.” Panel organizer and

presenter, “Beam Me Up, Scotty!” PDAs in the Classroom. Annual convention, Conference on College Composition and Communication, March 2002.

“Using a PDA: Notes from a Novice.” Annual conference, Teaching

and Learning through Technology Collaborative, University of North Carolina, May 2001.

Boredom in the Composition Classroom. Session organizer and

chair, Annual convention of South Atlantic Modern Language Association, November 2000.

“Matters of Language: Research as a Means to an End.” Fall

convention, National Council of Teachers of English, November 2000.

Doctoral Alumni Roundtable. Invited speaker. Department of

English, University of North Carolina at Greensboro, Spring 2000.

“Making Work and School Real: Violence in Popular Culture as a

Classroom Topic.” Invited Presenter, Assembly on Literature for Adolescents, Fall convention, National Council of Teachers of English, November 1999.


“Transforming the World and Word in School: Studying Violence in Popular Discourse.” Spring convention, National Council of Teachers of English, March 1999.

Rewiring for the Millennium: Integrating Technology and Pedagogy.

Organizer and presenter. Half-day workshop. Annual convention, Conference on College Composition and Communication, March 1999.

“Teaching Violence to Learn Non-violence: Paulo Freire's

Generative Themes and Dialogical Practices.” Fall conference, North Carolina English Teachers Association, October 1998.

“Technologies: Theory and Interpretation.” Chair. Annual

convention, Conference on College Composition and Communication, March 1998.

“Scholars and Teachers: Weaving our Work with Bakhtinian

Threads.” Co-organizer of special session and presenter, Opening Texts/Opening Classrooms: Bakhtin and Literary Studies. Annual conference, Philological Association of the Carolinas, March 1998.

“Rhetoric and Otherness in Eighteenth- and Nineteenth-Century

Writing Practices.” Chair. Annual convention, Conference on College Composition and Communication, April 1997.

“Nineteenth Century American Literature: Women Writers.”

Annual conference, Philological Association of the Carolinas, March 1997.

“How to Stop Performing and Start Negotiating: A Burkean Look at

Dissertation Writing.” Co-facilitator. Half-day workshop, Reinterpreting the Dissertation: Problems, Process, Possibilities. Annual convention, Conference on College Composition and Communication, March 1996.

“Re-Envisioning a Poetics for Peace: The War Eulogy.” Annual

conference, Philological Association of the Carolinas, March 1995.

“Betwixt a Lamb and a Monarch: Pamela’s Rhetoric of Place in

Sidney’s Old Arcadia.” Annual conference, Philological Association of the Carolinas, March 1994.


“Surviving Major Surgery: Assertiveness, Wholeness, and Your Body’s Health.” Women’s Studies Conference on Science and Health, University of North Carolina at Greensboro, February 1994.

“Contesting the Uncontested: A Feminist Response to War Eulogy.”

Women’s Studies Conference on Multicultural Women’s Studies, University of North Carolina at Greensboro, December 1993.

“Toward a Morality of Non-violence: Re-Reading Love in Marie de

France’s Lais.” Annual convention, Southeastern Medieval Association Conference, October 1992.

“Epideictic and Woman: The Future of War.” Penn State

Conference on Rhetoric and Composition, July 1991. “The Only Marital Dialogue in Dublin: Rhetorical Strategies in the

Final Scene of Joyce's 'The Dead'.” Annual conference, Philological Association of the Carolinas, March 1991.


Presentations (on campus):

“Conferencing with Students in Small Groups.” Co-leader. First-Year Composition Program Workshop, Fall 2006.

“Reading in the Composition Classroom.” Leader. First-Year

Composition Program Workshop, Fall 2006. “Why SoTL?” Invited speaker. Second annual SoTL Faire, Spring

2006. “Experience Teaching with Your Mouth Shut.” Roundtable

organizer and presenter. First Annual WCU SoTL Faire, February 2005.

“Scholarship of Teaching and Learning at WCU: Course-Based

Studies about Our Students’ Learning.” Roundtable presenter. First Annual WCU SoTL Faire, February 2005.

“Portfolio-Based Program Assessment: Research in Progress.”

Presenter. Qualitative Research Faculty Group, Spring 2002.

“Teaching with Daedalus Online.” Co-trainer. English

Department, Fall 1999. Daedalus Jumpstart Student Orientation Sessions. Trainer, Fall

1998 and Fall 1999. Train-the-Trainer Workshops for Daedalus Jumpstart Student

Orientation. Co-leader, Fall 1998 and Fall 1999. “Basic Teaching Activities and Functions in Daedalus Integrated

Writing Environment.” Co-trainer. English Department, Fall 1997.

“Epideictic: A Ceremonial Challenge.” Presenter. Annual Colloquy

Series, English Department, November 1997. “Teaching Grammar and Punctuation Usage: An Editing Workshop

for First-Year Composition.” Leader. Teaching Workshop Series, Department of English, Wake Forest University, February 1997.

“Facilitating Small Groups: Working with Writing-in-Progress.”

Leader. Teaching Workshop Series, Department of English, Wake Forest University, November 1996.


Consultations:

Consultant, Gender and the Rhetoric of Preaching. Research Project funded by the Carpenter Foundation through the Resource Center for Women and Ministry in the South. Project Administrator: Jeanette Stokes. Project Director: Carter Shelley. 2001-2003.

Workshop Co-Leader and Plenary Session Participant, Course

Development Workshop for Faculty. Sponsored by International Center for Computer Enhanced Learning, Wake Forest University, June 1999.

Consultant for selection of software program for teaching writing

across the curriculum. Learning Across the Curriculum Committee, Eugene Hermittee, Committee Chair, Johnson C. Smith University, May 1999.

Consultant for incorporation of technology in writing program.

Faculty Team from Chatham College, Pittsburgh, PA. Sponsored by International Center for Computer Enhanced Learning, Wake Forest University, Winston-Salem, NC, May 1999.

Member of consultation group on uses of technology for teaching,

learning, and administration. Delegation from NC Central University on-site at WCU. February 1999.

Performances:

Multiple characters. The Vagina Monologues. Acting, Ensemble. The Women’s Center, University Center, Western Carolina University, Spring 2004.

Dawn DeVito, The Universal Language. Acting, Lead Role. Second

Stage, Niggli Theatre, Western Carolina University, Spring 2000.

Reviews (textbooks in rhetoric-composition):

Being a Writer: A Community of Writers Revisited, 1st ed. McGraw-Hill, Fall 2002. The Call to Write, brief ed. Longman, Spring 2000. Writing in Sync, manuscript. McGraw-Hill, Spring 2000.


Outside Reader (for referred journals):

Transformations: The Journal of Inclusive Scholarship and Pedagogy. New Jersey City University, Jersey City, NJ.

Virginia English Bulletin. Radford University, Radford, VA.

Grants:

WCU Chancellor’s Professional Development Fund ($500) for presentation at annual convention for Conference on College Composition and Communication. Spring 2006. (partially granted)

Hunter Scholar award to develop Imagining Peace: A Multicultural

Literary Collection. (not granted) WCU Microgrant ($185) for participation as board member in fall

conference of Carolinas Writing Program Administrators. Fall 2005. (not granted)

WCU Summer Research Fellowship ($1500). Literary

Peacemaking. Summer 2005. (granted) WCU Microgrant ($185) for participation as board member in fall

conference of Carolinas Writing Program Administrators. Fall 2004. (granted)

WCU Microgrant ($250) for presentation at annual convention for

Conference on College Composition and Communication. Spring 2005. (granted)

WCU Chancellor’s Professional Development Fund ($500) for

presentation at annual convention for Conference on College Composition and Communication. Spring 2005. (granted)

Writing Program Administrators Council ($2000) to develop links

between learning outcomes and program assessment. Spring 2004. (not granted)

WCU Microgrant ($700) for Winter Workshop on Teaching with

Technology and Service Learning. Conference on College Composition and Communication. Spring 1998. (granted)

List-servs:


Writing Program Administrators. WPA-L. Spring 1999-present. Rhetoricians for Peace. RFP-L. Spring 2004-present.

Professional Development:

Civic Engagement Faculty Learning Community. 2005-present. WCU Qualitative Research Group, 1997-present. American Association of State Colleges and Universities Grants

Resource Center Workshop, sponsored by WCU Office of Research Administration. Spring 2005.

Rhetoricians for Peace. Half-day workshop sponsored by Conference on College Composition and Communication. Spring 2004.

TEACHING

Associate Professor, Western Carolina University, 2003-present Assistant Professor, Western Carolina University, 1997-2003

Graduate Teaching:

o Fundamentals of Teaching Composition o History of Rhetoric o Special Topics in Contemporary Composition Studies

Graduate Mentoring:

o Sponsor for Graduate Symposium session, Spring 2006. o Committee member, master’s thesis committees (11). 1998-

present. o Member of doctoral dissertation committee (2). 2003-present. o Director of master’s thesis committee (3). 1999-present. o Judge, Huguelet Outstanding Graduate Assistant Teaching

Award. 1999-2005. o Supervisor, research assistant for scholarship of teaching and

learning project. Fall 2004. o Supervisor, graduate assistant for First-Year Composition

Program (3). Fall 2001, Fall 2002, Spring 2004. o Co-presenter with two second-year master’s students at

national conference. 2001-2002. o Co-researcher and workshop leader with second-year master’s

student at national conference. 1998-1999. o Examination reader, master’s comprehensive examinations in

rhetoric-composition and American literature. 1997-present.


o Teaching observer, second-year master’s teaching assistants (25). 1999-present.

o Teaching mentor, second-year master’s teaching assistants (4). 1998-present.

o Teaching advisor, first-year master’s teaching apprentices (4). 1997-present.

Undergraduate Teaching:

o First- and second-semester composition o Developmental composition o Upper-Level Perspectives in literature o First-Year Seminar in literature o Writing for careers o Fundamentals of teaching composition o Independent studies composition course (UNC Chapel Hill

Continuing Education). Co-authored complete course revision, 2004-05.

Undergraduate Mentoring:

o Sponsor for Undergraduate Expo session, Spring 2006 o Advisor for English majors and minors o Faculty member of Honors College o Faculty member in Academic Learning Communities/First-Year

Interest Groups

Recognition: o Initiate, Phi Kappa Phi National Honor Society, 2001. o Recipient, Chancellor's Distinguished Teaching Award, 1999-

2000. Professional Development:

o Open Classroom Circle, 2005-06. o Teaching With Your Mouth Shut Faculty Learning Community,

2003-04 and 2004-05. o WCU Summer Institute for Teaching and Learning, 2003, 2004,

and 2005. o The Peaceable Classroom Revisited. Half-day workshop

sponsored by Conference on College Composition and Communication, Spring 2004.

Visiting Assistant Professor, Wake Forest University, 1995-1997

Courses taught: English Writing Seminar and Introduction to American Literature


Teaching Assistant, University of North Carolina at Greensboro, 1991-1995

Courses taught: English Composition I and II University Writing Center Consultant

SERVICE Program Administration:

Director, First-Year Composition Program, Western Carolina University, 1999-2005. o Chair, First-Year Composition Committee, 1999-2005. o Chair, First-Year Composition Program Assessment Task Force,

2001-2002. o Curricular development, including learning outcomes, review of

textbooks, integration of library orientation, involvement with summer reading program, and collaboration with other academic/support resources.

o Faculty development, including workshops, meetings, and roundtables; travel to conferences; and visiting scholars.

o Student assessment, including placement and challenge examinations.

o Program assessment, including end-of-course student portfolios, Fall and Spring retreats, and annual reports.

Assistant Director, First-Year Composition Program, Western Carolina University, 1998-1999. o Collaborated with Director in various aspects of program. o Leadership role for faculty development in writing software

program (DIWE) and in textbook review/adoptions.

Assistant Director, English Department Freshman Composition Program, University of North Carolina at Greensboro, 1992-1993. o Liaison between graduate faculty and students.

Regional Engagement:

o Participant and committee member, American Cancer Society’s Relay for Life, 2002-present.

o Participant and facilitator, Western Carolina Peace Initiative, 2001-present.

o Solicitor, WCU Annual Phonathon. 1997, 1999, and 2001. o Service Provider for WCU Services to Public Schools, 1997-2000. o Presenter, Highlands Lecture Series, 1998-1999 and 1999-2000.


o Presenter, Jackson County Schools Technology Board Workshop, 1999.

o Solicitor, State Employees Combined Campaign for United Way, 1997-1998.

Committees and Task Forces (partial list): Regional:

o Founding Member and Nominating Coordinator, Carolinas Writing Program Administrators, 1999-present. Co-director, 2006-present.

o Secretary of Executive Committee for Composition Section of South Atlantic Modern Language Association, 1999-2000.

UNC System:

o Member, UNC Task Force for study of non-tenure track faculty, 1999-2001.

University:

o Mentor to one out-of-department fixed term faculty member, 2004-present.

o First-Year Cabinet, 2003-2005. o Liberal Studies Assessment Committee, 2002-2004. o Liberal Studies Oversight Committee, 2003-2004. o Women’s Center Advisory Council, 2002-2003. o University Club Board, 1999-2002.

College:

o College of Arts and Sciences Teaching Award, 2003-2006. Department:

o Mentor to one tenure-track and one fixed term faculty member, 2006-present.

o Reappointment, Tenure, and Promotion/Personnel Committee, 2004-present.

o Graduate Advisory Council, 2005-present. o First-Year Composition Committee member, 2006-present. o First-Year Composition Program Review Sub-committee, 2006-

present. o First-Year Composition Committee Chair, 1999-2005. o Non-tenure Track Faculty Task Force, 2001-2003. o Executive Committee, 2000-2002. o Annual Faculty Evaluation Committee, 1998-1999. o Computer Classroom Committee, 1997-1999.


Christopher Grant Blake 766 University Heights Road Cullowhee, NC 28723 (828) 293-5507 [email protected]

______________________________________________________________________________ Education

Doctorate of Philosophy, English Language Linguistics, May 2006 Purdue University, West Lafayette, IN Secondary Area: Education Technology

Advisor: April J. Ginther 4.0 / 4.0 GPA

Master of Science in Education, Educational Studies, May 1999 Purdue University, West Lafayette, IN 4.0 / 4.0 GPA

Bachelor of Arts, Secondary English Education, May 1993 Purdue University, West Lafayette, IN Summa Cum Laude, 6.0 / 6.0 GPA

Scholarly Work

Dissertation___________________________________________________________________

“The Potential of Text-Based Internet Chats in the Development of ESL Oral Fluency.” In this thesis, I examine whether English as a second language speakers can improve their oral fluency in a text-based, computer mediated learning environment. The research comprises a six-week experimental course in which participants were randomly assigned to three separate learning environments: a traditional face-to-face classroom; a text-based, Internet chat classroom; and a control environment. Fluency in this study is based on five temporal measures. Statistical analysis of the pretest to posttest gain scores reveals that participants in the computer mediated environment made gains in fluency that were significantly stronger than those made in the face-to-face and control groups. I argue that these results provide evidence that certain computer mediated distance learning environments may be useful in the development of oral fluency among second language learners.

Committee: April Ginther (Chair), Margie Berns, Scott Schaffer, Alexander Francis


Conference Presentations_____________________________________________________

Blake, C.G., (2005, July) “Revision of an ITA Curriculum: A Case Study.” In A. J. Ginther (Chair), Toward an Ecological Approach to International Teaching Assistant Preparation, Symposium conducted at the 14th World Conference of Applied Linguistics, Madison, Wisconsin.

Blake. C.G. (2005, July) “Now she’s fluent – Now she’s not: Issues in defining and measuring

fluency from a World Englishes perspective.” Paper presented at the 11th Annual International Association for World Englishes Conference, Purdue University.

Blake, C.G, & Zhen, Z. (2003, March) “The Potential of CALL in China.” Paper presented at

TESOL 2003, Baltimore, Maryland.

Blake, C.G. (2002, October) “A Sociolinguistic Profile of English in China.” Paper presented at the

9th Annual International Association for World Englishes Conference, University of Illinois

at Urbana-Champaign.

Research Interests _______________________________________________________

Second Language Acquisition, Educational Technology, Distance Education, English as a Second Language, Applied Linguistics, World Englishes, Sociolinguistics

Teaching Experience Domestic Higher Education __________________________________________________________

Instructor - English 002: Written Communication for International Graduate Students Purdue University, Fall 2005

Course designed to help international graduate students become more proficient at writing in a variety of academic and professional genres.

Instructor - English 227: Elements of Linguistics Purdue University, Spring 2005

Course required for undergraduate students in English Education. Introduces students to

dimensions in human language including syntax, morphology, phonology and sociolinguistics.

Instructor - English 001T: Classroom Communication for International Teaching Assistants

Purdue University, Fall 2001 - Fall 2004


Course focuses on helping prospective graduate TAs improve their oral communicative

ability in ESL.

English Composition Tutor Purdue University Writing Lab, 1991- 1993

Assisted over 200 American and international students on writing assignments and graduate papers. Developed a self-instructional resource center for ESL students.

Dean of Students Tutor

Horizons Program, Purdue University, 1991- 1992 Overseas Teaching ________________________________________________________________

Instructor - Advanced College Composition Changchun, P.R.China. College of Optics and Fine Mechanics, Fall 1993 - Spring 1995

One semester course patterned after freshman level ESL writing courses in the United States. Students instructed in variety of genres with attention given to EFL writing issues.

Instructor - Business English for College Seniors Changchun, P.R.China. College of Optics and Fine Mechanics, Fall 1993 - Spring 1995

One semester course introduced students to essential elements of oral and written English communication in a joint-venture business environment. Students required to apply for and participate in daily operations of an actual business operating on the campus.

Instructor - Band-4 ESL Prep Course

Changchun, P.R.China. College of Optics and Fine Mechanics, Fall 1993 – Spring 1995 One semester course prepared college sophomores for taking the Band-4

standardized college English exam.

Public School Teaching _______________________________________________________

Indiana State Licensed English Teacher for grades 5-12 Teacher – 9th Grade English Student Teaching Practicum. Tippecanoe School Corporation, Fall 1992

Prepared and taught lessons for Regular and Advanced 9th grade English classes.

Substitute Teacher Tippecanoe School Corporation, Spring 1999

Taught a range of junior high and high school classes on a temporary basis.


Additional Academic Experience and Skills Education Technology _____________________________________________________________

Secondary Area of PhD Study: Education Technology EDCI 591 - Foundations of Distance Education EDCI 660 – Strategic Evaluation of On-Line Learning ENGL 590 - Designing a Web-Based ESL Curriculum Experience with a wide range of computer platforms, Internet applications, and software programs including: analyzing quantitative research data in SPSS; performing linguistic analysis on speech data in PRAAT; delivering course materials in WEBVISTA; designing and maintaining web pages in DREAMWEAVER; organizing bibliographic information in ENDNOTE; and developing multimedia presentations in AUTHORWARE. English 001T On-Line Instructional Designer Purdue Oral English Proficiency Program, Fall 2003-Summer 2004 Designed and implemented a website for delivering instructional materials to instructors and students of a 16 week ESL curriculum. Oversaw the translation of course materials into digital format.

Business Chinese Instructional CD ROM Performer

Purdue Foreign Language Dept, Fall 2000 Participated in an on-line curriculum project funded by the Purdue Multimedia Instructional Development Center. CD-ROM is now used in an on-line component of Chinese 224. http://www.fll.purdue.edu/Chinese/chns224/Templates/index.htm

Database Designer Purdue Oral English Proficiency Program, Fall 2000

While assistant director of the Purdue English as a Second Language program, designed a

database that was used for maintaining examinee test information and generating score reports to academic departments on campus.

Language Testing _________________________________________________________________

OEPT Rater Purdue Oral English Proficiency Program, Fall 2001- Fall 2005

Assess the oral English proficiency of prospective international teaching assistants on campus. Responsibilities include reviewing and rating over 200 language tests per year and participating in ongoing rater training sessions.

http://www.fll.purdue.edu/Chinese/chns224/Templates/index.htm


OEPT Test Developer and Item Writer Purdue Oral English Proficiency Program, Spring 2001- Fall 2001

Collaborated with a team of 4 researchers in the conceptualization, production, and validation of a computer based oral English test. Test replaced Purdue’s use of the SPEAK and is now the primary means for screening the oral English of prospective international TAs on the West Lafayette campus.

SPEAK Supervisor and Rater Trainer Purdue Oral English Proficiency Program, Fall 1999 – Fall 2001 While assistant director of the Purdue English as a Second Language program, managed the scheduling, test administrations, and rater training for the SPEAK—an oral English proficiency test administered to nearly 500 prospective international TA’s each year.

Test Proctor & Administrator Purdue University Testing Center, 1995 - 1998

Administered TOEFL and GRE tests on the Purdue University campus. Developed working knowledge of standardized testing procedures.

Academic Employment

ESL Program Assistant Director Purdue University June 1999-August 2001

-Assisted the Director at all levels of running the ESL and Oral English Proficiency Program.

-Supervised a staff of 14 graduate student instructors. -Maintained regular communication with the Office of the Vice President for Academic Affairs along with departmental faculty and staff across the Purdue University campus. -Prepared monthly budgets and annual program reports. -Coordinated ongoing developments in curriculum and assessment related to the

program. -Oversaw daily operation of the program while the Director was on semester

sabbatical leave.

Advisor & Summer Programs Coordinator

Purdue Programs for Study Abroad

September 1996 - June 1999 -Advised undergraduate students in selecting study abroad programs. -Responsible for the overall facilitation and promotion of Purdue summer study abroad programs. -Prepared and conducted orientations for students planning to study abroad.


Coordinator, Purdue International Friendship Program Purdue International Students & Scholars Office July 1998 - June 1999

-Managed the application process and matching of international students with local residents.

-Organized orientations and functions that involved both families and students. -Produced a quarterly newsletter for participants in the program.

Immigration Clerk Purdue International Students & Scholars Office August 1995 - July 1996

- Assisted international students by processing immigration requests, answering admissions questions, and setting appointments with counselors.

- Developed working knowledge of immigration regulations and procedures.

Instructor of English College of Optics and Fine Mechanics, Changchun, P.R. China August 1993 – May 1995

- Taught ESL courses to Chinese college students in a Scientific English Major program.

- Organized a student-run campus business that provided students with practical business experience. - Developed a Business English course curriculum for the English Department.

Academic Service

Local Committee Member International Association for World Englishes Conference July 2005

Guest Speaker – Technology Workshop for Teachers Purdue Village ESL Program Spring 2003

Assistant to the Chief Editor Books One-Four, New Practical English (Comprehensive Course), Beijing: China Higher Education Press, 2003

Community and International Service

Children’s Ministry Coordinator Upper Room Christian Fellowship, West Lafayette, IN July 2000 – Present


- Responsible for coordinating efforts of 40 volunteer staff to serve over 120 children on

a weekly basis. - Developed and implemented a four-year curriculum for ages 2yr – 6th grade that

covers 36 character qualities.

- Organized and supervised three week-long summer camps for children ages 4yr – 6th grade.

Boy Scout’s of America West Lafayette, IN Fall 2005 - Present

- Leader of Cub Scout’s Den #2 - Organize monthly meetings and activities for scouts and their parents.

New Chauncey Neighborhood Association West Lafayette, IN July 2000-Present - Regularly volunteer services for local neighborhood projects. - Successfully petitioned for speed bumps and stop signs to protect children on a

local street.

Y.W.A.M (Youth With a Mission) Singapore and Bangkok, Thailand September 1988-February 1989

- Served as youth volunteer for orphaned and underprivileged children in Thailand and Singapore. - Assisted community organizations in delivering food and medical provisions to the elderly and indigent population.

International Students and Scholars Office Purdue University 1989-1993

- Assisted in picking up new international students at airport, helping them with orientations and check-ins, and taking them on tours of Purdue campus.

Grants and Assistantships

Teaching Assistantship, Purdue English Dept Contracted for five years (includes tuition waiver), 2001-2006

Research Assistantship, Purdue English Dept


Three-semester contract, 2003-2005

Oral English Proficiency Program Travel Grant Funded at $100 to help cover expenses for presenting at AILA 2005 conference

Purdue University Foundation Summer Grant Funded at $1,960 to conduct dissertation research

Graduate Student Government Travel Grant, 2003 Funded at $200 to cover expenses for presenting at TESOL 2003 conference

Graduate Assistantship, Purdue Programs for Study Abroad Contracted for three years (includes tuition waiver), 1996-1999

Honors, Awards and Affiliations

Honors_______________________________________________________________________

Phi Beta Kappa

Phi Kappa Phi

Dean’s List, Purdue University

Awards_______________________________________________________________________

First Prize: Kneale Literary Award, Papers in ESL Category, 2002

First Prize: Kneale Literary Award, Shakespeare Category, 1993

Outstanding Senior Award, Purdue University English Department, 1993

Affiliations____________________________________________________________________ Teachers of English to Speakers of Other Languages (TESOL)

American Association for Applied Linguistics (AAAL)

International Association for World Englishes (IAWE)

Second Language Proficiency

Chinese Mandarin

- Developed oral fluency in Mandarin through coursework and two years of teaching in China.

- Demonstrated proficiency by functioning as interpreter for Foreign Affairs Officer at School of Optics and Fine Mechanics in Changchun, China.

Coursework

Linguistics Introduction to English and General Linguistics Sociolinguistics

World Englishes


English Syntax and Syntactic Theory Phonology

English Second Language

Second Language Writing English Second Language Theory and Foundations English Second Language Principles and Practice Education International Education Comparative Education Administration in Education Systems The American College and University Personal Dynamics in the Classroom Counseling Multicultural and Diverse Populations Testing Language Testing Research Methodology Introduction to Education Research Methodology Higher Education Law Methods in Social Research Qualitative Research Methods in Education Research Design in Language and Linguistics Education Technology Foundations of Distance Education Strategic Evaluation of On-Line Learning Issues and Methods in Education Technology Research

RICHARD LEWIS BOYER

724 Smathers Street Waynesville, NC 28786 [email protected] Education • B.A. in English, Denison University, Granville, OH, earned 1965. • M.F.A. in English, University of Iowa, Iowa City, IA, earned 1968. Record of Experience

• Graduate Teaching Assistant, Dept. of Rhetoric – University of Iowa, 1967-68 • High School English Teacher – New Trier Township High School, Winnetka, IL 1968-70 • Textbook Representative – Little, Brown & Co., Boston. 1971-1973



o increased sales 100% per year for both years • Textbook Acquisitions Editor – Little, Brown College Division, 1973-78 • Places Rated Partnership w. David Savageau to write and publish Places Rated Almanac 1979 – 2005

(see 15. Professional Development: Creative Works and Activities) • Self Employed author – 1982-1988 • Western Carolina University

o Assistant Professor: Fall 1988 – Spring 1994 o Associate Professor: Fall 1995 – current

Teaching Experience

Undergraduate Courses at 100-400 level . . . . . . . . . . . . . . . . . . . . . . . . . . .Total: 82 sections

• General Education and Liberal Studies – 16 sections • ENGL 401: Writing for Professions – 32 sections • Professional Writing – 31 sections

o Intro to Professional Writing (303) – 5 sections o Non Fiction Writing (306) – 4 sections o Fiction Writing (308, 405, 493) – 19 sections o Senior Seminar – 3 sections o Other Undergraduate English (Literature) – 3 sections

Graduate Courses at 500-600 level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total: 24 • Professional Writing – 14 sections

o Cross Listed 405/505 Advanced Fiction – 3 sections o Writing for Professions (501) – 3 sections o Fiction (608, 593, 693) – 8 sections o Thesis – 10 sections

Quality and Effectiveness of Teaching

• Nominated three times for the Arts and Sciences Teaching Award • Students have published in the following prestigeous journals and venues:

o Wanda Crawford: “Pearls That Were His Eyes.” This short story was accepted at Virginia Quarterly Review.

o Pat McAfee: Slow Walk in a Sad Rain. This path-breaking novel is hailed as the best novel of the Vietnam War, not only by critics in major newspapers and review publications but by soldiers like Dale Dye (author of Full Metal Jacket) and others who actually saw combat.

o Cynthia Stewart: “Me and Otis.” Received the 1994 Arnow Fiction Award this chapter of her collected stories, Fair Play.

o Elizabeth Squire: Kill the Messenger. The first novel in the late Elizabeth’s Peaches Dann series, published by St. Martins Press

o Ralph K. Barber: The Last of Rose Summer. Suspense novel/play worked and re-worked in my fiction class at Wild acres Workshop, Little Switzerland, NC, summer of 1991. The book has so far received two first prizes: one for fiction and one for drama adaptation). It was performed at the Snow Camp (NC) Drama Festival in the summer of 2002.

Professional Development A. Fiction

1. Billingsgate Shoal, Fawcett Books, 1982 (won Edgar Award for best novel, 1983)


2. The Penny Ferry Fawcett Books, 1984 3. The Daisy Ducks Fawcett Books, 1986 4. Moscow Metal Fawcett Books, 1987 5. The Whale's Footprints Fawcett Books, 1988 6. Gone to Earth Fawcett Books, 1990 7. Yellow Bird Fawcett Books, 1991 8. Pirate Trade, Fawcett/Random House, NY, 1995

8th book in the Doc Adams suspense series 9. The Runt (1997) 10. The Man Who Whispered, Fawcett/Random House, NY, 1998

9th book in the Doc Adams suspense series 11. A Sherlockian Quartet, Alexander Books, Alexander, NC, 1998

A collection of stories and novellas 12. Mzungu Mjinga, High Sierra Press, Silver City, NM 2004

Fictionalized account of an African safari 13. Buck Gentry, Alexander Books, Alexander, NC 2005

Epic novel set in Haywood county B. Nonfiction

1. PLACES RATED ALMANAC (1st edition 1981) 5th ed. w. David Savageau, Simon & Schuster, NY, 1997 6th ed. w. David Savageau, John Wiley & Sons, NY 2001 7th ed. w. David Savageau, Hungry Minds Press, NY 2005

• This book examines over 330 metropolitan areas across the US, from Abilene to Youngstown, using Standard Metropolitan Statistical Areas (SMSA) data.

C. Other • “Sue Ellen Bridgers: Driven by Characters, Given to Visions.” Western Magazine Fall 1996. • Le Rat ge’ant de Sumatra – French edition of The Giant Rat of Sumatra, Mycroft’s brother – Thierry

Saint-Joanis pour le pre’sente edition. 149 Rue La Fayette – Paris X, 2003 D. Forthcoming

• The Quintessential Sherlock Holmes, Alexander Books, Asheville, NV 2006 Role In Off-campus Instruction and Regional Service Selected Activities 1994-1995 • Asheville Writer’s Workshop – Meeting at Western Residence of Governor (Reading and fundraising

Dinner) 1994 • Over a dozen speaking engagements (usually associated with my recently published novel Pirate

Trade) 1995-1996 • Kurt Vonnegut - Visiting Writer • Lunch with Kurt Vonnegut at the Haywood Park Plaza Hotel, Asheville (Citizen-Times present),

October 22, 1995


• Introductory Speaker for “An Evening With Kurt Vonnegut,” held at the Jubalee Church, Wall Street, downtown Asheville. Introduced Gail Godwin (in Kurt’s section at Iowa), an Asheville native, and Kurt, who gave a speech.

• Co-host: benefit dinner (“An Evening With Kurt Vonnegut”) for the Asheville Writers Workshop, 23 Page Restaurant, Haywood Park Hotel, October 22, 1995.

• Panelist, Fiction Critiques, part of “Making Changes: Writers and Cultures,” an annual Fall Conference of the North Carolina Writers Network, Radisson Hotel, downtown Asheville.

1996-1997 • Guest taught a class “College for Seniors” at UNC • Keynote Speaker at Transylvania Writers Network Annual Meeting

o Also led workshop 1997-1998 • Keynote speaker for Asheville Writers Network annual meeting • Reader at NC Literary Festival, Chapel Hill, NC (Apr 1998) 1998-1999 • South East Mystery Writer’s Association meeting (Aug 28-29)

o Lectured, led workshops, signed books • Lecture and Reading at Brevard College (Oct 29) 1999-2000 • Asheville Writer’s Workshop – conference Reading from Buck Gentry at Pisgah View Ranch • 20th Annual NC Writers Network Meeting - Panel Discussion Participant (Nov) 2000-2001 • NCCAT luncheon Speaker, Asheville, NC (Aug 25) • Guest Speaker – Watauga County Public Library 2001-2002 • Guest Speaker – Meeting of the Public Relations Association of Western North Carolina (Aug 2001) • Lead Speaker, Asheville Writers Workshop (Jul 2001) 2002-2003 • Led 2 NCCAT Weekend Seminars • Main presenter “Everybody Loves a Mystery” Southern Pines NC (Jan 17-19, 2003) • NCCAT Teaching Fellow 2003-2004 • Presentations for NCCAT and Asheville Writers Network 2004-2005 • “Creative Writing/Cooking,” a combination book signing and banquet for those authors nationwide

who contributed their recipes to the collective cookbook sponsored by the Writers Group of the Triad held at the Greensboro Cultural Center. Jerry Bledsoe, host.

Hosted the following literary guests:

• Kurt Vonnegut – October, 1995 Kurt, my former instructor, sage, rebel with a cause, humorist, and wonderful person who I call my alma pater, came to visit us in the NC mountains, and was escorted through a private tour of the Wolfe House in downtown Asheville following his dinner party the previous evening at the Haywood Park Plaza hotel to raise funds for the Asheville Writers’ Workshop.

• Peter Matthiessen – April 1996 Peter returned to Asheville in April of 1996 to read from a variety of works at a fundraiser for the Asheville Writers Workshop at the Haywood Park Hotel where I introduced him. Yevgeny Yevtushenko – June 1996 I Hosted the internationally-acclaimed Russian poet and freedom fighter, Yvgeny Yvteshenko, at my home in Asheville along with other authors and various WCU faculty after his poetry reading in Lipinsky Auditorium, UBCA Campus. June, 1996).


Consultations

• Pat McAfee for his work in progress: Ropes of the Sun, a crime/suspense novel set in rural New Mexico involving the Mescalaro Apache Indians

• Asheville author Wade Macfie

Record of Contributions to Academic Advisement and Work with Students

• Undergraduate Advisor, 1988-Present

o Advise between 6 - 12 advisees per semester • Faculty Advisor: NOMAD Literary Magazine, 1993-95 • Coordinator, Professional Writing Internships and Co-ops, 1992 • Directed a number of graduate student thesis

o Partial list of creative theses I have directed or acted as reader: Eileen Crowe “Family Matters” (short story collection) Michael Cody “Runion” (short story collection) Elizabeth Teague Red Wine and Chocolate (novella) Jason Woodard “Berkeley and the Nigger of the Narcissus” Bruce Grooms, Rogue Angel (novel) Dolly Force , 600+ page Family (novel)

University Service Departmental

• Director, Professional Writing, 2006-7 • AFE (1994-1995, 1996-98, 1999-03)

o Chair 2000-2001, 2002-2003 • TPR/Personnel (1994-2002, 2003-2007) • Post Tenure Review Committee (2003-2004) • Department Head’s Advisory Committee (1996-1997, 1999-2000) • Strategic Planning Committee (2003-2004) • Literary Festival Committee Member (2003 – present)

o Help choose and secure authors, create promotional material, pick up and greet the authors as they arrive, attend dinners and social functions with them, choose poster designs, and participate in writer/faculty panel discussions.

• Colloquium Committee (1999-2000) • Social Committee (1999-2000)

College

• Chair – University Arts Committee (1994-1995) • A&S TPR Committee (1999-2001) • Strategic Planning (2004-2005)

University

• Chair - University Arts Committee (1994-95) • Chair – University Fine and Performing Arts Committee (to develop support and

recommendation for using Bond Referendum money for FPAC) (2002-2003) • University Conditions of Faculty Employment Committee (2003-2004) • Faculty Senate (2004-2005)


Miscellaneous • WCU Writer in Residence (1996-1997) • Presentation for WCU Honors Students (Dec 1996) • Jerry Jackson Lecture, “The Movie Inside My Head” (Sept 1999) • Recruitment

o Open House Participant (1997-1998 [2], 2004) • Assisted with Honors College Bike-a-thon (November 1997) • English Department Graduate Faculty (1988-Present) • Professional Writing (concentration) Committee (1993-Present) • Reading from my completed novel Buck Gentry at the WCU Spring Literary Festival Banquet on

(April 2005) • Guest lectured in a number of colleagues classes (such as Margie Kiser’s Liberal Studies class

and Deidre Elliott’s Professional Writing class) Other Pertinent Information I am currently listed in the following publications:

• Contemporary Authors • Broadfoot’s Directory • Who’s Who in the South and Southeast

CATHERINE W. CARTER 241 Oak Forest Drive Department of English Cullowhee, NC 28723 Western Carolina University [email protected] Cullowhee, NC 28723 (828) 293-5585 http://paws.wcu.edu/ccarter (828) 227-3931

Education

North Carolina Teaching License May 2004

Ph.D. English Language and Literature, University of Delaware August 1999 M.A. English Language and Literature, University of Delaware , Newark, DE June 1991 B.A. English Language and Literature, St. Mary's City, MD May 1989

Professional Experience

Director of English Education, Assistant Professor, WCU July 2005—present Visiting Assistant Professor, Department of English, WCU August 1999—August 2005 (Interim Director English Education, non-tenure-track), WCU August 2004—July 2005 Adjunct Instructor, University of Delaware, Newark, DE August 1989—July 1998

Publications

On-Line and Media Professional Activity and Publications

NC TEACH Online for Lateral Entry Teachers. North Carolina State Board of Education Lead Online Course Module Editor (with Dr. Brian Gastle), NC Teach. North Carolina State Board of Education, Department of Public Instruction. Summer 2004.

Professional Development for New Teachers: First Days. North Carolina State Board of Education


In Professional Development Series for Excellence in Teaching. E-technology Developer (with Dr. Brian Gastle) for Multi-CD Educational Series. NC Teach. North Carolina State Board of Education, Department of Public Instruction. August 2003.

Technical Communication in the Global Economy: Study Guide. Prentice Hall. With Marta Kvande & Brian Gastle, online, www.prenhall.com/andrews. Fall 1997.

Books

The Memory of Gills, Louisiana State University Press, August 2006.

Articles

“Poverty, Payment, Power: Kathleen Thompson Norris and Popular Romance.” Under consideration at Studies in American Fiction, fall 2006.

“‘Not a Woman’: The Murdered Muse in ‘Ligeia’” Poe Studies 36 (Summer 2004): 45-57. “‘Ripping the Tapestry’: The Transcendent and the Personal in the Novels of May Sarton,” in A

Celebration for May Sarton. Ed. Constance Hunting. Puckerbrush P, Orono, Maine, 1994: 159-69.

Poems

Poetry has appeared in the following journals (selected. For a complete list of publications in poetry, please visit my web site.)

Poetry Cider Press Review Roanoke Review Sulphur River Literary Review Antietam Review

North Carolina Literary Review Potomac Review Faultline The Lyric Comstock Review

Tor House Foundation Newsletter Graffiti Rag Alligator Juniper Chiron Review Mudfish

Presentations

National and International Conferences

“North Carolina American Diploma Project: Creating a High School Diploma that Counts.” North Carolina English Teachers’ Association annual conference, Raleigh, North Carolina, October 13, 2006.

“Beyond P.C.: Multiculturalism in the Secondary English Methods Course.” Teacher Education Forum, Raleigh, North Carolina, September 20, 2006.

“Finding Common Ground Between Classroom Practice and Standardized Testing Expectations: The Impact of the New SAT Test.” Chair. NCTE Conference, Pittsburgh, PA, November, 2005.

“Bread and Circuses, Popcorn and Movies: The Self-Reflexive Sentiment of Gladiator.” Twentieth Century Literature Conference, Louisville, Kentucky, February, 2001.

“What’s Love Got to Do with It? History-Mystery and Popular Romance,” Studies in Medievalism Conference, Holland, Michigan, September 2000.

“When is a Mystery Really a Romance? Why Cadfael Never Apprehends Young Lovers,” International Congress on Medieval Studies, Kalamazoo, Michigan, May 2000.

“Batman Revisited: Smart Villains Are Gay, But the Nuclear Family Wins Out,” Faculty Research Presentation, Western Carolina University, Spring 1999.

"Vapid Women, Sexy Sidekicks: The Only Smart Villain is a Gay Villain in Batman Forever,” Twentieth Century Literature Conference, Louisville, Kentucky, February 22, 1997.

"Colonization's Beneficiaries: Teaching Native American Literature to the Young, White and Wealthy," Modern Language Association Conference, December 1996.

"The End of Literary Pedagogy: Teaching Environmental Literature," The Ends of Nature Conference, Kansas State University, Manhattan, Kansas March 1995.


"Roads to the Borderlands: Anzaldua's Use of Mysticism and Autobiography," Twentieth-Century Literature Conference, University of Louisville, Louisville, Kentucky, February, 1994.

"Mystical plus Autobiographical Equals Feminine: Anzaldua Claims the Specific," Conference on Modern Literature, Florida State University, Tallahassee, Florida: panel, "Aesthetics and the Postmodern," organized with Kathrine Varnes and Frank Smigiel from the University of Delaware, January, 1993.

"Tearing the Transcendent Tapestry: Moments of Subversion in Mrs. Stevens and Anger," "May Sarton at Eighty: A Celebration of Her Life and Work," Westbrook College, Portland, Maine, June, 1992.

Local and On-Campus Presentations

Poetry reading and discussion, Accent on Books, Asheville, NC, November 11, 2006. Poetry reading, Malaprop’s Bookstore, Asheville, NC, October 22, 2006. Poetry reading, City Lights Bookstore, Sylva, NC, October 6, 2006. “What Makes it So Good? Standards for Evaluating Free-Verse Poetry”, Highlands Lecture Series,

Highlands, NC, June 2003. “Inventing Our Own Clichés: Tropes in Genre Fiction”, City Lights Bookstore, Sylva, NC, Spring 2002. “Murdering the Muse: Ligeia and Metafiction,” Western Carolina University, Faculty Research

Presentation, Fall 1999.

Related Academic and Professional Services

Shepherded four English education students to NCTE conference in Nashville, November 17, 2006. Third reader on Master’s thesis for Zach Laminack, fall 2006. Piloted Creative Writing club at Smoky Mountain High School, with online message board for

student postings and replies: http://xsorbit29.com/users5/smhscreative/index.php. Ongoing Mentor - Project SPACE (Supporting Pedagogical And Content Expertise) Grant

Mentoring Initially Licensed Teachers (ILTs) at Madison High School (Title II grant from the US Department of Education.) Fulfilling grant requirements involves classroom work and visits to Madison, Fall 2004.

Doctoral Dissertation Committee Member for Beverly Van Hook on in-service teachers’ use of technology, 2004-2005.

Literary Festival Committee Member, 2002-present. Arranged Blumenthal Reading (Pamela Duncan and Maureen Ryan Griffin) for Western Carolina’s first annual Literary Festival, Spring 2003

Professional Education Council, English Department Representative, 2004-2005. Arts and Sciences Teacher Education Council, English Department Representative, 2004-2005. Judge - Writer’s Workshop poetry competition, Summer 2004. Organized and led student trip to Atlanta to hear national Poet Laureate Billy Collins reading with

Rita Dove, Lucille Clifton, Stephen Dobyns and Thomas Lux, October 28, 2002. Web Content Consultant – Turtle’s Webb Jewelry, Baltimore, MD, www.turtleswebb.com, Fall 2002. Task Force on Professional Writing Program, Western Carolina University, 2001/2002. Lead Reader, Asheville Area Arts Council Grant Applications, October 2000. Visiting Writers Committee Member, Western Carolina University, 1999-2000. Majors Recruitment Committee Member, Western Carolina University, 1999-2000.

Honors and Awards

Pulitzer Prize nominee, LSU Press, Fall 2006. National Book Award nominee, LSU Press, Fall 2006. Pushcart Prize nominee – Cider Press Review, December 2004 (www.ciderpressreview.com.) North Carolina Writer's Network's Mary Belle Campbell Chapbook Contest, third place, Spring 2002. Robinson Jeffers Tor House Poetry Contest, Honorable Mention (judge: Mary Oliver), 1997.


Professional Affiliations

National Council of Teachers of English Modern Language Association North Carolina Writers’ Network Association for the Study of Literature and Environment Stephanie L. Ceraso 88 Mero Circle Sylva, NC 28779 (724) 664-0064 [email protected]

CURRICULUM VITAE

FIELDS OF STUDY Contemporary American and British Historical Fiction. Emphasizing

cultural trauma, theories of memory, and the reader’s role in the transmission of history. Women and Gender Studies. Specializing in Feminist theory, Early American Women Poets, and gendered spaces/geographies. EDUCATION University of Vermont, Burlington, VT M.A. in English Literature, May 2006 Washington and Jefferson College, Washington, PA B.A. in English Literature, May 2004 Summa Cum Laude; Phi Beta Kappa ACADEMIC EMPLOYMENT

Visiting Lecturer, Full-Time. Western Carolina University, Cullowhee, NC. Fall 2006. TEACHING EXPERIENCE Visiting Lecturer, Western Carolina University

Composition 101. Fall 2006. A first year seminar I designed and currently teach that focuses on integrating reading into the writing classroom and using revision as a vehicle for invention.


English 207. Jazz, Identity, and The Cultural Imagination. Approved for Spring 2007. An interdisciplinary seminar I created that will consider the ways in which jazz and its artistic representations have been mediated and complicated by American cultural patterns. Composition 102. Spring 2007. A seminar I constructed that will emphasize argumentative and persuasive writing.

Graduate Teaching Assistant, University of Vermont

English 1. Fall 2005-Spring 2006. A writing-intensive seminar I designed and taught to undergraduates, examining the link between personal and academic writing.

Instructor, Jr. Summer Discovery Program, Burlington VT

Essay Writing. Summer 2005. A course I designed and taught to jr.-high level students, exploring essay writing conventions and rhetorical techniques.

Instructional Assistant, Center for Excellence in Teaching and Learning, Washington and Jefferson College

Writing Consultant, 2003-2004. Provided in-class composition assistance and tutoring for an advanced undergraduate “Writing About Music” course and an entry-level Philosophy course; also held regular office hours.

Peer Tutor, 2002-2004. Provided one-on-one tutoring and mentoring for undergraduates in the areas of English, History, Psychology, and Music; worked closely with ESL students.

PUBLICATIONS “Survivors’ Tales: Cultural Trauma, Postmemory, and the Role of the Reader in Art Spiegelman’s Visual Narratives.” EnterText. 6.3. Forthcoming. (Winter 2007)

“Swinging Through Spheres: Jazz, Gender, and Mobility.” Nebula. 3.2-3.3. (September 2006), 46-54. http://www.nobleworld.biz/ CONFERENCE PRESENTATIONS

Panel Chair. “Contagion to Creation: The Role(s) of the Reader in Experimental Writing.” I will present my paper, “Memory as Disease: The Contagious Excess of Trauma in Maus and In The Shadow of No Towers” at the Southwest/Texas Popular Cultural Association Regional Meeting, Albuquerque, NM, February 2007.

http://www.nobleworld.biz/


“Stylized Rebels: Nostalgia and Masculinity in Contemporary Garage Rock.” To be presented at the National Popular and American Culture Association conference, Boston, MA, April 2007.

ACADEMIC AWARDS AND HONORS

Marion Berry Allbee Award for “Best Graduate Student Essay,” for my essay, “Survivors’ Tales: Cultural Trauma, Postmemory, and the Role of the Reader in Art Spiegelman’s Visual Narratives,” April 2006.

Full Teaching Assistantship, University of Vermont, 2005-2006.

James W. Gargano Award for “Best Senior Seminar Paper,” for my undergraduate thesis, “The Human Variant: Emily Dickinson Unmasked,” April 2004.

English Department Special Recognition Award for academic achievement and active extra-curricular involvement and service, April 2004. Emily Auld Award for Critical Writing, presented to a junior English major for excellence in academic writing, April 2003.

Sigma Tau Delta, National English Honor Society, April 2003 - Present.

PROFESSIONAL SERVICE AND DEVELOPMENT Freshman Year Composition Committee, Western Carolina University, Fall 2006. Portfolio Assessment Sub-Committee. 2006-2007.

Women’s Studies Faculty/Staff Reading and Discussion Group, Western Carolina University, Fall 2006 Safe Zone Certification, Western Carolina University, Fall 2006. Composition Workshop: “Integrating Reading into the Writing Classroom,” Western Carolina University, Summer 2006. National Forensics League Competition, South Burlington, VT

Judge, Spring 2005. Assisted with the annual Forensics tournament at South Burlington High School; evaluated high school student performances in interscholastic debate, oratory, public speaking, and interpretation of literature.

Zuni Cultural Immersion Program, Zuni, NM


Volunteer January 2004. Lived and volunteered on the Zuni Indian Reservation; organized sports and activities at Zuni Youth Center; observed classes in Zuni school system; attended cultural diversity seminars with tribal counsel and tribal elders.

Wooden Tooth Review, Washington and Jefferson College

Fiction Editor 2002-2004. Responsible for scheduling and organizing regular meetings with a fiction panel, conducting fiction writing workshops, editing submissions, and overseeing the production and design of this annual magazine.

FOREIGN LANGUAGUES Spanish Cassandra Chambliss PO Box 576 Cullowhee, NC 28723 [email protected] (828) 226-8313

EDUCATION Currently pursuing Ph.D. in Folklore, Indiana University M.A. African Languages & Literature, 2001 B.A. magna cum laude, 1994 Teaching-and-Learning Scholarship Certificate Majors: English & French University of Wisconsin-Madison Western Carolina University FELLOWSHIPS AND HONORS 2007 Fulbright Hays Doctoral Dissertation Research Grant, Egypt 2004-2005 Fulbright IIE Fellowship, Islamic Civilization Initiative, Egypt 2004-2005 Center for Arabic Study Abroad II Fellowship, American University in Cairo 2003 Summer Pre-Dissertation Travel Grant, IU Office of International Programs 2001-2005 Indiana University Chancellor’s Fellowship, Department of Folklore 2000 Teaching Fellow, L&S Program in Writing Across the Curriculum, UW-Madison 2000, 2004 Center for Arabic Study Abroad Program Cultural Assistant 1999-2000 Center for Arabic Study Abroad I Fellowship, American University in Cairo 1998 Vilas Special Fellow, UW-Madison (one-year award) 1997, 1998 FLAS Fellowships to study Arabic in summer programs, Middlebury College 1996 University of Wisconsin Graduate Fellowship, UW-Madison (one year award) TEACHING & OTHER PROFESSIONAL EXPERIENCE 2006 Visiting Instructor of Composition, Western Carolina University, English Dept 2004 Tutor of Egyptian Arabic, AUC (volunteer assistant in survival Arabic course) 2002-2004 Editorial Assistant, Journal of Folklore Research 2001-2004 Writing Tutor, Writing Tutorial Services, Indiana University 2002 Instructor - Introduction to Folklore, Anthropology Department, IUPUI (Indiana

University Purdue University Indianapolis)


2001 TA - Freshman Composition, English Department, UW-Madison 2000 TA - Introduction to Folklore, Folklore Program, UW-Madison; writing intensive

course 1999 TA - Introduction to African Languages and Literature, Department of African

Languages and Literature, UW-Madison; writing intensive course 1998-1999 Project Assistant, West African Research Association, organized WARC

internships with then WARA President Edris Makward, assisted with organization of 1999 ALA meeting in Fez, Morocco

1997 TA - African Autobiography, Department of African Languages and Literature, UW.

1994-1995 French Teacher, Jackson County Public Schools, North Carolina; grades 9-12 1992-1994 Writing Tutor, WCU Writing Center 1991-1992 Apprentice French Teacher, Modern Foreign Languages Department, WCU PRESENTATIONS & PUBLICATIONS 2006 “The Sacrament of Saint George: Rituals of Contact and Consumption at a Coptic

Orthodox Saint’s Festival in Upper Egypt.” Cairo Papers in Social Science. Cairo: AUC Press, forthcoming.

2006 “Women’s Roles in Traditional Religious Life in Egypt” Keynote Speaker at the Western Carolina University Gender Conference.

2005 “The Festival of Mari Girgis [St. George] in Rizaiqat” (in Arabic) Lecture given at the American University in Cairo

2005 “Representing Muslim Communities to American Audiences” Fulbright Islamic Civilization Grantee Conference, CEMAT, Tunisia

2005 “Where and What is the Sacred in Orthodox Egyptian Christian Saints’ Festivals?” Sacred Space Conference, American University in Cairo

2005 “Saint Veneration in Egypt” Talk given at the American University in Cairo 2003 “Upstaging Terrorism: Coptic Responses to Violence” IU History Grad. Assoc. 2001 Heroines in African-Arabic Folktales: A Redefinition of Heroism. MA Thesis,

UW. 2000 “Mock Trial Assignment” in Sourcebook for Faculty and TAs Teaching

Communications-B and Writing Intensive Courses, Program in Writing Across the Curriculum, UW. Pp. 153-55.

1999 “The Innocent Persecuted Heroine and (Mis)use of the Tale Type” Grad Student Colloquium, Department of African Languages and Literature, UW 1998-2000 Founding Co-Editor, VOICES: The Wisconsin Review of African Languages and

Literatures 1998 “Reconciling Text-Making Practices in Folklore” Midwest Graduate Student

Conference 1997 “Fantasy in an Oral Tale” UW-Madison Social Science Graduate Student

Conference OTHER ACTIVITIES 2005 Volunteer for the Egyptian Folklore Society, Cairo, Egypt 2004 Volunteer with PALS Therapeutic Riding Stable, Bloomington, IN 1999-2001 Volunteer with Citizen Advocacy in Madison, WI, and Three Gaits Therapeutic

Riding Stable in Oregon, WI


Katherine Anne Cipriano 977 Levi Mathis Road (828) 227-3918 (W) Whittier, NC 28789 (828) 342-4457 (H) [email protected] EDUCATION

Bachelor of Science, Parks and Recreation Management, May 1984 Western Carolina University, Cullowhee, NC

Bachelor of Arts, English, May 1987 Western Carolina University, Cullowhee, NC

Focused on literature of British and American canons.

Master of Arts, English, August 1991 Western Carolina University, Cullowhee, NC Thesis: The Influence of Society on the Arthurian Traditions from the Chronicles to the

Alliterative Morte Arthure Director: Dr. Dennis McKevlin.

Successfully passed four Comprehensive Exams that covered various periods and genres of literature.

Excelled in literature, critical theory, and pedagogical courses.

RELATED EXPERIENCE Visiting Instructor, Department of English, Western Carolina University Cullowhee, NC— August 1991- present

• Teach three to four sections of First Year Composition (English 101 and 102) per semester, focusing on expository and analytical writing processes, editing skills, methods of revision, research tools and practices, and fine points of grammar and punctuation. Also teach these classes as a way to integrate media with composition.

• Sponsored a student paper for WCU’s Undergraduate Expo in 2006. • Sponsored a student paper, “University Police: Disrespected Professionals Serving a

Unique Community,” for the National Conference for Undergraduate Research in 2006. • Sponsored a panel on Student-Athletes and Academics for WCU’s Undergraduate Expo

in 2001. • Sponsored students for various essay competitions, such as the Ayn Rand Institute’s

competition based on Atlas Shrugged. • Helped a class self-publish a book of original poetry based on the effects of September

11, 2001. • Teach various literature courses focusing on American and British canons each semester,

including English 207 (Popular Literature and Culture), English 206 (Literature of Place), and English 203 (American Literature) that fulfill Liberal Studies graduation requirement. Developed each course according to areas of expertise and diverse interests.

• Served as a chaperone and student mentor with groundbreaking Liberal Studies course which integrated study abroad with classroom texts. The class traveled to the United Kingdom for eight days in November 2004.

• Developed and taught a section of The University Experience (USI 130), a course designed to introduce college freshmen to the rigors and challenges of life as a college student.

• Participated on First Year Composition Committee (2000-present). Duties include organizing biannual faculty retreats, assessing program effectiveness, leading workshops on Teaching and Learning strategies.

• Participated on a committee that chose student works for inclusion in Manual for First Year Composition (2001).

• Served as faculty advisor for Kappa Alpha Psi, 2003-present. • Serves as faculty sponsor for WCU’s women’s lacrosse club team


SKILLS • Knowledgeable and experienced in WebCT and Daedalus, online teaching platforms. • Proficient in Microsoft Office Suite.

PROFESSIONAL DEVELOPMENT AND SCHOLARSHIP • NC Teaching License, updated October, 2006 • Fall 2006: Enrolled in online course, “Solving Classroom Discipline Problems.” • Spring 2006: Attended workshop on WebCT. • Fall 2005 to present: Served on the University Committee on Athletics • Summer 2005: Essay, “Hoops: Dream or Illusion?,” published in Film & History: An

Interdisciplinary Journal of Film and Television Studies. • Fall 2005: Attended the WCU Conference on Academic Integrity. • Spring 2004: Took a course in creative non-fiction taught by Deidre Elliot. Had a work

selected for a workshop led by Linda Niemann in March 2004. • 2003: Participated in the Summer Institute for Teaching and Learning, Western Carolina

University. • 2002 – 2003: Served on the Faculty Center Advisory Board • 2002: Central New York Conference on Language and Literature in Cortland, New York.

Presented a paper, “Hoop Routes: Basketball as Escape in John Edgar Wideman’s Hoop Roots and Selected Writings of Sherman Alexie.”

Mae Miller Claxton Department of English 1529 University Heights Western Carolina University Cullowhee, NC 28723 Cullowhee, NC 28723-9036 (828) 293-9298 (828) 227-7264 or 227-3273 [email protected]

Education Ph.D. December 1998, Department of English, University of Georgia.

Dissertation: “Finding a Voice: Eudora Welty’s Photography and Fiction.” Director: Hugh M. Ruppersburg, Associate Dean of Arts and Sciences

M.A. May 1990, Department of English, University of North Carolina at Chapel Hill. Thesis: “George W. Cable and Walter Hines Page: The Southerner as Self-Reformer.” Director: Fred C. Hobson, Lineberger Professor in the Humanities, Department of English

A.B. June 1988, Department of English, University of Georgia, Magna Cum Laude.

A.A. June 1986, Department of English, Abraham Baldwin College, Most Outstanding Graduate.

Experience Western Carolina University

Full-Time Visiting Assistant Professor, Department of English, 1999-present Full-Time Visiting Instructor, Department of English, 1996-1999

University of Georgia Enhanced Teaching Assistant, Department of English, 1995-1996 Writing Center, 1995 Teaching Assistant, Department of English, 1993-1995

Abraham Baldwin College Full-Time Instructor, Department of English, 1990-1991



Publications

Books • Co-editor. Anthology of American Literature Vols. I and II. 8th Edition. Prentice Hall. 2003.

Essays • “Beauty and the Beast: Eudora Welty’s Photography and Fiction.” South Atlantic Review.

Forthcoming. 22 pp.

• “’The Word is Passion.’ Eudora Welty’s Schoolteachers.” Eudora Welty Newsletter. Forthcoming. 18 pp.

• “Livvie and the Visual Arts.” Mississippi Quarterly 59 (2006). Forthcoming. 21 pp.

• “‘Untamable Texts’: The Art of Georgia O’Keeffe and Eudora Welty.” Mississippi Quarterly 46 (2003): 315-330.

• “Gardens.” The Companion to Southern Literature: Themes, Genres, Places, People, Movements and Motifs. Baton Rouge: LSU P, 2002.

• “Teaching Tools: American Literature and the World Wide Web.” English Journal 90.2 (2000): 97-104.

• “Patterns of Nature and Confluence in Eudora Welty’s The Optimist’s Daughter.” Southern Quarterly 35.1 (1996): 55-61.

• Review of Redeye, by Clyde Edgerton. America 4 Nov. 1995: 35-36.

• “Thomas Leland.” Eighteenth-Century British and American Rhetorics and Rhetoricians. Ed. Michael G. Moran. Westport, Connecticut: Greenwood P, 1994.

Online • Author of the Companion Web Site for Anthology of American Literature Vols. I and II. 8th

edition. Prentice Hall. 2003.

• “Through the Looking Glass: Eudora Welty’s Photography and The Ponder Heart” Lesson Plan for The NCTE American Collection Resources for Teachers (http://ncteamericancollection.org/ponder_resources.htm)

• Author of the Companion Web Site for McMichael Anthology of American Literature Vol. I. 7th edition. Prentice Hall. 1999.

Courses Taught

Western Carolina University Engl 101 Composition I Engl 102 Composition II Engl 190 Freshman Seminar in Literature Engl 203 Major American Writers Engl 204 The Literature of Culture Engl 206 Literature of Place Engl 261 Survey of American Literature I from the beginnings to the Romantics Engl 262 Survey of American Literature II from the early Realists to the present Engl 352 The Journey in Literature Engl 364 Southern Literature

http://ncteamericancollection.org/ponder_resources.htm


Engl 367 Appalachian Literature University of Georgia

Engl 1101 English Composition I Engl 1102 English Composition II Engl 1102M Multicultural English Composition (themes on fiction, poetry, and drama

using multicultural literature)

Engl 2330 American Literature from the Beginnings to 1865 Engl 2340 American Literature from 1865 to the Present

Abraham Baldwin College

Engl 1101 Composition I Engl 1102 Composition II

Presentations “Eudora Welty’s Liberal Imagination: Native Americans and Race in Delta Wedding.” Society for the Study of Southern Literature, Birmingham, AL, March 30-April 1, 2006.

“’Outcasts': Mis-representations of Native Americans and African Americans in Eudora Welty’s Fiction.” American Literature Association, Boston, MA, May 2005.

“Birth and Death in Eudora Welty’s Fiction.” Society for the Study of Southern Literature, Chapel Hill, NC, March 2004.

“Revelation and Transgression: The Fair in Eudora Welty’s Photography and Fiction.” South Atlantic Modern Language Association, Atlanta, GA, November 2003.

“Eudora Welty: Appalachian Writer.” Southern Women Writers Conference, Berry College, Rome, GA, October 2003.

“The word is passion’: Eudora Welty’s Schoolteachers. Philological Association of the Carolinas. Myrtle Beach, SC, March 2003.

Chair and Presenter: “Adding the Picture to the Text: Incorporating Technology into the Literature Classroom,” National Council of Teachers of English Annual Convention, Atlanta, GA, November 2002.

Chair: “Eudora Welty around the Globe: Inner and Outer Spaces.” South Central Modern Language Association, Austin, TX, November 2002.

“Race, Class, and Photography in Eudora Welty’s ‘Kin.’” Society for the Study of Southern Literature, Lafayette, LA, March 2002.

“Transforming the Text: Eudora Welty Online.” South Central Modern Language Association, Tulsa, OK, November 2001.

“Eudora Welty, Georgia O’Keeffe, and the Female Modernist.” American Literature Association, Boston, MA, May 2001.

“‘The Real Outsiders’: The Back Door World of Eudora Welty’s Fiction and Photography.” South Central Modern Language Association, Memphis, TN, October 1999.

“Eudora Welty and the Mask of Beauty.” Writing on Masks: Women’s Lives in the South, Wesleyan College, Macon, GA, October 1999.

“Rewiring for the Millennium: Integrating Composition and Technology.” Workshop at Conference on


College Composition and Communication (CCCC), Atlanta, GA, March 1999.

“Illuminated Manuscripts and the Photograph: Intertextuality in Eudora Welty’s ‘Livvie.’” American Literature Association, San Diego, CA, May 1998.

“The Natchez Trace in Eudora Welty’s Photography and Fiction.” Crossing the Lines: A Conference on Contemporary Southern Women’s Literature, University of Arkansas, October 1997.

“Parting the Veil: The Fiction of Eudora Welty and Ross Macdonald,” American Literature Association, Baltimore, MD, May 1997.

“Beyond Mississippi: Eudora Welty’s Photography and Fiction in New York and New Orleans,” Eudora Welty Conference, Jackson, MS, April 1997.

“Patterns of Nature and Confluence in Eudora Welty’s The Optimist’s Daughter,” Graduate Student Conference on Languages and Literature, Louisiana State University, February 1996.

“Teaching the Mississippi Delta: Eudora Welty’s Delta Wedding and W.A. Percy’s Lanterns on the Levee,” American Literature Association, Baltimore, MD, May 1995.

“Jonathan Swift and the Fight Against Babel,” College English Association, Charlotte, NC, April 1993.

Academic Service Western Carolina University

Arts and Sciences Technology Committee, 2003-2005

Teaching Evaluation Committee, subcommittee of the Faculty Senate Council on Instruction and Curriculum, 2002-2004, co-chair 2003-2004

First-Year Composition Committee, 1998-2003

First-Year Composition Task Force, 2001-2002

Events Committee, 2001-2002

WCU Athletics Committee, Fall 1999-2002

Search Committee Director of Athletics, Fall 1999

Faculty advisor to Sigma Tau Delta and the English Club, 1996-2000

Colloquium Committee Chair--Presentation of Faculty Research to Department, 1998-2000

Instructor for Western Carolina University Jumpstart--Led Daedalus (web-based interactive writing program) and web page workshops for incoming freshmen, Fall 1999

Trainer and Instructor for Western Carolina University Jumpstart, a workshop to prepare incoming freshmen for WCU computer requirement. Trained faculty to lead student workshops. Helped with revision of computer manual accompanying the workshop, Fall 1998

University of Georgia

English Graduate Organization (EGO) co-president 1992-93. Developed the constitution for EGO and initiated student activities funding for the organization.

Chair of the Final Examination Committee for freshman rhetoric and composition courses.

Final Examination Committee for composition and literature courses.

Final Examination Committee for multicultural composition and literature course. Abraham Baldwin College


Faculty advisor to Phi Theta Kappa Honor Society

Faculty advisor to the Student Board for the Arts (SBA) Professional Associations

Eudora Welty Society, Secretary, 2001-2004

South Atlantic Modern Language Association

Society for the Study of Southern Literature

American Literature Association

Honors and Awards o Nominated for Arts and Sciences Teaching Award 2006

o Arts and Sciences Teaching Award finalist 2004

o FDIG (Faculty Development in Georgia) grant 1991, 1992

o Phi Beta Kappa 1988

o Phi Kappa Phi 1988

o Golden Key Honor Society 1988

o Phi Theta Kappa (Jr. College Honor Society) 1985-1986

o Donaldson Scholarships 1985, 1986

o Phi Theta Kappa Scholarship 1986

Annette Debo Department of English 10 Huntington Chase Dr. Western Carolina University Asheville, NC 28805 Cullowhee, NC 28723 (828) 296-0668 (828) 227-3919 [email protected] Education:

Ph.D., English, University of Maryland, College Park, 1998 Dissertation: America in H.D.’s Palimpsest: Place, Race, and Gender in her

Early Poetry and Prose. Research Interests:

Modernism Critical Theory Women’s Literature African American Literature

M.A., English, Virginia Tech, 1990 B.S., Accounting, Minor in English, Virginia Tech, 1986

Employment:

Western Carolina University Assistant Professor, Department of English, 2001-present Director of Literature Program, fall 2006-present

American University Visiting Assistant Professor, Literature Department, 1998-99

University of Maryland, College Park


Lecturer/Teaching Assistant, Department of English, 1992-97, 1999 Virginia Tech

Instructor/Graduate Teaching Assistant, 1988-90, 1991-92 Scholarship:

Articles

“Signifying Afrika: Gwendolyn Brooks’s Later Poetry.” Callaloo 29.1 (Winter 2006): 168-181.

“Reflecting Violence in the Warpland: Gwendolyn Brooks’s Riot.” African American Review 39.1-2 (Spring/Summer 2005): 143-152.

“Whiteness and the Black/White Border in H.D.” Paideuma: Studies in American and British Modernist Poetry 33.2-3 (Fall/Winter 2004): 155-175.

“H.D.’s American Landscape: The Power and Permanence of Place.” South Atlantic Review 69.3-4 (Fall 2004): 1-22.

“Interracial Modernism in Avant-Garde Film: Paul Robeson and H.D. in the 1930 Borderline.” Quarterly Review of Film and Video 18.4 (15 Nov 2001): 371-383.

“Power, Destiny, and Individual Choice: Gloria Naylor’s Naturalism.” CLA Journal 44.4 (June 2001): 492-521.

“Dickinson Manuscripts in the Undergraduate Classroom.” College Literature 27.3 (Fall 2000): 131-144.

Contributor. Entry on Margaret Walker. Contemporary African-American Novelists: A Bio-Bibliographical Critical Sourcebook. Ed. Emmanuel S. Nelson. New York: Greenwood, 1999. 469-474.

“Backstage with the Artists: Primary Materials in the Undergraduate Classroom.” Essays on Quality Learning: Teachers’ Reflections on Classroom Practice. Ed. Steven Selden. College Park, MD: University of Maryland, 1998. 91-96.

Reviews

Review of Thadious M. Davis’s Nella Larsen: Novelist of the Harlem Renaissance and Charles Larson’s Jean Toomer and Nella Larsen. American Studies International 33.1 (Apr 1995): 130-132.

Review of H.D.’s Asphodel. American Studies International 31.2 (Oct 1993): 106-107.

In Progress

The American H.D.: Nationality and Modernist Identity.

Co-editor. Approaches to Teaching H.D.’s Poetry and Prose. MLA’s Publications Committee has approved the proposal and is now considering the full prospectus.

“Ophelia Speaks: Resurrecting Still Lives in Natasha Trethewey’s Bellocq’s Ophelia.” 34 pgs. Under review by African American Review.

Presentations:

“‘She has always been the most American of poets’: Locating National Identity in the H.D. Papers.” Also, invited speaker in the “Open Forum on Teaching.” Modernist Studies Association. Tulsa, OK. Forthcoming October 2006.


“Ophelia Speaks: Resurrecting Still Lives in Natasha Trethewey’s Bellocq’s Ophelia.” American Literature Association. Also, Co-Chair and co-organizer of H.D. panel. San Francisco, CA. May 2006.

“‘I know now that I am essentially an essential African’: The Role of Africa for Gwendolyn Brooks.” American Literature Association. Also, Co-Chair and co-organizer of H.D. panel. Boston, MA. May 2005.

“Signifying Afrika: Gwendolyn Brooks’s Later Poetry.” Furious Flower Conference on African American Poetry, James Madison University. Harrisonburg, VA. September 2004.

“‘Volcanic Desire, Anemones like Embers and Purple Fire of Violets’: Lesbian Sexuality in H.D.’s Poetry.” Poetry and Sexuality Conference, University of Stirling. Scotland. June 2004. (Unable to attend due to a family medical emergency; paper was presented by a colleague.)

“Bridging the Generations: Sonia Sanchez and Tupac Shakur.” American Literature Association. San Francisco, CA. May 2004.

“The American H.D.” American Literature Association. Cambridge, MA. May 2003.

“The Language of Violence in Gwendolyn Brooks’s Riot: The View from the Twenty-First Century.” College Language Association. Washington, D.C. April 2003.

“H.D.’s American Landscape: The Power and Permanence of Place.” Also served on the paper selection committee. “Lost Measure”: A Conference on H.D, Lehigh University. Bethlehem, PA. September 2003.

“Reflecting Violence in the Warpland: From Lynching to Riots in Gwendolyn Brooks’s Poetry.” George Moses Horton Society Conference: Reflecting Back, Looking Forward, University of North Carolina at Chapel Hill. Chapel Hill, NC. April 2002.

“Transforming Emily Dickinson Through Textual Studies and New Historicism: From Reclusive Spinster to Self-Publishing Hypertext Author.” Jerry Jackson Lecture Series in the Honors College, Western Carolina University. Cullowhee, NC. April 2002.

“The Good Old Girls’ Network: H.D., Bryher, Marianne Moore and the Publication of Poetry.” Gender in the Workplace 2002, Western Carolina University. Cullowhee, NC. March 2002.

“H.D. and the American Scene” given as a seminar participant in “Modernism, Poetry, and Culture.” The New Modernisms II, University of Pennsylvania. Philadelphia, PA. October 2000.

“Interracial Modernism in Avant-Garde Film: Paul Robeson and H.D. in the 1930 Borderline” given as a seminar participant in “New Approaches to the Harlem Renaissance.” Also, panel member for discussion of Borderline. The New Modernisms I, Pennsylvania State University. University Park, PA. October 1999.

Chair, “Canons, Histories, Genealogies.” The Washington Area Modernism Symposium, University of Maryland. College Park, MD. September 1999.

“Transcending the Black/White Binary: Nation and Race in H.D.” American Literature Association. Baltimore, MA. May 1999.

“Paul Robeson and H.D. in Borderline: Progressive Politics, Racism, and Avant-garde film.” Committee on Africa and the Americas. University of Maryland. College Park, MD. December 1998.

Roundtable participant in “The Future of Modernism.” The Washington Area Modernism Symposium, University of Maryland. College Park, MD. October 1998.


“Discourse of Race in the 1930 Film Borderline: Americans on the Racial Border.” American Studies Association. Washington, D.C. November 1997.

“Race in H.D.’s America: The Black/White Borderline.” American Literature Association. Baltimore, MD. May 1997.

Invited Speaker, “Reading Emily Dickinson’s Fascicle 24.” Maryland Institute, College of Art. Baltimore, MD. December 1996.

“Revisionary Tactics Connecting H.D., Cather, and Hurston: Another Step in Revising Modernism.” South Atlantic Modern Language Association. Atlanta, GA. November 1995.

Proposed and organized special session “Teaching Textuality: Pedagogical Applications of Textual Studies” and gave a collaborative presentation titled “Poetry, Word Play, and Intellectual Pleasure: Emily Dickinson’s Manuscripts in the Undergraduate Classroom.” South Atlantic Modern Language Association. Baltimore, MA. November 1994.

“H.D.’s Asphodel: The Bisexual Key Unlocking Bid Me to Live.” Women and Literature Spring Colloquium Series, University of Maryland. College Park, MD. March 1994.

“Aesthetic Shifts in Multicultural Modernism.” Graduate Research Interaction Day, University of Maryland. College Park, MD . April 1994.

“Poets of Connection: Tracing the Crystalline Lineage of H.D. to Dickinson.” American Literature Association’s Symposium on Women Writers. San Antonio, TX. October 1993.

“Feminization of the Private Eye: Genre Subversion Lurks in the Folds of a Feminist Trenchcoat.” Graduate Student Conference on History, Ideology, and Remarkable Exclusions. George Mason University. Fairfax, VA. June 1993.

Honors and Awards:

University Faculty Supporter of the Year, Last Minute Productions, WCU, 2005-2006.

Most Outstanding Academic Advisor Award for outstanding service, dedication, and commitment to the African-American students at WCU, Office for Student Affairs & Organization of Ebony Students, 2005.

Outstanding Faculty Contribution, WCU University Center, 2004-2005.

Rotary Club’s Group Study Exchange Program to France, 2004-2005.

Carl Bode Dissertation Prize for the Best Graduate Dissertation on American Literature, University of Maryland, 1998.

Phi Kappa Phi Honor Society, 1998.

Nominated for Outstanding Teacher Award, Panhellenic Association and Intrafraternity Council, University of Maryland, 1997.

Certificate of Recognition for Outstanding Teaching as a GTA, Virginia Tech, 1990.

Grants:

American Association of University Women (AAUW) American Summer/Short-Term Research Publication Grant, 2006-2007. ($6,000)

Summer Research Grant, WCU, 2004-2005. ($5,000)

Visiting Scholar Grant to bring the Langston Hughes Project to WCU, 2005. ($600)


Microgrant to attend the Furious Flower Conference to further develop teaching expertise in African American literature, WCU. ($450)

Visiting Scholar Grant to bring Dr. Cornel West to WCU, 2004. ($2,000)

Faculty Research Grant & Research Assistantship, WCU, 2003-2004. ($8,000)

Visiting Scholar Grant to bring performance poet Glenis Redmond to WCU, 2003. ($579.50)

Artist-in-School Grant, Asheville Area Arts Council to bring Glenis Redmond to a public elementary school, 2003. ($576)

Committee on Africa and the Americas Research Grant, University of Maryland, College Park, 1998.

QCB Research and Travel Grant, Department of English, University of Maryland, College Park, 1997.

Classes Taught:

Western Carolina University:

ENGL 190 First-Year Seminar in Literature, concentration on African American Literature, Women’s Literature

ENGL 203 Major American Authors ENGL 231 Interpretation of Literature ENGL 331 Literary Theory ENGL 352H Journey in Literature ENGL 365 African American Literature ENGL 450 Major American and British

Authors: Toni Morrison ENGL 472 Modern Fiction

ENGL 477 Literature and Gender ENGL 479 Special Topics: Literary Theory ENGL 479 Special Topics: Spoken Word

Poetry and Hip Hop (independent study)

ENGL 602 African American Literature ENGL 618 Methods of Literary Research and

Bibliography ENGL 677 Twentieth-Century Literary

Criticism and Theory

American University:

LIT 150 Post-Colonial Literature LIT 225 The African Writer LIT 235 African American Literature Survey

LIT 396/696 Modern African American Literature

LIT 396/696 Twentieth-Century African American Women’s Literature

University of Maryland, College Park:

ENGL 101 Introduction to Academic Writing ENGL 101+Introduction to Academic Writing,

College Park Scholars Program ENGL 234 Introduction to African American

Literature ENGL 243 Introduction to Poetry ENGL 246 Introduction to the Short Story ENGL 250 Introduction to Women’s Literature ENGL 313 American Literature ENGL 394 Business Writing ENGL 471 African American Literature, 1910-1945


Virginia Tech: ENGL 1105 Introduction to Composition ENGL 1105 Writing About Literature ENGL 1105 Writing About Literature, special topic on gender ENGL 3104 Business Writing Tutor, Writing Center

Service:

Departmental Service M.A. Thesis Director (1) M.A. Thesis Committee Member (5) Executive Committee, fall 2006-present Chair, Literature Committee, fall 2006-present Chair, Liberal Studies Committee, fall 2006-present Curriculum Rotation Committee, fall 2006-present Library Liaison, 2004-present Annual Faculty Evaluation (AFE) Committee, 2003-present Literary Festival Task Force, 2002-present Graduate Faculty Committee, 2001-present Academic Advisor, 2001-present Faculty Advisor, Sigma Tau Delta Honor Society, 2004-2006 African American Studies Minor Task Force, 2002-2005 Job Search Sub-Committees for positions in postcolonial studies and film studies, 2004-2005 Strategic Planning Group, 2003-2004 Nancy C. Joyner English Faculty Enrichment Fund, 2003-2004 M.A. Teaching Mentor, 2002-2004 Coordinator for United Way Campaign, 2002-2003 First-Year Composition Assessment Task Force, 2001-2002 Events Committee, 2001-2002

College Service Dean’s Advisory Board, 2005-present Committee on Committees, 2004-2005 Phone-A-Thon, 2001-2002

University Lectures, Concerts, and Exhibitions (LCE ) Committee, 2004-present Council on Distinguished Scholarships, 2006-present Coordinated English department speakers at Western Women on Wednesdays for the Women’s Center, 2004-2005. Led discussions for WWOW, 2004-2006. Reviewer for Summer Research Grants, 2005 Taught a workshop on taking the verbal component of the GRE for the Graduate School, 2003-2004. Search Committee for University Center Director, 2002-2003 Project C.A.R.E. Faculty Mentor (retention of African American students), 2002-2003

Discipline Co-Chair, H.D. International Society, 2004-present


Alexandra DeSiato

174 Dorchester Avenue Asheville, NC 28806

(863)233-9591 [email protected]

EDUCATION Master of Arts in English Literature Appalachian State University Boone, North Carolina August 2004 Thesis: “Challenging the Patriarchal Teaching Model: How Welcoming the Emotional Responses of Women in English Classrooms Can Transform the Way Students Read, Write, and Discuss Texts of Rape, Incest, and Sexual Abuse” Thesis Director: Elaine J. O’Quinn Language Competency: Italian Bachelor of Arts in English Literature; Minor: Religion The Florida State University Tallahassee, Florida December 2001 TEACHING EXPERIENCE English Instructor Asheville-Buncombe Technical Community College January 2005-present Duties include teaching Expository Writing and Literature-Based Research to traditional and non-traditional students. Responsibilities include course design, assignments, syllabus, and schedule, as well as grading, conferencing, and classroom teaching. Humanities Instructor Asheville-Buncombe Technical Community College January 2005-present Duties include teaching Critical Thinking as well as Southern Culture. Courses are taught with online components. In addition to typical classroom responsibilities, duties included internet and BlackBoard proficiency, and the ability to post grades and announcements online. One section of Southern Culture is completely virtual with no class time.

Humanities Instructor University of North Carolina at Asheville August 2005-December 2005 Duties include teaching Humanities II, a course taken by all second-year students which covers the rise of Christianity to the 17th century. Responsibilities include assignments, grading, and classroom teaching.


English Teaching Assistant Appalachian State University January 2003-May 2004 Taught introduction to literature and freshman composition. Responsible for course design, assignments, syllabus, and schedule, as well as grading, conferencing, and classroom teaching. As part of a pilot project, created a gender and literature focus for the introduction to literature classes. Adjunct Faculty Instructor Appalachian State University August 2003-December 2003 Taught Freshman Seminar. Responsible for course design, assignments, syllabus, and schedule, as well as grading, conferencing, and classroom teaching. Received training in developmental issues of college freshman. Designed and implemented a service learning project as an objective of the course. English Graduate Assistant Appalachian State University August 2002-December 2002 Taught freshman composition under tenure-track professor. Responsible for grading, conferencing, and classroom teaching. University Writing Center Instructor Appalachian State University August 2002-May 2004 Worked weekly in the Writing Center helping freshman, ESL, and other student populations with research, style, grammar, flow, clarity of ideas, and other writing issues. Responsible for one-on-one help, reports, and monthly meetings. RESEARCH EXPERIENCE Thesis Research Appalachian State University August 2003-May 2004 Research included immersion in gender inequality in education, feminist notions of emotionality, the study of American novels with themes of rape, incest, or sexual abuse, and a graduate level course on sexual abuse in the Appalachian State University counseling/psychology program. Research culminated with a Masters thesis and a conference paper. A paper derived from the thesis has been accepted by WILLA, a journal affiliated with the National Council for Teachers of English.


CONFERENCES/ SCHOLARLY ACTIVITIES

Presenter

13th Multidisciplinary Graduate Feminist Colloquium York University, Ontario April 2004 Paper Titled: “Teaching Lolita in Safety: Transforming the College English Classroom from Injurious Environment to Healing Space” Accepted to present 5th Annual Graduate English Conference Southern Connecticut State University, New Haven April 2004 Unable to attend Panel presenter Women’s Leadership Conference 2004 Appalachian State University February 2004 Panel: “VAGINA! Spreading the Word: How The Vagina Monologues Influences Us” Panel presenter New Directions Conference Appalachian State University August 2003 Panel: “Issues in Instructing as a Graduate or Teaching Assistant” Reviewer and Judge Undergraduate Women’s Studies Writing Competition Appalachian State University February 2002 VOLUNTEER ACTIVITIES Victoria Press Board Member Ashville Buncombe Technical Community College August 2005- present Crisis Line and Hospital Call Volunteer Our VOICE, rape crisis center (Volunteer position required 36 hours of training.) Asheville, NC March 2005-present Creative Writing Club Mentor Asheville Buncombe Technical Community College


January 2005-present INTERNATIONAL ACTIVITIES Semester in England Appalachian State University Graduate study in Early British Literature and Life-Writing Class work in Stratford-Upon Avon, Canterbury, Glastonbury, and London Personal Time spent in Wales, Scotland, and Ireland June-August 2003 Semester in Italy The Florida State University Undergraduate Study in Italian Translation Literature and Italian Class work in Florence, Rome, Venice, and many small Tuscan villages Personal Time spent in Milan, southern Italy, France, and Switzerland June-August 2000 HONORS/ AWARDS/ AFFILIATIONS English Graduate Student Organization Appalachian State University Member, January 2002-August 2004 Committee Chair, August 2002-May 2003 Secretary, August 2003-May 2004 National Council for Teachers of English Member August 2003-present The Vagina Monologues Appalachian State University Performed “The Vagina Workshop” monologue in February 2004 production Conference Travel Grant Appalachian State University Department of English Awarded April 2004 Conference Travel Grant Appalachian State University Department of International Study Awarded April 2004 Alpha Epsilon Lambda, National Graduate Honor Society Appalachian State University Inducted September 2004


Tuition Waiver Appalachian State University Awarded 3 semesters Freelance Journalist The Mountain Times Newspaper Boone, NC August 2001-March 2002 Editor—Lifestyles and Arts and Entertainment The FSView and Florida Flambeau Newspaper Tallahassee, FL August 2000-August 2001 Journalist—News and Lifestyles The FSView and Florida Flambeau Newspaper Tallahassee, FL August 1999-August 2000

RESEARCH/ TEACHING INTERESTS Composition and Rhetoric Introduction to Literature Expository/ Introductory Writing Feminist Issues in Teaching English Twentieth Century American Literature Rape, Incest, and Sexual Abuse in Literature Emotion in the English Classroom Creative Writing Cultural Studies Southern/Appalachian Culture Critical Thinking Italian-American Authors Italian Culture Film as Text Journalism American Religion DEIDRE ELLIOTT 318 Songbird Lane 828/631-0945 Sylva, NC [email protected]



EDUCATION

M.F.A., Creative Writing University of Arizona, Tucson, AZ B.A., French University of Colorado, Boulder, CO

TEACHING EXPERIENCE Western Carolina University, Cullowhee, NC, Assistant Professor, 2003-present University of Arizona, Tucson, AZ, Visiting Instructor, 1996-1999 Pima Community College, Tucson, AZ, Instructor (adjunct), 1995-1997 Metropolitan State College, Denver, CO, Instructor (adjunct), 1990-1992 Community College of Denver, Denver, CO, Instructor (adjunct), 1991-1992 University of Colorado, Boulder, CO, Instructor (evening, non-credit), 1986-1992 Boulder Natural Science School, Boulder, CO, Teacher, 1984-1992

PUBLICATIONS

Books (as contributing writer): Hell's Half Mile: River Runners' Tales, Breakaway Books, 2004 Getting Over the Color Green: Contemporary Environmental Literature of the Southwest, University of Arizona Press, 2001 Fodor’s Travel Guide to Arizona 2001, 2001 Fodor’s Travel Guide to Arizona 2000, 2000 R.I.P., The Complete Book of Death and Dying, Harper Collins, 1997 1001 Things Everyone Should Know about Women’s History, Doubleday, 1998 Guide to Technical Careers, Ferguson Publishing Co., 1996 Works in Progress: Broken Country: Essays from the U.S. -- Mexico Borderlands Roadside Tacos Dot and Bill: A Memoir Journal Publications – literary essays: "Finding Father" Quarterly West, Winter, 2005 “Death on America’s Nile” North Dakota Quarterly, University of North Dakota, Grand Forks, ND, Winter, 2003 (continued on next page) “The Dying Season” Camas: People and Issues of the Northern Rockies,


Environmental Studies Dept., University of Montana, Missoula, MT, Summer, 1997 “Creosote” Puerto del Sol, New Mexico State University, Las Cruces, NM, 1996 “Autumn in the Southwest: Moctezuma Meets Mini-Mart” Alligator Juniper, Prescott College, Prescott, AZ, Fall,1996 “Want” Crazyhorse, University of Arkansas, Little Rock, AR, Winter, 1995 “On Sending the Raft North” Southwestern American Literature, Southwest Texas State University, San Marcos, TX, Fall, 1995 “Our Lady of the Scorpions” Petroglyph: Journal of Creative Natural History Writing, Utah State University, Logan, UT 1995 “Killers” South Dakota Review, University of South Dakota, Vermillion, SC, Winter, 1994 “Road Notes” Northern Lights, Missoula, MT, 1995 Scriptwriting: “The Ringneck Pheasant” “Wild America” series, Public Television Children’s Literature: “The Peddler’s Pack” Risselty Rosselty Now, Now, Now: Music for Children by Carla Sciaky, Story by Deidre Elliott, Propinquity Records, 1994 Journalism and Magazines: Various articles in publications including Denver Post, Arizona Daily Star, Tucson Citizen, Boulder Daily Camera, High Country News, Today’s Catholic Teacher, Colorado Magazine, 1982-1996 Copywriting & Work for Hire: Various clients including Center for Image Processing in Education, University of Arizona, Arizona International Campus, Hydro Geo Chem, Chronicle Guidance Co., Ferguson Publishing Co., Eagle Milling Co., Lutheran Home, Walker Services, Trailblazer Village, Goodwin House

GRANTS AND AWARDS

Notable Essay 2006 - selected by Robert Atwan, Best American Essays series editor Winner, Nonfiction Fellowship, Writers at Work, 2004 (to study with Bernard Cooper) Winner, Annual Nonfiction Award, Alligator Juniper, 1996


Semifinalist, Missouri Review Editors’ Prize, 1995 Scholarship recipient, Desert Writers’ Workshop, Moab, UT, 1995 (to study with Pam Houston) Scholarship recipient, Environmental Writing Institute, Montana, 1991 (to study with Peter Matthiessen) Scholarship recipient, Yellow Bay Writers’ Workshop, Montana, 1990 (to study with William Kittredge)

COURSES TAUGHT (undergraduate and graduate level) Creative Nonfiction Writing, Eco-Literature & Eco-Criticism, Readings for Writers, Creative Writing and Editing, Literature of Immigration: Latino Literature, Popular American Literature and Culture, English Composition (Composition I and II, & Developmental, Remedial, Basic Composition), Introduction to Magazine Writing I and II, Nature Writing, Creative Writing I and II, Short Story Writing, Journal Writing


ADDITIONAL PROFESSIONAL EXPERIENCE Director, Writing Workshop, Arizona State Prison for Women, Tucson, AZ 1996-2003 Director, Changing Lives Through Literature, a program for Pima County Adult Probation & the Tucson Writers’ Project 1996-1997 Nonfiction Editor, Sonora Review 1994-1995 Jury, Poetry Center Summer Residency, University of Arizona 1997 Writing Tutor, S.A.L.T. Center (for learning disabled students) and Center for Transfer Students, University of Arizona 1992-1995

PROFESSIONAL MEMBERSHIPS Associated Writing Programs PEN (associate member)

Lauren Faulkenberry 161 Locust Tree Ln Whittier, NC 28789 [email protected]

Education M.F.A. Georgia College & State University, 2006. Creative Writing, Fiction Writing Concentration. Full assistantship, G.P.A. of 4.0. Thesis: a novel called Some Other, Better South Carolina. B.F.A. Washington University in St. Louis, 2000. Visual Communication, Illustration Concentration.

Teaching Experience Teaching Fellow, Georgia College & State University, Milledgeville, GA (2005-present). Courses taught: ENG 1101 and ENG 1102, English Composition. Designed course around personal essays in 1101, critical analysis of literature in 1102; both courses concentrate on development of writing skills and critical and creative thinking. Writing Center Consultant, GC&SU Writing Center, Milledgeville, GA (2004-2005). Taught strategies for improving expository and academic writing to both undergraduate and graduate students from all academic backgrounds. Emphasis placed on content and revision. Instructor, Georgia Military College, Milledgeville, GA (2005). Courses taught: ENG 097, Remedial English. Designed curriculum around grammar, mechanics, and personal essays.



While improvement of grammar skills was emphasized, the course concentrated on creativity, self-expression and clarity of intellectual ideas. Instructor, Asheville-Buncombe Technical College, Asheville, NC (2002-2004). Courses taught: Creative Writing, Fiction Writing, Novel Writing. Developed courses around short story, creative nonfiction, and novel writing; facilitated workshops for students of different educational levels and backgrounds.

Service Assistant Editor of Fiction, Arts & Letters, Milledgeville, GA (2004-present). Read and selected fiction for Georgia College & State University’s national literary journal; read and selected fiction and drama for the annual Arts & Letters prizes in each genre. Committee member, Wildacres Residency Program, Little Switzerland, NC (2004-present). Read artists’ proposals, selected recipients of Artist/Writer residencies at the Wildacres Retreat. Conducted writing and printmaking workshops in North and South Carolina, including Lugoff Elementary School, Lugoff, SC and Camden Elementary, Camden, SC (2003) as a visiting author/illustrator as part of “National Reading Week.” Reader, Novello Festival Press Annual Novel Competition, Charlotte, NC (2003). Read and selected manuscripts for the annual award and publication of the winning novel. Conducted book-making and writing workshops—Micaville Elementary, Micaville, NC (2003). Hand-on projects included collage, writing, and construction of books. Judge, Charlotte Area Art Show––Charlotte, NC (2003). One of three final judges for a local art competition for students, amateurs, and professionals. Scholarships awarded to winning students. Preliminary judge, South Carolina Young Writers Program––Columbia, SC (2002). Read and selected finalists for a contest that includes work from high school students state-wide and awards scholarships. Publications What Do Animals Do on the Weekend?: Adventures from A to Z (Novello Festival Press, 2002) Children’s narrative alphabet book, illustrated by the author. Book Review of K.L. Cook’s Last Call, Arts and Letters, Fall 2005. Poems, “While the Iguana Dreams on My Windowsill” and “Blue Period,” The Comstock Review, forthcoming 2006.


Short Stories: “Destiny’s Day Off,” Thema, Fall 2004. “Folie a Deux,” Victoria Press, Summer 2004. “Chocolate Chip Oatmeal Heaven,” Hungry for Home (Novello Festival Press, 2003). “Damn, He Was a Vegetarian,” The Armchair Aesthete, Spring 2003.

Awards/ Honors Full Assistantship, Georgia College & State University, Milledgeville, GA (2004-2006). AWP Intro Awards nomination for a nonfiction piece, “Luna.” Fall 2005. Assistantship, Penland School of Crafts, Penland, NC (2003). Funded a wood engraving/ printmaking studio course. Selected as a member of the South Carolina Arts Commission’s Arts in Education Artists’ Roster (summer 2003). Artist’s Residency, Wildacres Retreat, Little Switzerland, NC, 2002. SC Arts Commission Artist/Writer’s Grant, 2001 and 2002. Nancy Kranzberg Book of the Year award, Washington University (2000) for the handmade

letterpress edition of What Do Animals Do on the Weekend?

Selected Readings, Lectures, Exhibitions Featured reader/presenter, Festival on the Square––Newland, NC, 2005. Featured speaker/presenter, Banner Elk Book Festival––Banner Elk, NC, 2004. Featured speaker/presenter, Bookends Festival––Winston-Salem, NC, 2004. Featured speaker, graduation ceremony for the Young Authors Celebration, Mayland Community College––Spruce Pine, NC, 2003. Featured speaker/presenter, Southern Kentucky Book Fair––Bowling Green, KY, 2003. Speaker/presenter, SC Association of School Librarians Conference––Columbia, SC (2003) and Greenville, SC (2003). Visiting artist, Heath Springs Elementary School––Heath Springs, SC, 2003. Visiting artist, Forest City Elementary––Forest City, NC, 2003. Visiting artist, Mt. Pisgah Elementary––Mt. Pisgah, SC, 2003. Visiting artist/presenter, Lancaster High School––Lancaster, SC, 2003. Featured speaker/presenter, Apex Elementary––Apex, NC, 2003. Reading, Fireside Bookstore––Forest City, NC, 2003. Reading, Barnes and Noble––Greensboro, NC, 2003. Reading, Blue Moon Books––Spruce Pine, NC, 2003. Reading, Quail Ridge Books––Raleigh, NC, 2003. Visiting artist, Eastside Academy––Lancaster, SC, 2002. Reading, Little Professor Bookstore––Charlotte, NC, 2002. Reading, Barnes and Noble––Charlotte, NC, 2002. Reading, Kershaw Library––Kershaw, SC, 2002. Reading, Lancaster County Library––Lancaster, SC, 2002. Reading/ printmaking program, Charlotte-Mecklenburg Library––Charlotte, NC, 2002. Featured speaker/reader, Novello Festival of Reading––Charlotte, NC, 2002.


Traveling Exhibition––block printed illustrations from What Do Animals Do on the Weekend? have been shown in the following galleries: Icehouse Center––Davidson, NC, Summer 2006. Little Gallery––Waynesville, NC, 2005 and 2006. Lees-McRae College––Banner Elk, NC, 2005. Banner Elk Elementary, NC, 2005. Caldwell County Arts Center, NC, 2005. Burke County Arts Center, NC, 2004. Hendersonville Arts Center––Hendersonville, NC, 2004. Hiddenite Arts Center––Hiddenite, NC 2004. Lenoir Arts Center––Lenoir, NC, 2003. Toe River Arts Council––Spruce Pine, NC, 2003. Camden Fine Arts Center––Camden, SC, 2003. Charlotte-Mecklenburg Library––Charlotte, NC, 2002.

Mary Catherine Fenton Department of English 242 Wren Lane Western Carolina University Whittier, NC 28789 Cullowhee, NC 28723 (828) 631-9037 (828)227-3934 [email protected]

Education Ph.D. (English), University of Kentucky, 1990

Dissertation: The Rhetoric of Qualification in Milton’s Prose Director: John T. Shawcross

M.A. (English), University of Wyoming, 1982

B. A. (English), University of Wyoming, 1980

Employment Western Carolina University, Cullowhee, NC: (1992-present )

Associate Prof. of English (1998-present) Associate Dean, Arts & Sciences (1997-99) Assistant Prof. of English (1992-1998) Director of Graduate Studies, English (1995-97)

Purdue University, North Central, Michigan City, IN: Assistant Professor, English (1990-92)

University of Kentucky, Lexington KY: (1986-90) Teaching Associate: (1988-90) Writing Center Consultant (1986-90) Teaching Assistant: (1986-88)

Francis Marion University, Florence, SC: Instructor of English (1984-85)

University of New Orleans, New Orleans, LA: Instructor of English (1982-84)

Publications



• “Milton’s View of Ireland: Reform, Reduction, and Nationalist Polity,” forthcoming in Milton Studies 45 (2004). 32 pages.

• “Milton’s True Hope: Domestic Land Law and ‘The Paradise Within,’” Studies in English Literature 43.1 (Winter 2003): 151-80.

• “Strange Attractors: Conscience and Chaos in Milton’s Areopagitica,” in All in All: Unity, Diversity, and Miltonic Perspective, Ed. Charles W. Durham and Kristin McColgan. Selinsgrove: Susquehanna University Press, 1998. 232-44.

• "’The rising world of waters dark and deep’: Chaos Theory and Paradise Lost," chapter in Arenas of Conflict: Milton and The Unfettered Mind, ed. Kristin McColgan and Charles W. Durham. Selinsgrove: Susquehanna University Press (1997): 140-60. Reprint/revision of Milton Studies32 article. This collection of essays won the 1998 Irene Samuel Award for the Best Book-Length Publication, awarded by The Milton Society of America.

• “’The rising world of waters dark and deep’: Chaos Theory and Paradise Lost.” Milton Studies 32 (1995): 91-110.

• “Milton’s Praxis of Truth: Proairesis and Qualification in the Civil Liberty Tracts.” Milton Quarterly 28.3 (October 1994): 47-56.

• “Truth’s Mutability: Edward Herbert’s Rhetorical Reconstructions of De Veritate” in Rhetorical Designs for Professional and Technical Writers. Ed. William E. Tanner. Dallas: Caxton’s Modern Art Press, 1994: 103-110.

• “Visions of the Future: Utopian and Apocalyptic Designs.” The College English Association Forum 23:2/24:1 (Summer/Winter 1993-94): 15-20.

• “Edward, Lord Herbert of Cherbury.” The Dictionary of Literary Biography: Non-Dramatic Seventeenth Century Writers. Volume 121. Ed. Thomas Hester. Detroit: Gale, 1992: 163-76.

Professional Presentations

“Holding Sacred Ground: Paradise Regain’d and the Law of the Land,” to be presented at The Eighth International Milton Symposium, (Grenoble, France), June 7-11, 2005.

“’Our Father, Who Art in Hell’: Public Performance of Debased Prayer in Paradise Lost,” presented at the International Milton Congress, (Duquesne University), March 12-14, 2004.

“The Boundaries of Reform: Milton on Ireland Before and After 1649,” presented at The Conference on John Milton, (Middle Tennessee State University), October 23-25, 2003.

“The English Colonization of Ireland in the Seventeenth Century: John Milton’s Rhetoric of Hegemony,” presented at The Annual Conference of the Multicultural Institute (Karl Marx Center, Trier, Germany), July 4-5, 2002.

“Milton and the Politics, Poetics, and Theology of Hope,” public lecture invited for presentation at the University of Trier, (Trier, Germany), July 3, 2002.

“Milton’s View of Ireland in the 1649 Tracts: When All Liberty is Not Created Equal,” presented at the Seventh Annual International Milton Symposium, (Beaufort, SC), June 1-4, 2002.

“Milton’s Hope: Domestic Land Law and ‘The Paradise Within,’” presented at The Conference on John Milton, (Middle Tennessee State University), October 21-23, 2001.


“Domestic Land Issues in Paradise Lost,” paper invited for presentation at The West Virginia Shakespeare and Renaissance Conference, (The University of West Virginia), April 6-7, 2001. “Hope Cleaving Unto Despair: Satan’s Utopia in Paradise Lost,” presented at South Atlantic Modern Language Association (SAMLA) Conference, (Birmingham, AL), November 10-11, 2000.

“Politics and the Geography of Hope in Paradise Lost,” presented at The Southeastern Renaissance Conference, (The University of Virginia at Wise), September 21-22, 2000.

"Areopagitica's Liberty or License: The Chaos of Global Capitalism," presented at the Thirtieth Annual College English Association (CEA) Conference, (Philadelphia, PA), April 1-3, 1998.

“Strange Attractors: Chaos and Conscience in Milton’s Areopagitica,” presented at The Conference on John Milton, (Middle Tennessee State University), October 1995.

“Truth’s Mutability: Edward Herbert’s Rhetorical Reconstructions of De Veritate,” presented at the Modern Language Association (MLA) Conference, (Toronto, Canada), December 1993.

“Chaos Theory in Paradise Lost,” presented at The Conference on John Milton, (Middle Tennessee State University), October 1993.

“Multi-disciplinary Visions of the Future: Utopian and Apocalyptic Designs,” presented at The College English Association (CEA) National Conference, (Charlotte, NC), February 1992.

“Solicit Not Thy Thoughts With Matters Hid: Miltonic Parallels with Philip Melanchthlon’s Doctrine of Theological Skepticism,” presented at The Twenty-Sixth International Congress on Medieval Studies, (Michigan State University), May 1991.

“Qualification of Proairesis in Milton’s Civil Liberty Tracts,” presented at The English Renaissance Prose Conference, (Purdue University), October 1990.

“The Homiletic Styles of John Donne and Lancelot Andrewes,” presented at The John Donne Conference, (Gulfport, MS), February 1988.

“Identity as Symbol of Identity: D.B. Murphy in Ulysses,” presented at The Kentucky Philological Association, March 1988, (Voted “Best of Section” paper).

“The Mathematics of Love: Structure in John Donne’s Love Poems,” presented at The Kentucky Philological Association, March 1987, (Voted “Best of Section” paper).

Courses Regularly Taught (4/4 teaching load)

Graduate (Master’s level): Milton Non-dramatic Renaissance Literature Seventeenth-Century British Literature

Undergraduate: Milton Renaissance Literature Literature and History: The Renaissance British Literature Survey I (Beowulf-

Milton) The Italian Renaissance and Its Origins Freshman Seminar in the Literature of

Place God & Gold in the Age of Exploration


Grants Awarded

WCU Scholarly Development Reassignment Program Award, Spring 2002 WCU Summer Research Grant, Summer 2001 ($5000).

WCU Graduate Research Assistant Award, 1996-97 ($5000).

National Endowment for the Humanities Summer Seminar: “The Renaissance and Reformation in Tudor-Stuart England” at the University of Chicago, Summer 1991.

Honors and Awards

University of North Carolina Board of Governors’ Award for Excellence in Teaching, 2004

Chancellor’s Distinguished Teaching Award, WCU, 2002-2003

College of Arts and Sciences Teaching Award, WCU, 2002-2003 Excellence in Graduate Student Mentoring, Faculty Award, WCU Graduate School,

2001 College of Arts & Sciences Teaching Award, WCU, 1995-1996

Chancellor’s Award to Outstanding Teaching Assistant, University of Kentucky, 1990

Ellershaw Award, Outstanding Ph.D. Candidate, Department of English, University of Kentucky, 1990

Professional Memberships/Activities

• Member, The Milton Society of America, 1992-present • Member, The Renaissance Society of America, 1999-present • Phi Kappa Phi Honorary Society, October 2003-present • Organizer, Local Arrangements and Program Chair, Georgia/Carolinas College English Association (CEA) Conference held at WCU, June 19-21, 1997 • President, Georgia/Carolina CEA, 1996 • Program Chair of Georgia/Carolina CEA Conference, (Savannah, GA), February 1996 • Vice-President, Georgia/Carolinas CEA, 1995 • Editorial Board of Notes (Georgia/Carolinas CEA semi-annual publication) 1992-97 Associate Professor, 241 Oak Forest Drive English Department, Coulter 305 [email protected] Cullowhee, NC 28723 Western Carolina University http://paws.wcu.edu/bgastle Home: (828) 293-5585 Cullowhee, NC 28723 Office: (828) 227-3928 Fax: (828) 227-7266

Education Ph.D. English Language and Literature, University of Delaware, Newark, Delaware (1998)

Dissertation: ‘Femme Sole’ and Mercantile Writing in Late Medieval England. Committee: James Dean, Mark Amsler, Judith Roof, & Paul Strohm

M.A. English Language and Literature, University of Delaware, Newark, Delaware (1991) B.A. English Language and Literature, SUNY Buffalo, Amherst, New York (1989) Minor: Business Administration


Scholarship

Medieval Literature Scholarship

• “As If She Were Single’: Working Wives and the Late Medieval English Femme Sole.” The Middle Ages at Work: Practicing Labor in Late Medieval England. Eds. Kellie Robertson and Michael Uebel. The New Middle Ages Series. New York: Palgrave Macmillan, 2004. 41-64.

• “Breaking the Stained Glass Ceiling: Mercantile Authority in the Paston Letters and the Book of Margery Kempe,” Studies in the Literary Imagination 36:1 (Spring 2003): 123-47.

• “The Old and Middle English Beast Fable,” A Companion to Old and Middle English Literature. Eds. Bob Lambdin and Laura Lambdin. London: Greenwood Press, 2002. 69-85.

• “Chaucer’s ‘Shaply’ Guildsmen and Mercantile Pretensions,” Neuphilologische Mitteilungen: Bulletin of the Modern Language Society 99.2 (Fall 1998) 211-16.

Professional Writing and Editing: Research and Applied Scholarship

• Editor, Southern Association of Colleges and Schools (SACS) Compliance Certification Reaccredidation Report for Western Carolina University (313 page report, 220 supporting documents, & accompanying web site) (2006)

• Lead Online Course Module Editor, NC TEACH OnLine Program. LearnNC. North Carolina State Board of Education, Department of Public Instruction. 2004.

• E-learning Technology Developer. Professional Development for New Teachers: First Days. In Professional Development Series for Excellence in Teaching. NCTEACH. North Carolina State Board of Education, Department of Public Instruction (DPI). Multi-CD Educational Development Series. 2003.

• Academic Consultant and Script Editor. Rings, Kings, And Things. Cerebellum’s Standard Deviants Series (www.pbs.org/standarddeviantstv/PBS ) for PBS TV. Fall 2001.

Rings Kings and Things Interactive DVD ISBN: 1-58198-374-3 Rings, Kings & Things Part 1 -Swords & Sorcery VHS ISBN 1-58198-121-x Rings, Kings & Things Part 2 - Monsters & Mayhem VHS ISBN 1-59198-122-x

• Author. “The Writing Center,” The Alphabet Superhighway: A Knowledge Resource for Schools of the 21

st Century Summer, 1996 to Summer 1998.

(www.ash.udel.edu/ash/tutor/writing)

• Co-Author. Study Guide for Technical Communication in the Global Community (D. Andrews), with Catherine Carter and Marta Kvande. Fall 1997. Prentice Hall (www.prenhall.com/andrews)

Terry Curtis Fox Associate Professor Screenwriting and Film Studies Western Carolina University


Education

AB University of Chicago 1970 Committee on General Studies in the Humanities Teaching

Fall 2005 – present: Associate Professor, Western Carolina University

Spring 2005 – Visiting Artist, Western Carolina University

Spring 2002 – Fall 2005 – Adjunct Professor, University of Southern California, School of Film and Television

Courses taught Spring 2005 ENG 310-70 Introduction to Screenwriting 13 ENG 493-01 Adapting the Short Story 8 Semester Total 21 Fall 2006 ENG 310-70 Introduction to Screenwriting 11 ENG 493-70 Intermediate Screenwriting 3 Semester Total 14 Spring 2006 ENG 493-70 Scene Writing for the Screen 8 ENG 493-71 Advanced Screenwriting 2 Semester Total 10 Fall 2006 ENG 310-01 Introduction to Screenwriting 14 ENG 394-70 Screenplays of Billy Wilder 20 ENG 406-01 Screenwriting II 9 Semester Total 43


Creative Activities and Scholarship Creative All work produced unless otherwise noted. All unproduced work was either commissioned or optioned unless otherwise noted.

The Future (stage play, currently under consideration by New York Theatre Workshop)

A Very Simple Crime (a/k/a An American Crime; co-written with Nicholas Kazan, based on an unpublished novel by Grant Jerkins) (UGC, dir. Barbet Schroeder, currently in pre-production)

Furious (spec screenplay currently being shopped; Karim Ainouz, possible director)

The Agency freelance writer (CBS Productions, CBS, 2003)

Diagnosis Murder Creative Consultant and writer (Viacom, CBS, 1999-2001)

Artists for the Cure writer (benefit concert, Carnegie Hall, 2000, 2001, 2002)

The Hunger Executive Creative Consultant and writer (Telescene Canada, Scott Free, Showtime, 1998-99)

Stargate SG-1 Senior Advisor and writer (MGM, Showtime, 1998)

Man O’War writer, adaptation of novel by William Shatner (Showtime, 1998, dir. William Shatner)∗

Crisis, Inc. writer, pilot (Alliance, NBC, 1998)Error! Bookmark not defined.

The Hunger Creative Consultant and writer (Telescene Canada, Scott Free, Showtime, 1997)

Vagabond Stars stage play co-written with Katherine James (based on the novel by Sholem Aleichem, Sholem Community Organization, L.A., 1997)

Viper freelance writer (Paramount, UPN, 1996)

Nowhere Man freelance writer (Disney, UPN, 1996)

JAG freelance writer (Paramount, CBS, 1996)

Hidden College writer, pilot (Paramount, UPN, 1995)Error! Bookmark not defined.

Sweet Justice Producer and writer (Columbia, NBC, 1995)

Lonesome Dove -- the Outlaw Years freelance writer (Hallmark, syndication, 1995)

The Marshal Producer and writer (Paramount, ABC, 1994)

Peretz stage play co-written with Katherine James (based on the life and work of I. L. Peretz, Sholem Community Organization, L.A., 1994)

New York Undercover freelance writer (Universal, FBC, 1994)

Fortress writer, shared credit** (Miramax/Village Roadshow 1993; dir. Stuart Gordon)

South of Sunset freelance writer (Paramount, CBS, 1993) ∗ Unproduced ** “Shared credit” indicates multiple writers on the project, credit determined by the WGA; in this case I was the final writer and wrote the shooting script.


1492 stage play co-written with Katherine James (Sholem Community Organization, L.A., 1992)

Final Fling writer (spec, 1992 -- sold to CBS 1995)*

Special Investigations writer, pilot (Warner Brothers, ABC, 1992)*

Under Cover Supervising Producer and writer (Warner Brothers, ABC, 1991)

Red Nischt stage play co-written with Katherine James (Sholem Community Organization, L.A., 1991)

Hip Hop Cop writer, pilot (Warner Brothers, CBS, 1991)*

Moe writer, biography of Moe Berg (Warner Brothers/Chris-Rose, CBS, 1991)*

Bullitt II writer, pilot (Warner Brothers, NBC, 1990)*

We Survive stage play co-written with Katherine James (Sholem Community Organization, L.A., 1990)

Woman in the Wings writer (Robert Greenwald Productions, dir. Robert Greenwald, 1990)*

Perfect Witness writer, shared credit** (HBO, 1989, dir. Robert Mandell)

Men Co-Producer and writer (Universal, CBS, 1989)

The Prosecution writer (Columbia, dir. Martin Davidson, 1988)*

Cops writer, adaptation of my stage play (Tri-Star, dir. Stuart Gordon, 1988)*

13 writer (Orion, dir. Dennis Hopper, 1987)*

Hard Copy freelance writer (Universal, 1987)

Hill Street Blues Story Editor and writer (MTM, NBC, 1986)

Sunstroke (aka The Edge) writer (Lorimar; dir. Sidney Lumet, 1986)*

The Pornographer's Daughter stage play (Chicago Theatre Project, 1984)

The Summer Garden stage play (O'Neill Center; 1981)

Justice stage play (Playwrights Horizons, 1979, published Samuel French)

Cops stage play (Organic Theatre, Chicago, 1976; Performance Group, New York, 1978; published Samuel French)

Journalism

Theatre critic Village Voice (weekly) (1976-81) (duties also included occasional film criticism)

Film critic Hyde Park Herald (weekly) (1972-3)

* Unproduced ** “Shared credit” indicates multiple writers on the project, credit determined by the WGA; in this case I was the original writer of the project.


Theatre critic, Chicago Reader (weekly) (1971-75) (duties also included occasional film criticism)

Work also appeared (1971-2001) in:

Boston Real Paper

Boston Phoenix

California magazine

Chicago magazine

Chicago Daily News (frequent reviews and features plus weekly column)

Chicago Sun-Times (frequent reviews and features)

Chicago Tribune (frequent reviews and features)

Chicago American

Film Comment (frequent contributor)

Focus

G/Q magazine (monthly column)

Los Angeles Times Book Review

Maguffin

New Times magazine

New York magazine

New York Daily News

Oui magazine (Associate Editor, 1974-5)

Premier magazine

Written By magazine (Editorial Advisory Committee)

Asheville lecture on “Finding the Voice of a TV Series,” Spring 2005 Departmental Service Member, Motion Picture Studies Committee (2005-present) Member, Professional Writing Committee (present) Advised Deirdre Elliot on how to incorporate drama into first-level Creative Writing

course (September 2006)

University Service Member, Motion Picture and Television Steering Committee (2005-present) Member, Post-Colonial Reading Group (present) Advised Jack Sholder on MPTP classes and program, including reviewing memos

(Spring 2005-present)


Opened “Screenplays of Billy Wilder” lectures to University community (Fall 2006) Lent private collection of rare Wilder films to Hunter Library (Fall 2006) Guest lecturer for introductory communications course (September 2006) Guest speaker, Film Society (September 2006) Advised Ron Rash on adaptation of “Chemistry” into screenplay for MPTP student

production (Spring 2006) Guest for music composer Bruce Frazier’s film scoring class (Spring 2006) Three guest lectures for Jack Sholder “Films that Matter” course, open to University

community (Fall 2005)

Participated in exploratory meeting for projected Sandburg House film project (Fall 2005)

Advisor, June Wytock, “Body Project” video (Fall 2005) Script Advisor, “Hitchcock-Hermann” program, opening FPAC (Fall 2005) Service to the Profession 1995-2003 Board of Directors of the Writers Guild of America, West.

Subcommittees: President’s Advisory Committee Editorial Advisory Committee Website Committee Awards Committee Credits Committee

2004 Writers Guild of America, West., Negotiations Committee

1977-1981 Obie Awards panel for Off and Off-Off Broadway theatre 1981 O’Neill Fellow 1980 New York State Council on the Arts CAPS grant as a playwright Brian W. Gastle Associate Professor, 241 Oak Forest Drive English Department, Coulter 305 [email protected] Cullowhee, NC 28723 Western Carolina University http://paws.wcu.edu/bgastle Home: (828) 293-5585 Cullowhee, NC 28723 Office: (828) 227-3928 Fax: (828) 227-7266

Research and Teaching Interests Medieval Lit. & Culture: Mercantile Rhetoric Chaucer Margery Kempe Professional Writing: Business Writing Group Editing Writing for the Web / Media Other: Speculative FictionGender Studies Film Studies

Selected Consultations

• Board of Reviewers. Business Communication Quarterly (1997 – present)


http://paws.wcu.edu/bgastle


• Webmaster. John Gower Society (www.johngower.org) (2005 – present)

• Editorial Reviewer. Kalaidjian, Walter et. al. Understanding Literature. Boston, MA: Houghton Mifflin, 2003.

• Online Reviewer. Markel, Mike. “Tutorial on Evaluating Internet Information,” Technical Communication. 7th ed., Bedford, 2002. www.bedfordstmartins.com/markel_tutorial/.

Current and Forthcoming Scholarship

Forthcoming

• “Historical Context of Medieval Literature” solicited essay/chapter for the Continuum Handbook of Medieval British Literature, Continuum Press (contracted).

• Approaches to Teaching John Gower. Eds. Robert Yeager and Brian Gastle. Modern Languages Association. Proposal accepted by final Publications Committee after full support from content editorial board and all outside reviewers.

In Process • “Effects of Maturity on Determining the Factor Structure of a Student Assessment of

Instruction Instrument.” Co-authoring / currently writing.

• “‘Encresse or Maken Dymynucioun of My Langage’: Chaucer’s Poetic Investments.” Currently researching.

Conference Presentations

Research Presentations

“The Femme Sole Juridical Subject in The Book of Margery Kempe and the Paston’s Letters,” Law and Vernacular Literature: Law and Women session, International Congress on Medieval Studies, Kalamazoo, MI (2005)

“Chaucer’s Household Economies,” Chaucer and Home Session, Fourteenth International Congress of the New Chaucer Society, Glasgow, Scotland (2004)

“Chaucer’s Pandarus: Desire as Illicit Investment,” Medieval Romance Society session, International Congress on Medieval Studies, Kalamazoo, MI (2003)

“‘Encresse or Maken Dymynucioun of My Langage’: Translation as Investment in Chaucer’s Troilus and Criseyde,” Medieval Translation Theory and Practice session, International Congress on Medieval Studies, Kalamazoo, MI (2001)

“‘Yef me this labour and this bisynesse’: Chaucer, Romance, and the Matter of Business,” Chaucer and Philosophy Session, Twenty-Sixth Annual Meeting of the Southeast Medieval Association, Asheville, NC (2000)

“Genre, Gender and Sexualities,” E-Seminar Participant, Twelfth International Congress of the New Chaucer Society, London, England (2000)

“Chaucer and the Business of Romance,” at the Chaucer Yearbook’s Seeing Chaucer Through His Genres panel of the International Congress on Medieval Studies, Kalamazoo, MI


(2000)

“Balancing the Books: Merchants, Marriages, and the Femme Sole Textual Tradition in the Early Fifteenth Century,” Seventh Annual Conference of the Group for Early Modern Cultural Studies (GEMCS), Coral Gables, FL (1999)

“Chaucer and the Rural Femme Sole,” Construction of Marriage in the Later Middle Ages Session, International Congress on Medieval Studies, Kalamazoo, MI (1998)


“The Late Medieval Female Mercantile Subject,” Female Subjectivity in Medieval Literature Session, International Congress on Medieval Studies, Kalamazoo, MI (1997)

“Marriage, Narrative Debt, and Chaucer’s Mercantile Romances,” Narrators in Medieval Romance Session, International Congress on Medieval Studies, Kalamazoo, MI (1996)

“Working Women: The Trope of the Businesswoman in Late Medieval Literature and Society,” Women as Authority: Text, Image and History Session, International Congress on Medieval Studies, Kalamazoo, MI (1993)

“‘A Moral Tale Vertuous’: Chaucer’s Melibee and the Conduct of Style,” Fictive Advice: Exempla in Conduct Literature Session, Twentieth Annual Meeting of the Southeastern Medievalist Association (SEMA), Arlington, VA (1992)

“Patriarchal Hermeneutics: The Engendering of Class in Late Medieval Literature and Society,” Old and Middle English Session, NEMLA, Buffalo, NY (1992)

Pedagogy Presentations

“Teacher-Ed / Student-Ed: Selling Medieval Studies in the Age of Engagement”, Roundtable Participant for “Devyne Service Perpetuell”: Service Learning and the Medieval Studies Curriculum,” TEAMS (Consortium for the Teaching of the Middle Ages), Forty-First International Congress on Medieval Studies, Kalamazoo, MI (2006)

“Words Revising Words: A Modified Peer Editing Technique,” Association for Business Communication Conference, Toronto, ON (2003)

Appalachian Rural Teachers of Technology Alliance Group Leader - Technology Lesson Plans for K-12 Language Arts Instruction, Asheville, NC (2002)

“Medieval Studies and Teacher Education Technology Portfolios,” Thirty-Seventh International Congress on Medieval Studies, Kalamazoo, MI (2002)

Appalachian Rural Teachers of Technology Alliance Group Leader - Technology Lesson Plans for Learning Disabled 11-12th grade Language Arts Instruction, Asheville, NC (2001)

“Technology, Humanities Courses, and the Public Good,” invited speaker at Teaching for the Public Good: The Future of the Humanities in Public Higher Education, Chapel Hill, NC (2000)

“Writing with the Web,” 1997 Summer Gateway Project, University of Delaware (http://www.ash.udel.edu/ash/misc/gateway/), Newark, DE (1997)

“The Delphi Workshop: Low Pressure Self-Help,” Sixth Annual Colloquium on Assisting Under-Prepared Students, Miller Learning Resource Center, Wilmington, DE (1990)

“Students Teaching Students: Peer Editing,” Annual Conference for Graduate Teaching Assistants, University of Delaware, Newark, DE (1990)

Panel Administration

Chair: “Romance and History I: The Subject of History” session, Sponsored by the Medieval Romance Society, Thirty Ninth International Congress on Medieval Studies, Kalamazoo, MI (2004)

Chair: “Justice” session, Seventh Annual Conference of the Group for Early Modern Cultural Studies (GEMCS), Coral Gables, FL (1999)

Chair: “Women at Work in Medieval Literature” session, International Congress on Medieval Studies, Kalamazoo, MI (1999)


Chair: “The Textual Environment of Old and Middle English Literature” Old and Middle English Session, Twenty-Fifth Annual NEMLA Convention, Boston, MA (1995)

Secretary: Old and Middle English Session, NEMLA, Pittsburgh, PA (1992)

Courses Taught Western Carolina University (1998-Present)

Graduate English (ENGL) Seminars and Cross-Listed Classes • 620 – Chaucer – Graduate Seminar (Spring 02, 03, 06) • 621 – Middle English Language and Literature – Graduate Seminar (Fall 00, Spring

05) • 604 – Writing for Electronic Environments – Undergraduate & Graduate (Spring

00, 03 – 06) • 501 – Writing for Careers – Graduate Seminar (Spring 00)

Undergraduate English (ENGL) Classes

• 498 – Senior Seminar in Literature (Fall 04, 05) • 467 – Science Fiction Film (Spring 00) • 420 – Chaucer and His Age (Fall 99, Spring 04) • 401 – Writing for Careers (Fall 98 – Fall 04) • 305 – Technical Writing (Fall 02, Summer 04 , Spring 05) • 304 – Writing for Electronic Environments – Undergraduate & Graduate (Spring

00, 03 – 05) • 303 – Introduction to Professional Writing and Editing (Spring 02; Fall 06) • 251 – Survey of English Literature I (Fall 99, 04 ) • 209 – Past Times: Literature and History (Fall 01, Spring 02) • 201 – Literary Landmarks of Western Culture (Fall 98; Spring 99, 00, 01) • 102 – Composition II (Spring 02, 03, 04) • Independent Study – Introduction to Latin (Spring 00, 01)

University of Delaware (1989-1998)

• Medieval Culture & Daily Life (Fall 97) • Medieval & Renaissance Women and Religion (Spring 93) • Shakespeare (Fall 92) • Masterpieces of the Western World I (Fall 92 - Fall 97) • Great English Writers I (Spring 90, 93; Fall 91; Winter 92) • Biblical & Classical Literature (Fall 90; Winter 91, 93; Spring 92) • Gender and Myth in Speculative Fiction (Fall 95, 97) • The Pen & the Sword--Representations of the Heroic (Fall 92, 96) • Speculative Fiction and the Medieval: Fact, Fiction, & Fantasy (Spring 97, 95) • Written Communications in Business (Winter 90, 92, 95; Summer 90, 92; Fall 92) • Critical Reading and Writing (Fall 89)

Academic Service and Professional Experience

Selected Current Activities

Associate Professor, Department of English, Western Carolina University (2004 –


Present) Committees: Dept: Tenure, Promotion, and Reappointment; Personnel

Selected Previous Activities

Assistant Professor, Department of English, Western Carolina University (1998 – 2004) Director of Professional Writing (Spring 2003 – Spring 2005)

o Organize $10,000+ Spring Literary Festival o Supervise all Co-ops and Internships (10-20/year) o Supervise Professional Writing Curriculum

Director of Undergraduate Studies in English (Fall 2000 – Spring 2003)

o Supervised Recruitment Activities (number of majors increased 50%)

o Advised English Honors Society and English Club o Organized Advising seminars, workshops, and training

Committees: Dept: Annual Faculty Evaluation; Technology; Executive

College: Technology; Dean’s Advisory Board University: Chair University Visiting Scholars Committee; Chair

of Faculty Advisement; Student Perception of Teaching Effectiveness Committee

Participant 2000 NEH Summer Seminar, Penn State Univ. – “Chaucer: Ancient and Modern” Instructor, University of Delaware (1989-98). Taught courses for:

• Department of English • Honors Program • Comparative Literature Program

Research Assistant, Educational Technology Laboratory, University of Delaware (1997-98) M.A. Representative to the Graduate Committee, University of Delaware (1990-91) Treasurer, Graduate Student Association, University of Delaware (1993-95) Undergraduate Representative to the Executive Committee, University of Buffalo (1988-

89)

Awards and Honors • Mobile Laptop/ Multimedia Editing Cart: A Technology Development Grant - $1,000

(2005-2006) • Vice Chancellor’s Instructional Improvement Grant: Digital Video Integration - $1,000

(2003-2004) • Finalist for Arts & Sciences Distinguished Teaching Award (2002-2003) • Finalist for Research and Graduate Studies Teaching & Research Award (2002-2003) • Visiting Fellow of the Institute for the Arts and Humanistic Studies, Penn State Univ.

(summer 2000) o Visiting Scholar, Department of English, Penn State Univ. (summer 2000) o Associate of the Center for Medieval Studies, Penn. State Univ. (summer 2000) o NEH Summer Seminar Stipend - $3,500 (2000)

• New Chaucer Society Travel Grant - $1,000 (2000)


• Nominated for University of Delaware’s Excellence in Teaching Award (1997) • University of Delaware English Department Travel Grants (1992, 1993, 1995, 1996, 1997) • University of Delaware Office of Women’s Affairs Travel Grants (1993, 1996) • English Department Fellowship, University of Delaware (1992-93) • George Knight Houpt Prize for Scholarly Excellence in English, SUNY Buffalo (1989)


JILL DIX GHNASSIA Work Address Home Address: 311 Coulter Hall P. O. Box 2047 Western Carolina University Cullowhee, NC 28723 Cullowhee, NC 28723 (828) 293-1498 (828) 227-3936 email: [email protected] Administrative Positions 2000-2004 Dean, The Honors College and Professor of English

Western Carolina University 2001 Leadership Development Workshop for Deans/Academic Affairs Administrators, University of North Carolina System, Chapel Hill, NC Leadership Institute, Develop Dimensions International, 2002-2003, Western Carolina University initiative

1994-1999 Director, Honors Program

University of Hartford Educational Preparation Ph.D. in English Duke University, Durham, NC, 1983 M.A. in English Duke University, Durham, NC, 1972 B.A. in English Bucknell University, Lewisburg, PA, 1969, cum laude Teaching Positions 2000- Professor of English, Western Carolina University, Cullowhee, NC 1992-2000 Associate Professor of English, University of Hartford, West

Hartford, CT

1983-1992 Assistant Professor of English, University of Hartford, West Hartford, CT

1983-1985 Adjunct Professor, North Carolina Wesleyan College, Raleigh Campus 1974-76 Teaching Fellow, Duke University, Durham, NC

Initiatives and Accomplishments as Dean, The Honors College, Western Carolina University

Western Carolina University is one of 16 constituent institutions of the University of North Carolina system. Founded in 1889, Western Carolina University is a regional comprehensive university, with over 7,500 students (6,100 undergraduate and 1,400 graduate students), 350 full-time faculty members, and a budget of $100 million ($75 million in the education and general fund). The University offers approximately 75 undergraduate majors, 35 masters programs, and two doctoral degrees.



The Dean of the Honors College is the chief academic officer of the College and is responsible for every facet of the operation of the College. The Honors College was created to attract more “high end” students. The Honors Program with 75 students has been transformed into a residential honors college with over 950 students, whose SAT scores are over 225 points higher than the average student’s. Honors College students are active in the National Council on Undergraduate Research (Western Carolina has been in the top 20 colleges in numbers of papers presented several times), as well as in the Undergraduate Research Expo of undergraduate research projects presented on campus and in the UNC System’s Research in the Capital poster presentation (Western had more student presentations accepted than any other UNC system school except the University of North Carolina at Chapel Hill). The College also assists students in applying to graduate or professional schools and in seeking prestigious national fellowships (Rhodes, Fulbright, Truman, etc.). The budget of the Honors College is approximately $40,000, excluding salaries of staff, faculty, and work study students. The Dean participates in the Council of Deans, Department Heads’ Workshops, the Chancellor’s Regional Roundtables, and fundraising activities. The following initiatives were undertaken with the cooperation, collaboration, and support of academic department heads, faculty members, other deans, directors, and vice chancellors. Selected Academic Initiatives at Western Carolina University Creation of the Office of Pre-professional Programs and Distinguished Scholarships Obtaining a position to hire a Director of Pre-Professional Programs and Distinguished Scholarships Outreach to area community colleges Providing assistance in the creation of an Honors Program for AB Technical Community College and facilitated the transfer of honors credits to Western Carolina University Creation of a Book Club for Honors students Member of the UNC System Consortium for Undergraduate Research Promotion of Undergraduate research at Western Carolina University Creation of workshops for faculty on the pedagogy of teaching honors students (in cooperation with the Coulter Center for Faculty Development) Cooperation with the Coulter Center for Faculty Development in the area of the Scholarship of Teaching and Learning (Boyer) Cooperation with the Teaching Fellows' Program and its Director Revitalization of Health Professionals Club Rewriting of Medical School Handbook Curricular Revision: development of interdisciplinary track and interdisciplinary courses Selected Administrative Initiatives at Western Carolina University Hiring of an Associate Dean to oversee the daily operations of the Honors College Office Hiring of a Director of Pre-professional Programs and Distinguished Scholarships Revitalization of the WCU chapter of Alpha Lambda Delta First strategic planning for the Honors College Outreach to the Cherokee nation through programming and visitation to schools Recruitment of honors students from private and specialized high schools in the region and state Establishment of a Faculty Advisory Council for the College Ground work for the establishment of an Honors Alumni Association for the College Ground work for the establishment of an External Board of Visitors for the College Creation and establishment of a mentoring program for all new honors students (HEMP, Honors

Educational Mentoring Program) Initiation of cooperative efforts with the Office of International Programs Membership on the Advisory Board for International Programs Creation of the Honors College’s first assessment document Creation of a new student evaluation of honors faculty and a new faculty evaluation of the courses and

students


Creation of the Honors College’s mission statement Creation of the Honors College’s first strategic plan Outreach to area community colleges Creation of first formalized document to allow the transfer of honors credits to the Western’s Honors

College program Advice to AB Technical Community College for the creation of their honors program Creation of a new honors freshman orientation program Creation of an Honors College Book Club Creation of Protocol for Honors College for Re-accreditation by SACS Establishment of Prestigious Scholarship Committees and Protocols Creation of identification system of students eligible for Prestigious Scholarships Grooming of students for Prestigious Scholarships, graduate school, and professional school Creation of protocols to identify and recruit minority students to The Honors College Revision of procedure for priority advising, scheduling, and registration of honors students Creation of written policy for increased borrowing privileges for honors students Instrumental in the initiation of the 4/1 Program in the Graduate School to allow undergraduates to

graduate in 5 years with both a bachelor’s and master’s degree (students can graduate sooner with they arrive with AP, IB, or college course credit)

Promotion of and initiation of Western’s membership in the American Association of Colleges and Universities (AAC&U)

Liaison between Western and AAC&U Growth of the enrollment in the Honors College (from 570 to 950 in three years) without a decrease in the

quality of the students (average SAT increased from a 1227 to a 1237 in three years Met with guidance counselors of private schools in the area to talk about the Honors College Meeting with a Faculty Advisory Council Initiation of a spring event for all freshmen to celebrate their success in their first year of college; last years

event was called, “Survivor: the Picnic” Initiation with the Career Center the addition of sophomore through senior year Honors Students to their

banquet and reception to allow students to learn how to conduct an interview at seemingly social events.

Serving on the NCHC Executive Board Task Force to survey and develop guidelines for Honors Colleges as opposed to Honors Programs.

Fundraising and cultivation of donors; cultivated a donor for the Honors College who will donate $500,000 for its endowment beginning in 2006; presentations to Alumni Board

Outreach to the University community through the Pre-professional advisor and the revitalized Health Pre-professionals Club

Other Accomplishments at Western Carolina University Successfully had five students accepted to summer programs to prepare them for medical school both the

summer of 2003 and the summer of 2004 (held at UNC-Chapel Hill and ECU) One Rotary International Scholarship winner, 2003 One Fulbright Winner, 2004 One student, Honorable Mention in the USA Today All USA Academic Team, 2002 Revitalization of the Honors College Board of Directors and helped them to establish a new Constitution

and get SGA funding. Attendance at NCUR Executive Meetings in 2002-2004 Member of NCHC and NCHC Committees for the Honors Semester, Large Honors Programs, and

Committee to develop guidelines for Honors Colleges Expansion and revision of the Honors College website University of Hartford, Director of the Honors Program The University of Hartford is an independent, coeducational, nonsectarian university located in West Hartford, CT. Founded in 1957 when three of the nine current schools merged, the University of Hartford is


a research I university, with over 4,200 undergraduate students, more than 3,000 others enrolled in part-time undergraduate and graduate programs and noncredit courses, 624 full-time and adjunct faculty members, and a budget of $100 million. The University offers approximately 85 undergraduate majors, 55 masters programs, and five doctoral degrees. The Honors Program Director is a program head with discretionary power to spend and reallocate funds as well as an academic coordinator for the program. The Director received a stipend each semester and a one-course load reduction from a then four-course per term load and served during the academic year only. The following initiatives were accomplished with the help of several dedicated faculty members, former President Humphrey Tonkin, and President Walter Harrison. Selected Administrative Initiatives at the University of Hartford

--Initiation of scholarship screening committees for the following national and international scholarship programs: Rhodes, Goldwater, Udall, Merck, Davies-Jackson, and Truman. In addition, the Director assumed increased responsibility for recruiting applicants for the Martin Scholarship. The Director was an ex-officio member of all scholarship committees. --Organization and advising of a local freshman honors group (Alpha Delta) as preliminary to affiliation with the national group, Alpha Lambda Delta. --Establishment of a chapter of Alpha Lambda Delta at the University of Hartford --Conception, initiation, and oversight of the Priority Registration for Honors Students. --Oversight and management of the University Honors Program Web Site. --Organizing and presiding over the reception for graduating Honors Program seniors. --Support of Admissions through attendance at fall “Preview” open houses for prospective honors students, participating in Honors Day, speaking at all Admissions functions, and annually briefing the Admissions and Financial Aid Office about the Honors Program. --Revitalization of the Honors Program within Hillyer College: New Coordinator who met with me almost weekly last year to learn about the program. To encourage Hillyer participation the University Honors Director worked to establish a mechanism for eligible students in Hillyer to become members of Phi Theta Kappa, the two-year equivalent of Phi Beta Kappa. --Establishment of restricted accounts for both Alpha Chi and Alpha Lambda Delta for their own funds so that money remain with those groups (was taken away by the University one year) and roll over from year to year if there is a surplus. Obtained increased funding for the program for the ‘98-‘99 academic year (through the good offices of the President) from $900 to $1,900. --Organizer of a new cooperative effort this past spring among the Honors Program, the International Center, and the Summer Program Office to recruit more honors students to study abroad programs. --Worked with Admissions Office to obtain the establishment of a scholarship for an incoming honors-caliber transfer student (Phi Theta Kappa). --Conceived and authored schematic for prospective honors students, now called the “Steps to Honors.” --Compiled, wrote, and edited the text for the University of Hartford Honors Program to be included in the Peterson’s Honors Programs Guide. Also obtained two student profiles for featuring in the Guide from two former honors students --Attended Board of Visitors to the International Center each year to promote cooperation with Study Abroad and interaction of American honors students with international students at the University. --Began process of obtaining a chapter of Alpha Sigma Lambda at the University. This is an honors group for nontraditional students. Should be completed in 99-00 year. --Creation of position for a student liaison from the Honors Student Organization to the University Honors Coordinating Committee --Chairing Honors Coordinating Committee --Negotiation with Director of the University Library for study space and extended borrowing privileges for honors students. Obtained space. Outlook good for extended borrowing privileges. Selected Academic Initiatives at the University of Hartford


The Director of the Honors Program at Hartford has little say over academic initiatives. The job consists mainly of coordination of faculty and requirements and resolutions of issues. Through administrative initiatives the Director was able to influence the academic side of the Honors Program. Other Accomplishments at the University of Hartford

--Sponsorship of Alpha Chi from 1988-1999: Revitalization of Hartford’s chapter of Alpha Chi National Honors Society: this group has sponsored and continues to sponsor occasional lectures, participates in the spring national conference, and has moved their initiation date to winter to facilitate and encourage more wide-spread participation. As their sponsor, the Director of Honors oversaw all of this group’s activities. --Development with other faculty and department heads of FIGS (First-Year Interest Groups) Teaching Experience Victorian Literature Romantic Literature Literature and History of Europe from 1760-1848 Interdisciplinary teaching (Romanticism in the Arts and Epidemics and AIDS) International Education (teaching at Bristol Polytechnic University [now the University of the Southwest of England] and Oxford University, Hertford College) The English Novel Survey of English Literature I and II Literature and Medicine Trials in Literature Composition Advance Composition

College and University Service

Committee Work: University of North Carolina System • UNC Undergraduate Research Consortium, representative for Western Carolina

University, 2002-2004 Western Carolina University—University Committees/Governance • Faculty Senate, 2006- • Council on Collegial Review, 2006- • Administrative Council, 2000-2004 • Council of Deans, 2000-2004 • Committee for the Opening of Semesters, 2000-2004 • Council on Instruction and Curriculum, 2000- • Executive Council, 2003-2004 • Council on Faculty Affairs, 2003-2004 • Council on Student Affairs, 2003- and on Financial Aid and Scholarship

Subcommittee, 2003- • Service Learning Committee, 2000- • Search Committee, Director of Service Learning, 2002 • International Programs Steering Committee, 2000-


• Task Force on Student Learning, 2001-2003 • Aliteracy Committee, 2002- • Chair of all major scholarship competition committees at Western Carolina

University, 2000-2002; ad hoc member, 2002-2004; member Fulbright and Rhodes Scholarship Committee, 2003-

Western Carolina University – College Committees

• December Commencement Speaker Committee, Chair, 2000-2004 • Committee on Conditions of Faculty Employment, 2005- • Jerry Jackson Lectures in the Humanities Series, Chair, 2000-2004; • Lecturer in Series, 2002 • Undergraduate Research Grant Committee, Chair, 2000-2001; ad hoc member,

2001- • Honors College Advisory Committee, Chair, 2000-2004 • Honors College Board of Directors, Convener, 2000-2004 • Honors College Board of Visitors, 2004- • Honors College Alumni Association, 2004- • Honors College Contact for Noel-Levitz Student Inventory, 2002-2003 • Honors College SACS Coordinator, 2002-2004 Other Service Contributions to Western Carolina University

• Co-organizer of the Freedom of Information Colloquium (a week-long event

evolving from the Banned Books Symposium of 2002), to be held week of September 15, 2003; annual event in which I am involved

• Initiated and co-chaired the Banned Books Exhibit and Symposium, September 25, 2002; annual event that I am involved in

• Developed faculty workshop for teaching honors with Director of the Coulter Center for Faculty Development, summer 2002

• Developed with the Dean of Graduate Studies the first 4/1 Program • Attended and worked with the Chancellor at the Chancellor’s Regional

Roundtables, 2004- University of Hartford—University Committees/Governance

• Faculty Senate Representative, University of Hartford (UH), 1990-1994, 1999-

2000 • Martin Scholarship Committee, UH, chair, 1994-2000 • Professional Standards Committee, UH, 1998-2000 • Chair, Goldwater Scholarship Committee, UH, 1994-1999 • Chair, Udall Scholarship Committee, UH, 1995-1999 • Chair, Rhodes Scholarship Committee, UH, 1995-1999 • Chair, Truman Scholarship Committee, UH, 1996-1999 • Chair, Honors Coordinating Committee, UH. 1994-1999 • University Administrator, Davies-Jackson Scholarship, UH 1996-1999 • Committee on Teaching, Learning, and Information Technology, 1994-98 • Committee for Larsen Award for Excellence in Teaching, 1990-1992 • Committee for the Larsen, Bent, and Trachtenberg Awards, 1993-1994 • Human Diversity Committee, Faculty Senate, UH, 1990-1993 • Undergraduate Studies Committee, Faculty Senate, UH, 1990-1994 • University Grants Committee, 1991-1992 • University Library Committee, 1991-1998


• International Studies Committee, Faculty Senate, UH, 1993-1994 • AIDS Task Force, 1993-1994 • Task Force on Services to Students of Color, 1994-95 • Faculty Selection Committee for Who's Who of American College Students, 1991-

92 • Sponsor, Alpha Chi Honor Society, UH, 1993-2000; co-sponsor 1989-1992 • Sponsor and Academic Administrator, Alpha Lambda Delta, UH, 1997-2000 • Alpha Delta Local Freshman Honor Society, 1996-97 • Women's Studies Group, UH, 1990-92 • Student Judicial Board, Hillyer College Faculty Representative, 1988-89

University of Hartford – College Committees • Mehri Scholarship Committee, Hillyer College, 1985-2000; Chair, 1992-2000 • Academic Standing Committee, Hillyer College, 1994-1998, alternate 1999-2000 • Chair, 1996-98 • Moylan Award Committee, Hillyer College, 1985 –2000 • Committee on Promotion, Tenure, and Academic Freedom, Hillyer College, 1997-

2000 • Task Force on Information Technology in Hillyer College, 1995-1998 • Curriculum Committee, Hillyer College, 1989-1994 • Chair, Curriculum Committee, Hillyer College, UH, 1990-1993 • Hillyer Committee for International Studies, Hillyer College, 1991-1999 • Hillyer College Liaison to The Office of International Studies, UH, 1988-1990 • Parents' Weekend Speaker, October 24, 1992 • Parents' Weekend Speaker, October 18, 1990. Speaker, Hillyer College Freshman

Convocation, Topic: "The Liberal Arts: What For?" Fall 1988 • Hillyer College Self-Study Group, Library Consultant, 1989-90 • Parents' Weekend Committee, Hillyer College, 1985-88 • Secretary to the Faculty of Hillyer College, 1988-89 • University of Hartford Ad Hoc Planning Group for Hillyer College, 1986-88 • Member of Sociology Search Committee, 1991 Western Carolina University – Department Committees:

• TPE Committee, 2005- • Post-tenure Review Committee, 2005-

University of Hartford – Departmental Committees

• English Department Committee on English Literature Survey, 1990-91 • English Department Task Force on Curriculum Evaluation, 1991 - 1993 • University of Hartford Library Committee, 1985-89 • Member of 5 Search Committees: 1986, 1989, 1998, 1999, and 2000 Other Service Contributions to the University of Hartford

• Women’s Studies Curriculum Coordinating Group, 1987-88 • University Commencement Marshal, 1988-92 • Coordinator, AUCT 140, "Epidemics and AIDS," Fall 1990 and 1991: contacted

speakers, corresponded with speakers, obtained any audio-visual aid materials for course, obtained honoraria for speakers, etc. Also editor, co-author, and designer of the cover layout for textbook, Epidemics and AIDS


• Coordinator, AUCA 110, "Romanticism in the Arts," Spring 1992-present • Freshman Orientation, Hillyer College, Summers of 1991-92 • Participant, “Quality Integration: Options for Connecticut Schools,” Presidents’

Policy Forum (of Consortium Colleges and Universities, Trinity College, Hartford, CT, November 15, 1990

• Annual Creative Writing Contest (A & S), reader, 1998-2000 • CMAI (cold calling of prospective freshmen for Hillyer College) and follow-up

communications, 1996-2000

Curriculum Development

Curriculum Development for the Honors College, Western Carolina University: Revised the USI 101 (Honors Forum class) for pre-medical students--to be considered by the Liberal Studies Committee in Fall 2003 Developing with the Associate Dean of Honors an interdisciplinary track for Honors students to substitute for the Liberal Studies requirements Originated and co-developed course, “Literature Across Cultures,” University of Hartford, 1997. Originated and developed special topics course, "Trials and Literature," 1994; taught Fall 1996 and 1997 Developed and taught special seminar, "Relationships between Men and Women in Literature, Spring of 1988 and 1989

Member of the team of faculty who obtained a Sloan Foundation Grant to develop and teach what is now called AUCT 140, "Epidemics and AIDS" Co-chair of faculty team developing a new All-University Curriculum course on Gender Studies, Fall 1991 - 1992.

Web Pages

Redesigned and authored new pages for the Western Carolina University Honors College Web Site, 2000-2001; revised 2001-2002 Authored, designed, and implemented Web Site for the University of Hartford University Honors Program, 1998-99 Co-authored, designed, and implemented Web Site for Romanticism in the Arts, University of Hartford, 1998 Authored, designed, and implemented personal faculty Web Page, University of Hartford, 1998

Professional Study Groups

Observer at Yale University in two graduate courses: Paul Fry's "Defenses of Poetry" and Sara Suleri's "Feminism, Cultural Criticism, and the Postcolonial Condition," Fall 1993 Post-Modernist Study Group, Consortium Colleges, 1990-93 Conducted discussions of Wuthering Heights for the Granby Book Club, December 8, 1993 Women's Studies Across the Curriculum Group, Consortium Colleges:


St. Joseph's College for Women, Hartford College for Women, Trinity University, and the University of Hartford, 1990-92 “Politics and Romanticism: Two Poems by Wordsworth,” Visiting Faculty Program with David Bromwich, Yale University, June 14, 1990

Selected Publications

Books and Texts Metaphysical Rebellion in the Works of Emily Brontë: A Reinterpretation. St. Martin's Press, April, 1994 British Poetry and Short Prose of the Renaissance and the Enlightenment, with S. Katz and M. Seabury, Copley Press, 1991. Epidemics and AIDS, Copley Press, 1991, with Ralph Aloisi and Hudson Birden. Romanticism in the Arts, Copley Press, 2nd ed., 1991, with C. Clements, et. al.; 3rd ed., 1992, 4th ed., 1994. 5th ed. 1995, 6th ed. 1998.

Articles/Chapters

“Interdisciplinarity and The Public Sphere,” primary author with Marcia Seabury. The Journal of General Education, 51 (3), 153-72. "Romanticism in the Arts: Facing Uncertainty and Reshaping Perspectives." Questioning Outside the Lines. New York: The College Board, 1999, pp. 69-87. "Epidemics and AIDS: Confronting Fear, Discrimination, and Mortality." Questioning Outside the Lines. New York: The College Board, 1999, pp. 149-67.

"'Robes and Furr'd Gowns Hide All': The Metaphor of Clothing and the Revolution Debate Between Edmund Burke and Mary Wollstonecraft," The Proceedings of the Consortium on Revolutionary Europe, 1992, Florida State University, 1992, pp. 504-521. "Teaching a Kaleidoscopic Narrative: Akutagawa's Murder Conundrum, 'In A Grove,' " The Leaflet, Fall 1991, pp. 32-39. "Shelley's Queen Mab and Revolutionary Europe," The Proceedings of the Consortium on Revolutionary Europe 1750-1850, 1991, Florida State University, 1992, pp. 137-51. "Epidemics and AIDS: An Interdisciplinary General Education Course for Non-Science Students," Journal of College Science Teaching, with Ralph Aloisi, December 1990, pp. 162-67. Reviews

Review of Sweeping: An Exorcism, a collection of poetry by Virginia Love Long. St. John, Kansas: Chiron Review, 1995. Review for Papers of the Bibliographic Society of America, 78(2).of Something About Arthur by Charlotte Brontë, ed. C.Alexander, 1985.


Completed Scholarly Work

" 'Le Papillon' and the Rejection of Hope in the Works of Emily Brontë" "The Orphic Dionysos and Shelley's Conception of the Poet" (being revised).

Scholarly Work in Progress

"Shakespeare and the Question of Authority in the Revolution Debate and English Literature of the 1790's" (article). Mary Shelley's The Last Man and the Literature of the AIDS Epidemic (article) The Neglected Terrain: A Comparison of the Devoirs of Emily and Charlotte Bronte (monograph)

Creative Writing

Translations: A Sunday for Crying by Maurice Ghnassia “La Creation du Monde” by Maurice Ghnassia Poetry: "Where are the Snows of Yesteryear?" collection of poems under consideration, including: The Last Heart Carver" "Fragment" "If" "Love's Epiphany" "During Dark Raw Nights" "When You Are Sick" "Sitting Alone" "Golden Dots Deck" "Poème en Prose" "A Fairy Tale"

Poetry Reading, sponsored by the Department of English, Hillyer College, April 1995. Poetry Reading, sponsored by the Department of English, College of Basic Studies, May 1992. Poetry Reading, sponsored by the Department of English, College of Basic Studies, April 1990. Poetic Reading, Phi Beta Kappa/Greater Hartford, University of Hartford, February 10, 1988.

Grants

International Center Grant to Internationalize the Curriculum, University of Hartford, 1998 ($500), with S. Jamil; co-developed course, “Literature Across Cultures” Fellow, Humanities Center, University of Hartford, 1996-97 ($1,500): Funding for Research into narratives of illness and survivorship


Coffin Grant Recipient, University of Hartford, Spring 1991 - Spring 1992: funding for research into the devoirs of Emily Brontë at the Brontë Parsonage Museum, the University of Texas at Austin, and the New York Public Library ($2,000) Sloan Foundation Grant, 1990 Grant of $10,000 to co-develop a course on AIDS. Project Director: Ralph Aloisi Course developed: Epidemics and AIDS

Honors

Phi Beta Delta, Western Carolina University, elected March 29, 2001, 2001- Fellow, The Humanities Center, University of Hartford, 1996-97 Member, Connecticut Academy of Arts and Sciences, elected March 28, 1992, 1992- Yale/Mellon Visiting Faculty Fellowship, Yale University, June 1993-May 1994 NEH Summer Seminar, June10-July 26, 1991 "The Revolution Debate and English Literature in the 1790's," Yale University, Director: David Bromwich New York University Associate, Spring and Summer 1991.

NEH Summer Institute, June 18 - July 13, 1990 "From Romantics to Victorians: The Transitional Years," The American University, Directors: Betty T. Bennett, Kay Mussel, and Jonathan Loesberg; also with Stuart Curran and Helena Michie Duke University Graduate Scholarships 1972-74 Duke University Graduate Fellow 1974-76 Phi Beta Kappa (Bucknell University), 1969

Alpha Lambda Delta, 1967, and Alpha Lambda Delta Senior Award, 1969 Kappa Delta Pi, 1969 Bucknell University English Honorary, 1969 World's Who's Who of Women, 9th ed., 1987. Who's Who of American Women, 15th ed., 1988

Professional Consulting

Reviewer for New Forums Press, 2000 – present Reviewer for Addison Wesley Longman, The Little Brown Handbook, 1999 Editorial Advisory Board, Collegiate Press, 1989-92 Macmillan Publishing Company, College Division, Reviewer, 1986:


The Writer’s Way by Sally Sullivan, A Reader for Writers by Jack Dodds, the final draft of The Writer’s Way, re-titled Visions and Revisions by Sally Sullivan, and Introduction to Literature by Burton Raffel

Convention Papers and Presentations

"The Death of Charity and the History of Epidemics," Jerry Jackson Lectures in the Humanities, Western Carolina University, November 27, 2001 "Honors as Catalyst," National Collegiate Honors Council Conference, Chicago, IL, October 31 - November 4, 2001 "The Honors College in Transition: Changing of the Guard at the Helm," Southern Regional Honors Conference, Nashville, TN, March 29-31, 2001. “Learning to Serve, Serving to Learn: The Students’ Perspective, “ co-presenter with Faye Ringel, New England Association of Teachers of English, Nashua, NH October 30, 1999 Numerous other presentations and papers at the New England Association of Teachers of English Conferences since 1985.

"Linking the Campus to the Community: Teaching HIV and AIDS in an Integrative Model," with Peter Kennedy, 1999 Association for Integrative Studies Conference, Lisle, Illinois, September 30, 1999

“Epidemics and AIDS: Team Teaching an Interdisciplinary Science Course for Non-Science Majors,” with Karen Barrett, 3rd Annual Lilly Conference on College and University Teaching, April 17, 1999 "Mary Shelley's The Last Man and Narratives of Survivorship," Medicine and Literature Series of the Humanities Center, University of Hartford, March 1997 "Unveiling the Body Politic: Mary Wollstonecraft's Answer to Edmund Burke," Consortium on Revolutionary Europe, Auburn University, Auburn, AL, Feb. 29, 1992. "Shelley, Godwin, and the Imagination of Social Utility," Yale University NEH Summer Seminar, July 8, 1991 "Shelley's 'Queen Mab': A Revolutionary's Bible?" Consortium for Revolutionary Europe, LSU, Baton Rouge, LA, Feb. 28, 1991

"'Le Papillon': A Key to Metaphysical Rebellion in the Work of Emily Brontë," Northeast Modern Language Association, Hartford, CT, April 24, 1991. Numerous lectures on AIDS and the Humanities, 1989-present. "Is Literature Necessary? Engaging Students in the Study of Literature," Project SHARE, Clinton, CT, October 30, 1987. "Exploring Hidden Resistances and Patterns of Errors in Introductory Literature Courses," Connecticut Council of Teachers of English, Yale University, March 14, 1987.

Offices Held


• NCHC Task Force to create Guidelines for Honors Colleges. 2003- • Large University Honors Program Committee, NCHC 2001- • Honors Semester Committee, NCHC 2001- • Executive Board, NEATE, 1994 -1999 • Publications Chair, NEATE, 1994 -1999 • Editorial Board, The Leaflet, NEATE, 1994- • Conference and Program Committees of the Northeast Victorian Studies Association

1996-97 • Chair, Brontë Section, NEMLA, 1994 • Secretary, Brontë Section, NEMLA, 1991 & 93 • Chair, Section on "Using Utopian/Dystopian Fiction to Teach Diversity," New England

Association of Teachers of English, 1992 • Phi Beta Kappa/Greater Hartford, Treasurer, 1987 – 89 active member 1987 –2000 • Bucknell Steering Committee on the Arts, class representative 1977-79 • Graduate Student Association (GSA), Duke University 1972 – 77

o Chair, 1975 - 76 o Vice Chair, 1974 – 75

• Editor, GSA Newsletter, 1973 – 74 • Editorial Board, GSA Newsletter, 1972 - 75 • Representative to Board of Trustees, 1975 – 76 • Representative to Academic Affairs Council, 1974 – 77 • Representative to Judicial Board, 1975 – 77

Professional Affiliations Alliance francaise de Hartford, 1985-2000 American Council of Academic Deans (ACAD), 2000- Association of American Colleges and Universities (AAC&U), 2000- Association for Integrative Studies, 1998- Bronte Society, 1990-1998 Connecticut Academy of Arts and Sciences, 1994- Consortium on Revolutionary Europe, 1750-1850, 1986- Dickens Fellowship, Hartford Chapter, 1998-2000 Keats-Shelley Association, 1992- Modern Language Association, 1985- National Association of Fellowship Advisors, 2001- National Collegiate Honors Council, 1995- National Council of Teachers of English, 1987- 2000 New England Association of Teachers of English 1985- Northeast Modern Language Association, 1985- Northeast Victorian Studies Association, 1987- Phi Beta Kappa/Greater Hartford, 1985-2000 Phi Beta Kappa (national), 1970- Women Administrators in North Carolina Higher Education, 2000-

Additional Studies • Post-doctoral seminars in Nineteenth and Twentieth Century French

Literature,1981, Dr. Niess, Duke University • Die Bach Schule, Summer 1971, Frankfurt, Germany • Wiener Internationale Hochschule Kurse, Summer 1964, Universitat Wien

Role in Off-Campus Instruction and Regional Services The Community Foundation, Sylva, NC, 2003- Founder and organizer of Widow to Widow Support Group, Sylva, NC, 2003-


Friends of the Sylva Library, Sylva, NC, 2003- Friends of the Library, Western Carolina University, 2002- League of Women Voters, Windsor, CT 1997-2000 Educator and volunteer, AIDS Project Hartford, Hartford, CT, 1994-2000 Conducted a series of scholar-led discussions of novels of authors such as Emily Bronte, Lillian

Hellman, Mary Shelley, Thomas Hardy, Margaret Atwood, and Gustave Flaubert, Book Club, Windsor, CT and Granby Women’s Book Club, Granby, CT, 1993-2000

Fund-raiser and occasional speaker, New Hartford Public Library, 1992-94 “Literature and Epidemics,” Hall High School Honors Class, West Hartford, CT, Spring 1992

Member of Vestry, St. John’s Episcopal Church, New Hartford, CT, 1991-94 Educator and Volunteer, Northwest Connecticut AIDS Project, Torrington, CT, 1991-94 “Emily Bronte: A Woman for All Seasons,” presented to the Academic Decathlon Class at Plainfield

High School, Plainfield, CT, April 1988

Languages

German (conversational and reading knowledge) French (conversational and reading knowledge) Spanish (reading knowledge)

KAREN ASHLEY GREENSTONE (Formerly, Karen Marie Heller) 500 Harvest Moon Road Sylva, NC 28779 828-631-3662 (home) 828-400-0334 (cell) [email protected]

EDUCATION Present INDIANA UNIVERSITY OF PENNSYLVANIA. Indiana, Pennsylvania.

Enrolled in summer Ph.D. program in English Composition. Thirty hours of course work completed.

1997 SCHOOL FOR INTERNATIONAL TRAINING. Brattleboro, Vermont.

MAT in TESOL. 1974 TULANE UNIVERITY. New Orleans, Louisiana. MA in French. 1972 NEWCOMB COLLEGE. New Orleans, Louisiana. BA in French. Summa

Cum Laude. Phi Beta Kappa.

EXPERIENCE LOYOLA UNIVERSITY NEW ORLEANS. New Orleans, Louisiana. 1993-2006.



Position: Instructor of TESOL (Teaching English to Speakers of Other Languages), Loyola Intensive English Program (LIEP). • Taught LIEP courses at all proficiency levels and in all skill areas. • Taught English 105, a credit course for matriculated Loyola students whose

first language is not English and who need preparatory work in writing before taking Loyola’s first-year writing course.

• Coordinated LIEP courses at one proficiency level each semester. • Coordinated the administration of the LIEP Test of Written English (TWE),

used for initial placement and final evaluation in writing. • Advised LIEP students. • Developed and coordinated the Academic Class Observation Days Program,

during which LIEP students observe academic classes at Loyola University. • Assisted LIEP faculty in their professional development. • Compiled and organized a library of resource books and periodicals on all

aspects of TESOL for LIEP faculty. • Planned and implemented a LIEP Teacher Enrichment Course for Argentine

professors of English from John F. Kennedy University (Buenos Aires) during the summer of 2001.

• Served as Acting Academic Director, 2002-2003 o Supervised all aspects of LIEP. o Observed and advised LIEP faculty. o Hired part-time LIEP instructors. o Taught LIEP courses. o Advised LIEP students.

(NOTE: Due to decreased LIEP enrollment post-9/11 and discussions at Loyola about closing the program, I took a semester off in Fall 2003 and a semester as a part-time instructor at LIEP in Spring 2004. Loyola then committed to rebuilding LIEP, and again I became a full-time instructor in Fall 2004. However, as part of its post-hurricane financial cuts, Loyola has now decided to eliminate LIEP after Spring 2006.)

NORRELL SERVICES, INC. New Orleans, Louisiana. 1990-1992.

Position: Support for office personnel. • Prepared documents using WordPerfect, Lotus 1-2-3, and dBase. • Co-authored an operational manual for a computer-based system for payroll

data entry at Louisiana Power and Light Company, and assisted with employee training in its use.

DELGADO COMMUNITY COLLEGE. New Orleans, Louisiana. 1988-1989. Position: Instructor of TESOL and French.

• Taught TESOL courses for various proficiency levels and skill areas. • Taught elementary and intermediate French conversation courses.

MISSIONARY SISTERS OF CHARITY. USA. 1984-1988. Position: Postulant (1984-1985) and Novice (1986-1988).


• Ministered to the poor in soup kitchens, homeless shelters, hospitals, and housing projects.

• Taught Confraternity of Christian Doctrine classes for children who were preparing for the sacraments of Holy Communion and Confirmation in the Catholic Church.

DELGADO COMMUNITY COLLEGE. New Orleans, Louisiana. 1979-1984.

Position: Part-time Instructor of TESOL • Taught TESOL courses at all proficiency levels and in all skill areas. • Co-authored a competency-based syllabus for the Delgado TESOL program.

SOULE COLLEGE. New Orleans, Louisiana. 1976-1978. Position: Part-time Instructor of TESOL

• Taught a multi-level class of intermediate and advanced international students.

INTERNATIONAL HOUSE. New Orleans, Louisiana. 1976-1978. Position: Part-time Instructor of TESOL. TULANE UNIVERSITY. New Orleans, Louisiana. 1976-1978. Position: Part-time Instructor of Conversational French, Continuing Adult

Education Division. GULFSOUTH YOKEFELLOW CENTER. New Orleans, Louisiana. 1975-1976. Position: Secretary. LYCEE VICTOR HUGO. Marseilles, France. 1974-1975. Position: Fulbright-Hayes Teaching Assistant in English. TULANE UNIVERISTY. New Orleans, Louisiana. 1972-1974. Position: Graduate Teaching Assistant in French.

PROFESSIONAL MEMBERSHIP AND SERVICE Teachers of English to Speakers of Other Languages (TESOL) Louisiana Affiliate of Teachers of English to Speakers of Other Languages (LaTESOL)

LaTESOL Executive Board • Secretary 1998-2000

LaTESOL Conference Work • 2001 Publishers’ Exhibits • 2000 Call For Papers and Program Coordination • 1999 Conference Evaluation • 1998 Decorations


Conference on College Composition and Communication (CCCC) Louisiana Association of College Composition (LACC) Rhetoric Society of America (RSA) Popular Culture Association and American Culture Association (PCA/ACA)

PROFESSIONAL PRESENTATIONS “Reality Grammar Projects.” Demonstration. LaTESOL Conference. Baton Rouge, Louisiana. October 2004. “The Public Speaking Class.” Paper. Southeast Regional TESOL Conference. Birmingham, Alabama. November 1999. “The Public Speaking Class.” Paper. LaTESOL Conference. Baton Rouge, Louisiana. April 1999. “The Three Faces of E-Mail.” Co-presented paper. LaTESOL Conference. New Orleans, Louisiana. April 1998. “Sharing the Teacher’s Writing with an ESL Writing Class.” Paper. Southeast Regional TESOL Conference. Charleston, South Carolina. November 1997. “The Remarkable Effects of Sharing the Teacher’s Writing with an ESL Writing Class.” Paper. LaTESOL Conference. Kenner, Louisiana. April 1997. “University Class Observation Days.” Poster. TESOL ’97. Orlando, Florida. March

1997. “Organizing University Class Observation Days for ESL Students.” Paper. LaTESOL Conference. Hammond, Louisiana. April 1996.

PROFESSIONAL CONFERENCE AND INSTITUTE ATTENDANCE

Rhetoric Society of America Biennial Institute. Kent, Ohio. May 2005. LACC Conference. Lafayette, Louisiana. February 2005. LaTESOL Conference. Baton Rouge, Louisiana. October 2004. LaTESOL Conference. Baton Rouge, Louisiana. November 2002. LaTESOL Conference. New Orleans, Louisiana. April 2001. LaTESOL Conference. New Orleans, Louisiana. April 2000.


Southeast Regional TESOL Conference. Birmingham, Alabama. November 1999. LaTESOL Conference. Baton Rouge, Louisiana. April 1999. LaTESOL Conference. New Orleans, Louisiana. April 1998. Southeast Regional TESOL Conference. Charleston, South Carolina. November 1997. LaTESOL Conference. Kenner, Louisiana. April 1997. TESOL ’97. Orlando, Florida. March 1997. LaTESOL Conference. Hammond, Louisiana. April 1996. Southeast Regional TESOL Conference. Memphis, Tennessee. October 1995. Southeast Regional TESOL Conference. New Orleans, Louisiana. September 1994. Brian P. Hall 600 Landis Court, Apt. T (828) 633-0326 Asheville, NC 28806 [email protected] EDUCATION: MFA Creative Writing, 2006 University of Wisconsin-Madison, WI Scabs and Other Stories, Fiction Thesis advisor: Judith Claire Mitchell MA English, Concentration in Publishing, Writing and Editing, 2003

Youngstown State University, Youngstown, OH Thesis: Portfolio of editing and design work

BA Writing, 2000

Mount Union College, Alliance, OH ACADEMIC POSITIONS: Visiting Lecturer, English Department, Western Carolina University, Cullowhee, NC,

2006 to present. Chair, Developmental Reading and Writing Committee, Western Carolina University,

Cullowhee, NC, Fall 2006. Teaching Assistant, English Department, University of Wisconsin-Madison, 2004 to

2006. Adjunct Instructor, English Department, Owens Community College, Toledo, OH, 2004. Adjunct Instructor, English Department, University of Findlay, Findlay, OH, 2003-2004.


Graduate Assistant, English Department, Youngstown State University, Youngstown, OH 2002-2003.

COURSES TAUGHT: Western Carolina University Freshman Seminar, Literature, Fall 2006 Composition I (English 101), Fall 2006, Spring 2007 Nonfiction Writing (English 306), Spring 2007 Composition II (English 102), Spring 2007 University of Wisconsin-Madison Composition, 2005-2006 Creative Writing Workshops, 2004-2005 Owens Community College Introduction to Poetry, Spring 2004 Composition II, Adult Students, Spring 2004 University of Findlay Composition I (English 104), Fall 2003 Composition II (English 106), Spring 2004 AWARDS & HONORS: Jerome Stern Teaching Prize, University of Wisconsin, 2006. New York State Summer Writers Institute, Nonfiction Scholarship, 2006. Dorothy D. Bailey Scholarship, University of Wisconsin, 2005. Commitment to Students Award, University of Findlay, 2004. CREDENTIALS AND PROFESSIONAL EXPERIENCE: SACS (Southern Association of Colleges and Schools) Credentials to teach Writing for

Careers and Technical Writing, Western Carolina University, Cullowhee, NC, (Will receive credentials in Spring 2007).

Chair, Developmental Reading and Writing Committee, Western Carolina University,

Fall 2006. Member, First Year Composition Committee, Western Carolina University, Fall 2006. Member, Literary Festival Committee, Western Carolina University, Fall 2006.


Freelance editor, proofreader, Apex Publishing, Madison, WI, 2006. Readings Coordinator, Creative Writing Department, University of Wisconsin-Madison,

WI, 2005 to 2006. Member, Creative Writing Committee, University of Wisconsin, 2004 to 2006. Editor, Frontiers, Youngstown State University, 2002-2003. ADDITIONAL PROFESSIONAL AND TEACHING EXPERIENCE: Guest Instructor, Introduction to Literature, Lock Haven University of Pennsylvania, 2006. Judge, Calliope, fiction contest, Mount Union College, 2006. Screener, Therese M. Mueller and George B. Hill Prize in Creative Writing, University of

Wisconsin, 2006. Judge, Calliope fiction and poetry contest, Mount Union College, 2005. Judge, Charles M. Hart Writers of Promise Award, University of Wisconsin, 2005. Screener, Therese M. Mueller and George B. Hill Prize in Creative Writing, University of Wisconsin, 2005 Journalist, The Alliance Review, Alliance, OH, 2001-2002. PUBLICATIONS & READINGS: Editor: Frontiers, Youngstown State University, 2002-2003. Readings: Blue Ox Reading Series, Fiction Reading, 2005. Lock Haven University of Pennsylvania, Nonfiction Reading, 2006. Poems:

“Social Service” Blue (2003) 30-31. “Moonshine.” Bluelit.com (2003).

Creative Nonfiction: “Cleaning the Environment.” Frontiers (2003) 1, 11-12. “Community Concept Studied.” Frontiers (2003) 5, 10. “Wet Conversations.” Frontiers (2003) 6-8.


“Babies on Parade.” The Alliance Review 29 July 2002: A1. “Smith records are trashed, clerk reports.” The Alliance Review 8 June 2002: A1

“Maple Ridge to concentrate on peaceful resolutions.” The Alliance Review 1 April 2002: B4.

“From Those Who Know.” The Alliance Review 16 March 2002: A1 and B4. “Not Many Changes.” The Alliance Review 15 February 2002: B1.

“Questions asked, not answered in Sebring.” The Alliance Review 17 January 2002: A1.

“The Signs of Silence.” The Alliance Review 23 January 2002: A1. “Inauguration Day.” The Alliance Review 28 April 2001: A1.

“Love those race horses of the sky.” The Alliance Review 7 July 2001: B4. “Rest as a Luxury.” The Alliance Review 26 June 2001: page 7. “To Help Solve Arson.” The Alliance Review. 23 January 2001:B1.

“Drawing Their Dreams.” Mr. Thrifty 31 March 2001: page 3. Columns:

“Move Over, Slow Down, and Have a Nice Day.” The Alliance Review 22 May 2002: A4

“Looking at a Blue Hole.” The Alliance Review 11 May 2002: A4. “Fried Squirrel; No Money.” The Alliance Review 18 April 2002: A4. “Pure Dignity, Florida and Singing Dishes.” The Alliance Review 4 April 2002:

A4. “Television, Our Coliseum.” The Alliance Review 22 January 2001: A4. Reviews:

Various music reviews for Clamor Magazine, Fall 2006 (forthcoming) WORK IN PROGRESS: Imaginary Friends: a novel about a family who are dealing with loss in their own way: one is immersed in religion, another finds a mistress, and the third has a breakdown. PROFESIONAL MEMBERSHIP: Associated Writing Programs Modern Language Association

LEAH K. HAMPTON English Department, WCU, Cullowhee, NC 28723 (828) 227-3966; [email protected]

EDUCATION

Master of Arts in English Literature, Western Carolina University, 2001. - Thesis: “‘The Woman I Have Been Loving Is Not You’:


Representations of Courtship and Marriage in Thomas Hardy’s Minor Wessex Novels”

- Comprehensive Examination Areas: Linguistics, 19th Century British Literature, Modern Literature, Renaissance and Shakespeare

Bachelor of Arts in History, Southern Illinois University at Carbondale, 1994.

RELATED EXPERIENCE

Lecturer, English Department, Western Carolina University; Fall 2001 – present. Courses Taught: - Freshman Composition I and II - Liberal Studies (Freshman Seminar, Popular Literature, Literature

and History) - Honors, Learning Community and Academic Success Program

courses - Professional Writing (Writing for Careers, Technical Writing) Adjunct English/Humanities Instructor, Southwestern Community College; Fall 2000 –

Spring 2004. Courses Taught: - Expository Writing

- Literature Surveys (British and American) - Introduction to Film

Graduate Teaching Assistant, English Department and Student Support Services, WCU;

Fall 1998 – Spring 2000. Technical Writer and Marketing Coordinator, Friday Services Inc., Asheville, NC; 1997 –

1998.

Freelance Writer/Consultant, Asheville, NC; 1996 – 1997.

Grant Writer and Assistant to the President, National Parks and Conservation Association/Friends of the Blue Ridge Parkway; Asheville, NC; 1995.

Project Assistant and Editor, Brown and Root Engineering, London, UK; 1994 – 1995.

AWARDS AND RECOGNITION Excellence in Teaching Liberal Studies Award (First Annual), WCU Faculty Center, Spring 2005. Faculty Fellow for Service Learning, WCU Student Affairs, Spring 2005. Faculty Participant of the Year, WCU Last Minute Productions, 2005.


First Prize, Graduate Research Symposium paper competition in Arts and Sciences, WCU, 2001. Bicentennial Poet of Asheville, NC; 1997.

SERVICE Thesis/Dissertation Reader for all departments, WCU Office of Research and Graduate

Studies, Summer 2006 – present. Liberal Studies Review of First Year Composition Program (for the Office of

Assessment), WCU Academic Affairs, Summer 2006. Faculty Advisor, Alpha Phi Omega (Leadership and Community Service Fraternity), WCU,

Fall 2004 – present. Faculty Advisor, Delta Lambda Phi fraternity, WCU, Fall 2004 – Spring 2006. Learning Community Instructor, Academic Affairs, WCU; Fall 2003 – present.

WCU Drug and Alcohol Education Task Force, Academic Affairs, WCU; Fall 2004 – Spring 2006. Coordinator, Faculty Learning Community on First Year Teaching, WCU Faculty

Center, Fall 2003 – Spring 2004. First Year Composition Committee, WCU English Department, Fall 2001 – present.

Various subcommittees, including curriculum review and faculty assessment/training.

PRESENTATIONS

“‘Ladies in Bunches’: Models of Femininity in To Kill a Mockingbird,” South Atlantic Modern Language Association, Atlanta, GA, November 2003.

“O, Suppose I Never Get Free!”: New Perspectives on Courtship and Marriage in Thomas Hardy’s The Woodlanders,” Cincinnati, OH, College English Association, March 2002.

PROFESSIONAL MEMBERSHIPS

The Thomas Hardy Society, 2001 – present. South Atlantic Modern Language Association, 2003 – present. Association of Teachers of Technical Writing, 2006 – present. Elizabeth Heffelfinger


Western Carolina University 82 N. Sunset Lane Department of English Sylva, NC 28779 Cullowhee, NC 28723 828-507-1256 [email protected] Education Ph.D. Literary and Cultural Studies, Carnegie Mellon University, 2004. M.F.A. Fiction, University of Maryland, 1996. B.A. English, The College of Wooster, 1986. Current Position Assistant Professor and Coordinator of Motion Picture Studies. Western Carolina University. Department of English. 2005-Present As Coordinator of the Motion Picture Studies concentration in the English department, I teach the majority of the film studies courses, including introductory courses, genre, film theory, and film and culture courses, at both the undergraduate and graduate levels. As an Assistant Professor in the English department, I teach additional English courses as assigned by the chair of the department.


Dissertation “Black Marketers and Other Bad Actors: Narratives of Economic Citizenship in American Film, 1945-1955.” My dissertation examines “reconversion narratives,” film narratives that defined the transition from a World War II wartime planned economy to the emerging consumer economy of the postwar period. Pedagogical at heart, reconversion narratives instructed citizens in the political, economic and social relationships that should obtain if the national economy was to thrive, and more importantly, to triumph against the threat of alternative economic programs, specifically Communism. Utilizing the critical methodologies of cultural studies, film studies and American studies, my dissertation analyzes a variety of fiction and nonfiction films from independent and Hollywood studios, government wartime labor recruitment agencies, and educational and industry filmmakers to demonstrate how reconversion narratives imagined an economic democracy in which relationships between workers, employers and consumers were negotiated. Committee: David Shumway (Chair), Lary May, Kathleen Newman Presentations “Hometown Story: GM Sells Economic Education (with a little help from Marilyn Monroe).” Film and History Conference: Documentary. Dallas. November 2006. "The Problem of Victory: Veteran Return, Readjustment and Reintegration in The Best Years of Our Lives." Society for Cinema and Media Studies. (London, England). March-April 2005. Invited Guest. “Selling Democracy: Films of the Marshall Plan, 1947-1955.” New York City Film Festival. October 2004. “Marshall Plan Memories and Imperial Tendencies: A 1952 Government-produced Television Documentary explains America’s Role in Southeast Asia.” Film and History Conference: War in Film, Television, and History. Dallas. November 2004. “‘Fun and Facts about American Business:’ Information Films, Corporate Public Relations and Narratives of Economic Citizenship.” Cultural Studies Association. Boston. June 2004. “Propaganda and the American Television Public: The Network Series ‘Strength for the Free World’ Promotes the Marshall Plan.” Cultural Studies Association. Pittsburgh. June 2003. “’Strength for the Free World’? Marshall Plan Films and Freedom of Information in Post-War/Cold War America.” Graduate Student Colloquium. West Virginia University. March 2002.


“American Imperialism and Cold War Constructions of the Post-Colonial: John Foster Dulles Organizes the 'End' of Empire.” Graduate Student Colloquium. Carnegie Melon University. March 2001. “Foreign Affairs in Billy Wilder's A Foreign Affair: Ideological Transference and the American Occupation of Germany.” Graduate Student Colloquium. West Virginia University. March 2000. Publications Review of Mountain Talk, dir. Neal Hutcheson. Language in Society, forthcoming March 2007. Review of The Theater of Politics: Hannah Arendt, Political Science and Higher Education by Eric B. Gorham. Workplace 4.1 (June 2001). Internet. Available: http://www.louisville. edu/journal/ workplace/issue7/heffelfinger.html Research Consultant. “Selling Democracy: Films of the Marshall Plan, 1947-1955.” Exhibit at the Internationale Filmfestspiele Berlin, February 2004. Teaching Experience Western Carolina University, 2005-Present Carnegie Mellon University, Postdoctoral Fellow, 2004-2005 As a Postdoctoral Fellow, I taught both introductory film studies courses and an advanced seminar in film and Cold War culture. As a Teaching Assistant (and later as an Instructor) from 1996-2002, I taught introductory film, literature and composition courses. Fellowships/Awards Schaeffer Dissertation Fellowship. Department of English. Carnegie Mellon University. 2003-2004. Maryland Senatorial Scholarship. 1995-1996 Seminars Outside American Studies. Dartmouth College Summer Institute. Summer 2001.

Professional Service


AFE Committee. English department. 2006-2007 Coordinator. Motion Picture Studies. English department. Western Carolina University. 2005- Motion Picture and Television Steering Committee. English department representative. 2005- Executive Committee. English department. 2005- Graduate Faculty Committee. English department. 2005- Coordinator. Cultural Studies Association. Pittsburgh. June 2003. At Carnegie Mellon University, I represented fellow graduate students at the department and university levels, and served on the English department’s Task Force for the First-year Writing Program and the English 76-101 Teaching Assessment Committee ERIC R. HENDRIX P.O. Box 404 (828) 586-5202Webster, North Carolina 28788-0404 [email protected] EDUCATION: Western Carolina University, Cullowhee, North Carolina M. A. English, May 2006 B. A. English Literature (Cum Laude), December 2003 Southwestern Community College, Sylva, North Carolina Associate of Applied Science, Radio and TV Technology, August 1987 Professional Experience Writing Tutor, WCU Writing Center January 2002-December 2003

• Guided undergraduate and graduate students in the writing process from initial brainstorming through revision of written assignments.

• Assisted ESL students regarding issues associated with writing English. Graduate Teaching Assistant/First Year Composition Instructor WCU Department of English January 2004-Present

• Created assignments and discussions for English 101 and 102 students with the goal of teaching writing as process, product, communication, and a tool essential to academic and professional success.

• Successfully created, operated, and sold restaurants in western North Carolina, 1987-1999.


• News Director, Program Director, Morning and Early Afternoon Drive announcer for KWKI radio in Kansas City, Mo., 1980-1982.

Writing Tutor, Southwestern Community College Learning Center • Guided community college students through the writing process from inception to

finished project. • Assisted ESL students regarding issues associated with writing English.

Honors

• Sigma Tau Delta 2002-present. • WCU Honors College, member 2001-2003 • Phi Theta Kappa (Two-Year College Honor Society), Southwestern Community

College, 1987. Selected Publications

• “Smoking Jack,” Nomad (2006), 22-25. • “A Father’s Decision,” Milestone (2002), 22-24. • “Smoke, Doors, and Flesh,” Milestone (2004), 76-77. • “This Afternoon,” Milestone (2005), 90. • “Kierkegaard’s Revised Religion: Faith Journeys in W. H. Auden’s

The Sea and the Mirror,” Western Carolina University Graduate Journal (2005). • “Consciousness and Imagination in Eliot and Yeats: the Four Quartets and Under Ben

Bulben.” Western Carolina University Graduate Journal (2005). James Marett Holbrook 1794 Cope Creek Rd. Sylva, NC 28779 (864) 710-0250 [email protected]

EDUCATION 2004-2006 Western Carolina University, M.A. in English 1994-1997 University of Georgia, A.B. in English EXPERIENCE

2006 Assistant Instructor, North Carolina Outward Bound School Taught rock climbing, canoeing, and backpacking skills to high school and college students in the backcountry of western North Carolina. Oversaw trail maintenance projects coordinated with the United States Forest Service.

2005-2006 Teaching Assistant, Western Carolina University



Taught Freshman Composition English 101 and 102. Guided writers through all stages of the writing process from brainstorming to revising. Incorporated a variety of texts centered around environmental and human rights issues. Coordinated service learning projects with writing assignments in order to connect students with the local community.

2005-2006 Assistant Editor, Nomad Literary Magazine

Assisted in selecting, proofreading, and editing undergraduate manuscripts for publication.

2004-2005 Tutor, Western Carolina University Writing Center

Tutored undergraduate and graduate students from all disciplines in order to foster independence and self reliance in the writing process.

2003-2004 Counselor, Stone Mountain School

Worked with at-risk teens in a residential boarding school. Responsible for the safety and supervision of twelve students on and off campus. Coordinated activities with a team of instructors, teachers, parents, and counselors.

2001-2002 Job Coach, Community Connections, Inc.

Mentored clients with developmental disabilities by providing support at home and on the job. Assisted with balancing budgets, maintaining their homes, and learning job skills.

1998 Contributing Writer, The Sentinel Wrote feature articles centered on the community of Kennesaw State University.

1996-2006 Head Guide, Wildwater Ltd.

Guided and trip led whitewater rafting trips down the Chattooga, Nantahala, and Ocoee rivers. Responsibilities included ongoing training of guides in natural history and whitewater rescue, driving shuttles, instructing kayak classes, and safety boating.

1999-2000 Trip Leader, Far and Away Adventures

Guided multi-day whitewater trips on the Middle Fork of the Salmon, South Fork of the Payette, and Bruneau rivers. Also guided sea kayaking trips on Lake Yellowstone. Responsibilities included preparing meals for guests, setting up camp, and ensuring guest safety on and off the river.

1999-2000 Wilderness and Residential Instructor, Aspen Youth Alternatives

Led backpacking and sea kayaking trips with adjudicated youth while teaching outdoor living skills. As a Residential Instructor, I helped


supervise community service projects, tutored the students in all academic areas, and assisted students in developing daily living skills.

QUALIFICATIONS Certified Wilderness First Responder. Expires May 2007 CONFERENCES

“The Tyger and the Horses of Instruction,” presented at Western Carolina University’s 2005 Symposium “Stop, Drop, and Roll Won’t Work in Hell,” presented at Western Carolina University’s 2006 Graduate and Research Symposium


BETH HUBER 26 Homestead Rd. Candler, NC 28715 Work: (828) 227-3267; Home: (828) 667-4811 E-Mail: [email protected] Education: Ph.D. Composition & Rhetoric/History, University of Missouri, Kansas City. December, 2002.

Interdisciplinary degree in Composition, Rhetoric, and 20th - Century American History M.A. English Composition & Rhetoric, University of Missouri, Kansas City. May, 1997. B.A. English, Creative Writing, University of Missouri, Kansas City. May 1995. Employment: 2005: Director, First-Year Composition Program, Western Carolina University

Administration of all aspects of the first-year composition program and its faculty, including orientation of new graduate teaching assistants entering the classroom, organization of professional development workshops for FYC faculty, chairing the FYC Committee, and representing the FYC program in the A&S first-year committee.

2004 to Present: Assistant Professor of English, Western Carolina University Teaching first-year Composition courses and graduate classes in Composition and

Rhetorical Theory. 2002 to 2004: Acting Director of Composition, University of Missouri, Kansas City.

Administration of all aspects of the composition program and its faculty, including management of $35,000 annual composition budget, chairing the larger department's composition committee, and in-service training of new and returning faculty. Organized and chaired annual, city-wide Urban Literacies conference. Designed first-year composition curriculum for all in-coming freshmen and in-coming graduate teachers.

2002 to 2004: Director of Graduate Teacher Training, University of Missouri, Kansas City.

Orientation and training of graduate teachers, bi-weekly mentoring meetings, and teacher observations. Developed new training program and oversaw development of new rhetoric handbook. Member of hiring committee for new graduate teachers.

2000 to 2004: Director, Ilus Davis Writing Competition, University of Missouri, Kansas City.

Administration of the year-round competition; editor of winners' annual publication journal: The Sosland Journal; and supervision over all aspects of the journal's publication and distribution. Coordinated with Director of Writing Across the Curriculum to expand competition to all university disciplines.

1997 to 2002: Assistant Director of Composition, University of Missouri, Kansas City. Class and staff scheduling; in-service conference planning; staff development projects.

Assisted in (developing and implementing) first reorganization of program objectives in five years.


1995 to 1997: Assistant to the Director of the Greater Kansas City Writing Project, University of Missouri, Kansas City.

In-service planning for K-12 teachers; Editor of Composing Ourselves, GKCWP Newsletter. Helped with grant writing and summer institutes.

1996 to 2004: Adjunct Instructor, Department of English & PACE (Adult Education),

University of Missouri, Kansas City. Teaching an average of 14 hours per semester in

both Composition and PACE courses. Designed personal curriculum for each course taught. Won several Sosland Teaching Awards.

1995 - 1997: Graduate Teaching Assistant, University of Missouri, Kansas City. Research in Progress: Manufacturing ‘Safe’ Minds: The Impact of Cold War Rhetoric on the Universities. Book that explores the interaction of rhetoric, English studies, politics, and education during the Cold War. An updated version of same-titled dissertation with additional research and chapters included. “The Role of Composition Studies During Wartime.” Research involving decisions made by Composition’s governing bodies during the Cold War and Vietnam. To be presented at CCCC, March, 2007. Research Areas Include: Composition Theory (with emphasis toward the impact of economics – both students’ and systemic - on writing); Rhetorical Theory; Classical Rhetoric; Political Rhetoric (modern and historical); Cold War Politics, Culture, and Rhetorical Constructs; Post WWII American History; 20th Century Educational Policy/Pedagogies; Literary Theory; 20th Century American Foreign Policy Teaching Areas: WCU

Composition I and II Fundamentals of Teaching Composition Contemporary Rhetorical Theory Beats, Radicals, and Avante Garde: Post WWII Radical Literature

Teaching Areas: UMKC Upper Division Writing Intensive Courses:

Writing in the Humanities and Social Sciences – Interdisciplinary Theory and Practice of Composition - Missouri Certification for School of Education Writing in Cultural Contexts – Rhetorical Theory in Modern Practice Writing and Technology Written Discourse: Speaking, Writing, Composing – PACE

PACE (Adult Education Program): English I - Speech Component English II - American Folklore Component English II – American Literature Component

Other Courses Taught: The History and Principles of Rhetoric: PACE First-year Composition: Regular sections and ‘fast-track’ business sections (combined


with American History 1877 to Present) Introduction to Fiction Second-year Composition: Regular and Computer-assisted sections Form and Structure of Writing: Basic writing preparation

Selected Publications: Ink: Chronicles in Composition. Managing Editor. Yearly Publication Journal for the WCU First-

Year Composition Program including winners of the Ashby Wade Award and outstanding student essays. Western Carolina University. 2006.

Manual for First-Year Composition. Managing Editor. Publication of guidelines and sample essays for students of WCU’s First-Year Composition Program. Western Carolina University. 2005.

"Pro & Con: Is it Fair to Underpay Part-Time Faculty?” Ingrams Magazine. June 2002: 42. "Homogenization of the Curriculum: Manufacturing the Standardized Student." Workplace: A Journal for Academic Labor. 4:2 January 2002. The Sosland Journal. Editor. Yearly Publication Journal of the winners of the Ilus Davis

Writing Competition. University of Missouri. June, 2000, 2001, 2002, 2003. Dialogues About Teaching. Editor. UMKC Composition Newsletter. August, 2000 - 2002. Composing Ourselves. Editor. Greater Kansas City Writing Project Newsletter. August, 1997-May, 1998. Selected Conference Presentations: “Urban Meets Rural: Finding the Center Through Contact Zones.”

Presented at the Conference on College Composition and Communications (CCCC), Chicago, IL., March 22, 2006.

“What Does This Have to Do With My Major.” Presented at the Carolina Writing Program Administrator’s Conference. Oak Island, N.C. September, 2005. "Corporatizing the Curriculum: Manufacturing the Standardized Classroom." Presented at the Conference on College Composition and Communications (CCCC),

Chicago, IL., March 21, 2002. "The Cold War Classroom: Paying Attention to 'The Man' Behind the Iron Curtain."

Presented at CCCC, Denver, CO., March 16, 2001. "Homogenization of the Curriculum: Manufacturing the Standardized Student." Presented at Education for Democracy: Fighting the Corporate Takeover. AAUP Conference, UMKC, March 3, 2001.

"From John Brown to Brown v Topeka BOE: Putting Local Knowledge to Work in the


Composition Classroom." Presented at CCCC, Minneapolis, MN., April 12, 2000. “Working Class Invisibility and the Middle Class Voice.” Presented at CCCC,

Atlanta, GA., March 24, 1999. “Middle Class Voice: Working Class Silence.” Presented at the University of Missouri, Kansas City, April 12, 1998. “When Nothing Happens Twice: Absurdist Rhetoric and the Non-Search for the Non- Truth.” Presented at the University of Missouri, Kansas City, April 11, 1997. “Creative Experiencing: A Kinesthetic Approach to Composing Meaning.” Presented at CCCC,

Phoenix, AZ., March 13, 1997. “Creating Experience: Creating Meaning.” Presented at the University of Missouri, Kansas City, May 3, 1996. Completed Manuscripts: Manufacturing ‘Safe’ Minds: The Impact of Cold War Rhetoric on the Universities

Dissertation in English and History, 2002.

A Little Piece of the Sky. One-Act Play. Produced September 13-14, 1996. Gorilla Theatre, Kansas City, Mo. Winner, 1996 Gorilla Playwriting Competition.

The Chicken and the Egg. Short Film Script The Generation of Baby X. Two-Act Stage Play. The Triangle Cotillion. Feature Length Screenplay. Waiting. Feature Length Screen Adaptation of Waiting for Godot. Service and Appointments:

University Student Computer Usage Committee, Western Carolina University. 2005. A&S First-Year Committee, Western Carolina University. 2004-Present. First-Year Composition Committee, Western Carolina University. 2004-Present. Annual Faculty Evaluation Committee, Western Carolina University. 2004-2005. State Employees Contribution Campaign Department Representative, Western Carolina

University. 2004 Composition Committee, Chair, University of Missouri, Kansas City. 2002-2004. Graduate Committee, University of Missouri, Kansas City. 2002-2004. Council on Community Literacies. Appointment by Dr. Steve Dilks, Chair. Community

organization on Urban Literacies. 2001-2003. Appointed Chair: 2003. President, Part-time Faculty Association (PTFA), University of Missouri, Kansas City.

2000 - 2002. Search Committee for the Dean of Arts & Sciences, Appointment by Provost Steve

Ballard, University of Missouri, Kansas City. 2002. Elected Member, Board of Education, Kansas City Academy (KCA). Kansas City


Missouri. KCA is a private college preparatory academy for inner-city students. Composition Committee, Secretary, University of Missouri, Kansas City. 2000-2002. English I Curriculum Committee, University of Missouri, Kansas City. 1998-99. The English Graduate Student Association (EGSA), University of Missouri, Kansas

City. Conference Chair 1998. President 1997-98.

Vice-President, 1996-97. Secretary, 1995-96. Textbook Selection Committee, University of Missouri, Kansas City, 1995-96.

Professional Memberships: National Council of Teachers of English. Modern Language Association. Rhetorical Society of America Honors, Awards, Recognition:

Distinguished Dissertation Fellowship, 2000-2001 Chancellors Doctoral Fellowship, 1999-2000. Chancellors Doctoral Fellowship, 1998-99. Sosland Teaching Award 1999, 2000, 2001, 2003. Departmental Outstanding Teaching Award, Fall, 1998. Outstanding Graduate Teaching Award, 1996-97. Vice Chancellor for Student Affairs Honor Recipient, 1997.

Thomas Jefferson Hughes

Western Carolina University 1410 Red Maple Drive Department of English Waynesville, NC 28785 Cullowhee, NC 28723 828-926-0198 828-227-3938

EDUCATION

University of Oregon, Eugene, Oregon: Doctor of Arts, English Literature, Art, Psychology and Comparative Religion, 1973. Thesis: "The Ineffable Core of Mythology" Thesis Director: J. Barre Toelken. Major Area: Rhetoric and Composition. Minor Areas: Old English, Middle English, Seventeenth Century Metaphysical Literature, Major Victorian British Writers, Contemporary British Fiction, Folklore & Mythology, Romantic Poets, Archetypal Criticism, German for Reading Knowledge. M.A., English Literature, June 14, 1970 Area of Concentration: Teaching. University of Massachusetts, Amherst, Massachusetts:


B.A., English Literature, 1968.

SCHOLARSHIP

Publication Hughes, Thomas J. The Sequoia Seed: An Anthology of Student Writing. Moorpark College, Moorpark, California. Presentations "THE MATRIX, Plato's Allegory of the Cave, and teaching Critical Thinking." Feature Session for Multi-Cultural Day, Yearly, 1999- 2003, Moorpark College, Moorpark California and Antelope Valley Community College, Lancaster California. "Thoreau, the New England Transcendentalists, Gandhi and Civil Disobedience." Pepperdine University, Malibu, California, 1995. "The Obscure Tower: a mythic analysis of Browning's 'Childe Roland to the Dark Tower Came.'" University of Oregon, Eugene, Oregon, 1972. "Why Thomas Rymer?" Mythology and Folklore Symposium, University of Oregon, Eugene, Oregon 1971. "The Tradition of La Belle Dame sans Merci." Mythology and Folklore Symposium, University of Oregon, Eugene, Oregon 1970. "Nun's Priest: Cock or Capon?" "Troilus: Spiritual Dilemma Unresolved." Mythology and Folklore Symposium, University of Oregon, Eugene, Oregon, 1970.

CONSULTATIONS Consultant to film maker Arthur Kanegis (Atomic Cafe), Hollywood, California and Thousand Oaks, California, occasioned by involvement with The Nevada Desert Experience: faith-based resistance to nuclear weapons testing (PO Box 4487, Las Vegas NV 89127). Demonstrated and trespassed [civil disobedience] at the Nevada Test Site at Mercury, Nevada during the 1980's. Consultant to The Great Teacher Seminar, 1993-1996. Faculty Advisor/Consultant to Student Interns in the Service Learning Workplace Program, Moorpark College, 2002-2003.


Faculty Senior Mentor, Moorpark College, 2002-2003. Faculty Advisor to High School Students attending "The High School at Moorpark College," 2002-2003. Learning Communities Facilitator, Moorpark College, 1996-2003. Media Specialist, Pepperdine University, 1997-98. Faculty to Faculty Program: Strategies for Improving Student Learning, Moorpark College, 1997. Faculty Strategies Handbook, Moorpark College, 1996. Grammar Across the Curriculum: Computer Assisted Instruction (with Pati Dozen), Moorpark College, 1995-2003. Health Sciences Institute, Moorpark College, 1995-2003. Disabled Student Services, Los Angeles City College, 1992. Student Success Program, Moorpark College, 1992-2003. Classroom Assessment Training, Moorpark College, 1992-2003. Institute for the Study of Asian Culture (ISAC), Pepperdine University, 1989-1999.

PROFESSIONAL DEVELOPMENT Service Learning Faculty Learning Community, Western Carolina University, 2006. Faculty to Faculty Summer Institute, UCLA, summer 1991. South Coast Writing Project, University of California at Santa Barbara, 1993. The Great Teacher Seminar Los Angeles City College, 1991 Moorpark College, 1993 and 1996

TEACHING Visiting Instructor, Western Carolina University, 2003-present. Undergraduate Teaching

First- and second-semester composition English 207 - Popular Literature and Culture USI-130 – The University Experience Professional Development


Learning Community with Annette Debo, 2003. Open Classroom Circle. 2003-2006.


Moorpark College, Moorpark, California, 1982-2003 Undergraduate Teaching Composition 101, 102 and 103 Critical Thinking Creative Writing World Literature Antelope Valley Community College, Lancaster, California, 2000-2003. Undergraduate Teaching First- and second-semester composition Pepperdine University, Malibu, California, 1989-1999 Undergraduate Teaching Western Heritage Asian Studies English Composition Critical Thinking Los Angeles City College, Los Angeles, California, 1989-2000 Undergraduate Teaching Basic Writing Skills Developmental English Freshman Composition Critical Thinking World Literature Ventura College, Ventura, California, 1984 Undergraduate Teaching Freshman Composition World University of America, Ojai, California, 1982-84 Graduate Teaching Jungian Archetypes Folklore The Psychology of Love Relationships Mythology and Folklore


Mythology and Literature University of Oregon, Eugene, Oregon, 1973-81 Undergraduate Teaching Mythology in Literature Folklore and Mythology Navajo and Dakota/Lakota Culture Freshman Composition Graduate Teaching Seminars in Kurt Vonnegut and Hermann Hesse

SCHOLARSHIPS AND AWARDS Graduate Teaching Fellowship for Doctoral Candidates, University of Oregon, 1970-1975. Second Annual Conference on Writing: Connecting Theory and Practice, Pepperdine University May 3-4,1991. Faculty to Faculty Summer Institute, UCLA, summer 1991. South Coast Writing Project, University of California at Santa Barbara, 1993. The Great Teacher Seminar Los Angeles City College, 1991 Moorpark College, 1993 and 1996 Elizabeth A. Kelly (828) 227-3974 (W) 207 Jim Sellers St. (828) 586-4146 (H) Sylva, NC 28779 ekelly@ wcu.edu EDUCATION

Master of Arts, English (August 2001) Western Carolina University, Cullowhee, NC

Thesis: Bridging Public and Private Discourse: Joan Didion’s Place in Nonfiction. (Director: Marsha Lee Baker, Ph.D.)

• Successfully passed two Comprehensive Exams covering early and later

American and British texts.


• Excelled in bridging Rhetoric/Composition and Literature in theory, literature, and pedagogical courses.

• Recipient of Outstanding Graduate Teaching Assistant Award (2001). • Recipient Outstanding Writing Center Graduate Assistant. • Co-editor 2000-2001 & 2001-2002 Manual for First-Year Composition.

Bachelor of Arts, English (May 1996) Piedmont College, Demorest, GA

• Focused in Literature with secondary emphasis in Publishing and Editing. • Vocal Performance/Music Minor.

RELATED EXPERIENCE

Visiting Instructor, Department of English, Western Carolina University, August 2001- present:

• Assistant Director of First-Year Composition (current), o Mentor faculty; o Coordinate and present professional development workshops; o Research current trends in FYC; o Design and implement program assessment; o Research, write and revise TA Manual and Faculty Handbook; o Assist in all FYC Program work as coordinated by Program Director.

• Liberal Studies Writing Instructor, o Teach 3-4 sections of First-Year Composition, Composition 1 & 2, per

semester. o Teach/develop courses for Freshman Seminar. o Utilize technology in all aspects of instruction, including course management

(WebCt). o Teach in Learning Communities w/Dr. Marsha Lee Baker.

• Writing Instructor, o Teach Foundation Composition (English 300).

• Literature Instructor, o Teach various literature courses, including Popular Fiction and Culture and

Past Times: Literature and History. o Teach for the Jamaican Education Program.

• USI Instructor, o Develop and teach sections of Introduction to College Life, o Design and coordinate service learning components, o Organize and facilitate campus life resource presentations.

• Orientation Instructor, o Develop and teach multiple sections University Academic Experience

(UAE) for summer orientation. • Assistant to FYC Director (spring 2004),

o Researched and Co-authored FYC Faculty Handbook. o Created and managed database of North and South Carolina Writing Program

Administrators. o Planed and facilitated faculty development workshops. o Consulted on all aspects of FYC Program.


Instructor, Southwestern Community College June 1999- present: • Writing Across the Curriculum Consultant,

o Develop Workshops and o Coordinate Presentations.

• Developmental English Instructor, o Teach Developmental Reading, Fundamental Composition and Reading

Strategies, Composition Strategies and Study Skills. o Developed Hybrid Course (In-Class and Online Instruction). o Utilize technology in all aspects of instruction.

• Learning Assistance Center Consultant o Tutor students in writing, research, social sciences, and computer skills.

• Literature Instructor, o Teach Introduction to Literature.

• Writing Instructor, o Teach Expository Writing and Research & Reporting.

Assistant Editor, Habersham Review, Piedmont College

August 1992-June 1996: • Supervised daily editorial operations for Literary Journal, corresponded with and

coordinated activities for authors, and planned annual Lyceum for presentation of Journal.

• Coordinated all editorial procedures. • Created and maintained subscription database. • Supervised staff activities.

COURSES DEVELOPED/REVISED

• 2003: Freshman Seminar in Southern Women’s Literature. Western Carolina University.

• 2003-present: Co-authored/Revised English 300, “From Process to Product: Foundation Composition” as a revolutionary Independent Study. This course is presently offered through University of North Carolina’s The Friday Center for Continuing Education.

• 2003-present: Under contract from University of North Carolina’s The Friday Center for Continuing Education to convert recently revised Independent Study English 300 (“From Process to Product: Foundation Composition”) to Self-paced Study Online Course.

PRESENTATIONS

• 2006 Workshops on Conferencing and Revision: FYC Professional Development • 2006 4C Conference Presentation: “The Academy’s Stepdaughter: Female Adjuncts

in University English Departments.” • 2005 Panel Presentation: “The Academy’s Stepdaughter: Female Adjuncts in

University English Departments.” Annual WCU Gender Conference. March 2005. • 2005 Presentation: “What Would Freire Say?: Preliminary Assessment as a Means of

Fostering Student Centered Learning.” Scholarship of Teaching and Learning Faire. • 2002: Chair. 4Cs Panel Presentation. “Beam Me Up Scotty: PDAs in the

Classroom.”


• 2001: Presenter. “Kate Chopin’s Autonomous Women: Edna as Metaphor for Feminism.” Georgia State University Graduate Conference.

• 2001: Western Carolina University Graduate Symposium. “Edna’s Autonomy: The Solipsistic Vision in Chopin’s The Awakening.”

• 2000: Western Carolina University Graduate Symposium. “(Re) examining Catharsis.”

PROFESSIONAL DEVELOPMENT

• 2000-present: FYC fall Faculty Development Retreats. • 2000-present: FYC Composition 101 & 102 Faculty Teaching Workshops. • 2002-present: fall & spring FYC Faculty Program Assessment. • 2004: Participant in Summer Institute for Teaching and Learning (SoTL). • 2004: Member SoTL Focus Group on the Scholarship of Teaching and Learning. • 2004-2005: Member SoTL Research Consortium.

PUBLICATIONS

In Print (Manuals, Scholarship, Creative Texts) • 2004: Co-Author. 2004-2005 First-Year Composition Faculty Handbook • 2001: “Manhattan, 1991.” Gatherings. City Lights Press. • 2001: Bridging Public and Private Discourse: Joan Didion’s Place in Nonfiction.

Western Carolina University Graduate Thesis. (unpublished) • 2001.: “Racial Profiling: Will Terror Win?” Western Carolinian. 9/2001. • 2000 & 2001: Co-Editor. Manual for First-Year Composition. Western Carolina

University.

In Process • Bridging Public and Private Discourse: Joan Didion’s Place in Nonfiction. Revising

Thesis for possible publication. • Currently drafting article on preliminary assessment in FYC. • The Last Side Show: A Memoir of Childhood. • Lily White. Novel.

SERVICE

• 1999-present: First Year Composition Committee, performing various duties including facilitating workshops, chairing sub-committees, and editing Manual for First-Year Composition.

• 2006-2007: Freshman Reading Committee • 2004-2005: Volunteer. Faculty Search Committee for 19 Century Literature

Candidate. • 2002-2003: Chair. FYC Sub-Committee on Textbook Review. • 2004-2005: Faculty Center Adjunct Faculty Committee. • 2003-2004: Nancy Joyner Fund Committee. • 2001-2003. Faculty Task Force on Program Assessment. (FYC Sub-Committee). • 2001-2003: Co-Chair. Non-Tenured Track Faculty Committee.


• 2000-2001: Chancellor’s Distinguished Teaching Award Committee. B R E N T E . K I N S E R

Department of English

Western Carolina University Cullowhee, NC 28723 phone: (828) 227-3933

email: [email protected]

EDUCATION

PhD (2005): University of North Carolina, Chapel Hill. Dissertation: “Literary Politics: The American Civil War in the Shaping of British Democracy”

MA (2000): English, Illinois State University. Thesis: “‘A mixture of yea and nay’: The Intertextual Presence of Thomas Carlyle

in the Late Poetry of D. H. Lawrence.” BA (1998): Major: English, Minor: History, Illinois State University, summa cum

laude with Honors in English and Certificate in University Honors. Honors Thesis: “Through the Lens of Anna Karenina: Reading D. H. Lawrence’s

Long Fiction as a Failed Search for an Adequate Male.” EMPLOYMENT

Assistant Professor of English, Western Carolina University (2005– ) Full Member of the Graduate Faculty, Western Carolina University (2006–09) Sr. Teaching Fellow, University of North Carolina, Chapel Hill (2004–05) Teaching Fellow, University of North Carolina, Chapel Hill (2000–04) Teaching Assistant, Illinois State University (1998–2000) Academic Advisor, Honors Program, Illinois State University (1998–2000)

RESEARCH INTERESTS

Nineteenth-Century British Literature Victorian non-fiction prose American Literature before 1900 Anglo-American Transatlanticism Textual scholarship and scholarly editions, both traditional and electronic


Correspondence as a vehicle of cultural and literary meaning The works and letters of Marjorie Kinnan Rawlings

ACADEMIC AWARDS

NEH Grant: With David Sorensen, St. Joseph’s University, and Duke University Press. Co-wrote a successful, three-year, $200,000, National Endowment for the Humanities Scholarly Edition Grant for The Collected Letters of Thomas and Jane Welsh Carlyle (2006–2009).

NEH Grant: With David Sorensen, St. Joseph’s University, and Duke University Press. Participated in the writing of a successful, three-year, $200,000, National Endowment for the Humanities Scholarly Edition Grant for The Collected Letters of Thomas and Jane Welsh Carlyle (2003–06).

Frankel Dissertation Fellowship, University of North Carolina, Chapel Hill (Spring 2005).

Graduate and Professional Student Federation Travel Grant, University of North Carolina, Chapel Hill (Spring 2005).

Senior Teaching Fellowship, University of North Carolina, Chapel Hill. Awarded by the English Department for outstanding academic and teaching performance (2004–05).

Laurence G. Avery Award for Excellence in Teaching Undergraduate Literature, University of North Carolina, Chapel Hill (2003).

Roy Moose Dissertation Research Travel Fellowship, University of North Carolina, Chapel Hill. For archival research at the British Library, London School of Economics Library, and Codrington Library, All-Soul’s College, Oxford (Spring 2004).

Bruce W. Lea Travel Award, University of North Carolina, Chapel Hill (Spring 2001, 2002, 2003, Fall 2004).

James R. Fisher MA Thesis Award, Illinois State University, English department and university winner (2000–01).

Fulbright Grant semi-finalist, Illinois State University. Recommended for a grant to study at the University of Edinburgh, UK, by the National Screening Committee of the Institute of International Education (Spring 2000).

Sigma Tau Delta Scholarship for Outstanding Member, Illinois State University (2000).

Graduate School Professional Advancement Award, Illinois State University (2000). George R. Canning Award for Outstanding Student in Literature, Illinois State

University (1999). Anna Keaton Award for Outstanding Graduate Student, Illinois State University

(1999). Honors Tuition Scholarship, Illinois State University (Summer and Fall 1998). Honors Mentorship Program, Illinois State University (Fall 1997, Spring 1998).


Dean’s List, Illinois State University (Spring 1997, Fall 1997, Spring 1998, Fall 1998).

PUBLICATIONS

The American Civil War and the Shaping of British Democracy. Aldershot, Eng.: Ashgate Press. Under Contract (2007).

Uncollected Writings of Marjorie Kinnan Rawlings. Co-edited with Rodger L. Tarr. Gainesville, FL: UP of Florida. Forthcoming (Feb. 2007).

Review: Past and Present, ed. Chris R. Vanden Bossche, for Nineteenth-Century Prose (2007).

“‘Every man must get to Heaven in his own way’: Thomas Carlyle, Frederick the Great, and the God of History.” Literature and Belief. Forthcoming (2006).

“‘A superabundance of life’: The Letters of Marjorie K. Rawlings to Cliff and Gladys Lyons.” The Journal of Florida Literature 15 (2006): 53–146.

“‘The Feast of Pikes’—Facsimile.” Carlyle Studies Annual 22 (2006): 85–177. “The Ecton Tithe-Book Revisited”. With David Southern. Carlyle Studies Annual 22

(2006): 317–19. “A Not So ‘Simple Story’: Jane Welsh Carlyle and Charlotte Brontë’s Shirley.”

Midwest Quarterly. 46.2 (2005): 152–68. Appendix. “Thomas Carlyle’s Comments on Aurora Leigh.” With David R. Sorensen. The

Collected Letters of Thomas and Jane Welsh Carlyle. Vol. 32. Durham, NC: Duke UP, 2004. 225–42.

“Thomas Carlyle, Mark Twain, and Shooting Niagara.” The Carlyles at Home and Abroad. Ed. Rodger L. Tarr and David R. Sorensen. London: Ashgate, 2004. 113–24.

“‘I’d much rather write you instead’: The Letters of Marjorie K. Rawlings to Bertram C. Cooper.” The Journal of Florida Literature 13 (2004): 1–33.

“‘A mixture of yea and nay’: D. H. Lawrence, His Last Poems, and the Presence of Thomas Carlyle.” Carlyle Studies Annual 20 (2001–02): 82–104.

“‘the least touch of butter’: Marge and Emily on Manners.” The Journal of Florida Literature 10 (2001): 1–9.

Index. Orientalism in Classical French Literature, by Michele Longina. Cambridge, Eng.: Cambridge UP, 2001.

“Dickinson’s ‘Safe in their Alabaster Chambers—.’” The Explicator 58.3 (2000): 143–46. “‘On History’: Thomas Carlyle’s Defense of History.” Recounting the Past: A

Student Journal of Historical Studies 4 (1998): 15–22. EDITORIAL WORK

Editor: The Collected Letters of Thomas and Jane Welsh Carlyle. Durham, NC: Duke UP, 1970–. From vol. 35 (2006– ).

Coordinating Editor: eCarlyle, the electronic version of The Collected Letters of Thomas and Jane Welsh Carlyle. Responsible for developing editorial guidelines, leading a team of


six editors through a first editorial pass, and conducting a second editorial pass in preparation for migration to a new software platform (2002– ).

Co-Editor: Carlyle Studies Annual. An international journal devoted to the lives and times of Thomas and Jane Welsh Carlyle and their circle, published by St. Joseph’s University Press, from Number 22 (2006– ).

Co-Editor: The Marjorie Kinnan Rawlings Journal of Florida Literature, published by the University of Central Florida, from Volume 14 (2006– ).

Associate Editor: The Collected Letters of Thomas and Jane Welsh Carlyle. Vol. 34 (2005– 06). Assistant Editor: The Collected Letters of Thomas and Jane Welsh Carlyle. Vols. 31–33.

Responsible for preliminary notes, indices, and final proofreading (2003–05). Editorial Staff: The Collected Letters of Thomas and Jane Welsh Carlyle. Assisted with the

proofreading of vols. 29–30 (2001–02). Editorial Assistant: Carlyle Studies Annual. Responsible for numerous aspects of the

journal’s publication. These included loading articles into Pagemaker, proofreading, and editing, as well as administering the business aspects of the journal (1997–99).

Co-editor: Polyglossia 3. The English Department’s journal of undergraduate research, sponsored and published by Sigma Tau Delta, English Studies Honors Society (Fall 1999).

RESEARCH EXPERIENCE

Research Assistant: Documenting the American South, a web resource at the Wilson Library, UNC, Chapel Hill. Responsible for writing summaries of online texts (Spring 2001).

Research Assistant: For Rodger L. Tarr, Illinois State University. Assisted with research on four of his books: The Love Letters of Marjorie Kinnan Rawlings (UP of Florida, forthcoming, 2005); As Ever Yours: The Letters of Max Perkins and Elizabeth Lemmon (Penn State UP, 2003); the Strouse edition of Thomas Carlyle’s Sartor Resartus (U of California P, 2000); and Max and Marjorie: The Correspondence between Maxwell E. Perkins and Marjorie Kinnan Rawlings (UP of Florida, 1999).

Research Assistant: NEH Summer Institute, Illinois State University. Responsible for locating and gathering all of the manuscripts, diaries, letters, and journals available at Illinois State’s Milner Library (1998).

CONFERENCE PRESENTATIONS

Paper: “The Digital Signs of the Times: The Carlyle Letters Online and the Future of Carlyle Studies.” Thomas Carlyle Resartus: Reappraising Carlyle for Our Times, 2007 Carlyle Studies Conference, Villanova University, 12–13 July 2007. Under consideration.

Panel Discussion: The Editing of The Collected Letters of Thomas and Jane Welsh Carlyle. Thomas Carlyle Resartus: Reappraising Carlyle for Our Times, 2007


Carlyle Studies Conference, Villanova University, 12–13 July 2007. Under consideration.

Paper: “A Collectible Kind of Prelude: Or, the Growth of a Writer’s Mind in The Uncollected Writings of Marjorie Kinnan Rawlings.” The Marjorie Kinnan Rawlings Society Conference, Cedar Key, FL (Spring 2007).

“‘A superabundance of life’: The Letters of Marjorie Kinnan Rawlings to Clifford and Gladys Lyons.” The Marjorie Kinnan Rawlings Society Conference, Winter Park, FL (Spring 2006).

Commentator for the panel “A Prophetic Manuscript: Carlyle, Religion, and History,” chaired by David J. DeLaura. The North American Conference on British Studies, Philadelphia, PA (28–31 October 2004).

“Will McLean: Florida’s Black Hat Troubador.” A multimedia presentation, with Ronald A. Kinser. The Marjorie Kinnan Rawlings Society Conference, Apalachicola, FL (Spring 2004).

“‘I’d much rather write you instead’: The Letters of Marjorie K. Rawlings to Bertram C. Cooper.” The Marjorie Kinnan Rawlings Society Conference, Melbourne, FL (Spring 2003).

Moderator for the panel “The Victorian Afterlife.” The Victorians Institute Conference, Chapel Hill, NC (Fall 2001).

“‘The least touch of butter’: Marge and Emily on Manners.” The Marjorie Kinnan Rawlings Society Conference, Fernandina Beach, FL (Spring 2001).

“Mark Twain, Thomas Carlyle, and Shooting Niagara.” The Carlyles in Europe, an International Conference at the University of Edinburgh, UK (Spring 2001).

“‘A Mixture of Yea and Nay’: The Intertextual Presence of Thomas Carlyle in Selected Works of D. H. Lawrence.” The Carlyles in America, an International Conference at St. Joseph’s University, Philadelphia, PA (Spring 2000).

“Connections between Leo Tolstoy and D. H. Lawrence.” National Conference of Sigma Tau Delta, the International English Honors Society, Savannah, GA (Spring 2000).

“The Wife of Bath: Chaucer’s Textual Animation of Alisoun’s ‘Joly Body.’” MAM (Midwestern Association of Medievalists), CAES (Committee for the Advancement of Early Studies) Conference, Ball State University, Muncie, IN (Fall 1999).

TEACHING EXPERIENCE:

Western Carolina University (2005– ) “Transatlantic Transcendentalisms.” A graduate seminar on Emerson and Carlyle,

co-taught with Elizabeth Addison, president elect of the Emerson Society, chair of the Department of English, Western Carolina University.

“Great Writers of the Nineteenth Century.” A senior level undergraduate course that offers a more in depth survey approach to the nineteenth century.

“Victorian Literature and the Problem of Being Human.” A graduate seminar that focuses on the Victorians’ struggle to understand themselves and their place in


the world. “A Survey of English Literature, from Wordsworth to Munro.” A required survey

for majors. “Argue This.” A second semester English composition course that emphasizes the

skills associated with argumentation. University of North Carolina, Chapel Hill (2000–05)

“Wordsworth to Eliot.” A Survey of 19th–20th-Century British Literature required for English majors that teaches literary studies skills and emphasizes poetry, prose, and drama of the Romantic, Victorian, and early Modern periods (Fall and Summer 2002, Fall 2004).

“The Quest for Family.” A multi-genre survey that investigates literary representations of familial relationships in 18th–20th-century fiction. Texts include Moll Flanders, The Mill on the Floss, The Rainbow, Song of Solomon, and a wide range of short stories and critical readings (Spring 2004).

“Performative Texts.” A survey of Greek, Renaissance, and Modern Drama for the Continuing Studies Program. Plays by Aeschylus, Sophocles, Marlowe, Shakespeare, Ibsen, Strindberg, Miller, Williams, and Glaspell. While the course is centered on the textual study of plays, students also view a production in various stages, from rehearsal to opening night, in this case an adaptation of John Irving’s A Prayer for Owen Meany (Fall 2003).

“Writing across the Disciplines.” A second semester writing course that teaches the conventions and rhetorical strategies of the natural sciences, the social sciences, and the humanities (Spring 2005, Fall 2002, Spring 2002 [2], Fall 2001, Spring 2001).

“Pop Culture, Public Issues, and Professional Communities.” A first semester writing course that examines the functions, conventions, and challenges of discourse communities (Fall 2003 [2], Fall 2000 [2]).

“Politics and the Academy.” An academic writing course for the Continuing Studies Program that utilizes the fall elections. Units include a rhetorical analysis of how politicians write and talk about science, a study of student voting behaviors, and an analysis of politics in film (Fall 2004).

Illinois State University (1999–2000)

“Composition for Presidential Scholars.” Invited by the Director of Honors to teach a computer-based academic writing course for winners of Illinois State University’s most prestigious academic scholarship (Fall 1999).

“Computer-Based Composition for Beginning Writers.” A basic writing course to improve argumentative skills in a workshop setting (Spring 1999).

Academic Advisor, Honors Program. Responsible for the academic advising of honors students in English, History, Art, Theater, and Music (Spring 1999–Summer 2000).

Writing Tutor, University Center for Learning Assistance. Met with a wide variety of international, traditional, and non-traditional students in order to help them improve their writing skills (Spring 1999).


ACADEMIC SERVICE

Liberal Studies Oversight Committee. University-level committee responsible for monitoring and assessing WCU’s Liberal Studies Program (2005–2008).

Annual Faculty Evaluation Committee. Departmental committee responsible for observing and reporting on faculty teaching (2006–2007).

Chair, Excellence in Teaching Liberal Studies Award Committee (Spring 2006) Graduate Advisory Committee. Departmental committee assisting in the

administration of the WCU English Department’s graduate programs (2005– ). Peer Review Committee. Responsible for monitoring the progress and the

performance of UNC, Chapel Hill Teaching Fellows in the Writing Program (2002–2005).

Group Coordinator. Responsible for facilitating Writing Program workshops for UNC, Chapel Hill Teaching Fellows (2002–2005).

Academic Advisor and Coordinator for Preview, a program for incoming first-year Honors students at Illinois State University (Summer 2000).

English Department Graduate Studies Committee, Illinois State University (1999–2000). Search Committee for the position of Vice-President of Academic Affairs, Illinois State

University (Spring 1999). PROFESSIONAL ORGANIZATIONS

Association for Documentary Editing Board of Trustees (2004–2007), Vice President (2006–2009) Marjorie Kinnan

Rawlings Society Council of Editors of Learned Journals Modern Language Association Victorians Institute

MARGARET D. KISER 137 Dogwood Road 828-227-3967 (office) Candler, NC 28715 [email protected] 828-667-8617 (home) Education 1995 Master of Arts in Education, English

Western Carolina University, Cullowhee, NC 1973 Bachelor of Arts, Literature/Theatre University of North Carolina at Asheville, Asheville, NC Teaching Experience 1996 - present Department of English, Western Carolina University, Cullowhee, NC


Instruct four classes per semester consisting of a combination of the following: First Year Composition (English 101 & 102) 2-4 classes Including first semester Learning Communities, Fall 98, 02, 03 Including Service Learning as major component of 102, Spring 02 & 04 Writing for Careers (English 401) 1-2 classes Popular Literature and Culture (English 207) one class American Literature (English 203) 1-2 classes 1995 - present Montreat College, Montreat, NC Adjunct instructor in School of Professional and Adult Studies (SPAS) Teach first year composition, managerial communications, and literature survey 1974 - 1982 Department of English, Enka High School, Enka, NC

Instructed all grade levels of English classes Instructed acting, technical theatre, and public speaking classes

Service First Year Composition Committee, 1999-2000, 2000-01, 01-02, 02-03, 05-06, 06-07 Development of portfolio based program assessment Textbook review and selection Selection of student compositions for Manual for First Year Composition FYC event planning “Brown Bag” lunch planning and facilitating English Club Co-Sponsor, 1997-98 Student Learning and Life Committee, spring 2004 English Education Committee, spring 2006 Computer Skills Microsoft Office: Word, Excel, PowerPoint, Outlook; WebCT Personal Skills Flexible, willing to incorporate ideas of others and make adjustments necessary to accomplish specific goals Relate well with students from diverse backgrounds and with varying learning needs Detail oriented; well organized Professional Development Attended Spilman Symposium, Virginia Military Institute, October 1999 Attended Learning Community Conference, Appalachian State University, October 2003 Participated in Bible as Literature course taught by Dr. Mary Warner, Western Carolina University, Summer 2002 Participated in Faculty Learning Community on Teaching First Year Students, Western Carolina University, 2003-04 Attended Document Design Workshop, Western Carolina University, Spring 2000 Cheryl R. Marsh 191 Henson St. ~ Sylva, NC 28779 (336) 407-0177 ~ [email protected]

Education Western Carolina University, Cullowhee, NC


MA in English, Concentration in Literature, August, 2004 Thesis: “Profane Perfection: The Cycle of Death, Birth, and Rebirth in the Poetry of W. B. Yeats” Advisor: Dr. Elizabeth Addison University of North Carolina at Greensboro, Greensboro, NC BA English Coursework, Fall 2001-Spring 2002 The North Carolina School of the Arts, Winston-Salem, NC BFA in Filmmaking, Concentration in Producing, May 2000 Thesis Film: “Teacups” 14 min. 16mm. Advisors: Stephen Jones, Associate Dean Gerry Paonessa, Associate Dean Teaching Experience Visiting Instructor, Western Carolina University Fall 2004 until present. Responsible for all aspects of teaching and evaluating students in composition classes centering on writing as a process and argumentative writing. Also responsible for designing and teaching a 200 level Literature of Ireland class and a Literature of the American South class. Each semester requires a 4 class load, with an optional two classes in the summer session. Adjunct Instructor, South Western Community College Summer 2004. Responsible for all aspects of teaching and evaluating Composition 111, an expository writing class. Graduate Student Instructor, English 102.E. Western Carolina University Spring 2004. Responsible for all aspects of teaching and evaluating 20 students in a composition course that emphasized argumentative writing and critical thinking. Graduate Student Instructor, English 101.4J. Western Carolina University Fall 2003. Responsible for all aspects of teaching and evaluating 18 students in a composition class that emphasized writing as a process.

Graduate Teaching Assistant, Western Carolina University Fall 2002-Spring 2003 GTA Observations: Observed and participated in Freshman Composition Courses English 101 and 102. University Writing Center Tutor, Western Carolina University Fall 2002-Spring 2003: Tutored individual students across the curriculum and levels in one-on-one sessions that concentrated on all stages of the writing process, from brainstorming and research to final revisions and documentation. Substitute Teacher for Winston-Salem/Forsyth County Schools Spring 2002: Substituted for grades ranging from elementary to high school. Teaching Assistant, The North Carolina School of the Arts, School of Film Summer 1999: Oversaw a group of 15 high school students and supervised the making of short video projects in an intensive 5 week program. Teaching Assistant, The North Carolina School of the Arts, School of Film Summer 1997: Supervised college students’ creation of over 40 different video fluid masters. Publications and Presentations


Manual for First-Year Composition 2003-2004. Co-Editor, Western Carolina University. Describes guidelines, materials, and resources for English 101 and 102, including documentation and over 20 examples of student work. “An Artistic Parallel Universe: The Relative Connection Between Physics and Literature in Joyce’s and Faulkner’s Narrative Techniques.” Paper presented at Graduate Research Symposium, April 2004, Western Carolina University. “All Things Merge into One”: The Idea of Unity in A River Runs Through It.” Paper presented at Graduate Research Symposium, April 2004, Western Carolina University. “Subtle Deceits: Inverted Concepts and Symbols in Melville’s Moby-Dick.” Paper presented at Graduate Research Symposium, April 2004, Western Carolina University. “The Feminine Touch: Social and Gender Critique in Elizabeth Barrett Browning’s Aurora Leigh.” Paper presented at Graduate Research Symposium, April 2003, Western Carolina University. Professional Activities First-Year Composition Committee, Member, Western Carolina University, 2005-2006 Academic Year. This committee serves to evaluate relevant concerns of the First-Year Composition program at Western Carolina University. This year the committee plans to focus on a request for a partnership between the Technology Committee the FYC Program, a reorganization of the existing structure and mission statement of the FYC Program, new textbook selections, and the logistics of moving to a digital portfolio system. Faculty Learning Community on Teaching Critical and Creative Thinking, Member, 2005-2006 Academic Year. This FLC consists of WCU faculty from across the curriculum, and requires that members meet, research, collaborate, and disseminate the outcomes of the FLC’s work to the WCU teaching community. First-Year Composition Program Assessment Retreat, Western Carolina University, April 2005 This retreat invited faculty who teach Freshman Composition to come together and read portfolios compiled by freshman from the program. Each portfolio was scored with a common rubric, and then those participating discussed the results of the assessment. First-Year Composition Retreat, Western Carolina University, April 2005 This gathering offered a forum where faculty who teach English 101 and 102 could come together and discuss important issues dealing with all aspects of the classroom and the working environment. Professor of Critical Studies in Film Search Committee, Western Carolina University, December 2004 As part of an initial search committee, I reviewed many dossiers of qualified candidates for a tenure-track Critical Studies position in the English Department. I then collaborated with other members of this committee in an effort to jointly recommend several candidates for interviews. First-Year Composition Retreat, Western Carolina University, November 2004 This retreat provided a setting for many First-Year Composition instructors to collaborate on methods, assignments, and teaching strategies. English Department Open House, Western Carolina University, October 2004 Designed so that interested potential English majors can learn more about their options, this open house allowed members of the English Department from all different levels to talk individually to students about the benefits of becoming an English major.


Composition workshop with Peter Elbow, Western Carolina University, October 2003 This workshop concentrated on activities associated with contract grading, low and high stakes writing, and writing and audience. Crewed in various positions on over 100 professional and student film and video productions. 1996-2002. Honors and Awards Manuscript “The Source” chosen for Guest Artist Critique Session in WCU Literary Festival. Guest Artist: Sara Messer April 2005 Passed with Distinction Late Literature Comprehensive Exams, WCU Winter 2004 Chancellor’s List, UNCG Spring 2002 Dean’s List, UNCG Spring 2002 Chancellor’s List, UNCG Fall 2001 Dean’s List, UNCG Spring 2001 Z. Smith Reynold’s Scholarship Spring 1999 Internship on Dawson’s Creek Summer 1997 Karen Janet McKinney English Department 183 Brevard Road Western Carolina University Asheville, NC 28806 Cullowhee, N.C. 28723 (828) 273-5273 (828) 227-2663 [email protected] [email protected] Education

Ph.D, English, University of New Mexico May 2004 Native American Literature, Literary Criticism and Theory, Modernism Dissertation: “Mountaineers Guard Well the Past”: Ethnologists,

Adventurers, Storytellers and the Representation of Twentieth Century Appalachia

Advisors: Louis Owens, Patricia Smith, Mary Power

Master of Arts, English, Western Carolina University 1993

Bachelor of Arts, English, Mars Hill College, Mars Hill, NC 1979 Magna Cum Laude

Publications

• “‘There’s Always a Story to Tell’: Creating Tradition on Qualla Boundary.” North Carolina Literary Review 13 (2004): 25-40.

• “Tracing the Hawk’s Shadow: Fred Chappell as Storyteller.” More Lights Than One:On the Fiction of Fred Chappell. Ed. Patrick Bizzaro. LSU Press, 2004: 219-238.

• “False Miracle and Failed Vision in Louise Erdrich’s Love Medicine.” Critique 40.2 (1999): 152- 159.


• “Maurice Kenny’s America.” Asheville Poetry Review 1.2 (1994): 87-96.

• Review of Who Killed What’s Her Name by Elizabeth Squire. What’s Happening Magazine June 1994: 20.

• Review of The Good Husband by Gail Godwin. What’s Happening Magazine Sept. 1994: 20.

• “Finding New Worlds.” Review of contemporary Native American novels. What’s Happening Magazine Nov. 1994: 14.

Academic Experience Visiting Assistant Professor, Western Carolina University, Cullowhee, NC 2005-present Visiting Instructor, Western Carolina University, Cullowhee, NC 2004-2005 Adjunct Instructor at Mars Hill College, Mars Hill, NC 2001-2004 Visiting Instructor at Western Carolina University, Cullowhee, NC 1999-2001

Served on Visiting Speakers and Scholars Committee, Fall 1999 Served on the Undergraduate Curriculum Task Force, Fall 2000 and Spring 2001

Visiting Instructor, Southwest Indian Polytechnic Institute, Albuquerque, NM 1998

Teaching Assistant, University of New Mexico, Albuquerque, NM 1995-1998 Director of the Tenth Annual Southwest Symposium, a graduate conference sponsored by

the UNM English department, Spring 1998 Chair of selection committee and editorial board member for La Puerta: A Doorway into

the Academy, a textbook published by the UNM English Department in July 1997

Research Assistant to Minrose Gwin, co-editor of Literatures of the American South, Norton, published in 1997

Visiting Instructor at Blue Ridge Community College, Flat Rock, NC 1994-1995

Teaching Assistant, University of Oklahoma, Norman, OK 1993

Teaching Assistant, Western Carolina University, Cullowhee, NC 1991-1992 Courses Taught Western Carolina University

• English 464/564 Native American Literature • English 203 American Identity: Major American Writers • English 204 Literature of Non-western Culture • English 261 Survey of American Literature I • English 262 Survey of American Literature II • English 207 Popular Literature and Culture: Exotic Murder Mystery • English 190 First Year Seminar in Literature: Focus on Post-colonial Criticism • English 102 Composition II


• English 101 Composition I Mars Hill College

• English 372 World Literature: Age of Reason through the Modern Period • English 203 Selected Works of World Literature • English 322 American Literature from 1865 to the Present • English 321 American Literature to 1865 • English 205 Selected Works of American Literature • English 112 Documented Essay • English 111 Expository Essay

University of New Mexico, Albuquerque

• English 220 Advanced Composition: Special Topic in Literature of Place • English 101 & English 102 Composition I & II • English 101 ESL and English 102 ESL • Team taught English 397 Literature of the American South

Blue Ridge Community College Southwest Indian Polytechnic Institute University of Oklahoma, Norman

• English 101 Composition I


Honors and Award Graduate Research Symposium Best English Paper Award, Western Carolina University, 1992

Kim L Brown Memorial Award for Excellence in Tutoring, Western Carolina University English Department, 1991

Conferences and Presentations “Only When You Have To: The Durability and Necessity of Contemporary Appalachian

Storytelling.” Appalachian Studies Association Conference, Cherokee, NC. March 2004.

“‘They’re Around Us All the Time’: The Eastern Cherokee Write Back.” MLA, Washington, DC December 2000.

“Mountaineers Guard Well the Past: Post-colonial Theory in Mitchell County.” Appalachian Studies Association Conference, Knoxville, TN. March 1999.

“Ted Williams’ Reservation: Telling a Quiet Story.” Southwest Symposium. University of New Mexico, Albuquerque, NM. April 1997.

“The Hawk’s Shadow: Storytelling in Fred Chappell’s I Am One of You Forever.” Thirteenth Southern Writers’ Symposium. Methodist College, Greensboro, NC. September 1997.

“Stories of the Boomer South: The Subversive Narrative Voice in Ellen Gilchrist’s Fiction.” Crossing the Lines: A Conference on Contemporary Southern Women’s Literature. University of Arkansas, Fayetteville, AR. October 1997.

“To Be Real: Mirror Stage Theory in Jennie Livingston’s Paris Is Burning.” Southwest Symposium. University of New Mexico, Albuquerque, NM. April 1996.

“Ellen Gilchrist’s Talking, She’s Telling Everything She Knows.” Rocky Mountain Modern Language Association Annual Meeting, Albuquerque, NM. October 1996.

“False Miracles and Failed Vision in Louise Erdrich’s Love Medicine.” Graduate Research Symposium. Western Carolina University, Cullowhee, NC. February 1992.

Professional Associations

Modern Languages Association National Council of Teachers of English Appalachian Studies Association

Languages Reading knowledge of French and Spanish GAYLE HOUSTON MILLER

1 East Fargo Lane Department of English Sylva, NC 28779 Western Carolina University


(828) 586-2231 Cullowhee, NC 28923 (828) 227-3936 EDUCATION Doctor of Philosophy, University of Georgia, Athens, Georgia. August, 1988. Dissertation: “Imagery and Design in Julian of Norwich’s Revelations of Divine Love.” Director, William Provost. Master of Arts, University of Georgia, Athens, Georgia. December, 1981. Thesis: “The Anglo-Saxon Woman in Literature and in Life.” Director, Edward Stephenson. Bachelor of Arts, University of Maine, Presque Isle, Maine. June, 1976. PROFESSIONAL EMPLOYMENT Associate Professor, Department of English, Western Carolina University 1995 - Present Associate Dean, College of Arts and Sciences, Western Carolina University 1999 - 2000 Acting Head / Associate Professor, Department of English, Western Carolina University 1995 - 1996 Assistant Professor, Department of English, Western Carolina University 1989 - 1995 Director of Freshman English / Assistant Professor, Department of English Western Carolina University, 1989 – 1992 Assistant Director of Freshman English / Instructor, University of Georgia 1987 – 1989, Full Time Instructor, Department of English, University of Georgia, 1985 – 1987, Full Time Graduate Teaching Assistant, Department of English, University of Georgia,

1978 – 1985

FIELDS OF SPECIALIZATION AND TEACHING INTERESTS Anglo-Saxon Language and Literature Middle English Language and Literature Nineteenth-Century British Literature Rhetoric and Composition Masterpieces of World Literature


History of the English Language Latin Feminist Theory EXTERNAL GRANTS National Endowment for the Humanities, Summer Seminar. “Narrative and Synthesis in

Medieval Illuminated Manuscripts.” Director, Professor Robert Calkins, Cornell University, 1990.

National Endowment for the Humanities, Summer Seminar. “Classical and Medieval Models of Heaven.” Director, Professor Jeffrey Russell, University of California, Santa Barbara, 1993. HONORS AND AWARDS Recipient, Board of Governor’s Award for Excellence in Teaching, Western Carolina University, 2001 Finalist, Board of Governor’s Award for Excellence in Teaching, Western Carolina University, 1999 Finalist, Chancellor’s Distinguished Teaching Award, Western Carolina University, 1998 Finalist, Chancellor’s Distinguished Teaching Award, Western Carolina University, 1997 Nominated, Arts and Sciences Teaching Award, 1990 - 2001 Hunter Scholar, Western Carolina University, 1992 Distinguished Graduate Teaching Assistant, University of Georgia, 1985 Master’s Comprehensive Examination, With Distinction, 1981 Distinguished Graduate, University of Maine, 1976 PUBLICATIONS “Julian of Norwich.” In Medieval Women Writers. Ed. Katrina Wilson. University of Press, 1994. “Julian of Norwich and Revelations of Divine Love.” In Reference Guide to British Literature. London: St. James Press, 1991. WORKS IN PROGRESS “Julian of Norwich and the Creation Myth: To Reexamine the Archetype.” Mystics Quarterly. Fall 2002. Seeking the Universal through the Particular: Critical Approaches to the Medieval

Vision. Manuscript in Progress, at the invitation of the University of Florida Press.

“Julian of Norwich: Otherworld Visions.” Book Chapter, AMS Press, Pending. Women at the Loom: Negative Implications in Traditional Roles


CONFERENCE PRESENTATIONS "The Implications of Weaving in Medieval References to Mary at the Loom." 2001 Southeastern Medieval Association Annual Conference. New Orleans, LA. October 18-20, 2001. “Sharing Work and Rewards.” American Association of Colleges for Teacher Education. Annual Meeting. Dallas, Texas. March 1-4, 2001. “Sharing Power and Accountability in the 21st Century: Sharing Work and Rewards.” 18th Annual North Carolina Teacher Education Forum. Raleigh, North Carolina. October 5-6, 2000. “Women Who Weave.” Women Administrators in North Carolina Higher Education. Western Carolina University. June 4 – 7, 2000. “Women Who Weave: Sources of Strength, Power, Magic, and Fear.” Southeastern Medieval Association. University of Tennessee. October 14 – 16, 1999. “The Image of the Child in Anglo-Saxon Literature. South Atlantic Modern Language Association. Atlanta, Georgia. November 5 – 7, 1998. “And No Children Play: Childhood in the Middle Ages.” Southeastern Medieval Association. Agnes Scott College. October 20 – 22, 1998. “Rediscovering the Contemplative Tradition.” North Carolina Religious Studies Conference. Western Carolina University. Fall, 1997. “The Paradox of Contemplation.” South Atlantic Modern Language Association. Atlanta, Georgia. November 11 – 13, 1997. “The Question of Authorship in Medieval Texts.” Third Annual Arizona Conference on Medieval and Renaissance Studies. Arizona State University. February 13 – 15, 1997. “Expressions of the Apocalypse in Medieval Poetry.” Southeastern Medieval Association. Baylor University. October 3 – 6, 1996. “Writing Without the Teacher: A Student-Designed Composition Class.” Georgia-South Carolina College English Association. Savannah, Georgia. February 16 – 19, 1996. “Anonymous Was a Woman – Wasn’t She?” South Atlantic Modern Language Association. Atlanta, Georgia. November 3 – 5, 1995. “Religious Woman, Spiritual Guide.” International Medieval Congress. University of Leeds, Great Britain. July 10 – 14, 1995.


“The Medieval Visions of Flannery O’Connor.” Southeastern Medieval Association. Marymount University. September 29 – October 1, 1994. “Reflections of Heaven.” Southeastern Medieval Association Tulane University. September 10 – 13, 1993. “Gender Differences in Medieval Mystical Representations of Divine Love.” South Atlantic Modern Language Association. University of Tennessee. November 12 – 14, 1992. “Archetypal Patterns in Revelations of Divine Love.” Center for Medieval and Renaissance Studies. Binghamtom University. October 15 – 17, 1992. “Uncle and Nephew: An Enduring Relationship in Old English Literature.” Southeastern Medieval Association. College of William and Mary. September 25 – 26, 1992. “An Enlightened Vision.” 13th Medieval Forum. Plymouth, New Hampshire. April 23 – 26, 1992. “The Two faces of Christ: The Veronica Legend and a Woman’s Perspective on Society.” 26th International Congress on Medieval Studies. Kalamazoo, Michigan. April 25 – 27, 1991. “The Light of Faith: The Visionary Worlds of Flannery O’Connor and Julian of Norwich.” Southeastern Medieval Association. University of Alabama at Birmingham. September 21 – 24, 1991. “The Body as Metaphor in Revelations of Divine Love.” Carolinas Symposium on British Studies. University of Alabama. October 9 – 11, 1991. “The Creation Myth and Revelations of Divine Love.” South Atlantic Modern Language Association. Tampa, Florida. November 5 – 7, 1990. “A Sharing of Images: Mystic, Artist, and Priest.” South Atlantic Modern Language Association. Tampa, Florida. November 5 – 7, 1990. “Archetypal Imagery in Revelations of Divine Love.” Southeastern Medieval Association. Meredith College. September 26 – 28, 1990. “The Role of Art in the Visionary World of Julian of Norwich.” Carolinas Symposium on British Studies. University of North Carolina at Charlotte. October 10 – 12, 1990. “The ‘sad women’ of Beowulf.” Medieval-Renaissance Conference. Clinch Valley College of the University of Virginia. September 18 – 20, 1989. PROFESSIONAL ORGANIZATIONS • Medieval Academy


• Modern Language Association • Southeastern Modern Language Association • National Council of Teachers of English • Chaucer Society • Consortium for the Teaching of the Middle Ages • Philological Association of the Carolinas • Southeastern Medieval Association • The Dante Society of America


OFFICES HELD IN PROFESSIONAL ORGANIZATIONS Secretary, Psychology and Literature, Southeastern Modern Language Association Chair, Psychology and Literature, Southeastern Modern Language Association Naci Morris Coulter 313 PO Box 32 (828) 227-3937 Cullowhee, NC 28723 [email protected] (828) 399-0228

Education Aug. 2005 M.A. English, Western Carolina University (WCU) Dec. 2002 B.A. English, minor in Film Studies, WCU

Employment Aug. 2005 – Present, Visiting Lecturer, WCU

o Composition I and II o Popular Literature and Culture

Jan. 2005 – Present, Adjunct Faculty, Southwestern Community College o Composition Strategies with Lab o Expository Writing o Professional Research and Reporting

Aug. 2003 – May 2005, Graduate Teaching Assistant, WCU

o Composition I and II Aug. 2002 – May 2004, Copy Editor, WCU WCnewsmagazine

o Edited copy for content and errors, while maintaining individual writers’ voices o Assisted in the transformation of the Western Carolinian from an average college

paper into a professional, progressive newsmagazine Jan. 2000 – May 2003, Writing Tutor, WCU Writing Center

o Worked one on one with students, helping them understand that writing is a process

o Tutored students as a part of the summer Academic Success Program (2001 & 2002) for incoming WCU students who were identified as students at risk

o Gave presentations to groups and to classes on various topics such as clarity, documentation, and the benefits of visiting the Writing Center

Jan. 1998 – May 1998, Missionary Training Center Instructor, Provo, UT

o Trained young, college-age students in pedagogy and theology o Attended training sessions as required to improve teaching skills o Was evaluated regularly and received constructive criticism from superiors


o Addressed concerns of students as needed in order to bolster their confidence in their abilities

o Learned to adapt teaching styles as necessary to make lessons more applicable to each class

Outside the Classroom Jan. 2006 – Present, Digital Portfolio Committee Works in Progress

o Revising thesis—Family—for publication o Researching and writing a collection of modern, socially relevant, short stories

Research Interests—Varied topics, depending upon current projects

o History o Feminist Theory and Criticism o Civil Liberties and Human Rights o Science, including the political repercussions of o Law o Culture and Societal Norms—Sociology o Psychology

Publications and Presentations

o Open question and answer forum on what it means to be gay in America o Mini-course for Writing Center (2001)—“How to Write a Successful Theatre

Critique” Honors, Awards, and Recognitions 2003 Kim L. Brown Award for Excellence in Tutoring TERRY NIENHUIS (pronounced 9-hice)

Professor of English POBox 2527 Western Carolina University Cullowhee, NC, 28723 Cullowhee, NC, 28723 (828) 293-7479 (828) 227-3926 [email protected] Education

B.A., English, Western Michigan University, 1967, Magna Cum Laude, Honors College M.A., English, University of Michigan, 1968 Ph.D., English, University of Michigan, 1974


Dissertation: A Critical Study of Edward Moore's Dramatic Works

Academic Experience

Instructor of English, Monroe County Community College, 1968-1969 Assistant Professor of English, Western Carolina University, 1972-1991 Associate Professor of English, Western Carolina University, 1992-1999 Professor of English, Western Carolina University, 2000-present

National Endowment for the Humanities Summer Seminars 17th and 18th Century Intellectual History, University of Florida, with Aubrey Williams, 1976 American Theatre from 1920-1950, Columbia University, with Howard Stein, 1995 Areas of Specialization

Modern and Contemporary Drama Film Studies Composition Introductory Literature 17th and 18th Century British Literature Shakespeare

Courses Taught at WCU

Remedial Composition Composition I (Essay Writing) Composition II (Research Paper) Advanced Composition World Literature American Literature Non-Western Literature Introduction to Literary Interpretation The Age of Pope, Swift, and Johnson Modern Drama Contemporary Drama Introduction to Film Studies Film History Film Studies: Special Topics Shakespeare Acting (in the Department of Communication and Theatre Arts)

Publications


Theatre Studies: 31 articles in reference guides (*8 of them 10-12,000 word essays)--mostly on modern and contemporary drama, covering playwrights like Ibsen, Shaw, Angelina Weld Grimke, *Pirandello, *Eugene O'Neill, Miller, Thornton Wilder, *Beckett, *Stoppard, *Shepard, *Neil Simon, John Osborne, William Gibson, Athol Fugard, *Joe Orton, August Wilson, Mart Crowley, Kenneth Tynan, *Larry Shue, and A.R. Gurney--and 10 theatre reviews, mostly in local newspapers

Film Studies: an encyclopedia article on Basil Rathbone's The Hound of the Baskervilles, 10 film reviews in local newspapers, and a monograph-length manuscript called "What Makes a Good Movie," written for my film course, Film Evaluation.

10 Other Articles in Reference Guides: essays on Edward Moore; Muhammad Ali; Yusef Komunyakaa; the Longview, Texas, riot of 1919; the Charleston, South Carolina, riot of 1919; Isak Dinesen; Robert Frost; Truman Capote; B. F. Skinner; and Milton.

17 Pedagogical Essays: including book reviews, essays in local publications, a tip in College Teaching (Summer, 1989) on how to cure plagiarism, and an in-house monograph to encourage writing across the curriculum. The monograph is entitled Everyone Can Help Teach Writing.

Presentations and Workshops: Of the dozens of presentations I've made and workshops I have led over the last thirty-three years, most of them have been local, either connected with the university, with area lecture series, or with the North Carolina Center for the Advancement of Teaching. Subjects have ranged from pedagogical issues to those involving film studies and drama, which a number of them recently focusing on Shakespeare Acting Credits: 50 Theatre Roles, 20 Roles in Feature Films, Television, and other Film Projects Miscellaneous Items Public Relations Director for the Southern Appalachian Repertory Theatre, 1979-1983 Holistic grader for Educational Testing Service, reading Advanced Placement English exams since 1985, and the Graduate Management Admissions Test from 1990-1995. Table Leader since 2001 Member of WCU Honors Faculty since 1987 Faculty Fellow for Publications in WCU's Faculty Center for Excellence in Teaching and Learning since the Center’s inception in 1987 Full Member of WCU Graduate Faculty Advisor for WCU English Department Master's theses on Beckett, Williams, a creative thesis of performance art, and William Faulkner Thrice a finalist for WCU College of Arts and Sciences Teaching Award


Thrice a finalist for the Chancellor's Distinguished Teaching Award Recipient of the Chancellor's Distinguished Teaching Award, 2002 Kenneth Robert Price

Home Phone: (828) 293-9040 Office Phone: (828) 227-3932 Electronic Mail: [email protected] Class Website: http://paws.wcu.edu/kprice/

education University of North Texas

Ph.D. in English, 1996 Angelo State University M.A. in English, 1990 B.A. in English, 1988

professional experience Assistant Professor of English

Western Carolina University, Fall 2006-present Courses Taught

Undergraduate Courses Professional Editing and Publishing Writing for Careers Technical Writing

Graduate Seminars Writing for Careers

Assistant Professor of English University of Alaska Anchorage, 2003-2006

Courses Taught Undergraduate Courses

Internship in Professional Writing Computer Documentation Workplace Writing Writing for the Internet Professional Writing and Editing (Web) Advanced Technical Writing Beginning Technical Writing (Web) Methods of Written Communication (Web)

Graduate Seminars Teaching Technical Writing Writing for the Computer Industry

Professional Writing Consultant

University of Alaska Southeast, November 2006-present Developed document-specific style guide; designing and editing UAS Environmental Protection Agency Water Treatment Instructional Manual.

Alaska Communication Systems, September-November 2006 Created, coordinated, and led professional writing and business communication training session.

ConocoPhillips, November 2004


Led professional development writing seminar.

AT&T Alascom, January-April 2004 Led corporate communication professional development sessions.

UAA Bookstore, June 2004 Trained web development staff to use cascading style sheets in Macromedia Dreamweaver.

Medical Software Documentation/Training Specialist Conceptual MindWorks, Inc., 2002-2003 Produced digital video and Flash training materials. Authored engineering system requirements and product release notes. Created print and online user manuals and training material. Wrote interactive lessons, tutorials, and product demonstration material. Authored product documentation plans, corporate style guides, and usability tests.

Software Documentation Consultant Macromedia, 2001-2002 Wrote and edited online and print Voluntary Product Accessibility Templates for all Macromedia software products: Flash, Dreamweaver, FreeHand, Fireworks, Sitespring, Homesite, Director, Authorware, and ColdFusion Server.

Worked with the Dream Products Instructional Media Development Group.

Co-authored Using Fireworks MX user manual. Collaborated with build engineers to ensure timely integration of end-user documentation and software builds. Developed project-specific style sheets to ensure consistency of documentation. Participated in usability testing and indexing. Archived all work and prepared assets for production and internationalization/localization.

Coordinator of Technical Writing

California State University, Chico, 1999-2001 Courses Taught

Internship in English Computer Documentation Technical Report Writing Proposal Writing

Scientific and Technical Editing American Ethnic and Regional

Writers: Writers of the South World Literature

Assistant Professor of English

Missouri State University, 1996-1999 Courses Taught

Undergraduate Courses Advanced Technical Writing Scientific and Technical Editing Beginning Technical Writing Special Topics in Literature: Gabriel García Márquez Special Topics in Literature: Alice Walker Composition II Composition I

Graduate Seminars Writing for the Computer Industry Information Design & Internet Publishing

Technology & Discourse Problems and Methods of Research in English

Scientific and Technical Editing

Teaching Fellow


University of North Texas, 1991-1996 Courses Taught

Advanced Technical Writing

Beginning Technical Writing

World Literature II survey

Advanced Composition Composition and Rhetoric

Adjunct Instructor of English

North Central Texas College, 1993-1996 Courses Taught

Beginning Technical Writing American Literature I survey Technical Report Writing

Literature and Composition Grammar and Composition

Senior Medical Writer/Editor

University of Texas Medical Branch at Galveston, 1991

Responsible for all phases of publication of medical documents for the Department of Health Education, including drafting, editing, and designing educational material. Managed printing specifications and maintained inventory and quality control over new and existing educational publications. Researched and wrote proposals for medical research grants.

awards & grants

Honorary Lifetime Member, Golden Key International Honour Society,

November 2005.

Community-based Service Learning Minigrant Application for ENGL 212: Beginning Technical Writing, $2,000 awarded, University of Alaska Anchorage, August 2005.

Society for Technical Communication Award for Excellence in Education, May 2001.

“Multimedia Technology in the Technical Writing Program,” Center for Excellence in Learning and Teaching, $4010.00 awarded, California State University, Chico, June 2000.

College of Arts and Letters Recognition Award for Excellence in Teaching, $1000.00 awarded, Missouri State University, August 1998.

“Bringing Technical Writing Online: Internet-based Instruction and Distance Learning in the Professional Writing Program,” Funding for Results Research Grant, $1760.00 awarded, Missouri State University, July 1998.

“Multimedia Technology in the Technical Writing Program,” Funding for Results Research Grant, $6240.00 awarded, Missouri State University, April 1997.

publications &

professional activities

Subject Matter Consultant and Reviewer, Technical Communication: A Civic Approach, Houghton Mifflin, 2006.

Subject Matter Consultant and Reviewer, Technical Editing, 3rd Edition, Allyn and Bacon, 2005.

“Invoking Generational Demons: Orality and Catholicism in The Witching Hour,” Songs of the New South: Critical Essays on Contemporary Louisiana


Writers. Greenwood Press, 2001.

“Maintaining Document Standards: Creating House Style Guides, Style Sheets, and Grids for Paper and Online Technical Publications,” Society for Technical Communication National Convention, Orlando, Florida, May 2000.

“Redefining Context and Medium: The Online Technical Communication Portfolio,” Society for Technical Communication National Convention, Cincinnati, Ohio, May 1999.

“The Contexture of Experience: Compiling a Technical Communication Portfolio,” Society for Technical Communication National Convention, Cincinnati, Ohio, May 1999.

“Anticipating Standardized Skills Assessment,” Council for Programs in Technical and Scientific Communication National Convention, Lewes, Delaware, October 1998.

“Collaboration on the Internet: Can Distance Decrease the Gender Gap?” Conference on College Composition and Communication National Convention, Phoenix, Arizona, March 1997.

Managing Editor, Studies in Technical Communication, 1996.

Review of Nightwalkers: Gothic Horror Movies, The Modern Era, by Bruce Lanier Wright, Texas Books in Review, Spring 1996.

Managing Editor, Contributor, and Assistant Bibliographer, American Periodicals, 1995-96.

Editor, University of North Texas Institutional Self-Study Report for the Commission on Colleges of the Southern Association of Colleges and Schools, 1994-95.

Assistant Editor, Grasslands Review, 1993.

administrative service

College of Arts & Sciences Webmaster, Western Carolina University, Fall 2006-present.

Western Carolina University Graduate Faculty, 2006-present.

English Department Graduate Program Committee, Western Carolina University, 2006-present.

Professional Writing/Journalism Committee, Western Carolina University, 2006-present.

English Department State Employees Combined Campaign Solicitor, Fall, 2006.

Chair, English Department Undergraduate Curriculum Committee, University of Alaska Anchorage, 2005-2006.

Rhetoric Faculty Search Committee, University of Alaska Anchorage, 2005.

Nominations Committee, University of Alaska Anchorage, 2004-present.

Founder, University of Alaska Anchorage Flash Developers Group, 2004.

Departmental Technology Committee, University of Alaska Anchorage, 2003-present.

Departmental Webmaster, University of Alaska Anchorage, 2003-present.


Technology Committee, California State University, Chico, 1999-2001.

Faculty Sponsor, Society for Technical Communication California State University, Chico Student Chapter, 1999-2001.

Professional Writing Faculty Search Committee, Missouri State University, 1998-1999.

Faculty Representative to English Department Personnel, Technology, Planning, and Writing Center Advisory Committees, Missouri State University, 1997-1999.

Graduate Faculty in English, Missouri State University, 1997-1999.

Technical Writing and Creative Writing Faculty Search Committees, Missouri State University, 1997-1998.

English Department Webmaster, Missouri State University, 1997.

Faculty Sponsor, Society for Technical Communication, Missouri State University Student Chapter, 1996-1999.

Faculty Representative to Computer and Library Committees, Missouri State University, 1996-1997.

Executive Committee for Freshman and Sophomore English, University of North Texas, 1994-1996.

Proposal Writer, Department of English Women’s Studies Program, University of North Texas, 1995.

curriculum

development & assessment

University of Alaska Anchorage, Spring 2004-2006

Chair, English Department Undergraduate Curriculum Committee, University of Alaska Anchorage, 2005-2006.

Course Successfully Proposed Topics in Professional Writing (Graduate)

Topics in Professional Writing (Professional Development)

Computer Documentation (Undergraduate)

Topics in Workplace Writing (Continuing Education)

Degree Programs & Course Curriculum Guidelines Revised

Graduate Rhetoric Track Professional Writing and Editing Advanced Technical Writing

California State University, Chico, 1999-2000

Courses Successfully Proposed

Writing for the Computer Industry Scientific and Technical Editing

University of North Texas Editor, University of North Texas Institutional Self-Study Report for the Commission on Colleges of the Southern Association of Colleges and Schools, 1994-95.

Proposal Writer, Department of English Women’s Studies Program, University of North Texas, 1995.

academic

advisement

Director, Senior Honors Paper, Ms. Jennifer Veilleux, Western Carolina University, Fall 2006.


Director, Senior Honors Paper, Ms. Brenda Sallee, Western Carolina University, Fall 2006.

Director, Senior Honors Thesis, Ms. Jaci Mellott, University of Alaska Anchorage, January 2006.

Director, Senior Honors Thesis, Mr. Micheal Levshakoff, University of Alaska Anchorage, May 2006.

Advisor, Mr. Micheal Levshakoff, University of Alaska Anchorage Student Showcase, April 2006.

Director, Senior Honors Thesis, Ms. Diana Gordon, University of Alaska Anchorage, May 2005.

Advisor, Mr. Micheal Travis, University of Alaska Anchorage Student Showcase, April 2005.

Director, “Virtual Students, Virtual Classrooms, Virtual Instructors,” Master of Arts Thesis, Ms. Keri Franklin-Matkowski, Missouri State University, May 1999.

Director, “Our Word Is Our Bond: Bahktin, Dialogue, and the Establishment of a Contextual Workplace Ethic,” Graduate Degree Paper, Mr. Richard Gardner, Missouri State University, May 1999.

Director, “New Environmental Management Systems for the New Millennium: The Promise (and Costs) of ISO 14000 for a Global Marketplace,” Graduate Degree Paper, Ms. Nancy G. Feraldi, Missouri State University, August 1998.

Director, “Less is More: Editing Graphical User Interfaces.” Graduate Degree Paper, Ms. Rosalyn Goodall, Missouri State University, July 1998.

Director, “Information Mapping: Accessing Information Through Visual Communication.” Graduate Degree Paper, Ms. Rosalyn Goodall, Missouri State University, July 1998.

Director, “Hidden Text, GUIs, Minimalism, and the World Wide Web: User-Centered Editing for (and with) New Technologies.” Graduate Degree Paper, Mr. S. Price Horn, Missouri State University, May 1998.

Director, “A Sharing of Skills: Technical Communicators and Public Relations Practitioners.” Graduate Degree Paper, Mr. S. Price Horn, Missouri State University, May 1998.

Committee Member, “Establishing Technical Writers as Communication Advisors: An Evaluation of Internal Communications Using Audience Analysis for Cox Health Systems of Springfield, Missouri,” Master of Arts Thesis, Ms. Lynn Michele Lansdown, Missouri State University, January 1998.

Director, “Change in Text, Change in Time: The Gender-Equitable Experience of Hypertext,” Graduate Degree Paper, Ms. Sarah Jean Notton, Missouri State University, August 1997.

Director, “Ethics in Technical Communication: A Concern for the Public Good,” Graduate Degree Paper, Ms. Judy Kistler-Robinson, Missouri State University, August 1997.

Director, “The Cheat Sheet: Computer Help and Hints for the Springfield Public Schools Art Teachers,” Graduate Degree Paper, Ms. Sarah Jean


Notton, Missouri State University, June 1997.

Individualized Major Advisory Committee, Bachelor of Science in Computer Instruction, Ms. Sara M. Clark, Missouri State University, 1997-1999.

computer software

proficiencies Adobe Acrobat

Adobe FrameMaker Adobe InDesign Adobe PageMaker Adobe Photoshop Adobe Premiere Apple Final Cut Pro DVD

Macromedia Captivate Macromedia Director Macromedia Dreamweaver Macromedia Fireworks Macromedia Flash Macromedia RoboHELP

Ron Rash Box 1072 Cullowhee, NC 28703 Education B.A. English, Gardner-Webb College 1976 M.A. English, Clemson University 1979 Teaching Experience Tamassee-Salem High School 1979-81 Clemson University 1981-85 University of Georgia 1985-86 Tri-County Technical College 1986-to present Kennesaw Writer's Conference 1990, 1992, 1993 Tri-County Technical College-Continuing Education class in Creative Writing-1994 Appalachian Writer's Conference 1995 South Carolina Governor's School for the Arts Academy 1995 South Carolina Governor's School for the Arts 1995, 1996, 1997, 1998, 1999, 2000, 2001, 2002 Wildacres Writers Conference 1998, 2002 Lenior-Rhyne College (Writer in Residence) Spring, 2001 Hindman Appalachian Writers Conference 2001 Queens College M.F.A. Creative Writing Program 2001, 2002 University of South Carolina (Visiting Writer)Spring,2003 Western Carolina University, Fall, 2003 (John Parris Chair in Appalachian Studies) Awards 1986-Academy of American Poets Prize 1987-General Electric Foundation/Council of Literary Presses and Magazines Younger

Writers Award 1988-South Carolina Fiction Project Winner


1988-South Carolina Arts Commission Readers' Circuit 1988-Nominated for Pushcart Prize 1989-Nominated for Pushcart Prize 1989-South Carolina Arts Commission Readers' Circuit 1990-Pushcart Prize “Special Mention" 1990-South Carolina Arts Commission Poetry Fellow 1991-Nominated for Pushcart Prize 1991-South Carolina Academy of Authors Poetry Award 1991-South Carolina Arts Commission Readers' Circuit 1992-Nominated for Pushcart Prize 1994-National Endowment for the Arts Poetry Fellowship 1994-South Carolina Fiction Project Winner 1995-South Carolina Arts Commission Readers' Circuit 1995-Nominated for Pushcart Prize 1995-South Carolina Academy of Authors Poetry Award 1995-Sewanee Writer's Conference Scholarship 1996-Aberystwyth (Wales) Open Poetry Competition-Highly Commended 1996-Nominated for Pushcart Prize 1996-Sherwood Anderson Award 1997-Nominated for Pushcart Prize 1997-South Carolina Fiction Project Winner 1998-Nominated for Pushcart Prize 1999-Nominated for Weatherford Award for best book about the Appalachian Region. 1999-South Carolina Fiction Project Winner 1999-Nominated for Pushcart Prize 2000-Nominated for Pushcart Prize 2001-Nominated for Pushcart Prize 2002-Novella Press Novel Award. First Place 2002-Nominated for Pushcart Prize 2003-Nominated for Pushcart Prize 2003-Winner of Foreword Magazine's Gold Medal Award for Best Literary Novel of the

Year (for Best Books by Independent and University Presses) 2003-Winner of Appalachian Book of the Year Award 2003-Finalist for IPPY Novel of the Year 2003-Short-Listed William Saroyan International Writing Award 2004-O.Henry Award 2005-Fellowship of Southern Writers James Still Award 2005-Chaffin Prize for Contributions to Appalachian Literature 2005-Weatherford Award for Appalachian Novel of the Year 2005-SEBA Award for Best Book of Fiction for 2004 2005-Southern Book Critics Circle Award for Best Book of Fiction in 2004 2005-National Endowment for the Arts Fiction Fellowship Published Books Novels


One Foot in Eden. North Carolina: Novello, 2002. [To date, novel has had two printings.] Saints at the River novel-Henry Holt, 2004 The World Made Straight novel-Henry Holt, 2006 Books of Poetry Eureka Mill. Oregon: The Bench Press, 1998. Eureka Mill. South Carolina: Hub City Writers Project, 1998. [Second printing 2001.] Among the Believers. Tennessee: Iris Press, 2000. Raising the Dead. Tennessee: Iris Press, 2002. Books of Short Stories The Night the New Jesus Fell to Earth and Other Stories From Cliffside, North Carolina.

South Carolina: The Bench Press, 1994. [Second printing 1996 and reprinted in 2002.]

Casualties. South Carolina: The Bench Press, 2000. Children's Books The Shark's Tooth. South Carolina: Find the Shark's Tooth Company, Inc., 2001. Short Stories "The Real Thing." Foot (Hill) Notes 1.1 (1997): 26-29. "Sno-Cone." Foot (Hill) Notes (1978): 15-16. "Turtle Meat." The Calhoun Literary Review 2.1 (Spring 1978): 69-72. "The Night the New Jesus Fell to Earth in Cliffside, North Carolina." A Carolina

Literary Companion 4 (1986): 57-66. "My Father's Cadillacs." Fireside Companion Jan./Feb. 1990: 16-20+. "Raising the Dead in Cliffside, North Carolina." A Carolina Literary Companion 11 (Summer 1990): 8-13. "Love and Pain in the New South." Charleston Jan.-Feb. 1991: 37-39. "The Way Things Are." Southern Exposure 19. 1 (Spring 1991): 30-31 "Cold Harbor." Shenandoah 47.2 (Summer 1997): 62-69. "Overtime." The (Charleston) Post and Courier 10 May 1998: 1D+. "Last Rite." The Greensboro Review 64 (Summer 1998): 95-102. "White Trash Fishing." The (Raleigh) News & Observer 9 May 1999: 2D. "The Woman Who Believed in Jaguars." The Carolina Quarterly 51.2 (Spring 1999): 22-30.

[Reprinted in Quadrant June 2002: 72-77.] "Dangerous Love." The South Carolina Review 33.1 (Fall 2000): 3-10. "Last Rite." This Is mere We Live. Ed. Michael McFee. North Carolina: University of


North Carolina Press, 2000. 52-59. From "Shall We Gather at the River." [This story is the opening of an unpublished

novel.] Mossy Creek Reader 9 (Spring 2000): 3-4. [Reprinted in The (Raleigh) News & Observer 1 Apr. 2001: 2D.]

"Return." Mossy Creek Reader 9 (Spring 2000): 5-9. "My Father's Ashes." 64 March 2001: 83-87. "My Father Like a River." Inheritance. Ed. Janette Turner Hospital. South Carolina: Hub

City, 2001. 12-19. "Promised Land." The Southeast Review 21.1 (Spring 2001): 8 1-90. "Deep Gap." The Chattahoochee Review 22.4 (Summer 2002): 101-1 10. "Meeting the Press." Appalachian Heritage 30.4 (Fall 2002): 29-36. "Summer Work." The Broad River Review 34. (Spring 2002): 14-22. "The Corpse Bird." The South Carolina Review 35.2 (Spring 2003): 28-35. "Polio." Ties That Bind. Greenville: Greenville County Museum of Art and Emrys

Foundation, 2003. 48-51. "Speckled Trout." The Kenyon Review 25.2 (Spring 2003):77-92. [Reprinted in Stories

From the Blue Moon Café II. Ed. Sonny Brewer. California: MacAdam/Cage, 2003. 175-191.]

Poetry "Like Nothing Else in Kansas." Southern Humanities Review 20.4 (Fall 1986): 363. "Telephoning Catfish On Holder Creek. " RE: Artes Liberales 8.1 (Fall 1986): 48. "A Trout Fisherman Justifies His Two Hundred Dollar Fly Rod." RE: Artes Liberales 8.1 (Fall

1986): 47. "After." Negative Capability 7.38~4(1987): 103. "Among the Believers." Southern Poetry Review 27.2 (Fall 1987): 11. "Harvest (after Seamus Heaney)." Descant 31.2 (Spring/Summer 1987): 40. "The Idea of Order in Pendleton, South Carolina." Catalyst (Summer 1987): 84. "Photograph of My Father: Dated June, 1947." Descant 31.2 (Spring/Summer 1987): 41. "Raising the Dead." Kennesaw Review 1.1 (Fall 1987): 92. "Above the Chattooga." Wisconsin Review 22.2 (Feb. 1988): 9 "Fall Trout." Appalachian Heritage 16.4 (Fall 1988): 70. "My Cousin Digs My Father's Grave." The Web (Spring 1988): 5. [Reprinted in

Appalachian Heritage 17.4 (Fall 1989): 27]. "Photograph of a Relative in His Cottonfield, Chester County, South Carolina, August,

1957." Wisconsin Review 22.2 (Feb. 1988): 8. A Trout Fisherman at Seventy." The Bellingham Review 11.1 (Spring 1988): 4. "Chester County Fair: October, 1960." Poem 61 (May 1989): 47. "The Disaster Drill" Southern Poetry Review 29.2 (Fall 1989): 41. [Reprinted in 45/96

The Ninety-Six Sampler of South Carolina Poets. South Carolina: Ninety-Six Press, 1994. 178-179.]

"Drought." TAPJoe 4 (Spring 1989): I. [Reprinted in America 20-27 July 1996: 17]. "Fishing Beyond the Pale." Poem 61 (May 1989): 48


"Fourteen." St. Andrews Review 37 (1989): 79. "Luna." Poem 61 (May 1989): 46. "Painter." TAPJoe 4 (Spring 1989): 2. "A Preacher Who Takes Up Serpents Laments the Presence of Skeptics in His Church."

The Southern Review 25.4 (Autumn 1989): 936-937. [Reprinted in 45/96 The Ninety-Six Sampler of South Carolina Poets. South Carolina: Ninety-Six Press, 1994. 179-180.]

"Sunday Evening at Middlefork Creek Pentecostal Church." The Southern Review 25.4 (Autumn 1989): 937.

"A Bass Fisherman Adjusts His Vision to a Darker View of the World." Sycamore Review 19.2 (Summer 1990): 38.

"Cleaning Out the Fallout Shelter." The Texas Review 11.1 & 2 (Spring/Summer 1990): 77.

"A Confederate Sharpshooter Awaits General Forrest." Southern Humanities Review 24.2 (Spring 1990): 144.

"Detour." St. Andrews Review 38& 39 (1990): 179. "Family Reunion at Friendship Methodist Church." Potato Eyes 3 (Spring/Summer 1990): 34. "Good Friday, 1989, Driving Westward." The Southern Review 26.2 (Spring 1990): 353. "Having Recovered His Sight After Being Struck by Lightning, The Old Farmer Quiets

Those Who Would Question Him." Tar River Poetry 30.1 (Fall 1990): 32. "Loss." Plainsongs 2.1 (Fall 1990): 28. "The Professor Visits Winn-Dixie After His Eliot Seminar." The Pennsylvania Review

4.2 (1990): 116. "Rattlesnake." The Texas Review 1 1.1 &2 (Spring/Summer 1990): 76. "Respite." Webster Review 14.2 (Spring 1990): 92. "Blues for Duane Allman." Lullwater Review 3.1 (Fall 1991): 64. "Having Foreseen the Deaths of Others, The Old Mountain Woman Awaits Her Own."

James Dickey Newsletter 7.2 (Spring 1991): 24. "July, 1947." The Journal 15.1 (Spring 1991): 57. [Renamed "July, 1949" and reprinted

in 45/96 The Ninety-Six Sampler of South Carolina Poets. South Carolina: Ninety-Six Press, 1994. 177.]

"Learning to Swim." Kennesaw Review 3.1 (Fall 1991): 26. "Leaving 35, Resume Safe Speed." Plainsongs 2.2 (Winter 1991): 14. "October." Kennesaw Review 3.1 (Fall 1991): 29. "Photograph of My Grandfather and Two Friends Taken Three Weeks Before His Death.

Dated September, 1957." Kennesaw Review 3.1 (Fall 1991): 27-28. "Scarecrow." James Dickey Newsletter 7.2 (Spring 1991): 24. "Watching the Lunatics Fish." Sycamore Review 3.2 (1991): 45. "The Barn." The South Carolina Review 25.1 (Fall 1992): 32. "The Gift." Habersham Review 1.3 (Autumn 1992): 247. "Handling Sin." Emrys Journal 9 (Spring 1992): 63. "Please Forward to Next of Kin." Habersham Review 1.3 (Autumn 1992): 248. "The Sixties Make a Brief Detour to Boiling Springs, North Carolina." Habersham

Review 1.3 (Autumn 1992): 249. "Stanley Fish in the Afterlife." The South Carolina Review 24.2 (Spring 1992): 116.


"Summer People." Potato Eyes 7 (Summer/Fall 1992): 64. "Under the Hospital Window." The Sandhills Review 43 (Winter 1992-1993): 86. "Eureka." The Southern Review 29.1 (Winter 1993): 18 1. "Hellbender." College English 55.2 (Feb. 1993): 210. "Words." Now and Then 10.1 (Spring 1993): 3. "Yearbook Photograph of the Crest High Future Farmers of America. Dated January,

1971." Poet Lore 88.3 (Fall 1993): 18. "1934." The South Carolina Review 27.18~2 (Fall 1994lSpring 1995): 4. "At an Abandoned Homestead in Watauga County." The Texas Review 15.38 & 4

(Fall/Winter 1994): 94. "Cabbage." The Texas Review 15.38 & 4 (Fall/Winter 1994): 95 "The Famous Photographer Visits Eureka." Yemassee 2.2 (Fall/Winter 1994): 18. "First Shift." Yemassee 2.2 (Fall/Winter 1994): 17. "Flying Squadron." The South Carolina Review 27.18 & 2 (Fall 1994/Spring 1995): 5. "Grabbling." The South Carolina Review 26.2 (Spring 1994): 40. "Local Color." Hellas 5.1 (Spring/Summer 1994): 45-46. "The Old Men at Hamrick's Carp Pond." The South Carolina Review 27.1 & 2 (Fall

1994/Spring 1995): 6. "On Broad River Bridge." The Texas Review 15.38~4(Fall/Winter 1994): 96. "Photograph of My Parents Outside Eureka Cotton Mill." Dexter Review 1 (1994):18. "The Rhino in the Burger King." Oxford American Winter 1994: 85. "Tobacco Barn." The Texas Review 15.38 & 4 (Fall/Winter 1994): 97. "Winter Lightning." 45/96 The Ninety-Six Sampler of South Carolina Poets. South

Carolina: Ninety-Six Press, 1994. 178. "Among the Believers." The Southern Review 3 1.2 (Spring 1995): 278. "Barbed Wire." Asheville Poetry Review 2.1 (Spring/Summer 1995): 120. [Reprinted in

Quadrant 45.12 (December 2001): 371. "Between the States." Chants 7 (Spring 1995): 47. "Blackberry Picking." Asheville Poetry Review 2.1 (Spring/Summer 1995): 121. "Child's Play." Chants 7 (Spring 1995): 46. "Death of a Romantic." Chants 7 (Spring 1995): 45. "The Fox." New England Review 17.1 (Winter 1995): 126. "Grace." The Devil's Millhopper (1995): 17. "Harvest." The Southern Review 31.2 (Spring 1995): 278-279. "Jade East." Amaryllis 2.1 (Spring 1995): 29. "Kephart in the Smokies." The Greensboro Review 59 (Winter 1995-1996): 82. "A Korean War Veteran Nightfishes the Catawba River." The Hermit Kingdom, Poems

of the Korean War. Ed. Paul M. Edwards. Iowa: Kendall/Hunt. 72. "The Owl." Sun Dog: The Southeast Review 15.1 (1995): 65. "Mill Village." The New Review 2.2 (1995): 20. "Preparing the Body." The New Review 2.2 (1995): 19. "The Search." Riverwind (1995): 19-21. "Third Shift." The New Review 2.2 (1995): 18 "Abandoned Still." The New Review 3 (1996): 18. "The Afflicted." The New Review 3 (1996): 19. "The Cancer Years." DoubleTake 2.3 (Summer 1996): 47.


"December 1990." You, Year, New Poems by Point Poets. Ed. Tom Johnson. South Carolina: Harbinger Publications, 1996. 11.

"The Disaster Drill." 45/96 The Ninety-Six Sampler of South Carolina Poets. South Carolina: Ninety-Six Press, 1996. 178-179.

"Flood." The Georgia Review 50.2 (Summer 1996): 382. "Good Friday, 1995: Watauga County." The Texas Review 17.1 & 2(Spring/Surnmer

1996): 99 "Hydraulic." The Texas Review 17. 1 & 2 (Spring/Summer 1996): 98. "In a Pawnshop." The New Review 3 (1996): 20. "Leonardo." Janus 2 (Winter 1996): 50. "Low Water." DoubleTake 2.2 (Spring 1996): 36. "Mill Ball." The New Review 3 (1996): 21. "The Preacher Is Called to Testify for the Accused." Now & Then 13.3 (Winter 1996):

41. "The Price." DoubleTake 2.4 ( Fall 1996): 102. "Spinsterhood." Asheville Review 3.2 (Fall/Winter 1996): 67-68. "Tobacco." DoubleTake 2.4 ( Fall 1996): 46. "Winter Lightning." 45/96 The Ninety-Six Sampler of South Carolina Poets. South

Carolina: Ninety-Six Press, 1996. 178.

"1864." The Chattahoochee Review 17.2 (Winter 1997): 96. "At Leicester Cemetery." North Carolina Literary Review 6 (1997): 15. "Diphtheria." Savannah Literary Journal 4 (1997): 67. "In a Deerstand Above Goshen." Five Points 1.3 (Spring/Summer 1997): 25. "Genealogy." North Carolina Literary Review 6 (1997): 14. "Map of Watauga County." The New Review 4 (1997): 73. "My Grandfather Gives Up Drinking." Savannah Literary Journal 4 (1997): 66. "Outside Stalingrad." Patagonian Winds 2 (Fall 1997): 21. "Under Jocassee." The Carolina Quarterly 49.3 (Summer 1997): 11-12. "The Witch." The New Review 4 (1997): 74-75. "Wordstore." Wellspring 7 (1997): 10. "Madison County: 1864." The Carolina Quarterly 50.2 (Winter 1998): 47. "On the Border." Salt Hill 6 (1998): 10. "Return." Pembroke Magazine 30 (1998): 233. "Spring Fever." The Texas Review 19.18-52 (Spring/Summer 1998): 83. "Sputnik." Alkali Flats 1 (Fall 1998): 117. "Watershed." Now & Then 15.2 (Summer 1998): 29 "Air and Angels." The Chattahoochee Review 19.3 (Spring 1999): 8. "Blue River." Mars Hill Review 14 (Summer 1999): 106. "Cold Harbor." The Chattahoochee Review 19.3 (Spring 1999): 7. "Crickets At Dusk." The New Review 5 (1999): 12. "Here." Poet Lore 94.2 (Summer 1999): 59. "On Shining Rock Creek." The New Review 5 (1999): 10-1 1. "Watauga County: 1970." Sundog: The Southeast Review 19.2 (Fall 1999): 16. "Where the River Was." The Chattahoochee Review 19.3 (Spring 1999): 9. "Analepsis." American Literary Review 11.2 (Fall 2000): 75.


"Animal Hides." The Southern Review 36.1 (Winter 2000): 56. "Antietam." The Virginia Quarterly Review 76.3 (Summer 2000): 475. "Appalachian Christ." Mossy Creek Reader 9 (Spring 2000): 14. "The Ascent." American Literary Review 11.2 (Fall 2000): 74. "August, 1959: Morning Service." The Virginia Quarterly Review 76.3 (Summer 2000):

475-476. "Barn Burning; 1964." The Chattahoochee Review 20.3 (Spring 2000): 17. "Burning the Field." The Chattahoochee Review 20.3 (Spring 2000): 19. "The Call." Appalachian Journal 28.1 (Fa11 2000): 121. "Catamount." The South Carolina Review 33.1 (Fa11 2000): 17. "Decoration Day." Mossy Creek Reader 9 (Spring 2000): 11. "The Exchange." The Virginia Quarterly Review 76.3 (Summer 2000): 473-474. "Family Bible." Mossy Creek Reader 9 (Spring 2000): 13. "Foot Washing." Mossy Creek Reader 9 (Spring 2000): 16. "Graveyard Fields." The South Carolina Review 33.1 (Fa11 2000): 17. "In a Spring House at Night." Mossy Creek Reader 9 (Spring 2000): 10. "Interment." Mossy Creek Reader 9 (Spring 2000): 15. "Junk Car in Snow." The Carolina Quarterly 52.3 (Summer 2000). 23. "Last Rite." Mossy Creek Reader 9 (Spring 2000): 12. "Last Service." Southwest Review 85.4 (Autumn 2000): 602. "Madison County: June 1999." The Southern Review 36.1 (Winter 2000): 56-57. "North of Asheville." Mossy Creek Reader 9 (Spring 2000): 17. "October on Middlefork Creek." Blueline 21 (2000): 158. "Pocketknives." Oxford American Nov./Dec. 2000: 107. "Rebecca Boone." North Carolina Literary Review 9 (2000). "Watauga County: 1962." Appalachian Journal 28.1 (Fall 2000):120. "The Watch." Rattapallax 4 (2000): 67. "Work, For the Night Is Coming." The Chattahoochee Review 20.3 (Spring 2000): 18. "1953." Now & Then 17.1 (Spring 2000): 7. "At Boone Creek Landing." The South Carolina Review 34.1 (Fall 2001): 30-31 "The Emerging." The Southern Review 37.1 (Winter 2001): 63-64. "Beyond the Dock." Passages North 22.1 (Winter/Spring 2001): 141. "Bloodroot. "Shenandoah 51.4 (Winter 2001): 78-79. "Bottomland." The South Carolina Review 34.1 (Fall 2001): 30. "Brightleaf." Atlanta Review 7.2 (Spring/Summer 2001): 9. "Calenture." [Death by Water] The Sewanee Review 109.4 (Fall 2001): 528. "Carp." Quadrant 45.78~8( July/August 2001): 37. "Charley Starnes." The Southern Review 37.3 (Summer 2001): 508-509. "Death's Harbors." [Death by Water] The Sewanee Review 109.4 (Fall 2001): 527. "Hearth." Southern Poetry Review 41.1 (Summer 2001): 60. "In the Bam." The Yale Review 89.3 (July 2001): 43. "In a Dry Country." Quadrant 45.12 December 2001): 37. "Madison County: 1934." The Southern Review 37.3 (Summer 2001): 508. "The Men Who Raised the Dead." [Death by Water] The Sewanee Review 109.4 (Fall

2001): 526-527. "Plowing on Moonlight." Passages North 22.1 (Winter/Spring 2001): 140.


"The Release." Passages North 22.1 (Winter/Spring 2001): 142. "Shee-Show." The South Carolina Review 34.1 (Fall 2001): 29. "Slag Creek." Passages North 22.1 (Winter/Spring 2001): 139. "Snapping Turtle." Quadrant 45.7 & 8( July/August 2001): 37. "Tremor." The South Carolina Review 34.1 (Fall 2001): 30. "The Vanquished." The South Carolina Review 34.1 (Fall 2001): 29. "Whippoorwill." The Southern Review 37.3 (Summer 2001): 507. "Winter Kill." Blink 1.2 (September-October 2001): 2. "Wolf Laurel." Poetry 79.3 (December 2001): 139. "Bloody Madison." Appalachian Heritage 30.4 (Fall 2002): 28. "The Debt." The Southeast Review 22.1 (Fall 2002): 38. "Devil Beating His Wife." Like Thunder, Poets Respond to Violence in America. Ed.

Virgil Suarez & Ryan Van Cleave. Iowa City: University of Iowa Press, 2002. 157.

"Jocassee, 1916." Passages North 23.1 (Winter/Spring 2002): 153. "The Maker." The Southeast Review 22.1 (Fall 2002): 36. "Mountain Laurel." Appalachian Heritage 30.4 (Fall 2002): 26. "Muskellunge." Passages North 23.1 (Winter/Spring 2002): 154. "Offering." Appalachian Heritage 30.4 (Fall 2002): 27. "On a Grave at Laurel Fork Church." [Wounds] The Sewanee Review 110.3 (Summer

2002): 384 "The Reaping." [Wounds] The Sewanee Review 110.3 (Summer 2002): 383. "Rhiannon." Passages North 23.1 (Winter/Spring 2002): 155. "Shelton Laurel." Asheville Poetry Review 9.1 (Summer 2002): 104-105. "Watauga County: 1974." The Southeast Review 22.1 (Fall 2002): 37. "Mirror." The Southern Review 39.1 (Winter 2003): 91. "Running the Mile Relay." The Runner's Literary Companion. Ed. Garth Battista. New

York: Breakaway. 309. "Shade Tree." The Southern Review 39.3 (Summer 2003): 527. "Trespass." The Carolina Quarterly 55.1 (Winter 2003): 23. "The Wake." alcalines 10 (200212003): 14. "Watauga County: 1959." The Carolina Quarterly 55.1 (Winter 2003): 24. "The Crossing" Shenandoah "Speckle Trout" Kenyon Review "White Wings" Shenandoah "The Night Fox" Bat City Review "Waterdogs" Southern Review Book Reviews Rev. of Why Flannery O'Connor Stayed Home, by Marion Montgomery. The Flannery

O'Connor Bulletin 10 (Autumn 1981): 97-99. "A Poet on Writing." Rev. of Good Measure: Essays, Interviews and Notes on Poetry, by

Robert Morgan. The Ruminator (April 1994): 16. "Holy Ghosts." Rev. of The Christ-Haunted Landscape: Faith and Doubt in Southern

Fiction, by Susan Ketchin (editor). The South Carolina Review 27.1 & 2 (Fall


1994/Spring 1995): 388. "Fish Tales." Rev. of Circling, by Paul Ruffin. The South Carolina Review 29.2 (Spring

1997): 179-180. Rev. of Wild Peavines, by Robert Morgan. The Texas Review 18.3 & 4 (Fall/Winter

1997/1998): 135-137. Anthologized in One Hundred Years of Appalachian Visions The Hermit Kingdom: Poems on the Korean War The Runner's Literary Companion 45 96: The Ninety-Six Sampler of South Carolina Poetry 1995-96 Anthology of Magazine Verse and Yearbook of American Poetry You, Yours: Poems from Point Magazine This Is Where We Live: New North Carolina Short Stories Like Thunder: Poets Respond to Violence in America Stories from the Blue Moon Caf6, Volume Two The Longman Anthology of Southern Literature O. Henry Prize Stories Wayne C. Robbins P.O 2973 English Dept ./ Coulter Building Cullowhee, NC 28723 Western Carolina University 828-736-0189 / [email protected] Cullowhee, NC 28723 __________________________________________________________________________________ Education M.A. 1996 English Literature, East Carolina University; GPA 4.0 Creative Writing Master’s Thesis: “What the Moon Wants,” a collection of poetry with a critical introduction. B.A. 1993 English, Appalachian State University; GPA 3.6 Administrative Experience 2004-Present: Director, SMART Literacy Program, Western Carolina University Honor’s College

Lead and manage groups of Western student-educators working with 2nd, 3rd, and 4th graders at the Cherokee Youth Center in Cherokee, NC. Write and secure grants for program funding. Hire and train student-educators and design curriculum. This program was initiated through a $70,000 grant from the


Cherokee Preservation Foundation and facilitates collaborative development between WCU and the Eastern Band of the Cherokee Indians.

Teaching Experience 122 sections 1998-Present: Visiting Lecturer/Visiting Instructor, Western Carolina University; Cullowhee, NC

Designed and facilitated first-year 101 and 102 composition classes and numerous 200-level literature surveys, including “Utopias and Dystopias,” “Puerto Rican Literature” and “Hawaiian Literature.” Taught using writing software and electronic classrooms and participated in five learning communities. Led classes in the Academic Success Program from 2001-2006. Fall 2006: English Composition I (2 sections) Summer 2006: English Composition I (2 sections) Spring 2006: English Composition II (2 sections ) Fall 2005: English Composition I (1 section); Utopias and Dystopias (1 section) Summer 2005: English Composition in the Academic Success Program (2 sections) Spring 2005: English Composition II (3 sections); Popular Literature (1 section) Fall 2004: English Composition I (3 sections); Literature of Place: Hawaiian Literature (1 section) Summer 2004: English Composition in the Academic Success Program (2 sections) Summer 2004: English Composition in the Academic Success Program (2 sections) Spring 2004: English Composition II (4 sections) Fall 2003: English Composition I (3 sections); Literature of Place: Puerto Rico (1 section) Summer 2003: English Composition in the Academic Success Program (2 sections) Spring 2003: English Composition II (2 sections); Literature of Place (2 sections) Fall 2002: English Composition I (3 sections); Popular Literature (1 section) Summer 2002: English Composition in the Academic Success Program (2 sections) Spring 2002: English Composition II (3 sections); American Literature (1 section) Fall 2001: English Composition I (3 sections); Popular Literature (1 section) Summer 2001: English Composition in the Academic Success Program (2 sections) Spring 2001: English Composition II (3 sections) Fall 2000: English Composition I (4 sections) Summer 2000: English Composition in the Academic Success Program (2 sections) Spring 2000: English Composition II (2 sections); Popular Literature (1 section) Fall 1999: English Composition I (4 sections) Spring 1999: English Composition II (3 sections)


Fall 1998: English Composition I (4 sections)

2004-2005: Part-time Instructor, Southwestern Community College; Sylva, NC Spring 2005: English Composition Internet Course (1 section) Fall 2004: English Composition Internet Course (1 section) Summer 2004: English Composition Internet Course (1 section) Spring 2004: English Composition Internet Course (2 sections)

1999-2004: Part-time Instructor, Haywood Community College; Waynesville, NC Spring 2001: English Composition Internet Course; Major American Writers (1 section each) Fall 2000: Basic Grammar; World Literature I (1 section each) Spring 2000: Basic Grammar; Literary Research (1 section each) Fall 1999: Basic Grammar; Professional Research and Reporting (1 section each) Summer 1999: Basic Grammar; Literary Research (1 section each) Spring 1999: English Composition; Professional Research and Reporting Tele-Course (1 section each)

1996-1998: Part-time Instructor, Asheville-Buncombe Technical Community College; Asheville, NC Spring 1998: English Composition (2 sections); Professional Research and Reporting; Professional Research and Reporting (2 sections) Fall 1997: English Composition; Professional Research and Reporting (2 sections each) Summer 1997: English Composition; Professional Research and Reporting (2 sections each) Spring 1997: English Composition; Professional Research and Reporting (2 sections each)

1997–1998: Part-time Instructor, The University of North Carolina at Asheville; Asheville, NC

Spring 1997: English Composition II (2 sections) Fall 1996: English Composition I (2 sections)

1993–1996: Graduate Assistant, East Carolina University; Greenville, NC

Spring 1995: English Composition II (2 sections) Fall 1994: English Composition I (2 sections) Spring 1994: English Composition II (2 sections) Fall 1993: English Composition I (2 sections) Spring 1993: English Composition I (2 sections)

Publications “See No. Seven” (Lyrics and music), Good Luck Cricket Records, 2006 “Rowboat of Stone” (Lyrics and music), Good Luck Cricket Records, 2006 “Smashing Pumpkins’ Gish” (guest editorial) Mountain Xpress, 2005 “All You Need To Sleep” (Lyrics and music), Good Luck Cricket Records, 2004


The Lonesome Sea Full-Length album (10 songs--lyrics and music), Good Luck Cricket Records, 2004 “Time Is a Bird in Your Eyes” “Sarah’s Lament” “Jesus”

“The Queen Anne’s Revenge” “Maria Drops Her Music Box Into The Sea” “Turtle-Shell Necklace Lullaby” “Forgiveness” “The Three Sisters” “Edith’s Dream” “Sunset Ode”

“The Island of Malta” (Lyrics and music), Good Luck Cricket Records, 2004 “All Roads Lead to Helen.” (song) Lyrics and music. Good Luck Cricket Records. 2001 “The Question Meow” (poem) Victoria Journal, 1997 “Just Trying To Help” (poem) San Fernando Poetry Journal, 1995 “freedom” (poem) San Fernando Poetry Journal, 1995 “That Deer” (poem) Cold Mountain Review, 1993 “Bottled” (poem) Cold Mountain Review, 1992 “People Carve” (poem) Cold Mountain Review, 1992. “for the/blades” (poem) Cold Mountain Review, 1992 “Considering” (poem) Ransom Street, 1991 “The Moon Follows Children” (poem) Cold Mountain Review, 1991 “As We Move Gently Forward” (poem) Cold Mountain Review, 1991 “Martha And Her Vineyards” (poem) Cold Mountain Review, 1990 Untitled (2 poems) Hemlocks and Balsams, 1990 “The Night Wide Open” (poem) Cold Mountain Review, 1990 Other Academic Service June 2006- Participant in week-long Native American Theater Workshop at Missouri State University. 2004-present: Mentored teaching assistants working through WCU’s master’s degree program. 2004-present: Grant writer for SMART Literacy Program. 2001-present: Academic Success Program Advising Committee. Graduate Coursework Advanced Poetry Writing I Folklore Advanced Poetry Writing II Advanced Rhetorical Methods American Literature Multicultural Literature Theory and Practice of Teaching Composition Milton Academic Research and Bibliography British Literature 1800-present


Advanced Creative Writing CHANDRIKA ROGERS

i. academic background

Ph.D. in Applied Linguistics, Northern Arizona University, Flagstaff, Arizona, May 2003. Methodology: Corpus Linguistics. Specialization: Applied Sociolinguistics. Dissertation Title: Register Variation in Indian English. Dissertation Chairs: Professor Susan Fitzmaurice, Department Chair of English, Northern

Arizona University Professor Douglas Biber, Regents Professor, Northern Arizona University

Committee Members: Professor Mary McGroarty, Northern Arizona University Professor Jim Wilce, Northern Arizona University Master of Arts Degree in Teaching English to Speakers of Other Languages, University of Alabama, Tuscaloosa, Alabama, May 1998. Relevant Courses: Foundations of ESL and Language Learning; ESL Methodologies: Listening, Speaking, Reading, Writing; Grammatical Foundations; Linguistics; Sociolinguistics; Cross-Cultural Aspects of Language Teaching; Language Testing and Assessment; ESL Curriculum Development and Program Administration; TESL Practicums. TESL Certificate, University of Toronto, Toronto, Canada, August 1995. Bachelor of Sciences Degree in Microbiology, Chemistry, & Zoology, St. Joseph's College, Bangalore University, India, May 1993. Honors Program in Communication Skills and Individual Development, St. Joseph's College, Bangalore University, India, May 1992. II. PROFESSIONAL EXPERIENCE A. RESEARCH POSITIONS Graduate Research Assistant. January 2000 to May 2001. Northern Arizona University, Flagstaff, Arizona. Work as a research assistant for Dr. Douglas Biber. Assisted in the compilation of the Educational Testing Service (ETS) Corpus of Academic English which will be used in the revision of the TOEFL test. Develop computer programs to analyze the corpus, the results of which will be used by ETS to revise the TOEFL to better reflect actual English usage. Graduate Research Assistant. August 1999-December 1999. Northern Arizona University, Flagstaff, Arizona. Worked as a research assistant for Dr. Susan Fitzmaurice. Research related to varieties of Englishes and the listening comprehension section of the TOEFL examination. Work related to the TOEFL 2000 project.


Graduate Research Assistant. January 1998–May 1998. University of Alabama, Tuscaloosa, Alabama. Worked as a research assistant to Dr. Vai Ramanathan. Research related to the English language used in India. Graduate Research Assistant. September 1995-May 1996. University of Alabama, Tuscaloosa, Alabama. Research Assistant to Dr. Rebecca Oxford Research included work on Learning Styles and Language Learning. B. TEACHING POSITIONS

Assistant Professor of English, Applied Linguistics specialization. Western Carolina University, Cullowhee, North Carolina. August 2004 to present. Teach graduate TESOL courses and undergraduate grammar classes; developed new MA-TESOL program, the first stand-alone MA-TESOL program in the state; currently working at getting MAT-TESOL and MAEd-TESOL programs approved by Department of Public Instruction. Planning and chairing Carolina TESOL Conference to be held in Asheville, NC in November 2007.

Professor of ESOL. August 2001 - May 2004. Palm Beach Community College (PBCC), Boca Raton, Florida. Manage and teach innovative, strategy-based, five course load including reading, writing, grammar, speaking and listening. Aid in curriculum development, perform textbook evaluations. Coordinate student lab activities with learning specialists to extend student learning beyond the classroom. Chair of ESOL cluster: develop plans for expansion of ESOL program. Served on an interview committee to select candidates for EAP and Preparatory English Associate Professor positions. English for Specific Purposes (ESP) Writing Teacher. Summer 1999, 2000, and 2001. Northern Arizona University, Flagstaff, Arizona. Developed and taught an intensive writing and reading course specifically for undergraduate Health Sciences Majors (mainly nonnative speakers of English). Employed ESL methodology to enhance students' writing in the Natural Science and Health-related disciplines. ESL Instructor. English Composition for native and nonnative speakers of English. August 1998–May 1999. Northern Arizona University, Flagstaff, Arizona. Taught English 105: Critical Reading and Writing in the University Community. Used a process/product model based on prewriting, writing, and rewriting. Emphasis on rhetoric, peer editing, organization, development, grammar and experiential learning. Based student assessment on a written portfolio system and participation. Implemented curriculum and created lesson plans. ESL Instructor. October 1997 – May 1998. University of Alabama, Tuscaloosa, Alabama. Taught spoken English to intermediate-level students interested in gaining entrance to a university in the United States. ESL Instructor and Program Developer. June-July 1997. Collinsville, Alabama. Taught ESL to Hispanic children in a small rural town in Alabama. Helped to develop a summer school program to foster rural development. TOEFL Preparation Instructor. May 1997. English Language Institute, University of Alabama, Tuscaloosa, Alabama. Offered and taught a course of TOEFL Preparation.


ESL Writing Instructor. English Composition for nonnative speakers of English from various parts of the world. August 1996-May 1998. University of Alabama, Tuscaloosa, Alabama. Used a process/product model based on prewriting, writing, and rewriting. Also taught academic writing through literature. Biology Laboratory Instructor. January 1996-May 1996. University of Alabama, Tuscaloosa, Alabama. Taught a biology laboratory course to non-majors. EFL Instructor. September 1993–June 1994. Modern Language School, Hodeidah, Yemen. Designed syllabi, created lesson plans, and taught primary school Arab students English and science. Met with students' parents on a regular basis to advise them on their children's progress. Prepared students for an Inter-school science exhibition conducted by the Ministry of Education. Also taught spoken English to adult native speakers of Arabic and Russian. Writing Tutor. August 1998– May 1999. English Composition Writing Workshop, Northern Arizona University, Flagstaff, Arizona. Assisted students at all levels and from all disciplines to improve their writing skills through individual, informal conferences six hours weekly. Provided immediate, constructive responses and suggested writing strategies. Writing Tutor. August 1996–May 1997. The Writing Workshop, The University of Alabama, Tuscaloosa, Alabama. Provided one-on-one assistance in writing to students from all fields in the university. Particularly helped Natural Science majors. Volunteer ESL Instructor. January 1995–June 1995. The School of Continuing Studies, University of Toronto, Assisted teacher in general classroom duties and taught ESL to students who were interested in pursuing academic careers at the University of Toronto. III. PUBLICATIONS

Major, R., Fitzmaurice, S., Bunta, F., and Balasubramanian, C. (2005). “Testing the Effects of regional, ethnic, and international dialects of English on listening comprehension.” LANGUAGE LEARNING (55), 1.

Major, R., Fitzmaurice, S., Bunta, F., and Balasubramanian, C. (2002). “The effects of

nonnative accents on listening comprehension: Implications for ESL assessment.” TESOL QUARTERLY (36), 2.

Rogers, C. 2001. “Syntactic features of Indian English.” In Reppen, R., Fitzmaurice, S.,

& Biber, D., Eds. Using Corpora to explore language variation.

Balasubramanian, C. & Delgado, A. Using narratives to teach spoken English. AMTESOL News. Vol. XV, December 1997.

IV. CONFERENCE PRESENTATIONS

Rogers, Chandrika. Relative Clauses in Registers of Indian English. Paper accepted to be presented at the Hawaii International Conference on Arts and Humanities, Honolulu, Hawaii, January 2007.


Rogers, C. How Indian is Indian English? Indian words in Registers of Indian English. Paper accepted to be presented at the 7th Annual Conference of the American Association of Applied Corpus Linguistics, Flagstaff, Arizona, October 2006.

Rogers, C. I’m not knowing if she has come here yesterday: Tense and Aspect in

Registers of Indian English. Paper presented at the Studies in the History of the English Language (SHEL-4) Conference, Flagstaff, Arizona, October 2005.

Rogers, C. Also and Too in Indian English: A corpus-based examination. Paper presented

at the Conference of the American Association of Applied Linguistics, Arlington, Virginia, March 2003.

Balasubramanian, C. Lexical and syntactic features of Indian English: An examination of

Indian fiction. Paper presented at the 3rd North American Conference of Corpus Linguistics and Language Teaching, Boston, Massachusetts, March 2001.

Balasubramanian, C. World Englishes: Contrasting American and Indian Englishes in a Business Setting. Talk given at the Indian Institute of Science, Bangalore, India, August 2000. Balasubramanian, C. & Delgado, A. Teaching spoken English beyond words. Paper presented at the Brazil TESOL Conference, Sao Paulo, Brazil, July 2000. Balasubramanian, C. & Delgado, A. Teaching spoken English beyond words. Paper presented at the TESOL Conference, Vancouver, Canada, March 2000.

Balasubramanian, C. English in India: A distinct variety? Paper presented at the Graduate Student Symposium, Northern Arizona University, Flagstaff, Arizona, February 2000. Balasubramanian, C. Syntactic features of Indian English. Paper presented at the 2nd North American Conference of Corpus Linguistics and Language Teaching, Flagstaff, Arizona, April 2000.

Balasubramanian, C. & Delgado, A. Using narratives to teach suprasegmental features

and discourse items of spoken language. Paper presented at the AMTESOL Conference, Philadelphia, Mississippi, January 1997. Balasubramanian, C. & Delgado, A. Spoken English: Beyond words. Paper presented at the South Eastern Regional TESOL Conference, November 1997. Balasubramanian, C. Learning styles and strategies: An overview. Talk given at the Regional Institute of English, Bangalore, India, August 1996. V. MEMBERSHIPS AND ASSOCIATIONS Carolina TESOL Southeastern TESOL (SE-TESOL) Teachers of English to Speakers of Other Languages (TESOL) American Association of Applied Linguistics (AAAL) American Association of Applied Corpus Linguistics (AAACL)


VI. AWARDS Best Presentation of the Conference. Paper presented at the AMTESOL Conference, Philadelphia, Mississippi, January 1997 Certificate in English. St. Joseph’s College, Bangalore University, India. Obtained award upon graduation for the highest grade obtained in English for the graduating class of 1993. VII. PERSONAL INFORMATION Citizenship: British with right to work in the United States Languages: English, Tamil, Kannada, reading knowledge of French Computer programming skills: Software development for linguistic analysis using Borland Delphi, Pascal language and SPSS.

18 Stoney River Path Asheville, NC 28804 (828)252-7064 JAMEY DAWSON ROGERS Current Address Tel: (828) 252-7064 112 Cranford Road email: [email protected] Asheville, NC 28806

EDUCATION Master's Degree in Teaching English as a Second Language (TESL). Northern Arizona University, Flagstaff, AZ, May 2000. Coursework included Cross-cultural Issues in ESL, Foundations of TESL, Sociolinguistics, TESOL Methodology, Curriculum and Program Administration, ESL Materials Design, Instructional Technology, Linguistics, Technical Writing, and Rhetoric and Society. Minor of English (undergraduate). University of Arizona, Tucson, AZ. 1996-1997. Took courses beyond my first undergraduate degree. Studied linguistics, literature, and language to complete an English minor. Bachelor of Arts Degree in Business/Economics. Pitzer College, Claremont, CA. May 1998. Coursework included focus on accounting and economics.

HIGHLIGHTS • Six years proven and recognized higher education classroom teaching experience • Six years experience preparing instructional materials for various settings • Applied knowledge of adult learning principles to create positive learning environments

and outcomes • Software training in ESL classrooms to end-users with varying language and computer

backgrounds


• Troubleshooting and training customers with complex software problems in call center environment

• Experience with setup, configuration, maintenance, and testing of computer hardware and software

• Master’s Degree in English; Bachelor’s Degree in Business/Economics

TEACHING EXPERIENCE

Teaching Lecturer Western Carolina University, Cullowhee, North Carolina, August, 2004 to present

• Teach English Composition (first and second semester) and Business Writing (400 level course)

• Employ fully equipped educational technology classroom to teach writing • Enhance writing experience for students through use of computerized writing

environment • Facilitate student research and writing skills by teaching Internet literacy • Organize and present course through WebCT software • Integrate WebCT into classroom discourse via chat, discussion boards, and other

postings. Lecturer University of Miami, Miami, Florida, August 2001 to May 2004

College Composition I (English 105). This is a course in which I introduced students to the kinds of reading, writing, and thinking they would encounter in the university. Students learned to read critically by reading difficult pieces. I used an inquiry-based approach in which students solved writing problems without formulas. This class often asked students to model the writing of scholars, to “try on their thinking,” and to extend their projects. One important goal of this course was to stretch students’ perceptions of academic discourse well beyond the five paragraph essay.

College Composition II (English 106). This was a theme-based course in which I taught my students how to use textual evidence to support an argument, to select passages which supported their point of view or interpretation, and to control language strategies such as summary, paraphrase, and use of quotations when developing argument.

Advanced Business Communications (English 330). I taught students the critical thinking and written communication skills needed to succeed in the business world. Students solved writing problems in business contexts by mastering considerations of audience, purpose, and situation through extensive writing practice. This course gave students a chance to work with “real-world” writing problems as we often looked outside the classroom for projects, and we focused on students’ immediate needs for employment or application to graduate school.

Administrative work

Teacher-trainer. Initiated and led dynamic discussions with small groups of lecturers and


graduate students to work through practical teaching issues, and occasional theoretical issues. Challenged teachers to actively reflect on their teaching practices to test their results in the classroom against their assumptions and theories of learning. Served as a resource for teaching questions and problems throughout the semester.

Teacher observations. Observed graduate students and part-time lecturers once or twice per semester. Described the events of the class and made recommendations in a written report to the director of the program. Discussed my observations with teachers directly; made recommendations for improvement and offered specific advice on how to improve.

Undergraduate advising. Advised twenty freshmen per semester. Verified that placement in courses was correct and that schedules were appropriate. Identified a broad range of courses to expose them to a variety of academic fields; strategically planned courses which would also count toward general education requirements for intended major. Monitored students’ progress throughout the semester with phone calls and e-mail.

Service to the program. Participated in program activities such as the Audley Webster essay contest for which I read and ranked forty essays. Co-edited orientation newsletter and contributed a piece to it on the importance of reflective teaching. Conducted workshops on using computers in the classroom. Filled in for teachers when needed. Research. Currently conducting a sociolinguistics project on teacher-student conferences. Study aims to reveal language patterns in conferences which have not previously been studied in detail.

English Composition Instructor Coconino Community College, Flagstaff, Arizona, March 2001-June 2001

• Developed curriculum and taught beginning College English (English 100) • Focused on critical thinking skills, the writing process, paragraph development, grammar,

and essay writing in standard rhetorical modes English Composition Instructor—Distance Learning Northland Pioneer Community College, Winslow, Arizona, January 2001-May 2001

• Taught English 100 (Fundamentals of Composition) Distance Education course via Interactive Instructional Television (IITV) with connections to students at four rural campuses in Arizona

• Focused on sentence and paragraph development, grammar, punctuation, writing strategies at the paragraph level, and reading strategies

• Developed website to accommodate distance learners English Composition Instructor Northland Pioneer Community College, Winslow, Arizona, August 2000-December 2000

• Developed syllabus and taught English 101 (College Composition I) • Focused on critical analysis, reading and writing skills, writing strategies, research and

argumentation • Guided students in developing writing portfolios


PROFESSIONAL EXPERIENCE Instructor (Ryutsu High School) Northern Arizona University, International Student Summer Programs, Flagstaff, Arizona, Summer 2000

• Developed and taught original multi-skill curriculum for Japanese student summer English program

• Incorporated authentic materials from tourist sites to teach students about Northern Arizonan and North American culture

• Received high evaluations from students Graduate Assistant Northern Arizona University Learning Assistance Center, Flagstaff, Arizona, August 1999-May 2000

• Tutored writing across many academic disciplines; helped students develop academic

computing skills used in writing • Conducted observations of the tutors and wrote evaluations making recommendations for

improvement • Conducted and developed study-skills workshops covering writing research papers, time

management, learning styles, and writing short papers • Interviewed and hired tutors • Supervised computer lab with director of lab and fellow graduate students

Supplemental Instructor STAR (Student Transition and Academic Readiness) Program at the Multicultural Student Center of Northern Arizona University, Flagstaff, Arizona, Summer 1999

• Supplemented mainstream teaching of a “Writing in the University Community” course • Worked with diverse group of students including Native Americans, Hispanics, African

Americans, low-income, and first generation students • Reinforced writing instruction by teaching study skills • Fostered student independence through questioning strategies, group facilitation, and

other supplemental instruction techniques Instructor, Program in Intensive English (PIE) Northern Arizona University English Department, Flagstaff, AZ, Fall, 1998

• Helped students integrate into North American university life through hosting • Wrote syllabus, lesson plans, and taught theme-based EAP writing and multimedia

courses to prepare students for future academic careers at Northern Arizona University • Designed multimedia course materials using video, radio, and television to promote

multi-skill development • Developed content-based materials to teach computer skills including e-mail, word

processing, spreadsheets, and use of the Internet • Integrated field trips into theme-based course activities


Multimedia Coordinator Center for English as a Second Language, Tucson, AZ, May 1997-May 1998

• Managed 24 workstation NT 4.0 multimedia lab with Tandberg language lab technology, including troubleshooting and installation of hardware and software

• Co-hosted regional NAFSA conference in Tucson and spoke about integrating computers into the ESL classroom

• Designed extensive CALL materials for students and faculty • Co-taught content-based computer skills classes • Conducted mini-workshops on employing instructional technology, demonstrated

equipment to prospective clients and visiting faculty • Coordinated CALL materials evaluation • Wrote user manuals to help faculty with computer technology

ESL Counselor, 1997 Kanto Gakuin Program Center for English as a Second Language, Tucson, AZ, Spring 1997

• Acted as a group activities coordinator for 23 Japanese undergraduate Law students • Facilitated activities to foster both communication and awareness of North American

culture • Conducted discussion groups and computer lab activities to promote knowledge of

computers and the Internet • Team-taught TOEFL prep course with program director

Teacher Assistant Center for English as a Second Language, Tucson, AZ, Spring 1997

• Co-taught "Communicating with Computers" elective that met five hours per week • Designed extensive ESL-focused software materials for Microsoft Office, LISTSERV,

and Pine e-mail Technical Support Representative Intuit, Inc., Tucson, AZ, 1995-1996

• Troubleshot multi-platform computer hardware and software problems related to the QuickBooks product, a small-business bookkeeping program

• Assisted customers in setting up bookkeeping using QuickBooks software Instructional Technology and academic computing Skills

• Integrate Blackboard software into courses to foster on-line (asynchronous) discussion, peer review

• Respond to student papers electronically using MS Words reviewing function which creates unique ways of commenting

• Interactive Instructional Television (IITV) • Web conceptualization, development, and maintenance for courses • Broad and thorough grasp of academic computing needs: use of desktop applications

such as MS Office, web browsing and web development packages, and computer driven research using search engines


• Use of PC and MAC platforms Other Special Skills

• Strong knowledge of accounting and bookkeeping, record-keeping, maintenance of technical equipment

• Certified Level III (Master) Tutor by the College Reading and Learning Association

Presentations Rogers, J. 1997. Integrating computers into the language classroom. NAFSA – Association of International Educators Conference, Tucson, Arizona. Rogers, J., Lerberg, J., & O’Donnell, C. March 2001. A case study of two internship fairs at Northern Arizona University. Back to the Future: Language, linguistics, and literature 2001 Graduate Student Symposium, Flagstaff, Arizona.

Languages

• Spanish, some oral proficiency, less proficiency in writing • French, some oral and written skills

Cross-Cultural Experience

• Professional experience with diverse populations such as Native Americans students, Hispanics, and other cultures

• Lived with students from five countries: Ivory Coast, Mexico, Korea, India, and England • Spent three months traveling throughout Mexico and Guatemala; lived with Mexican

family for two weeks, experienced the people, culture and archaeology • Attended summer school in Guadalajara, Mexico for two months. Studied

Spanish and Latin American Culture and History S A N D R A M . S A U N D E R S

Education 1985-1995 The Florida State University Tallahassee, FL • Ph. D. • Dissertation: Byron and the Power of Time • Director: Professor Eric Walker • Major Area: Nineteenth Century British Literature • Minor Area: Twentieth Century British Literature 1979-1981 Wake Forest University Winston-Salem, NC • M.A.

660 Saunders Rd. Franklin, NC 28734

Phone 828-349-2791 E-mail [email protected]


• Thesis: Blake’s Treatment of Women in Jerusalem • Major: English 1977-1979 Western Carolina University Cullowhee, NC • B.A., summa cum laude • Major: English • Concentration: Secondary Education

Professional Experience 1999-2006 Western Carolina University Cullowhee, NC Visiting Assistant Professor

1997– 1999 Western Carolina University Cullowhee, NC Visiting Instructor 1996-1997 Western Carolina University Cullowhee, NC Visiting Assistant Professor 1991-1996 Western Carolina University Cullowhee, NC Visiting Part-Time Lecturer (Visiting Part-Time Instructor 1994-1995) 1987-1991 The Florida State University Tallahassee, FL Graduate Teaching Assistant 1982-1985 Western Carolina University Cullowhee, NC Visiting Part-Time Lecturer

Courses Taught First Year Composition I & II Freshman Composition Special Topics: Writing About Vampires First Year Seminar in Literature Literature and History Popular Literature and Culture The Journey in Literature The English Novel Nineteenth-Century British Writers Survey of English Literature II

Department Service 2006-2007

First-Year Composition Committee

College of Arts and Sciences Technology Committee

Presentations "Party All Night; Sleep All Day; Never Grow Old; Never Die," a discussion of Dracula presented as part of the Jerry Jackson


Lectures in the Humanities Series at the WCU Honors College, October 21, 1999. “’Death is in the world’: Byron and Mortality,” read at “Building Romanticism: The Archi’text’ure of Nature, Nation, Narration,” American Conference on Romanticism, University of Georgia, January 1998

“’Ten O’clock by the Crocodile’: The Clock of Childhood in Peter Pan,” read at “Generating Culture—Childhood, Market, State,” Cultural Studies Symposium, Kansas State University, March 1994 “Forever Young? Vampires and the Fascination of Time,” read at the 1990 conference of the Popular Culture Association in the South

Professional Memberships

• Modern Language Association

• South Atlantic Modern Language Association

• National Council of Teachers of English

• Conference on College Composition and Communication

• The Byron Society

• North American Society for the Study of Romanticism

D. Newton Smith Director of Web Services Western Carolina University Cullowhee, NC 28723

Spring 2006 EDUCATION Georgia Institute of Technology, Atlanta, GA. 1957-59. (Nuclear Engineering). University of North Carolina, Chapel Hill, NC. 1960-62. BA in English.

University of North Carolina, Chapel Hill, NC. 1965-68. Ph. D. in English, 1974. Concentration in American literature, criticism, and modern poetry. Dissertation: The Origin of the Black Mountain Poets.

Southwestern Community College: Advertising and Commercial Art. 1975. N.C. State University, Clemson University, and University of Virginia at Norfolk:

1980-86. Various courses in horticultural management and plant propagation.

Georgia Institute of Technology: Director Training I. July, 2000. Photoshop. Aug.


2000.

TEACHING EXPERIENCE

1967-8 University of North Carolina at Chapel Hill, Graduate Teaching Assistant in English Composition, part-time.

1968 Summer, Trinity College, Hartford, Conn., NDEA Summer English Institute, Visiting Professor of Rhetoric, part-time.

1968-74 Western Carolina University, Assistant Professor, English department, creative writing and modern literature, full-time.

1974-86 South Carolina Arts Council Poets in the Schools Program, various K-12 schools throughout S.C., visiting poet, part-time.

1974-88 North Carolina Arts Council Poets in the Schools Program, various K-12 schools throughout N.C., visiting poet, part-time.

1983 Southwestern Community College, instructor in Advertising Fundamentals, part-time, spring semester.

1986-92 Southwestern Community College Small Business Center, Instructor, various business related courses (marketing, sales, advertising, public relations, negotiating, management), part-time.

1986-93 Haywood Community College Small Business Center, Instructor, various business related courses (marketing, sales, advertising, public relations, negotiating, management), part-time.

1991-2 Southwestern Community College, Continuing Education, Instructor in creative writing, part-time.

1993 Western Carolina University, Visiting Instructor, part-time, spring. 1993 Western Carolina University, Visiting Lecturer, part-time, summer.

1993-4 Western Carolina University, Visiting Lecturer, part-time. 1994 Western Carolina University, Visiting Lecturer, part-time, summer. 1994-5 Western Carolina University, Visiting Assistant Professor, non-tenure

track, full-time. 1995-9 Western Carolina University, Assistant Professor, tenure track, full-

time. 1998 Rio Grande University, Visiting Assistant Professor, part-time,

summer. 1998 The Center for Business and Technical Writing, North Carolina

Writers’ Network, Instructor in Technical Writing at Seicor, Hickory, NC, July.

1999-2006 Western Carolina University, Associate Professor, tenured, full-time.

Courses Taught Composition I English 101 Composition II English 102 Literary Landmarks in Western Culture English 201 Major American Writers English 203 Cultures in Contact and Collision English 204 Literature of Place English 206


Past Times: Literature and History English 209 Introduction to Professional Writing English 303 Technical Writing English 305 English 502 Editing and Publishing English 307 Poetry Writing English 309 Screen Writing English 310 Authoring Multimedia English 313 Appalachian Literature English 367 Writing for the Professions English 401 English 501 Modern Poetry English 471 English 571 Topics in Creative Writing-Multimedia English 493 Senior Seminar in Writing English 497 Grants, Proposals and Reports English 693 Contemporary Poetry (Studies in English) English 580 Thesis English 699 University Studies-Interdisciplinary (Academic and Career Planning) USI 130 University Studies-Interdisciplinary (Appalachian Integrative Seminar) USI 497 University Studies-Interdisciplinary (Editing and Publishing-Appalachian) USI 497

RESEARCH PUBLICATIONS, PAPERS AND PRESENTATIONS:

“Walker Percy." A Bibliographic Guide to the Study of Southern Literature. Ed., Louis Rubin, Jr., L.S.U. Press, 1969.

“Jacques Maritain’s Aesthetics: To Distinguish to Unite." The Quest for Imagination: Essays in 20th Century Aesthetic Criticism. Ed., O. B. Hardison, Jr., Case Western Reserve, 1971.

“Robert Bly, A Retrospective." Lillabulero. Spring, 1973. “The Influence of Music on the Black Mountain Poets." St. Andrews Review. Fall

1974. “The Influence of Art on the Black Mountain Poets." St. Andrews Review. Spring

1975. “A Rhetoric for the Humanities in the Post-Modern Marketplace." A paper

presented at the South Atlantic Modern Language Convention, November 1994.

“Robert Morgan: Plowing Anarchic and Archetypal Acreage." A paper presented at the Appalachian Studies Association Meeting, March 1995.

“Literary Travelers: Trails, Trains, and Telephoto Lens." A paper presented at the South Atlantic Modern Language Convention, November 1995.

“The Arts in Buncombe County." A paper presented at the Conference of the Southern Humanities Council, March 1996.


“The Audience of Appalachian Travel Guides: Then and Now." A paper presented at the Appalachian Studies Association Conference, March 1996.

Review of the reissue of Jesse Stuart’s novel, Daughter of the Legend. Appalachian Journal. Spring 1996.

“Improving Student Writing Using Computers." The Cutting Edge. Spring 1996. “Arts and Sciences," Computer Users Chronicle, 1996-97. “Computer Awareness Training for Students: Beginning Computer Operations,"

WCU, Continuing Education, 1996. “Computer Awareness Training for Students: Word Processing with Microsoft

Word," WCU Continuing Education, 1996. “Arts and Sciences," Computer Users Chronicle, 1997-98. “Computer Awareness Training for Students: Microsoft Excel," WCU,

Continuing Education, 1997. “Computer Awareness Training for Students: Presentation Software: Microsoft

PowerPoint," WCU, Continuing Education, 1997. “The Spirit of the Land: Religion and the Poetry of the Appalachian Poets, Robert

Morgan, Fred Chappell, and Jim Wayne Miller," at the Writing the Rural Conference, October 1997.

“Computer Jumpstart for Students, for Windows Users," and “Computer Jumpstart for Students, for Macintosh Users," WCU, Continuing Education, 1998.

Editor, and “Introduction," Mr. Gallion’s School, by Jesse Stuart, Jesse Stuart Foundation, 1999.

“The Politics and Administrative Considerations of Implementing Computer Classrooms,” a paper presented as part of a panel at CCCC conference in Atlanta, 1999.

Encyclopedia of American Literature: Articles include: A. R. Ammons, Anne Newport Royall, Richard Brautigan, Edward Dahlberg, Robert Morgan, Ed Dorn, James Welch, Russell Banks, William Matthews, and Paul Green. New York: Continuum, 1999.

“A Southern Sampler." Asheville Poetry Review. Spring-Summer, 1999.

“Tall Tales, Ballads, and Other Appalachian Traditions,” for Highland Lecture Series, August 25, 1999.

“Writing Right,” A Workshop for Harrah’s Employees, WCU Outreach, October 1999.

“Writing Right,” A Workshop for Harrah’s Employees, WCU Outreach, April 2000.

“Writing for Non Profits,” for Certificate Program for Non Profits, Sylva October 1999.

“Brochures, Newsletters, and other Publications,” for Certificate Program for Non Profits, Hospitality Room, WCU, April 2000

“Writing Right,” A Workshop for Harrah’s Employees, WCU Outreach, September, 2000.


Four articles for the Encyclopedia of Appalachia: “Robert Morgan,” “Ron Rash,” “Tree, Shrubs, and Native Plants,” and “Jesse Stuart.” Submitted 2001. Publication date set for 2004.

“Robert Creeley: Word and Images.” Paper presented at the Witherspoon Gallery at UNC-G as part of a traveling exhibition of Robert Creeley’s collaborations with 20th Century Painters. Feb. 2000.

“Brochures, Newsletters, and other Publications,” for Certificate Program for Non Profits, Hospitality Room, WCU, April 2000.

“Alice Walker’s The Color Purple and African American Literature” a presentation for the Let’s Talk About It series, Hendersonville Public Library, April 2000.

"Jim Wayne Miller: the Quintessential Appalachian Poet." A paper presented at the Highland Lecture Series, August 2000.

“A Southern Sampler,” Asheville Poetry Review, Fall 2000. "Mad Women in the Attic: Jean Rhys' Wide Sargasso Sea, a presentation for the

Let's Talk About It series, Waynesville Public Library, October, 2000. “The Future of Technology In Higher Education,” a paper presented at the

Ubiquitous Computing Conference, Seton Hall, NJ. January 2001.

"The Classroom as Workplace," a chapter in an upcoming book, Innovative Approaches to Teaching Technical Writing. Completed 2001. Publication set for 2004.

Five articles for the Robert Frost Encyclopedia: “A Patch of Old Snow," “Mowing," “Subverted Flower," “The Need of Being Versed in Country Things," and “The Telephone," Westport, Conn: Greenwood Press, 2001.

“Coming to Terms with David Brendan Hopes: A Retrospective of His Works,” Asheville Poetry Review, Fall 2001.

“The Prime Directive: the Great Learning Scheme—Western Carolina University’s Handheld Computing Project and the Lessons Learned,” a paper presented at the CCCC conference Chicago, March 22-24, 2002.

“The Future of Computing in Higher Education,” a paper presented at the Educause Conference, Indianapolis, IN, October 2001

“A Retrospective of Robert Morgan’s Poetry,” a paper presented at the Robert Morgan Conference, Pembroke, NC, March 22, 2002.

“Salutations and Cornpone on Parnassus: A Review of Blackbird Dust.” Asheville Poetry Review, Summer, 2002.

“Contemporary Female Appalachian Poets,” Highland Lecture Series, July 17, 2002.

“Teaching as Coaching: Helping Students Learn in an Electronic Environment” Cover Article in Educause Review, September, 2002.

“Black Mountain College: It’s Approach to Education,” a paper presented at the Black Mountain College Festival, September 21, 2002.

“Interaction of Black Mountain Arts and Poetry,” a paper presented at the Black Mountain College Festival, September 22, 2002.

“The Future of Computing and Disruptive Technologies for Higher Education,” a paper presented at the Educause Conference, Atlanta, October 3, 2002.


“Confessions of an Advertising Man,” for Let’s Talk About It series, Waynesville, October 15, 2002.

“Setting Fires: Igniting Minds in and Out of the Classroom,” Chapbook 1 in Renaissance Of Teaching and Learning, WCU Coulter Center, Fall 2002.

“Using Computers in Higher Education,” A presentation to the general faculty at Galveston College, August 19, 2002

“Going Back to the Mountains from ‘Topsail Road’: A Retrospective Look at Robert Morgan’s Poetry,” Pembroke Magazine 35, Spring 2003.

“Patterson,” Cyclopedia of Literary Places, March 2003. “Kinflicks,” Cyclopedia of Literary Places, March 2003. “Using Threaded Discussion to Enhance Learning with Technology,” Teaching

and Learning with Technology Conference, Greensboro, March 27. “Words to Raise the Dead: The Poetry of Ron Rash,” Iron Mountain Review, XX,

Spring 2004. “To Bill Matthews: Ave atque vale; Hail and Farewell Dear Friend,” a

retrospective examination of William Matthews work, Asheville Poetry Review, Fall 2004.

“The Spirit of the Land: Religion and the Poetry of the Appalachian Poets, Robert Morgan, Fred Chappell, and Jim Wayne Miller,” Rivendell Review, Spring 2005.

“Robert Morgan,” “Ron Rash,” “Jesse Stuart,” and “Native Plants in Appalachia,” Encyclopedia of Appalachia, Spring 2005.

“Book Table,” Asheville Poetry Review, Fall 2006.

Creative Works and Projects:

Fifteen Poems. Lillabulero Press, 1967. A Portfolio of Poems. Lillibulero Press, 1968. “The Present.” Donut in a Box. Ed. Dale Bailes. South Carolina Arts

Commission. 1975. “A Measure of Song.” North Carolina Poetry: The Seventies. Eds. Guy Owen

and Mary C. Williams. The Southern Poetry Review Press. 1975. “Welcome.” Ears Quickly. Ed., Dale Bailes. South Carolina Arts Commission.

1976. “Teaching Summer’s Song.” Stop the Butterfly. Ed., Dale Bailes. South Carolina

Arts Commission. 1977. “Morphe.” Contemporary Poetry of North Carolina. Eds. Guy Owen and Mary

C. Williams. John Blair Publishers. 1977. “Seabreeze.” Trek Across Infinity. Ed. John Todd. South Carolina Arts

Commission. 1978. “Water Cycle.” Jackson County Poetry. Jackson County Arts Council. 1978. “A Father Confesses.” The Cobra’s Apartment is Disaster. Ed. Larry Moffi.

South Carolina Arts Commission. 1979. “Out of Place.” Glad I Had a Gift from a Stranger. Ed. Nelljean McConeghey.

North Carolina Arts Council. 1981. Numerous poems in literary magazines across the U. S. from 1967 to 1983


including such publications as: Southern Poetry Review, Foxfire, Carolina Quarterly, Trace, Apple, Ann Arbor Review, The Miscellany, Pebble, Laurel Review, Quartet, and many others.

“Listening to the Night,” Asheville Poetry Review, Fall 2004. “Front Porch Scene,” Rivendell, Spring 2005. “Heavy Rain,” Rivendell, Spring 2005. “Listening to the Anasazi,” International Poetry Anthology, Summer 2005.

Editing and Publishing Experience:

Daily Tar Heel. Events editor, Assistant news editor. 1960-62. Carolina News. News Editor. 1961. Lillabulero. Co-founder, poetry editor, printing supervisor, publicity director. Lillabulero Press. Eight books published, poetry and fiction. Co-founder, co-

editor, co- publisher. 1967-74. Nomad. Faculty advisor. 1973. Clingstone Magazine. A Foxfire type publication published as a Bicentennial

Project of the Piedmont Heritage Foundation. Founder, fund-raiser, teacher, editor and advisor. 1975-77.

Jackson County Poetry, 1983. Jackson County Arts Council. Editor. The Highland Churchman. Editorial board. 1989-91. Waking Up to Poverty in Western North Carolina. Western North Carolina

Tomorrow. Taskforce Director, publication supervisor. 1991. Nomad. Faculty advisor. 1993-94. The Litterbox. Faculty advisor. Spring, 1996. Peer Reviewer for two manuscripts for the University of Tennessee Press. Hairball. Faculty advisor. Spring 1998. Editor of Jesse Stuart’s Mr. Gallion’s School for the Jesse Stuart Foundation.

1999. Editor, Appalachian Consortium Press. 1999-2000. Halcyon Daze. Faculty advisor. Spring 2000. The Asheville Poetry Review. Staff Writer. 1999-2006.

Presentations: “A Rhetoric for the Humanities in the Post-Modern Marketplace.” A paper presented at

the South Atlantic Modern Language Convention, November, 1994. “Robert Morgan: Plowing Anarchic and Archetypal Acreage.” A paper presented at the Appalachian Studies Association Meeting, March, 1995. “Literary Travelers: Trails, Trains, and Telephoto Lens.” A paper presented at the South

Atlantic Modern Language Convention, November, 1995. “The Arts in Buncombe County.” A paper presented at the Conference of the Southern

Humanities Council, March, 1996. “The Audience of Appalachian Travel Guides: Then and Now.” A paper presented at the

Appalachian Studies Association Conference, March, 1996. “The Spirit of the Land: Religion and the Poetry of the Appalachian Poets, Robert

Morgan, Fred Chappell, and Jim Wayne Miller," at the Writing the Rural


Conference, October 1997. “Robert Creeley: Word and Images.” Paper presented at the Witherspoon Gallery at

UNC-G as part of a traveling exhibition of Robert Creeley’s collaborations with 20th Century Painters. Feb. 2000.

“The Future of Technology In Higher Education,” a paper presented at the Ubiquitous Computing Conference, Seton Hall, NJ. January 2001.

“The Future of Computing in Higher Education: Moore’s Law,” a paper presented at the Educause Conference, Indianapolis, IN, October 2001

“The Prime Directive: the Great Learning Scheme—Western Carolina University’s Handheld Computing Project and the Lessons Learned,” a paper presented at the CCCC conference Chicago, March 24, 2002.

“A Retrospective of Robert Morgan’s Poetry,” a paper presented at the Robert Morgan Conference, Pembroke, NC, March 22, 2002.

“Contemporary Female Appalachian Poets,” Highland Lecture Series, July 17, 2002. “Black Mountain College: It’s Approach to Education,” a paper presented at the Black

Mountain College Festival, September 21, 2002. “Interaction of Black Mountain Arts and Poetry,” a paper presented at the Black

Mountain College Festival, September 22, 2002. “The Future of Computing and Disruptive Technologies for Higher Education,” a paper

presented at the Educause Conference, Atlanta, October 3, 2002. “Using Computers in Higher Education,” A presentation to the general faculty at

Galveston College, August 19, 2002 “Going Back to the Mountains from ‘Topsail Road’: A Retrospective Look at Robert

Morgan’s Poetry,” Pembroke Magazine 35, Spring 2003. “Contemporary Female Appalachian Poets,” Highland Lecture Series,

July 2003. “Jerry Jackson Lecture on Black Mountain College,” September 2003. “Black Mountain College Education Panel,” Black Mountain College Festival, September 2003. “Interaction of Black Mountain Arts and Poetry,” Black Mountain College Festival,

September 2003. “The Poetry Of Jim Wayne Miller,” visiting lecture for Appalachian Literature,

February 2003. “Ed Abbey as Appalachian,” visiting lecture for Appalachian Literature, March 2003. “In A Time of War,” Music and Poetry for WCU, April 2003. “Welcoming Address for Genomic Conference,” April 2003. “Using Threaded Discussions to Enhance Learning with Technology,” Teaching and

Learning with Technology Conference: Greensboro, March 2003. “Words to Raise the Dead: the Poetry of Ron Rash,” read at the Ron Rash Festival,

Emory and Henry College, October 2003. NCAAT presenter, “The Scriveners Art,” April, 1993. NCCAT Mentor for Teacher Scholars, October, 1993, January, 1994, October, 1994,

January, 1995. “Modern Appalachian Poets.” Highlands Lecture, August, 1994. “Contemporary Appalachian Poets,” Highlands Lecture, August, 1995. “Let’s Talk About It: Confessions of an Advertising Man.,” A lecture sponsored by the


N.C. Humanities Council at the Macon County Library, February, 1995. “Working with Words: Their Music and Form,” a workshop given at the Asheville Poetry

Festival, July, 1995. “Writing Poetry: Objects, Images, and the Other World,” a workshop for writers at the

Asheville Poetry Festival, July, 1995. “Contemporary Southern Appalachian Writers” for Highland Lecture Series in August,

1995. “Let’s Talk About It: Examining the Spiritual Dimensions of Silko’s Ceremony, ” A

lecture sponsored by the N.C. Humanities Council at the Burnsville Library, October, 1995.

Project Coordinator, WCU Micronet LitMag Poetry Contest 95. A poetry magazine for K-12 students in twelve schools in North Carolina sponsored by Micronet.

Project Coordinator, WCU Micronet LitMag Poetry Contest 96. A poetry magazine for K-12 students in twelve schools in North Carolina sponsored by Micronet.

“Let’s Talk About It: The Dimensions of Family: an Examination of Ordinary People ,” A lecture sponsored by the N.C. Humanities Council at the Brevard Library, February, 1996.

“Writing Effectively For Non-Profits,” a workshop sponsored by the Duke Certificate Program in Non-Profit Management, Cullowhee and Franklin, March and April, 1996.

“Let’s Talk About It: Silko’s Ceremony: a Look at Native American Spirituality,” A lecture sponsored by the N.C. Humanities Council at the Hendersonville Library, April, 1996.

“Humor, Tall Tales, and Buffoonery in Appalachian Poetry,” for Highlands Lecture Series, August, 1996.

“ Appalachian Poetry Get Religion,” for Highlands Lecture Series, August, 1997. “Let’s Talk About It: Freeman Dyson’s Disturbing the Universe,” A lecture sponsored

by the N.C. Humanities Council at the Waynesville Public Library, March 1998. “Man Talk and Woman Talk in Appalachian Poetry,” for Highlands Lecture Series, June,

1998. “Tall Tales, Ballads, and Other Appalachian Traditions,” for Highland Lecture Series,

August 25, 1999. “Writing for Non Profits,” for Certificate Program for Non Profits, Sylva October 1999. “Writing Right,” A Workshop for Harrah’s Employees, WCU Outreach, October 1999. “Brochures, Newsletters, and other Publications,” for Certificate Program for Non

Profits, Hospitality Room, WCU, April 2000. “Alice Walker’s The Color Purple and African American Literature” a presentation for

the Let’s Talk About It series, Hendersonville Public Library, April 2000. “Writing Right,” A Workshop for Harrah’s Employees, WCU Outreach, April 2000. “Brochures, Newsletters, and other Publications,” for Certificate Program for Non

Profits, Hospitality Room, WCU, April 2000 "Jim Wayne Miller: the Quintessential Appalachian Poet." A paper presented at the

Highland Lecture Series, August 2000. “Writing Right,” A Workshop for Harrah’s Employees, WCU Outreach, September,

2000.


"Mad Women in the Attic: Jean Rhys' Wide Sargasso Sea,” a presentation for the Let's Talk About It series, Waynesville Public Library, October, 2000.

“Confessions of an Advertising Man,” for Let’s Talk About It series, Waynesville, October 15, 2002.

“Studs Turkel and the Working Man,” Franklin, October 2003. “Music, Poetry, and Prayers for Peace,” St. David’s Church, February 2003. “In A Time of War: Music and Readings on Aspects of War,” April 1, 2003. “Appalachian Women Poets,” A paper presented at the Highland Lecture Series, October

2003. “John Ehle’s Winter People,” for the Let’s Talk About It series, Bakersville, October

2003. “Together We Read: Fred Chappell’s Brighten the Corner Where You Are,” Franklin,

October 2003. “Together We Read: Fred Chappell’s Brighten the Corner Where You Are,” Bryson City

October 2003. “Together We Read: Fred Chappell’s Brighten the Corner Where You Are,” Sylva,

November 2003. “Using Family Stories to Tell Your Own Tales,” a creative writing follow-up to the

Together We Read Series, Franklin, November 2003. “Tales, Lies and Fiction,” a talk given to the Macon County Friends of the Library annual

banquet, December 2003. “Media Technology: Developing Workforce Potential Through Educational

Engagement,” a presentation made to Bob McMahan, Governor Easley’s Senior Advisor for Science and Technology, March 2004.

“Giving the Dead a Voice: A Study of the Poetry and Fiction of Ron Rash,” a paper read at the Appalachian Studies Conference, March 2004.

“The Winter People, by John Ehle,” a presentation for Let’s Talk About it Series, Marshall, September 2005.

“John Ehle and The Road,” a panel discussion for the Together We Read Series, Cullowhee, September 2005.

“Publishing Notes for Beginning Writers,” a presentation to the Haywood Writers’ Workshop, September 2006.

“Sandburg and the Poetry of the Mountains,” a presentation at the Sandburg House for the Georgia and North Carolina Poetry Society, October 2006.

“Redesigning a University Web Page from RFP to Launch: Lessons Learned,” a presentation at UNC Cause, New Bern, NC November 2006.

Grants:

• 1967-68. I was part of a team that obtained the first National Endowment for

the Arts grant for Southeastern Small Magazine and Little Press Conferences. • 1972-73. I received the first Appalachian Consortium Grant funding student

field research and ethnology of the seven western counties. • 1972-73. I was a part of the team that obtained a National Science Foundation

Grant for the Physics-Chemistry Teachers Program for over $300,000.


• 1973. I was awarded a grant to represent the Humanities at a Middle Grade Conference on Mathematics Curriculum Reform sponsored by the National Science Foundation.

• 1973. I was awarded a North Carolina Endowment for the Humanities grant to read poetry in Murphy, Hayesville, Franklin, and Sylva

• 1975. I created the Piedmont Heritage Fund, a non-profit educational organization that funded a series of magazines in South Carolina modeled on the Foxfire approach.

• 1976-88. I received numerous grants to be a Poet in the Schools for both North Carolina and South Carolina.

• 1995. I obtained a North Carolina Arts Council grant: Literary Arts, Visiting Writers Series at WCU.

• 1996. I was awarded a Faculty Development Grant, Graduate School, for Faculty Writing.

• 1996. WCU Faculty Mini-Grant: CCCC Winter Workshop. • 1998. With Mary Adams received a Faculty Improvement Grant for software

to develop Writing For Electronic Environments course. • 2000. NC Writer’s Network, Blumenthal Grant. • 2001. NC Writer’s Network, Blumenthal Grant. • 2001. Visiting Scholars, WCU. • 2001. NC Arts Council. • 2002. NC Writer’s Network, Blumenthal Grant. • 2002. Final Editor of SPARK grant from W.K. Kellogg Foundation.

Regional Service: Western North Carolina Tomorrow: At-Large Member of Board, 1982-2003

Chaired: Poverty Task Force, 1992-4. Chaired: Cultural Resources Subcommittee. Chaired: Conference on Pollution Prevention. Served on Human Resource Committee.

Western North Carolina Creative Arts Hall of Fame: Member, 1989-97, Past President, 1990-4.

Smoky Mountain Association of Nurserymen: Member, Past President, 1982-94. North Carolina Association of Nurserymen: Member, 1984-94. Private Industry Council for JTPA Region A: Board Member, 1987-95. North Carolina Poverty Council: Business Sector: Member, 1993-4. Judge, North Carolina Literary and Historical Association Awards, September, 1994. Appalachian Studies Association: Member, 1994-2004, on the Program Committee,

1995. Southern Humanities Council, Member, 1994-2003; Board Member, 1997-2001. South Atlantic Modern Language Association: Member, 1994-2001. National Council of Teachers of English: Member, 1994-2004. Asheville Writers’ Workshop: Member, 1995-8. Poets and Writers: Member, 1995-2004. Appalachian Consortium: Member, 1995-2004.


Appalachian Studies Association: Member, 1995-2006 North Carolina Writers Network: Member, Representative of Western sector, 1995-2004. Appalachian Writers’ Association, Member, 1995-2004:

Chair of Program Committee, 1996-7, President, 1998, 1999.

Workforce Development Board (successor to PIC above), 1996-2003, Chair, 1996-2000, Georgia Carolinas College English Association, 1995-2001; Treasurer 1996. North Carolina Technical Writers Association, 1998-2004. Association of Teachers of Technical Writing, 1999-2004. College English Association, 1999-2004. College Composition and Communications Council, 1999-2004. North Carolina Screenwriters Association, 1999-2004. Educause, 2002-4. Merlot, 2002-4. UNC Cause, 2005-6. Theses Directed: I have directed seven theses in the last five years: Janet Kearney, Chris Boss, Jamie Ridenhour, Penny Jacobs, Charles White, James Holbrook and Craig Buchner. I am currently directing one thesis. Department Service: Freshman English Committee, 1993-2000. Nomad Committee, 1993-94, head, 1994-95. Visiting Writers Committee, 1993-2000, Head, 1995-96. Computer Classroom Committee, 1994-98, 1995-98 Head. Professional Writing Committee, 1995-2004. Publications Committee, 1995-2000. Social Committee, 1995-96. Home Page Committee 1996-97. Graduate Recruiting Committee 1996-2000. Graduate Faculty Committee 1996-2004. Undergraduate Curriculum Committee 1997-98. TPR/ Personnel Committee, 2000-2. Events Committee, 2000-2. Task Force on Graduate Program Review, 2000-1. Nancy Joyner Advancement Fund Committee, 2000-2. Literary Festival Planning Committee, 2002-4. English Undergraduate Recruiting 2002-3. Majors Fair, 2002-3. Annual Faculty Evaluation Committee, 2003-4. Strategic Planning Committee, 2003-4. College Service: Cullowhee Arts Festival Committee, 1994-97.


Arts and Sciences Home Page Committee, Summer, 1995-1999. Appalachian Studies Committee, 1995-2004. Development Committee, 1995-98. University Service: Summer School, 1993, 1994, 1995. LCE Committee, 1994-6. Academic Development Committee, Spring, 1995. Ad Hoc General Education Committee on Computer Literacy, 1995. Council of Internal and External Affairs, 1996-9. Computer Implementation Team, Jumpstart subcommittees on Freshmen manuals for

general computer information and for Daedalus, 1997-2000. Learning Communities Committee, 1999-2001. USI Instruction Committee, 1999-2002. Ad Hoc High End Computer Users Group, 1999-2004. CATA Implementation Team, 1999-2002. Multimedia Minor Ad Hoc Committee, 1999-2004. Multimedia Classroom Ad Hoc Committee, 1999-2002. Palm Computing Ad Hoc Committee, 2000-1. Faculty Salary Task Force, 2000-5. CONECC, 2000-6. Faculty Senate, 2001-4, Chair, 2002-6 Council on Faculty Affairs, 2001-2. Faculty Salary Merit Pay Taskforce, 2001-24. Senate Restructuring Taskforce, 2002-4 Senate Executive Committee, 2001-6. Faculty Task Force on AFE, TPR, PTR 2001-6. University Web Oversight Committee, 2002-4. Paul Reid Selection Committee, 2003-6. Faculty Salary Task Force 2003-4. Non-Faculty Salary Task Force, 2003-4. University Marketing Committee, 2003-4. Provost Search Committee, 2003-4. Videographer/ Director Search, 2003-4. Faculty Advising Coordinating Committee, 2003-5. First Year Cabinet, 2003-5. Student Mentoring Committee, 2003-4. Computer Requirement Committee, 2003-6. IT Strategic Planning Committee, 2004-6. Center for Broadband Technology, 2004-5. Faculty Fellow, Center for Regional Development, 2004-5. Master Planning Committee, 2004-6. SACS Planning Team, September 2004. SACS Leadership Team, September 2004-6. SACS Compliance Committee, September 2004-6. SACS QEP Committee, September 2004-6.


IT Directors Team, September 2005-6. IT Project Team, September 2005-6 Director of Web Services, January 2005-6. William C. Spencer English Department, Western Carolina University Cullowhee, North Carolina 28723 (828) 293-0524 (828) 227-3922 [email protected]

Professional Experience 2006- Visiting Assistant Professor, Western Carolina University

1996-2006 Professor of English, Delta State University 2003-2005 Associate Vice President for Academic Affairs, DSU 2003 Interim chief academic officer, DSU (July-August) 1992-Present Writing Center Tutor (in lieu of one course each semester) 1993-96 Associate Professor of English, DSU (Tenured 1995) 1988-93 Assistant Professor of English, DSU 1981-88 Instructor of English, Delta State University 1979-81 Teaching Associate, University of Tennessee in Knoxville 1978 Writing Lab Assistant, Mercer University in Macon, Georgia

Education

PhD University of Tennessee in Knoxville, 1993 MA University of Tennessee in Knoxville, 1981 BA Mercer University in Macon, Georgia, 1978 summa cum laude

(National Merit Scholarship, Phi Eta Sigma and Sigma Mu honor societies) Courses Taught Graduate Seminars: Major American Poets, American Renaissance, Seminar in the American Novel Undergraduate Courses:

Freshman Composition, Research Essay, American Literature I, American Literature II, Introduction to Literature (6 different versions of sophomore-level introductory literature), Southern Literature, Contemporary Literature, Junior Composition, Grammar and Proofreading, Writing about Literature, Technical Writing

Activities as DSU Associate Vice President for Academic Affairs (A half-time position, July 2003-June 2005)

• SACS Accreditation Liaison: Spearheaded campus-wide accreditation review process, which included primary responsibility for the production of an online Compliance Audit Report, a Focused Report, a Quality Enhancement Plan, and a Monitoring Report. I worked with all segments of the university community and was responsible for all facets of both the off-site review and the onsite visit. I


also edited all SACS reports. Regarding compliance issues, Delta State received only two SACS recommendations.

• Academic Council Secretary: Collaborated with the Provost, academic deans, and the library director to formulate academic policy, solve problems, uphold standards, and adapt the curriculum as needed. I also recorded minutes and ensured their factual accuracy and editorial correctness.

• President’s Cabinet: Served as an advisor to DSU President John Hilpert along with university vice presidents and directors (2003-04).

• Administrative Liaison: Served as a liaison between the Provost and the five-person faculty group (Student Engagement Champions) charged with implementing DSU’s Quality Enhancement Plan (2004-05).

• Articulation Agreement Supervisor: Supervised DSU’s role in a major revision of the state-wide articulation agreement between Mississippi’s public universities and community colleges.

• STEP Grant Executive Committee: Helped formulate and implement a plan to improve the teacher education program at DSU through a $50,000 STEP (Student Teacher Education Project) grant.

• Newsletter Editor: Edited the Quarterly Academic Affairs Office Newsletter (2002-06) and the Provost’s Weekly Email Newsletter.

• Copy Editor: Thoroughly reviewed and proofread DSU’s 2005-06 Undergraduate Bulletin.

Editorial Positions

The Cormac McCarthy Journal, Founding Editor 1997-98, Editorial Board 1998-Present

POMPA (Publications of the Mississippi Philological Association), Co-editor 1998- Present DSU’s SACS Compliance Audit Reports and Quality Enhancement Plan, 2003-04 Editor of DSU Provost’s Campus Connection newsletter, 2002-Present Cormac McCarthy Society Online Forum, Editor 1996-97 DSU’s Report of the Institutional Self-Study (SACS document), Co-editor 1993-

94 Scholarly Publications

“Suttree” entry in the Facts on File Companion to the American Novel, 2006 “Suttree, Linguistic Chameleon.” Publications of the Mississippi Philological

Association 2003: 18-24. “Cormac McCarthy’s Unholy Trinity: Biblical Parody in Outer Dark.” Sacred

Violence. Vol.1. Ed. Wade Hall and Rick Wallach. 2nd ed. Rpt. El Paso: Texas Western Press, 2002. 83-91.

Diagnostic Test Package to Accompany Hodges’ Harbrace Handbook. 14th ed. Fort Worth: Harcourt, 2001.

“The Seventh Direction, or Suttree’s Vision Quest.” Myth, Legend, Dust: Critical Responses to Cormac McCarthy. Ed. Rick Wallach. Manchester: Manchester UP, 2000. 100-07.


“On the Range of Styles in All the Pretty Horses.” Publications of the Mississippi Philological Association 2000: 55-61.

Diagnostic Test Package to Accompany Harbrace College Handbook. 13th ed. Fort Worth: Harcourt, 1998.

“Altered States of Consciousness in Suttree.” Southern Quarterly 35.2 (1997): 87-92.

“Cormac McCarthy’s Tragicomic Sidekicks: Gene Harrogate and Jimmy Blevins.” Proceedings of the 3rd Annual International Conference on the Emerging Literature of the Southwest Culture. El Paso: University of Texas at El Paso, 1997. 380-84.

“The Western Hero Unmasked in The Crossing.” Proceedings of the 2nd Annual International Conference on the Emerging Literature of the Southwest Culture. El Paso: University of Texas at El Paso, 1996. 333-40.

“Cormac McCarthy.” Beacham’s Encyclopedia of Popular Fiction. Biography Series, vol. 2. Ed. Kirk H. Beetz. Osprey, FL: Beacham, 1996. 1232-34.

“All the Pretty Horses.” Beacham’s Encyclopedia of Popular Fiction. Analyses Series, vol. 1. Ed. Kirk H. Beetz. Osprey, FL: Beacham, 1996. 114-18.

“The Crossing.” Beacham’s Encyclopedia of Popular Fiction. Analyses Series, vol.2. Ed. Kirk H. Beetz. Osprey, FL: Beacham, 1996. 951-55.

“Suttree.” Beacham’s Encyclopedia of Popular Fiction. Analyses Series, vol. 7. Ed. Kirk H. Beetz. Osprey, FL: Beacham, 1996. 4087-90.

“Evil Incarnate in Blood Meridian: Cormac McCarthy’s Seductive Judge.” Publications of the Mississippi Philological Association 1995: 100-05.

“Cormac McCarthy’s Unholy Trinity: Biblical Parody in Outer Dark. Sacred Violence: A Reader’s Companion to Cormac McCarthy. Ed. Wade Hall and Rick Wallach. El Paso: Texas Western Press, 1995. 69-76.

Online Publications

Precis of The Crossing at the Cormac McCarthy Society website: www.cormacmccarthy.com

Creative Publications

Poems and introductions in Tapestry (DSU faculty journal) Poems: 1991-92, 1996, 1998, 2000-2005 1995 Introduction for Richard Marius 1999 Introduction for Lewis Nordan

Poems and dedications in The Best of Poetry Night (faculty/student journal) Dedications each year 1995-2003 Poems each year 1996-2004 Paper Presentations Mississippi Philological Association Conferences 1994-96, 1998-2003, 2005

Cormac McCarthy Conferences, annually 1997-2002, 2004 Western American Literature Conference, Tucson, 2002

Conferences on Emerging Literature of the Southwest 1996-97 Southern Writers/Southern Writing Conference, Oxford, MS, 1996


First Cormac McCarthy Conference, Bellarmine College, 1993. South Atlantic Modern Language Association Conference, Atlanta, 1993. Guest Lectures

2002 Lecture on Child of God, University of Mississippi Law School 1996 Lecture on Child of God, University of Mississippi

Conference Panels 2005 Panel on Tennessee Williams’ Eccentricities of a Nightingale, Clarksdale, MS 2005 Panel on SACS accreditation process, Biloxi, MS 2003 Panel on two Tennessee Williams one-act plays, Clarksdale, MS 2001 Panel on The Stonemason performance, El Paso, TX 1999 Videotaped roundtable discussion of The Gardener’s Son, San Antonio, TX 1998 Panel debate on Cormac McCarthy’s Southern and Western works, Boone, NC Professional Honors

Selected as DSU’s William Winter Scholar to attend the Natchez Literary Festival, 2006

Selected for Omicron Delta Kappa membership, 2005 Certificate of Distinction from the Association of College Honor Societies for

being the outstanding Lambda Iota Tau faculty advisor in the nation, 2000 Letter of commendation from DSU President Wyatt for work with Lambda Iota Tau Commendations from the SACS review team and from DSU President Wyatt for

excellence of editorial work on the SACS Self-Study document Professional Service Board of Directors of the University Press of Mississippi, 1997-Present;

Chair of the Board of Directors 2001-04 Intern in DSU Provost’s Office 2002-03 Directed an Honors Thesis, 2000-01 Co-hosted Mississippi Philological Association Conference, 1999 and 2003

Coordinated Humanities Honors Banquet: 1990, 1996, 1999, 2002, 2005 Coordinated campus visits from the following writers 1995-2001:

Richard Marius, John Dufresne, Luke Whisnant, Michael Chitwood, Michael McFee, Lewis Nordan, Richard Lederer

University Committees SACS Liaison, July 2003-June 2005 SACS Leadership Team, 2002-04 Chair of SACS Editorial Committee

Hall of Fame Committee, 1997, 1998, 2002 Subcommittee on Fraternities and Sororities, 1981-98

Faculty Senate, 1993-95


Chair of Academic Affairs Committee 1993-94 Vice Chair of Senate 1994-95

Current Division Committees Curriculum/Effectiveness Committee English Curriculum Subcommittee, Chair

Graduate Committee Student Advisement Committee Student/Faculty Organizations Committee Master’s Oral Exam Committees Faculty Advisor for Lambda Iota Tau honor society

(Five DSU students that I nominated have won national LIT scholarships in the past ten years, and DSU student scholarly and creative submissions have regularly been published in the society’s journal, LIT, with three DSU students winning prizes for best submissions.)

Past Division Committees Personnel Committee Composition Committee Sophomore Literature Committee Ad Hoc Committee for General Education Program Representative Conferences Attended Wildacres Writers Conference, 1995-2005 SACS Conference, Atlanta 2004 SACS Conference, Nashville 2003 SACS Conference, San Antonio 2002 SACS Conference, Dallas 2002 AAUP Faculty Senate Conference, 1995 Mississippi Council of Teachers of English Conference, 1993-96 Eudora Welty Symposium Southern Literary Festival Asheville Poetry Festival Mississippi Folklore Society Conference Professional Memberships and Offices Held The Cormac McCarthy Society, Vice President 1998-Present Mississippi Philological Association, Treasurer 1998-Present MENSA, State Scholarship Chair 1996-97 Council of Editors of Learned Journals Phi Mu Alpha Sinfonia music fraternity Past Professional Memberships South Atlantic Modern Language Association Mississippi Council of Teachers of English Mississippi Folklore Society Society for the Preservation of English Language and Literature


American Association of University Professors Mississippi Institute of Arts & Letters Community Service Poetry Night organizational and financial support, 1995-Present Cleveland High School Repainting Project, summer 2000 Boy Scout Troop 420, 1994-2001, Assistant Scoutmaster Jessie Henley Award for Outstanding Service to Troop 420, 1997 Cub Scout Pack 42, 1991-94, Assistant Cubmaster Habitat for Humanity Dan Wahl PO Box 2988 Cullowhee NC 28723 (828) 400-2573 [email protected]

EDUCATION

MFA, Creative Writing, May 2005

Minnesota State University, Mankato Mankato, Minnesota

BA, Creative Writing, May 2002 Southwest Minnesota State University Marshall, Minnesota

RELATED WORK EXPERIENCE Visiting Instructor, Aug. 2006-May 2007

Western Carolina University Cullowhee, North Carolina

● Taught six semesters of English 101, First Year Composition. ○ One-third of classroom instruction was computer assisted. ● Taught two semesters of English 190, First Year Seminar: Literature ○ Created an image/word project to help students learn about poetry using both

intuitive and analytical viewpoints. Teaching Assistant, Aug. 2002-May 2005


● Taught four semesters of English 101, First Year Composition. Instructor of Record. ○ At least fifty percent of classroom instruction was computer assisted. ● Taught two semesters of English 242, Introduction to Creative Writing. Inst. of Record.


Administrative Assistant, June 2001-July 2002

SAMMIE (Southwest Area Multicounty Multitype Interlibrary Exchange) Marshall, Minnesota

● Organized a Continuing Education event. ● Designed and produced brochures and a monthly newsletter.

Teacher’s Aide, Sept. 1996-June 1997 Westbrook-Walnut Grove High School Westbrook, Minnesota

● Assisted English, math, and science teachers in the classroom. ● Directed a hands-on study program for low achievers.

Communications Director, Feb. 1994-April 1996

Lyon-Lincoln Electric Cooperative Tyler, Minnesota

● Directed and produced all aspects of public relations. ○ Created flyers, brochures, and a monthly newsletter. ○ Wrote and managed radio and newspaper advertising.

Reporter, Feb. 1990-Feb. 1994

Tyler Tribute Tyler, Minnesota

● Wrote hard news, sports stories, and human-interest features. ● Set type, 75 words per minute.

Printer’s Devil, Sept. 1984-May 1986 Prairie Gate Press Morris, Minnesota

● Operated a Chandler & Price antique printing press. ● Set type, 3 words per minute.

PROFESSIONAL DEVELOPMENT

First Year Composition Committee Member, Aug. 2006-Dec. 2006

Western Carolina University Cullowhee, North Carolina

● Enhanced performance and direction of the First Year Composition program. Served on a subcommittee to evaluate rubrics and student portfolios.

Faculty Advisor, Sept. 2004-May 2005


● Advised RPSIG members (Role Playing Special Interest Group). Faculty Learning Community Member, Jan.-March 2004



● Developed classroom assessment techniques. Instructor, Nov. 2002

Prairie Winds Fine Arts Festival Walnut Grove, Minnesota ● Taught high school students how to use journaling as a resource for writing poems.

Writing Center Peer Helper, Sept.-Dec. 1999

Southwest Minnesota State University Marshall, Minnesota

● Helped college students write clear and concise papers. Tutor, Sept. 1997-May 1998


● Helped ESL students with their coursework. Founding Editor, Aug. 1985-May 1986

University of Minnesota, Morris Morris, Minnesota

● Created and managed a literary arts magazine to serve the university community.

PRESENTATIONS

“Um, Yeah: How to Prevent ‘Conversation Kill’ and Improve Dialogue in Fiction and Screenwriting,” Nov. 2005

MSU Creative Writing Conference Minnesota State University, Mankato Mankato, Minnesota

“Generating Poems,” Nov. 2004

MSU Creative Writing Conference Minnesota State University, Mankato Mankato, Minnesota

“Gender Neutral Pronouns,” March 2003 Women’s Studies Graduate Student Research Conference Minnesota State University, Mankato Mankato, Minnesota

HONORS AND AWARDS


Summa Cum Laude, May 2002 Southwest Minnesota State University Marshall, Minnesota

William Whipple Arts & Humanities Scholarship, April 2001


English Department Scholarship, April 2000


PUBLICATIONS ● “Stopping By Woods on a Snowy Evening” (self-published “graphic poem”), 2006 ● “This Ink Is My Horse My Molten Blood,” Blue Earth Review, 2006 ● “Like From,” “Call Drig,” and “Group Adult” (image/word poems), Every Day Poet, 2006 ● “Ursa Saw a Neon Cat,” Redivider, 2006 ● “Electropolis” and others (prose poem music reviews), Utne, 2006 ● Ursa and the Animals: A Journey (thesis), MSU, 2005 ● “My First Poem,” Bylines Writer’s Desk Calendar, 2004 ● “Made Things in Mankato” and “The Fire Ring,” The Blue Earth Review, 2004 ● Ursa and the Animals (self-published, handmade book), Gallery Ivy Productions, 2003 ● “Ursa Kissed a Cat,” Virgil Moss, 2002 ● “Let This Poem In,” Virgil Moss, 2001 ● “A Stone From the Yellow Medicine River,” Perceptions, 1999 ● “A Cure for the Common,” Perceptions, 1998 ● “Nature Hike,” Perceptions, 1997 ● “Praise Christ or Allah,” Standing Wave, 1997 ● “The Daddy’s Not Dying,” The Blue Skunk Companion, 1997 ● “Rattlesnake Haiku,” Least Loved Beasts of the Really Wild West: A Tribute, 1997 ● “This Pen Writing ‘Dear’,” Messages from the Heart, 1997 ● “This Rounded Pebble,” North Coast Review, 1997 ● “Friendship,” Knocked, 1997 ● “Coffee So Bitter it Thrills,” Bottomless Pot of Coffee, 1997 ● When I’m 80 I Know What I’ll Do (chapbook), Benevolent Dog Publications, 1996 ● “The Daddy Realizes Diapering Was the Easy Part,” Spring Thaw, 1995 ● “Morning Coffee,” Bombay Gin, 1994

PUBLICATIONS (continued)

● “Ruthie’s Hair” (broadside), Poetry Motel, 1994 ● “TV’s Place in Literature,” Cultural Bullet-In, 1993 ● “Death to Bad Art,” Funny Pages, 1993 ● “Lament” (comic), The Alternative Comic Book, 1986


● “Why the Devil Threw Me Out of Hell,” Chronicle Alternative, 1986 ● What Will You Do When You’re 80? (chapbook), Prairie Gate Press, 1985 ● “Gift of Dawn” and others (collaborative devotional book), Faith Prints: Youth Devotions for Every Day of the Year, Augsburg Fortress, 1985 Shara Leigh Whitford 3320 Orlando Street Knoxville, TN 37917 (865) 607 - 2963 [email protected] EDUCATION Master of Arts in Creative Writing, December 1996 Lancaster University, Lancaster, England Conferred with Distinction Bachelor of Arts in English, May 1992 Carson-Newman College, Jefferson City, TN GPA: 3.52 ACADEMIC EMPLOYMENT Visiting Instructor, Western Carolina University. December 2002 - Present. Instructed twelve sections of First Year Composition 101, ten sections of 102, and two sections of Literature & Place 206 Lecturer in First Year Composition, Western Carolina University. August 1998 - December 2002. Taught ten sections of First Year Composition 101 and eighteen sections of 102 Adjunct Instructor, Carson-Newman College. Spring 1998. Fall 2000 - Fall 2002. Taught nine sections of Freshman Composition 101, two sections of 102, and one section of World Literature 201. Adjunct Instructor, Knoxville Business College. Fall 1999. Taught one section of remedial English and one section of Composition 101. OTHER EXPERIENCES

Three semesters of observation by graduate students in preparation for their instruction of First Year Composition


Inclusion of short story in Discovering Place -Anthology of Appalachian Writers. New York: McGraw Hill.

Completion of a novel and critiques of other writers’ work for MA thesis.

Participation in writing discussion workshops and classes on teaching creative writing.

Completion of two classes in Teaching English as a Foreign Language sponsored by the Tennessee Board of Education.

Semester abroad in London, England. 1991. Member of Sigma Tau Delta English Honor Society. OTHER EMPLOYMENT

Senior Secretary, University of Tennessee, Agricultural Economics & Resource Development. October 1996 - August 1998. Administrative duties included the editing and typing of letters and computer manuals.

Bookseller, Davis-Kidd Booksellers, Knoxville, TN. Computer book searches and customer service. August 1992 - May 1994. LAURA WRIGHT ___________________________________________________________________________ Assistant Professor Department of English 318 Fairfax Ave. Western Carolina University Asheville, NC 28806 416 Coulter Hall 828.242.5109 Cullowhee, NC 28723 [email protected] ___________________________________________________________________________ EDUCATION Ph.D., ENGLISH, MARCH 2004, UNIVERSITY OF MASSACHUSETTS, AMHERST, MA

SPECIALIZATIONS: Postcolonial literature and theory Contemporary world literature South African literature Ecocriticism Animal rights theory M.A., ENGLISH, MAY 1995, EAST CAROLINA UNIVERSITY, GREENVILLE, NC


THESIS: “Colonizing the Body: Flora Nwapa’s Efuru, Buchi Emecheta’s

The Bride Price, and Tsitsi Dangarembga’s Nervous Conditions” CONCENTRATION: Multicultural Literature West African Literature MINOR: Women’s Studies B.A., ENGLISH, MAY 1992, APPALACHIAN STATE UNIVERSITY, BOONE, NC MINOR: Philosophy ________________________________________________________________ PUBLISHED WORKS • BOOKS “Approaches to Teaching Coetzee’s Disgrace and Other Works.” Co-editor with Elleke

Boehmer and Jane Poyner. Under consideration, Approaches to Teaching World Literature series, New York: MLA.

Writing ‘Out of All the Camps’: J. M. Coetzee’s Narratives of Displacement. New York: Routledge Press, 2006.

• SCHOLARLY ARTICLES “Displacing the Voice: J. M. Coetzee’s Female Narrators.” Under consideration, African

Studies (“Feminism and Contemporary Culture in South Africa” issue). Submitted May, 2006.

“Animals, Art, and the City” (co-authored with Jenny Toth, Assistant Professor of Art,

Wagner College, Staten Island, NY). Under consideration, Proteus: A Journal of Ideas (“Animals and Humans” issue). Submitted August, 2006.

“Postmodern Animals in Postcolonial Contexts: Margaret Atwood’s Orwellian Fable in

Oryx and Crake.” Under consideration, Essays in Canadian Literature. Submitted April, 2006.

“‘Does He Have it in Him to be the Woman?’ The Performance of Displacement in J. M.

Coetzee’s Disgrace.” Under consideration, Ariel. Resubmitted after revision in May, 2006.

“Prophecy, Motherlessness, and the Lake: Postcolonial Ecofeminism and Flora Nwapa’s

Efuru.” Accepted for proposed collection on ecofeminism. Ed. Andrea Campbell. Cambridge Scholars Press.


“In Defense of Elizabeth Costello: Rants from an Ethical Academic on J. M. Coetzee’s The Lives of Animals” in J. M. Coetzee and the Idea of the Public Intellectual. Ed. Jane Poyner, Ohio UP, 2006. 193-216.

“National Photographic: Images of Sensibility and the Nation in Margaret Atwood’s

Surfacing and Nadine Gordimer’s July’s People” in Mosaic: A Journal for the Interdisciplinary Study of Literature, 38.1 (2005): 75-92.

“‘Macerations’ French for ‘Lunch’: Reading the Vampire in Suzan-Lori Parks’s Venus”

in Journal of Dramatic Theory and Criticism 17.1 (2002): 69-86. “Minor Literature and ‘The Skeleton of Sense’: Anorexia, Franz Kafka’s ‘A Hunger

Artist,’ and J. M. Coetzee’s Life & Times of Michael K” in Journal of Commonwealth and Postcolonial Studies 8.1 (2001): 109-123.

• BOOK REVIEWS/ENCYCLOPEDIA ENTRIES Forthcoming review of The Closest of Strangers: South African Women’s Life Writing,

ed. Judith Lütge Coullie (Johannesburg: Wits UP, 2001), Spring Will Come, ed. William N. Zulu (Scottsville, South Africa; KwaZulu-Natal Press, 2005), and Within Loving Memory of the Century, ed. Azaria J. C. Mbatha (Scottsville, South Africa; KwaZulu-Natal Press, 2005). African Studies Review, Fall 2006.

Review of A History of South African Literature, Christopher Heywood, (Cambridge:

Cambridge UP, 2004). African Studies Review 48.3 (2005): 202-204. Review of a.k.a Breyten Breytenbach: Critical Approaches to his Writings and Paintings,

ed. Judith Lütge Coullie and J. U. Jacobs (Amsterdam: Rodopi, 2004). African Studies Review 48.2 (2005): 177-79.

“Kathy Acker.” The Encyclopedia of Ethnic American Literature. Ed. Emmanuel S.

Nelson. Westport: Greenwood Press, 2005. 11-12. “Kim Chernin.” The Encyclopedia of Ethnic American Literature. Ed. Emmanuel S.

Nelson. Westport: Greenwood Press, 2005. 419-420. “Irish American Autobiography.” The Encyclopedia of Ethnic American Literature. Ed.

Emmanuel S. Nelson. Westport: Greenwood Press, 2005. 1063-1066. Review of Romanticism and Colonialism: Writing and Empire, 1780-1830, Tim Fulford

and Peter Kitson, eds., Cambridge: Cambridge UP, 1998 in Kritikon Litterarum 29 (2002): 75-76.

“Anti-Feminism Generation X Style” (on Katie Roiphe’s The Morning After: Sex, Fear

and Feminism on Campus, Boston: Little, Brown, 1993) in minnesota review 41/42 (1995): 129-132.


• POETRY “Breakfast and the Dead Man.” Raleigh Independent Weekly (runner-up in annual poetry

contest) May, 1999. “Extracting Dawn.” Raleigh Independent Weekly (honorable mention in annual poetry

contest) May, 1996. “Kim.” X-Tempore 1.1 (1995): 5. “Bob.” Rebel Literary and Arts Magazine 37 (1995): 81. “The Latchkey Blues Player.” Rebel Literary and Arts Magazine 37 (1995): 60. “Love Poem.” Cold Mountain Review 19.2 (1991): 48. “Crime.” Appalachian Broadsides 2.1 (1991). • JOURNALISM Weekly opinion column in The East Carolinian August 1993 – May 1994. _____________________________________________________________

___ CONFERENCE PRESENTATIONS/PAPERS “‘Shout it Out. Nobody’s Listening’: Brian Friel’s Translations as Postcolonial Aisling.”

Forthcoming, Midwest Popular Culture Association Convention, Indianapolis, Indiana, October 27-29, 2006.

“Prophecy, Motherlessness, and the Land: An Exploration of Postcolonial Ecofeminism.”

British Commonwealth and Postcolonial Studies Conference, Savannah, Georgia, February 24-26, 2006.

“Coetzee’s Dogs from Simile to Signified: South African History, Environment, and

Literature.” Presented in my absence at the Literature and Ecology Colloquium, Rhodes University, Grahamstown, South Africa, September 2-4, 2005.

“Postmodern Animals in Postcolonial Contexts: Margaret Atwood’s Orwellian Fable in

Oryx and Crake.” The Animals in this Country: A Canadian Literature Symposium, University of Ottawa, Canada, May 6-8, 2005.

“The Performance of Displacement: J.M. Coetzee's Disgrace and The Lives of Animals.” Literature and Ethics Session at the 2004 PAMLA Conference, Reed College, Portland, Oregon, November 5-7, 2004. “Imagining ‘Humanoid Bears and Talking Pigs’: Embodying the Animal in Margaret

Atwood’s Surfacing.” MLA, San Diego, California, December 29, 2003.


“Introducing Ecofeminism: A Roundtable Discussion.” Conference of the Association of Literature and Environment, Boston University, June 4, 2003.

“In Defense of Elizabeth Costello: Rants from an Ethical Academic on J. M. Coetzee’s

The Lives of Animals.” New South Africa: Reading, Writing, Resistance, Nottingham Trent University, UK, April 12, 2003.

“Teaching Suffering: A Roundtable Discussion.” Writing Program Conference,

University of Massachusetts, Amherst, March 8, 2002. “National Photographic: Images of Sensibility and the Nation in Margaret Atwood’s

Surfacing and Nadine Gordimer’s July’s People.” British Commonwealth and Postcolonial Studies Conference, Georgia Southern University, February 22-23, 2002.

“Minor Literature and ‘The Skeleton of Sense’: Anorexia, Franz Kafka’s ‘A Hunger

Artist,’ and J. M. Coetzee’s Life and Times of Michael K.” British Commonwealth and Postcolonial Studies Conference, Georgia Southern University, February 22-24, 2001.

“Subversive Sibyls: Renegotiating the Aeneid in Eavan Boland’s “The Journey” and J. M.

Coetzee’s Age of Iron.” New England Conference for Irish Studies, Holy Cross College, September 28-30, 2000.

“Starving Between Cultures: The Eating Disorder as Colonizing Force in Tsitsi

Dangarembga’s Nervous Conditions.” British Commonwealth and Postcolonial Studies Conference, Georgia Southern University, February 24-26, 2000.

“Silences in Keri Hulme’s The Bone People.” Transitions: A Conference on World

Literature, Appalachian State University, April 25-27, 1996. “Teaching English from a Female/Feminist Perspective: A Roundtable Discussion.”

Bodies of Knowledge: Women’s Studies Graduate Research Conference, Duke University, October 27-28, 1995.

________________________________________________________________ TEACHING EXPERIENCE • LITERATURE AND THEORY Department of English, Western Carolina University, August 2005 – Present • Literature of Culture: “World Literature and the English Language” • 20th-Century and Contemporary Postcolonial Literature • Global and Postcolonial Literature (graduate seminar) Department of English, Wagner College, August 2004 – May 2005 • Postcolonial Literature


• World Literature in English: “Oral and Written Traditions • Special Topics: “Performance and Autobiography” • Modern English and Irish Literature: “Empire and Nationalism” • Introduction to Literature: “Society and Literature” • Reflective Writing Tutorial: “Animals, Art, and the City” Department of English, University of Massachusetts, September 2001 – May 2004 • World Literature in English: “Contemporary South African Literature” “Postcolonial Literature” • Man and Woman in Literature: “The Intertextual Narrative” “The Novel and Secular Confession” “Literature and Film” • Ethnic American Literature: “Masks and Ethnic Identity” • Major British Authors: “The Formation of the Novel” Department of English, North Carolina State University, August 1995 – July 1999 • American Literature I: “Major American Authors” • British Literature I: “Major British Authors” • COMPOSITION AND RHETORIC Department of English, Western Carolina University, August 2005 – Present • Composition 1: “Being a Writer” Writing Program, University of Massachusetts, September 1999 – May 2001 • College Writing: “First Year Composition” • Honors College Writing “Composition and Photography” • Experimental Creative Writing Workshop: “Writing and Constructions of Madness” Department of English, North Carolina State University, August 1995 – July 1999 • Reading and Composition: “Argumentative Writing” • Language and Literature: “Writing about Literature”

• Reading and Composition for: North Carolina Upward Bound North Carolina School for the Blind

University Transition Program

Department of English, East Carolina University, August 1992 – May 1995 • Composition: “College Writing” • Composition and Reading: “Writing about Literature” • Writing Center Tutor


________________________________________________________________

ACADEMIC SERVICE Faculty Senate, Western Carolina University, August 2006 – Present Editorial Advisor for J. M. Coetzee issue of Stirrings Still, forthcoming Fall 2006, Binghamton University. English Department AFE Committee, Western Carolina University, Fall 2006 – Present English Department Graduate Studies Steering Committee, Western Carolina University, August 2005 – Present English Department Literature Committee, Western Carolina University, Fall 2005 – Present English Department Procedures Committee, Western Carolina University, October 2005 – Present Co-Advisor to the English Club, Western Carolina University, August 2005 – Present Departmental Representative for the State Employees Combined Campaign, Western Carolina University, October 2005 Member, Gender Studies Committee, Wagner College, September 2004 – May 2005 • Established curriculum for Gender Studies Minor Member and advisor, First Year Program, Wagner College, August 2004 – May 2005 • Established policy and curriculum for the First Year Program • Served as an advisor to first year students Organizer, Solicited Speech: Sharing Our Work in the Disciplines, University of Massachusetts English Department Graduate Student Interdisciplinary Conference, May 15, 2003. Research Assistant, Interdisciplinary Seminar in the Humanities and Arts (ISHA), Department of English, University of Massachusetts September 2001 – May 2004 • Wrote press releases • Publicized events • Created web content • Organized biweekly seminar meetings Intern, UMASS Press, September 2000 – December 2000 • Proofread and copyedited text for publication • Amended contracts to include electronic publication rights


Freshman Council member, North Carolina State University, 1997 – 1999 • Drafted policy for the First Year Writing Program Editorial Assistant, Victorians Institute Journal, January 1993 – December 1994 • Proofread and copyedited text • Assisted with desktop publication

________________________________________________________________

HONORS/AWARDS/GRANTS Chancellor’s Travel Grant, Western Carolina University, December 2005. Phi Beta Delta international honor society, Western Carolina University, November 2005. Women’s Caucus of the Modern Languages Travel Award, December 2003. MLA Graduate Student Travel Grant, November 2003. Phi Kappa Phi honor society, University of Massachusetts, April 2002. Nomination for University Fellowship, University of Massachusetts, April 2002, April 2003. John Hicks Prize For Best Essay by a Graduate Student, Department of English,

University of Massachusetts, for “‘Macerations’ French for ‘Lunch’: Reading the Vampire in Suzan-Lori Parks’s Venus,” May 8, 2001.

Outstanding Teaching Award, Department of Continuing Education, University of

Massachusetts, 2000.

Travel and Research Grant, Department of English, University of Massachusetts, Spring 2000, 2001, 2003.

Travel and Research Grant, Graduate School, University of Massachusetts, Spring 2000, 2001, 2002.

Runner-up for poem, “Breakfast and the Dead Man,” Independent Poetry Contest,

Raleigh, North Carolina, May 1999. Honorable Mention for poem, “Extracting Dawn,” Independent Poetry Contest, Raleigh,

North Carolina, March 1996. First Place for free verse poetry, “Bob” and “The Latchkey Blues Player,” Rebel

magazine poetry contest, Greenville, North Carolina, 1995.


Magna Cum Laude graduation from Appalachian State University, May 1992. ________________________________________________________________ Mr. Murat Yazan Contact Information: Home: Mr. Murat Yazan Work: Mr. Murat Yazan 707 Blythe Street Western Carolina University Hendersonville, NC 28791 English Department [email protected] Coulter 312 (828)-693-6256 Cullowhee, NC 28723 (828)-606-6320 [email protected] (828)-227-2108 Education: M.A. English, Western Carolina University (2002) B. A. Literature, University of North Carolina-Asheville (1994) M. A. Thesis: Keloglan Tales: Translated from Ibrahim Zeki Burdurlu’s Keloglan Masallari This thesis offers both a translation of six Keloglan tales from Burdurlu’s 1967 publication, a discussion of D.L. Ashliman’s and Margaret Read MacDonald’s works on “Subject, Motif, and Indexing” based on the Aarne and Stith model. Mr. Yazan cross-references the Turkish tales within the Ashliman and MacDonald’s systems of type and motif indexing. The thesis also provides a comprehensive application of Vladimir Propp’s Morphology of the Folktale in a morphological comparison and analysis of “Keloglan and the Ooh-Genie” and “Jack and the North West Wind.” Also included are two Turkish toddler hand-rhyme games. B. A. Thesis: “Fuzuli: An Introduction” This thesis offers a translation of selected poems from Fuzuli’s (16th century Turkish poet) ghazals as well as background information on the poet and tassavuuf poetry. Also offers translations of select ghazals from Fuzuli’s “Leyla ile Mecnun.” Courses Taught Western Carolina University 2001-present

English 101, 2001-present English 101ASP, Summer 2004, Summer 2006 English 102, 2001-present English 204, Fall 2002, Fall 2003, Spring 2006 English 209, Spring 2002, Spring 2003 English 352, Summer 2004, Spring 2005 English 401, Business Communications, Fall 2005 USI 130, Fall 2004

Haywood Community College English 111 “Expository Writing” English 113 “Literature Based Research” English 233 “Major American Authors” English 251 “Western World Literature”

University Of North Carolina-Asheville Literature 102




Blue Ridge Community College Continuing Education: “No Spanking: Alternative Methods to Disciplining Your Child” Academic Service and Memberships WCU TabletPC Pilot, Use of Gateway TabletPC’s in English 101, Fall 2006 FYC committee member, Developing Digital Portfolios: Summer 2006, Fall 2006 LISSA –Library and Information Sciences Student Association, Fall 2006-present WCU Recruitment Drive, Fall 2006 Graduate Student teaching mentor, Fall 2005 Coulter Faculty Center Open Classroom Project 2003, 2004, 2005 Pi Gamma Mu, since 2001 Research Assistant for Dr. Marsha Baker on “Palm Technology in the Classroom” Community Service Co-faculty advisor, College Association for the Advancement of ALL People (CAAAP), Fall 2006 Henderson County Public Library Baker-Barber Collection -Developing finding aids, database, and indexing system Open Mic-Night- Young Adult Library, 2006

Movie Making Workshop, Young Adult Library, Summer 2006 Consultant for the Teen Advisory Board, Summer 2006 2005 Quiz Bowl –Young Adult Library -Judge Children’s Summer Reading Program 2000-present

Family Story Time Assistance in curriculum planning to home-school parent-teachers Henderson County Historic Courthouse Henderson County: A Goodly Heritage, consultant/editor for Tom Orr, author Evidence of Yesterday, 2005 Helping Hand Developmental Center Webmaster 2001-2002

Fund-Raising Committee 2000-2001 Treasurer-Board of Directors 1998-1999

Professional Development Apple iLife Garage Band 3, Fall 2006 Podcasting workshop, Fall 2006 Archival Photograph Workshop, UNC-A, October 2005 Evidence of Yesterday –Henderson County, October 2005 Historic Henderson County Photo Exhibits I & II, August 2005-present Geographic Information Systems (GIS) Training: Henderson County Feb. 2005 Grant Writing Workshop, October 2004 NCEcho: Digitization Institute, September 2004 iMovies, 2003 Publications and Conferences Featured in Mountain Traditions, Spring 2006 Technical consultant for Henderson County Public Library’s publication: Stillwell Collection Primary author of Henderson County Public Library’s Baker-Barber Collection manual Primary author of Henderson County Public Library’s Baker-Barber Collection metadata Coloring Book, 2004 The MAG Muse-Apprentice Guild, 2004 CCCC, 2002 PAC, 2002 Graduate Symposium, 2001 Languages


Turkish Ottoman Turkish German Professional Skills Apple iLife Garage Band 3 Podcasting Digitization software used for: Historic glass plate negatives through various documents Adobe Photoshop; Acrobat Professional; OCR Macromedia –Dreamweaver, Netscape, FrontPage, etc. PTFS/ Horizon Digital Library Microsoft Office Professional WebCT, Blackboard Mac iMovies

English Department Program Review Appendix 4.5 AFE/TPR document Page 445

Appendix 4.5. Department AFE/TPR Document

Date Revised: May 2, 2006

Provost Approved: _________

DEPARTMENT OF ENGLISH

DEPARTMENTAL REAPPOINTMENT, TENURE, AND PROMOTION CRITERIA,

PROCEDURES FOR RENEWING TERM CONTRACTS,

ANNUAL FACULTY EVALUATION,

AND POST TENURE REVIEW

Year(s) Effective: 2006-2007

I. Appointment, Reappointment, Tenure, and Promotion

A. Introduction

These criteria, guidelines, and procedures supplement Section 4 of the current Faculty Handbook and the WCU Tenure Policies and Regulations as approved by the Board of Governors, the provisions of which shall prevail on any matter not covered herein by further allowable specification or on any point wherein this departmental document is inconsistent with those provisions.

B. Criteria for Appointment, Reappointment, Tenure, and Promotion 1. Earned Academic Degrees

Departmental requirements are the same as those stated in the Faculty Handbook (Section II 4.02.02.IV.A), with the following exception: For faculty teaching in the Professional Writing concentration, the MFA in creative writing is considered a terminal degree. In unusual cases, alternative credentials such as extensive work in a profession; extensive publications, scholarly or creative activity; or degrees related to the teaching discipline may be presented as equivalent preparation.

2. Professional Preparation and Experience

a. Years of College-level Teaching Experience


i) For Appointment/Reappointment or Promotion Departmental requirements are the same as those stated in the Faculty Handbook (Section II 4.02.02.IV.B).

ii) For Tenure The maximum number of years of continuous full-time probationary service shall be seven years except as provided by Section 11 4.02.02.V of the Faculty Handbook.

b. Other Qualifications The guidelines are the same as those stated in the Faculty Handbook (Section 11 4.02.02. IV.C).

3. Quality and Effectiveness of Teaching

Quality and effectiveness of teaching will be assessed by the Reappointment, Tenure, and Promotion Committee, after consideration of the Annual Faculty Evaluation dossiers, (based on the seven dimensions of teaching as specified in the department's AFE document) which should include the following:

a. Student Evaluations of Teaching

b. Reports from Peer Observers

c. The development of content or technological expertise through self-teaching, workshops, seminars, or other opportunities.

d. Course Materials, which may include creative use of technology in teaching, including evidence of web-based learning, on-line writing environments, desktop publishing, and presentation software.

e. Other Evidence Candidates may provide additional evidence of teaching effectiveness, such as awards, honors, testimonials, and reports from program directors.

4. Scholarly and Creative Activities

a. Research and Publications in both print and electronic media

b. Creative Works and Projects

c. Professional Activities Such activities may, for example, include the following:

i. Active participation in professional organizations or conferences.

ii. Application for and receipt of grants and/or contracts.

iii. Other such evidence of professional growth as individual candidates wish to present, including the sharing of professional concerns and interests through computer networks.

d. Professional development will be assessed by the Reappointment, Tenure, and Promotion Committee, after examination of evidence


submitted by candidates in accordance with university guidelines promulgated annually by the Office of the Provost.

5. Quality of, Role in, and Special Contributions to Institutional Affairs

a. Off-campus Instruction and Regional Service

b. Work with Students, including advising if assigned

c. Activities at the Departmental, College, University, and UNC System levels

d. Summer School Teaching

e. Facilitating the integration of technology by fellow faculty through teaching workshops, tutoring, providing technical support, or creating instructional materials

f. Contributions to Institutional Affairs will be assessed by the Reappointment, Tenure, and Promotion Committee after examination of evidence submitted by candidates in accordance with university guidelines promulgated annually by the Office of the Provost.

6. Promise for Sustained Future Professional Achievement

In its consideration of each candidate, the department shall assess and be guided by the individual's promise for sustained future professional achievement based upon the record in all of the categories listed above. Recommendations for contract renewal, reappointment, tenure, and/or promotion shall be consistent with the provisions of Section 114.02.04 C of the Faculty Handbook

7. Institutional Needs and Resources

All recommendations on contract renewal, appointment, reappointment, tenure and promotion shall be consistent with the needs and resources of the department.

8. Appointments to Emeritus Status

Appointments to Emeritus Status will be made subject to the provisions of Section 114.03.03 of the Faculty Handbook and the recommendation of the tenured and tenure-track faculty, as determined by a majority ballot vote.

C. Composition of the Departmental Reappointment, Tenure, and Promotion Committee

1. Except as noted in the following, the departmental advisory committee shall be constituted and shall conduct its business in a manner consistent with the provisions of Section 11 4.02.02.Vl of the Faculty Handbook.

a. Faculty being considered for promotion shall be ineligible for service on the Committee; replacements shall be elected as necessary.

b. When appropriate, the conditions of the University of North Carolina's policy on employment of related persons, revised effective March 15, 1996, shall apply.


c. The committee, to be composed of six English faculty who hold tenure at the time of election, shall be selected annually by ballot during the spring semester.

i) The ballots will be prepared, distributed, and counted by the department's office administrator. The ballots will be distributed to tenured and tenure-track English faculty teaching in the department during the spring semester. The ballot will list the names of all tenured faculty, except the Department Head, faculty with full-time administrative appointments, and faculty scheduled to be on leave during either or both semesters of the next academic year; any tenured faculty member who expects to retire or resign prior to the beginning of the next spring semester will be expected to request that her or his name not appear on the ballot.

ii) The Department Head, who serves ex-officio, as chair of the committee, and faculty with full-time administrative appointments will not vote.

iii) The office administrator shall specify a collection point for the ballots, as well as a time and date for return of the ballots. The time period between distribution and the deadline for their return shall not be less than two workdays nor more than ten work days.

iv) In case of tie votes, run-off elections shall be held until the committee consists of six currently tenured members.

v) In the event an elected member is unable to serve, the replacement shall be the person receiving the next highest number of votes in the latest election. If there is a tie for the next highest number of votes received in the latest election, another election by ballot shall be conducted.

vi) Elections shall be conducted in a timely fashion, in order to assure that a committee is elected before the end of the spring semester.

vii) Counted ballots shall remain on file in the English Office and will be made available for inspection upon request.

2. The RTP committee shall also serve as the department's Personnel Committee.

a. As the personnel committee, it may ask other tenured and/or tenure track faculty to participate in faculty searches.

3. Normally faculty serving on the RTP Committee will not be asked to serve also on the AFE Committee in the same year.

D. Procedures

1. Preparation of the Files of the Candidates Files on each candidate shall be prepared according to university guidelines promulgated annually by the Office of the Provost.


2. A quorum shall consist of the full membership of the Committee.

3. No proceedings of this Committee, other than official oral and written reports in normal administrative channels, will be made public in any manner.

4. Procedures of the Departmental Advisory Committee on Reappointment, Tenure, and Promotion (supplementary to Section 114.02.02 of the Faculty Handbook. Faculty members serving probationary appointments will be evaluated each year by the departmental Reappointment, Tenure, and Promotion Committee. Consideration for reappointment at the faculty member's current rank will be based on the guidelines listed in 1B above.

E. Special Procedures for Visiting Lecturers with Primary Assignment in First-Year Composition (FYC). As recommended by the FYC Committee and approved by the Department in Spring 2005.

Materials for Contract Review: Beginning Spring semester 06, all Lecturers are asked to submit a file folder including the materials on the list that follows to the Department Head no later than the last day of February of each year. The English Department requires of everyone that the quality and effectiveness of teaching be evaluated based on the following materials:

a. Statements of Teaching Activities with Self-Evaluation b. Student Evaluations of Teaching c. Reports from Peer Observers d. Optional: Course Materials, which may include creative use of technology in teaching, including evidence of such innovations as web-based learning, and on-line writing environments, desktop publishing, and presentation software. e. Other Evidence Candidates may provide additional evidence of teaching effectiveness, such as awards, honors, testimonials, and reports from program directors. (English 1-2)

The additional “course materials” and “other evidence” (d and e above) will

constitute the requested brief file: d. Course Materials

1) Self-Evaluation Narrative 2) Statement of Teaching Philosophy 3) Vita 4) Two Syllabi 5) Two or three pieces of students’ work with instructor’s assignment as cover sheet

for each

e. Other evidence of quality and effectiveness of teaching including professional development activities for teaching and learning, teaching in a learning community, teaching with service learning, peer observations. These should be presented concisely for clarity.


FYC Classroom Visits: The Director of First-Year Composition will visit the classrooms of all Lecturers. The Director’s report may include information from course evaluations as well as the classroom visit. This report will be added to the file for review by the Materials Review Committee. Any concerns would be addressed to the Lecturer in a timely manner, and the instructor will be given time to correct problems appropriately. Materials Review Committee: The First-Year Composition Committee recommended that the department empanel a committee to review course materials and other evidence of teaching quality and effectiveness (d and e). The committee is composed of the following members: Director of Composition, one member of the TPR Committee, Department Head, and two Lecturers (elected by the Lecturers). Each Lecturer on the committee will abstain from review of his/her own materials. Criteria for this review are the following: (1) Clarity of syllabus, assignments, philosophy, vita, and letter of intent, with self-assessment; (2) evidence of coherence with the curriculum; (3) presentation, following directions with a concise, neat, and professional package in a manilla folder; and (4) demonstrated strengths or weaknesses. Quantity is not a criterion. Based on review of these selected materials, this committee advises the TPR Committee with the names of Lecturers whose teaching merits reappointment. The TPR Committee would incorporate this advice in their review of the Lecturer’s file and AFE dossier. Appeal: Lecturers whose contract renewal is in danger due to the process stated above (and not due to a lack of available positions) may appeal to the Department Head within two weeks of notification of the TPR Committee’s decision.

II. Annual Faculty Evaluation

A. Purposes: 1. To assist faculty in knowing how their work is being evaluated;

2. To assist faculty in bringing their work to a high level of professional quality;

3. To promote the continuing professional development of faculty;

4. To provide a professional basis for assessment when decisions are being made regarding the status or merit pay increases of faculty.

B. General Guidelines 1. Supplemental to the annual appointment/reappointment, promotion, and tenure

process, the department shall complete an evaluation of its faculty members each spring semester for the previous academic year.

C. Criteria for Evaluation


1. Each faculty member's performance will be evaluated according to the following criteria:

a. Effectiveness as a teacher

b. Effectiveness as a creative artist, researcher, and/or producer of scholarly works, as applicable to the discipline and each member's area(s) of specialization

c. Service to the department, college, and university, to the community, region, and state, and to the profession of English.

2. Criteria Emphases The department traditionally places greater emphasis on teaching effectiveness than on research and service.

D. Methods or Approaches for Evaluation

1. Review of Dossier During the spring semester, the AFE Committee will review each faculty member's dossier, containing the following:

a. Annual Report of Faculty Activities Annual Report of Faculty Activities, plus the required supporting documentation for listed quantified service, publication, and other activities; this may include the following:

i. Statement of Teaching Activities (courses taught, number of students, teaching development activities) with Self-Evaluation

ii. Statement of Scholarly and Creative Activities

a) a summary statement of scholarly activities

b) other supporting documentation as the faculty member deems appropriate or necessary, without adding excessive bulk to the dossier. Supporting documentation must be maintained on file individually, in case the AFE Committee requests it.

iii. Statement of Service Activities

a) a summary statement of service describing, for instance, service on Faculty Senate, University councils, or committees, and college or department level committees, as well as advising activities and sponsorship of student groups.

b) supporting documentation as the faculty deems appropriate or necessary, without adding excessive bulk to the dossier. Supporting documentation must be maintained on file individually, in case the AFE Committee requests it.

b. Student Evaluations Student Evaluations from each English class taught in the previous calendar year, including the summer terms


c. Summary of peer observation(s) The Departmental Peer Observation Note Sheet used by each AFE Committee member while observing classes will record evidence of each of the following seven dimensions of teaching excellence: (1) Content Expertise (2). Instructional Delivery Skills (3) Instructional Design Skills (4) Course Management Skills (5) Evaluation of Students (6) Faculty/Student Relationships (7). Facilitation of Student Learning

2. Preparation of Summary Statements After reviewing each faculty dossier and its supporting documentation, the AFE Committee will prepare a statement summarizing the contributions of the individual with respect to each of the three criteria: teaching, scholarship/creative work, and service.

3. Faculty Review of Summary Statements Any faculty member may request an interview with the AFE Committee to seek clarification or make corrections to the Committee's summary statement.

4. AFE Committee Chair Approval of Summary Statements After the summary statements are revised as the Committee deems necessary, each copy is signed by the Committee Chair for all members of the AFE Committee.

5. Department Head Summary Statements The department's traditional position is that evaluation is ultimately an administrative task and therefore the burden of the evaluation and determining what to emphasize in making it (except as specified in section C.2 above) devolves on the Department Head, who prepares a separate summary statement for each faculty member.

6. Graduate Teaching Assistant Summary Statements The English Department's Director of Graduate Studies will prepare an annual summary statement for each graduate assistant, reflecting assigned duties and perceived performance, including, when applicable, peer tutoring and/or observed teaching.

E. Composition and Election of the AFE Committee

1. Composition of the AFE Committee The AFE Committee will be composed of six tenured or tenure-track members of the English Department, as follows:

• One professor or associate professor, who will serve as Chair

• One associate professor or professor (if the chair is an associate professor)

• One assistant professor

• Three additional members, irrespective of rank.


Those automatically excused from serving are the following:

the Department Head, the Director of Composition, and

faculty holding full-time administrative appointments.

2. Election Procedures Members of the AFE Committee are to be elected in April by tenured and tenure track members of the department for staggered two-year terms, arranged so that each year three members will continue, thus providing continuity. Normally a person will not be eligible for re-election to the AFE Committee or listed on ballots until a two-year period has elapsed. The senior continuing member shall serve as Chair. Otherwise, the voting procedure used will be the same as described in I.C.I. above.

F. Duties of the AFE Committee 1. Observations: During the academic year, a member of the Committee shall

observe at least one class of each faculty member teaching in the department. Graduate teaching assistants shall be observed by the Director of Freshman English, the Director of the Graduate Program, and/or their assigned faculty mentors each semester they teach; the written reports of all of those visits will be maintained in the departmental office. None of the foregoing precludes the Department Head from visiting any English class at any time, by invitation or not, for evaluative or other purposes. The classroom observation procedure shall be as follows:

a. All departmental instructors (everyone teaching at least one English course) shall be observed teaching at least one class. All faculty will be observed once each academic year. The Department Head, the Director of Composition, the AFE Committee, or an instructor may request additional observation(s). Each person to be observed shall receive one copy of (1) the current procedure description and (2) the current Peer Observation Note Sheet, which observers will use for taking notes.

b. The AFE Committee Chair will use the Schedule of Classes in creating a departmental observation schedule. On rare occasions an instructor's preferred class, time, or day may not fit in the departmental observation schedule; in such cases, the AFE Committee Chair shall work with any instructors so affected to make mutually satisfactory arrangements.

c. Prior to every scheduled observation, the designated peer observer shall meet with the instructor to be observed, for a period of time at least sufficient to complete the top portion of the Note Sheet; special attention shall be given to determining any special circumstances of the class to be observed. During that meeting the observer shall also be briefed on the instructor's expected routine for the class period and should be provided any materials necessary to have the appropriate context for observing that routine with good understanding (this might include copies of handouts, of textbook pages to be used, and the like).


d. At the scheduled class, the observer shall be introduced by name simply as a visiting English Department colleague. The observer will use the Peer Observation Note Sheet for recording the results of the observation.

e. After the class, the observer shall meet with the instructor to discuss the visit, to complete the bottom portion of the Peer Observation Note Sheet, and to provide a copy of it to the person observed.

f. Peer Observation Note Sheets shall be used only by AFE Committee observers in preparing succinct statements about teaching performances for the required AFE statements; Peer Observation Note Sheet contents shall not be seen or discussed outside of the committee. The Peer Observation Note Sheets shall not be passed up the administrative chain. They shall be returned to the persons observed when the AFE process for the year is completed (ordinarily by early June).

2. Review of Faculty Dossier In the spring semester, the AFE Committee will review each faculty member's dossier, including the following items:

a. Annual Report of Faculty Activities

b. Student Evaluations At a regular meeting of each English class, near the end of the term, faculty will distribute the form devised and approved by the department for student evaluation of teaching effectiveness. These student evaluations will be completed anonymously in the absence of the teacher and submitted to the department office. Shortly after each term ends, faculty will have the opportunity to examine their student evaluations for the previous term. They are encouraged to provide written comments regarding their students' evaluations on the cover sheet and also to sign and date in the spaces provided, thereby providing one indication that they are considering how they might improve their teaching practices and course procedures.

c. Reports of Peer Observations of Teaching

3. After reviewing the above materials, the AFE Committee will compose a well-considered statement describing the contributions of each faculty member for the designated year (see section II.D).

4. The AFE Committee will send forward to the Department Head its statements and all documentation on which they are based except for Peer Observation Note Sheets, which will be returned to individual faculty at the conclusion of the AFE process.

5. The Chair of the AFE Committee will also provide a summary statement to the Department Head describing the procedures the committee employed in the evaluation and recommending any need for changes.

G. Department Head Report The Department Head will also write an annual statement evaluating each faculty

member's work, taking into account the AFE Committee's statement, the dossier,


and any other materials submitted by the individual faculty member. The Department Head's statement will be a summation of the facts, not a prediction of future performance or personnel actions.

H. Report to and Consultation with Faculty At the conclusion of the evaluation process each year, the Department Head will

provide each faculty member with a copy of that year's departmental evaluation, containing the statements of both the AFE Committee and the Department Head. The Department Head will be available to consult with each faculty member to review the results of his or her evaluation and to discuss ways to improve performance. The faculty member will sign both statements to indicate acceptance of their contents and will be provided the added opportunity of providing a rebuttal to be attached to her or his departmental evaluation. Copies of all evaluations will be kept on file in the department.

I. Report to the Dean A summary of the department's AFE findings for each faculty member shall be

prepared and submitted to the Dean of the College of Arts and Sciences by the end of the spring semester.

III. Post Tenure Review Policies and Procedures Approved 9/30/1999

(minor editorial changes May 2006)

In accordance with the Western Carolina University document on Post Tenure Review, the English Department will adhere to the following policies and procedures.

1) Faculty to be reviewed:

PTR is required of all tenured faculty whose primary responsibilities (50% or more) are teaching and/or service and/or research.


2) Timetable:

A tenured faculty member may elect to undergo PTR during any academic year. Faculty for whom PTR is required must undergo a review no later than the fifth academic year following the most recent of any of the following review events: award of tenure or promotion at WCU, prior post-tenure review, or return to faculty status following administrative service. Exceptions shall be made in the following cases: 1) During the first five years of the PTR policy (Spring 1999- Spring 2003), faculty whose most recent review event occurred more than five years before the start of the policy shall undergo a review within the five-year period subsequent to the initiation of this document. 2) A period when a faculty member is on leave from duties, in teaching and/or research and/or service, shall not be included as part of the five years between mandatory review events. In such cases, the maximum interval shall be extended accordingly. 3) A faculty member who is temporarily assigned to duties away from Cullowhee/Asheville during the period when a review is required shall undergo review during the academic year when duties in the area are resumed.

3) Procedures:

Performance to be reviewed is limited to the five years preceding review or to the period subsequent to the prior review event, whichever is less. A faculty member being reviewed will provide the four most recent Annual Faculty Evaluations (including the following supporting materials: the Annual Report of Faculty Activities Summary Sheet and a self-evaluation if submitted to the AFE Committee) and a current Curriculum Vitae.

The PTR Committee shall consist of three (3) tenured faculty (excluding the Department Head) in the English Department elected in the spring for the following year at the same time that AFE and TPR committees for the following year are elected. (Exception: the committee for Spring 1999 shall be elected early in the spring term of 1999.)

Faculty subjected to PTR in a given year shall be ineligible for the PTR committee in that year. Only tenured faculty members, excluding the Department Head, shall be eligible to vote for the PTR Committee.

The PTR Committee shall in the spring term of each year review the required materials (see section 3, paragraph 1) for each faculty member undergoing PTR in that year. After discussing within the committee their responses to those documents, they shall prepare a written evaluation representing the collective opinion of the committee for presentation to the Department Head. The evaluation should state specifically that the faculty member's performance is regarded as satisfactory or unsatisfactory and if unsatisfactory, should provide extensive and specific documentation. If no consensus (agreement of all three members) exists


within the committee, each member shall prepare a separate evaluation and each evaluation shall be submitted to the Department Head. The Department Head shall provide a copy of this/these evaluations to the faculty member and shall meet with the faculty member to discuss the review. The Department Head shall then append his or her evaluation relative to the mission of the university, college, and program. The faculty member then has the option of attaching a written response. When a Department Head is reviewed, the dean shall perform the roles ordinarily performed by the Department Head.

4) Criteria:

Criteria for acceptable faculty performance include professional competence; conscientious discharge of duties, taking into account distribution of workload as developed by the Department Head; and efforts to improve performance. Exemplary faculty performance involves sustained excellence in teaching, scholarly/artistic achievement, and service. Each faculty member undergoing Post Tenure Review will be evaluated against the specific criteria for reappointment, tenure, and promotion listed in this departmental reappointment, tenure, and promotion document, section I.B.

5) Outcomes:

In the case of a satisfactory review, results are documented for university award and merit pay decisions. In addition, suggestions to enhance performance may be provided.

In the case of an unsatisfactory review, the Department Head, in consultation with the faculty member, PTR committee, and dean of the faculty member's college, will create a three-year development plan within one month of the review. The plan shall include (1) specific improvements to be accomplished within three years, (2) resources to be committed to the improvement efforts, (3) other support provided by the administration. The department and PTR committee will monitor the faculty member’s progress relative to the development plan and provide verbal and written feedback to the faculty member semi-annually.

Should adequate progress, in the judgment of both Department Head and PTR committee, not occur by the end of the third year, penalties, which may range from the suspension of pay raises to, in the most extreme cases, reduction in rank, temporary suspension of employment, or termination of employment, may be imposed. Any such penalty would require the concurrence of PTR committee, Department Head, dean of arts and sciences and Provost.

6) Due Process:

All the guarantees of due process and the right of appeal contained in the university statement of policies and procedures for Post Tenure Review, in the


WCU Faculty Handbook and in the Code of the University of North Carolina shall be fully in effect.

A faculty member who has received an unsatisfactory evaluation shall have the right to appeal first to the department Post Tenure Review Committee and to the Department Head, and then to a special appeals board established by the university for considering problems and appeals rising from Post Tenure Review.

IV. Preparation and Implementation

A. Preparation and Approval 1. Departmental guidelines shall be prepared or reviewed and revised each

spring semester for the next academic year. The current Reappointment, Tenure, and Promotion, Annual Faculty Evaluation, and Post-Tenure Review committees will review the appropriate parts of the current guidelines and recommend any revision to the department for final approval.

2. On the timetable announced by the Dean, the departmental document shall be submitted to the Dean for review. The Dean shall endorse the document or recommend revisions. When satisfied with its quality and completeness, the Dean will forward the approved document to the Provost for review. The Provost will approve the document or recommend revisions and return it to the Dean and Department Head. When revisions are needed, the Department Head will resubmit the revised document for approval through channels as before.

B. Implementation 1. This document becomes effective for the 2005-2006 year immediately

following its preparation or revision upon endorsement of the Dean and approval of the Provost.

2. This document shall guide the department's consideration of candidates during the year within the framework of the timetable announced by the Provost.

APPROVED: __________________________________________________

Elizabeth Addison, Department Head Date

__________________________________________________

Robert Kehrberg, Interim Dean Date

College of Arts and Sciences


__________________________________________________

Kyle Carter, Provost and Vice Chancellor Date

Academic Affairs


Appendix 4.6. FTE for program faculty Below are the numbers of student credit hours (SCH) generated by English, as given in the WCU Fact Book for the years indicated. The Brief and Detailed Fact Books may be found in the Planning portion of the Provost’s web page. Year Undergraduate SCH Graduate SCH Total SCH 2005 8,994 354 9,348 2004 8,724 293 9,017 2003 8,034 271 8,305 Faculty whose FTE is one are nine tenured, 11 tenure-track, and four Visiting Assistant professors. Program directors for Composition, English Education, Journalism and Professional Writing, Literature, and Motion Picture Studies each have reassigned time; the department head teaches one course per term and the assistant department head teaches two. Our distinguished endowed professor teaches one course per semester, the rest of his time being devoted to writing and traveling all over the country to do readings. Our person on phased retirement (one at present) teaches four per year instead of four per term. The 21 Visiting Lecturers, all of whom are considered 80 percent of full time, teach 4-course loads or have reassigned time to work with the First-Year Composition program. (Note: one Visiting Lecturer left at mid-year.) Only two lecturers have taught less than the 80 percent load: Dan Boyd and Lamont Antieau each taught one semester, Boyd one course and Antieau two.


Appendix 4.7 Student credit hour (SCH) production, course load and enrollment, by instructor name, for previous three years Fall 2004 Fall 2005 Fall 2006 Course

Load #

Sects Enroll-ment

Generated SCH

Course Load

# Sects

Enroll-ment

Generated SCH

Course Load

# Sects

Enroll-ment

Generated SCH

ADAMS, MARY F 13.5 5 80 240 27 9 65 195 12 5 42 126 ADDISON, ELIZABETH

15 5 50 150 16 6 46 138 3 1 14 42

ADDISON, JR, JAMES 20 8 72 209 23 9 58 166 15 6 59 173 AIKEN, ELISABETH C 15 5 74 222 0 0 0 0 0 0 0 0 ASKINS, MARJORIE K 12 4 75 225 12 4 78 234 0 0 0 0 BABB, JACOB S 3 1 20 60 0 0 0 0 0 0 0 0 0 0 0 0 12 4 81 243 12 4 71 213 BAKER, MARSHA L 9 3 64 192 12 4 82 246 9 3 41 123 BLAKE, CHRISTOPHER

0 0 0 0 0 0 0 0 9 3 29 87

BOYD, DANIEL 3 1 19 57 0 0 0 0 0 0 0 0 BOYER, RICHARD L 15 5 45 135 12 4 39 117 0 0 0 0 0 0 0 0 0 0 0 0 12 4 54 162 BUCHNER, CRAIG 0 0 0 0 3 1 20 60 0 0 0 0 BYER, JAMES E 16.5 6 64 192 0 0 0 0 0 0 0 0 CARTER, CATHERINE 0 0 0 0 15 5 50 150 9 3 33 99 15 5 59 177 0 0 0 0 0 0 0 0 CATHCART, DAVID W 3 1 20 60 0 0 0 0 0 0 0 0 CERASO, STEPHANIE 0 0 0 0 0 0 0 0 12 4 77 231 CHAMBLISS, CASSANDRA

0 0 0 0 0 0 0 0 12 4 76 228

CHRISTOPHER, COLIN 0 0 0 0 0 0 0 0 3 1 20 60 CIPRIANO, KATHERINE

12 4 85 255 12 4 86 258 12 4 80 240

CLAXTON, MAE M 12 4 85 255 12 4 89 267 12 4 87 261 DAGGERHART, THOMAS

0 0 0 0 0 0 0 0 3 1 20 60

DEBO, ANNETTE 12 4 81 243 15 5 73 219 6 2 26 78 DESIATO, ALEXANDRA

0 0 0 0 0 0 0 0 12 4 79 237

EBERLY, RALPH S 9 3 45 135 0 0 0 0 0 0 0 0 EDWARDS, 0 0 0 0 0 0 0 0 3 1 20 60


COURTNEY ELLIOTT, DEIDRE 12 4 93 279 21 7 51 153 18 6 74 222 ENGLERT, JENNIFER 12 4 65 195 12 4 78 234 0 0 0 0 FARWELL, HAROLD 0 0 0 0 0 0 0 0 0 0 0 0 FAULKENBERRY, LAUREN

0 0 0 0 0 0 0 0 12 4 79 237

FENTON, MARY C 12 4 85 255 9 3 44 132 9 3 43 129 FOX, TERRY C 0 0 0 0 6 2 14 42 15 6 44 132 GARDNER, JENNIFER 0 0 0 0 3 1 20 60 0 0 0 0 GASTLE, BRIAN W 30 10 60 180 6 2 11 33 12 4 71 213 GHNASSIA, JILL D 0 0 0 0 12 4 87 261 9 3 59 177 GREENSTONE, KAREN

0 0 0 0 0 0 0 0 12 4 79 237

HALL, BRIAN P 0 0 0 0 0 0 0 0 12 4 80 240 HAMPTON, LEAH K 12 4 78 234 12 4 84 252 12 4 82 246 HEFFELFINGER, ELIZABETH

0 0 0 0 12 4 58 174 9 3 60 180

HENDRIX, ERIC R 0 0 0 0 3 1 19 57 0 0 0 0 0 0 0 0 0 0 0 0 12 4 76 228 HENDRIX, TIMOTHY 0 0 0 0 0 0 0 0 3 1 19 57 HILL, CLAIRE A 0 0 0 0 12 4 80 240 0 0 0 0 HOLBROOK, JAMES M 0 0 0 0 3 1 21 63 0 0 0 0 0 0 0 0 0 0 0 0 12 4 81 243 HUBER, BETH 12 4 68 204 9 3 63 189 12 5 61 183 HUGHES, THOMAS 12 4 74 222 12 4 81 243 12 4 80 240 KEEFAUVER, MELINDA

0 0 0 0 0 0 0 0 0 0 0 0

KELLY, ELIZABETH 12 4 82 246 12 4 83 249 9 3 61 183 KINSER, BRENT 0 0 0 0 9 3 51 153 12 4 54 162 KIRBACH, STEPHEN 3 1 20 60 0 0 0 0 0 0 0 0 KISER, MARGARET 0 0 0 0 12 4 79 237 12 4 79 237 LAMINACK, ZACHARY

0 0 0 0 0 0 0 0 3 1 20 60

MACDONALD, AMBER

3 1 20 60 0 0 0 0 0 0 0 0

0 0 0 0 12 4 82 246 0 0 0 0 MARSH, CHERYL R 12 4 73 219 12 4 77 231 12 4 68 204 MCKINNEY, KAREN 0 0 0 0 12 4 86 258 12 4 78 234 12 4 83 249 0 0 0 0 0 0 0 0


MEIGS, JOSEPH A 9 3 41 123 0 0 0 0 0 0 0 0 MELL, MARYLIN A 0 0 0 0 12 4 75 225 0 0 0 0 MILLER, GAYLE H 12 4 80 240 9 3 42 126 9 3 41 123 MORAN, TIMOTHY E 0 0 0 0 3 1 20 60 0 0 0 0 MORRIS, NACI 0 0 0 0 12 4 73 219 15 5 99 297 NEWSOM, ERIC T 0 0 0 0 0 0 0 0 3 1 20 60 NIENHUIS, TERRY R 12 4 52 156 14 5 66 197 9 3 51 153 PARK, MAI H 0 0 0 0 3 1 20 60 0 0 0 0 PETTIGREW, DAWN K 12 4 65 195 0 0 0 0 0 0 0 0 PRICE, KENNETH R 0 0 0 0 0 0 0 0 15 5 77 231 RAILSBACK, BRIAN E 9 3 4 12 3 1 7 21 6 2 8 24 RASH, RON 3 1 14 42 3 1 10 30 6 2 24 72 REESE, ELIZABETH 12 4 80 240 0 0 0 0 0 0 0 0 REX, JAYNE M 3 1 20 60 0 0 0 0 0 0 0 0 ROBBINS, WAYNE C 12 4 84 252 6 2 41 123 6 2 40 120 ROGERS, CHANDRIKA

9 3 39 117 12 4 33 99 9 3 50 150

ROGERS, JAMEY D 12 4 76 228 9 3 57 171 12 4 80 240 SAUNDERS, SANDRA 12 4 70 210 12 4 88 264 12 4 86 258 SMITH, JR, DONALD N 9 3 3 9 6 2 20 60 0 0 0 0 SPENCER, WILLIAM C 0 0 0 0 0 0 0 0 12 4 76 228 TINER, JAMES J 12 4 93 279 12 4 83 249 0 0 0 0 TUTWILER, ELEANOR 0 0 0 0 0 0 0 0 3 1 21 63 WAHL, DANIEL L 0 0 0 0 0 0 0 0 12 4 79 237 WHITE, CHARLES D 12 4 85 255 0 0 0 0 0 0 0 0 0 0 0 0 12 4 83 249 0 0 0 0 WHITFORD, SHARA L 12 4 73 219 12 4 78 234 12 4 78 234 WRIGHT, LAURA L 0 0 0 0 12 4 76 228 15 5 62 186 YAZAN, MURAT 12 4 79 237 12 4 73 219 12 4 77 231 YORK, SARAH K 12 4 84 252 12 4 82 246 0 0 0 0 ZIEGLER, HAMISH W 12 4 82 246 12 4 77 231 0 0 0 0 Unknown 26 9 165 495 21 7 103 309 0 0 0 0 Total 553 187 3028 9077 581 196 3143 9420 555 189 3145 9431


Spring 2005 Spring 2006

Course Load # Sections Enrollment Generated SCH Course Load # Sections Enrollment Generated SCH

ADAMS, MARY F 0 0 0 0 24 8 49 147

ADDISON, ELIZABETH H 12 4 16 48 5.5 3 4.5 11.5

ADDISON, JR, JAMES C 14 6 26 76 16 6 43 125

AIKEN, ELISABETH C 12 4 68 204 0 0 0 0

ASKINS, MARJORIE K 12 4 76 228 12 4 72 216

3 1 21 63 0 0 0 0 BABB, JACOB S*

0 0 0 0 12 4 81 243

BAKER, MARSHA L 9 3 52 156 9 3 50 150

BLAKE, CHRISTOPHER G 0 0 0 0 0 0 0 0

BOYD, DANIEL 0 0 0 0 0 0 0 0 BOYER, RICHARD L

15 5 82 246 15 5 57 171

BUCHNER, CRAIG 0 0 0 0 3 1 15 45

BYER, JAMES E 0 0 0 0 0 0 0 0

0 0 0 0 9 3 19 57 CARTER, CATHERINE W*

15 5 54 162 0 0 0 0

CATHCART, DAVID W 3 1 19 57 0 0 0 0

CERASO, STEPHANIE L 0 0 0 0 0 0 0 0

CHAMBLISS, CASSANDRA R 0 0 0 0 0 0 0 0

CHRISTOPHER, COLIN S 0 0 0 0 0 0 0 0

CIPRIANO, KATHERINE O 12 4 80 240 12 4 82 246


CLAXTON, MAE M 9 3 73 219 12 4 99 297

DAGGERHART, THOMAS A 0 0 0 0 0 0 0 0

DEBO, ANNETTE 9 3 43 129 9 3 41 123

DESIATO, ALEXANDRA D 0 0 0 0 0 0 0 0

EBERLY, RALPH S 0 0 0 0 0 0 0 0

EDWARDS, COURTNEY 0 0 0 0 0 0 0 0

ELLIOTT, DEIDRE K 12 4 38 114 28 11 60 175

ENGLERT, JENNIFER M 12 4 74 222 12 4 85 255

FARWELL, HAROLD F 21 7 61 183 0 0 0 0

FAULKENBERRY, LAUREN E 0 0 0 0 0 0 0 0

FENTON, MARY C 13.5 5 51.5 154.5 12 4 62 186

FOX, TERRY C 0 0 0 0 9 3 12 36

GARDNER, JENNIFER M 0 0 0 0 3 1 13 39

GASTLE, BRIAN W 27 9 41 123 15 5 20 60

GHNASSIA, JILL D 12 4 55 165 12 4 68 204

GREENSTONE, KAREN A 0 0 0 0 0 0 0 0

HALL, BRIAN P 0 0 0 0 0 0 0 0

HAMPTON, LEAH K 12 4 80 240 12 4 69 207

HEFFELFINGER, ELIZABETH 0 0 0 0 12 4 33 99 HENDRIX, ERIC R

3 1 20 60 3 1 19 57

HENDRIX, TIMOTHY J 0 0 0 0 0 0 0 0

HILL, CLAIRE A 0 0 0 0 12 4 76 228 HOLBROOK, JAMES M

0 0 0 0 3 1 20 60


HUBER, BETH 9 3 48 144 12 4 41 123

HUGHES, THOMAS J 12 4 85 255 12 4 80 240

KEEFAUVER, MELINDA 0 0 0 0 12 4 64 192

KELLY, ELIZABETH A 9 3 59 177 12 4 66 198

KINSER, BRENT 0 0 0 0 10.5 4 35.5 106.5

KIRBACH, STEPHEN M 3 1 19 57 0 0 0 0

KISER, MARGARET D 12 4 83 249 12 4 87 261

LAMINACK, ZACHARY S 0 0 0 0 0 0 0 0

3 1 21 63 0 0 0 0 MACDONALD, AMBER M*

0 0 0 0 12 4 83 249

MARSH, CHERYL R 12 4 76 228 12 4 82 246

0 0 0 0 15 5 77 231 MCKINNEY, KAREN J*

15 5 57 171 0 0 0 0

MEIGS, JOSEPH A 9 3 44 132 0 0 0 0

MELL, MARYLIN A 0 0 0 0 12 4 62 186

MILLER, GAYLE H 9.5 4 41.5 124.5 9 3 34 102

MORAN, TIMOTHY E 0 0 0 0 3 1 20 60

MORRIS, NACI 0 0 0 0 12 4 58 174

NEWSOM, ERIC T 0 0 0 0 0 0 0 0

NIENHUIS, TERRY R 20 7 55 164 9 3 35 105

PARK, MAI H 0 0 0 0 3 1 20 60

PETTIGREW, DAWN K 9 3 66 198 0 0 0 0

PRICE, KENNETH R 0 0 0 0 0 0 0 0


RAILSBACK, BRIAN E 3 1 1 3 0 0 0 0

RASH, RON 6 2 15 45 6 2 10 30

REESE, ELIZABETH 12 4 80 240 0 0 0 0

REX, JAYNE M 0 0 0 0 0 0 0 0

ROBBINS, WAYNE C 12 4 85 255 6 2 39 117

ROGERS, CHANDRIKA 9 3 39 117 18 8 27 81

ROGERS, JAMEY D 12 4 79 237 6 2 48 144

SAUNDERS, SANDRA M 12 4 66 198 12 4 68 204

SMITH, JR, DONALD N 3 1 1 3 9 3 6 18

SPENCER, WILLIAM C 0 0 0 0 0 0 0 0

TINER, JAMES J 15 5 65 195 15 5 63 189

TUTWILER, ELEANOR L 0 0 0 0 0 0 0 0

WAHL, DANIEL L 0 0 0 0 0 0 0 0

12 4 83 249 0 0 0 0 WHITE, CHARLES D*

0 0 0 0 12 4 76 228

WHITFORD, SHARA L 12 4 77 231 12 4 80 240

WRIGHT, LAURA L 0 0 0 0 9 3 32 96

YAZAN, MURAT 15 5 72 216 12 4 70 210

YORK, SARAH K 12 4 81 243 0 0 0 0

ZIEGLER, HAMISH W 12 4 75 225 12 4 72 216

Unknown 35 12 117 351 0 1 0 0

Total 542 184 2621 7860 558 193 2585 7744 *These people held more than one rank in the reporting period.

English Department Program Review Appendix 5 Page 465

Appendix 5.1 Five-year program profile

Because undergraduate students do not apply directly to the English Department, nor do we accept them, we do not know how the data in the following tables was generated by OIRP. We can only hope, for instance, that the 6 students “accepted” in the fall of 2001 are representative. The education undergraduates must have a higher GPA and a minimum Praxis score to be admitted—by College of Education and Allied Professions faculty—into the education sequence. Of course, we do have a hand in admitting graduate students.

Appendix 5.1.1 Number of applicants and admits to program BA English

'BA ENGL' Application Decision Counts Semester

Fall 2001 Spring 2002 Fall 2002

Spring 2003 Fall 2003 Spring 2004 Fall 2004

Spring 2005 Fall 2005


# of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants Accepted 6 6 18 5 6 4 35 5 33 8 21 Applicants Rejected 1 1 0 2 2 0 2 0 8 12 0

Total 7 7 18 7 8 4 37 5 41 20 21 BSED English

'BSED ENGL' Application Decision Counts Semester

Fall 2001 Fall 2002 Spring 2003 Fall 2003 Spring 2004 Fall 2004 Spring 2005 Fall 2005 Fall 2006

# of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants Accepted 3 1 1 1 2 26 2 9 11 Applicants Rejected 1 0 1 0 0 0 1 0 0

Total 4 1 2 1 2 26 3 9 11


MA English

'GSMA ENGL' Application Decision Counts Semester






# of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants Applicants Accepted 10 5 14 7 14 5 16 3 19 5 13 No Action 0 0 0 0 1 0 0 0 0 0 0 Rejected 1 1 1 0 3 1 6 0 5 1 1 Total 11 6 15 7 18 6 22 3 24 6 14

MAED Comprehensive Education – English

'GSMAED CEEN' Application Decision Counts Semester






# of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants Applicants Accepted 5 1 4 1 5 2 2 missing 2 1 1 Rejected 0 0 0 0 1 0 1 data 0 1 1 Total 5 1 4 1 6 2 3 2 2 2


MAED Two-Year College Teaching – English 'GSMAED TYEN' Application Decision Counts

Semester

Fall 2001 Fall 2003 Spring 2004 Fall 2004 Fall 2005 Spring 2006 Fall 2006

# of

Applicants # of

Applicants # of Applicants # of

Applicants # of

Applicants # of

Applicants # of

Applicants Applicants Accepted 2 1 1 1 2 1 3 Rejected 0 0 1 0 0 0 0 Total 2 1 2 1 2 1 3

MAT Comprehensive Education – English

'GSMAT CEEN' Application Decision Counts Semester






# of

Applicants # of

Applicants# of

Applicants# of

Applicants# of

Applicants # of

Applicants # of

Applicants # of

Applicants# of

Applicants # of

Applicants# of

ApplicantsApplicants Accepted 3 2 3 2 5 2 7 1 11 4 10 Rejected 0 0 2 0 1 1 1 0 2 0 1 Total 3 2 5 2 6 3 8 1 13 4 11


Appendix 5.1.2 Academic qualifications of admitted students BA English

Descriptive Data on 'BA ENGL' Admits Semester Number

of Admits

Average HS Rank

Average HS GPA

Average SAT Math

Average SAT

Verbal

Average Total SAT

Average ACT

Fall 2001 6 54.67 3.14 497.5 505 1002.5 Spring 2002 6 83 3.83 633.33 616.67 1250 Fall 2002 18 72.09 3.23 494.17 567.5 1061.67 22.8 Spring 2003 5 56 3.56 565 635 1200 28 Fall 2003 6 56.67 2.97 563.33 593.33 1156.67 20 Spring 2004 4 80.67 3.8 540 606.67 1146.67 Fall 2004 35 61.4 3.27 504.19 560.97 1065.16 24.5 Spring 2005 5 78 3.42 490 552.5 1042.5 Fall 205 33 60.61 3.33 549.09 600 1149.09 22.33 Spring 2006 8 63.75 3.54 500 587.5 1087.5 Fall 2006 21 57.17 2.26 494.71 560.59 1055.29 23


BSED English

Descriptive Data on 'BSED ENGL' Admits Semester # of

Admits Average HS Rank

Average HS GPA

Average SAT Math

Average SAT Verbal

Average Total SAT

Average ACT

Fall 2001 3 64 3.29 540 615 1155 27 Fall 2002 1 0 0 0 0 0 0 Spring 2003 1 0 0 0 0 0 0 Fall 2003 1 87 4 510 540 1050 0 Spring 2004 2 60.5 3.38 600 625 1225 0 Fall 2004 26 66.23 3.38 533.75 587.5 1121.25 23.8 Spring 2005 2 64.5 3.38 500 510 1010 0 Fall 2005 9 63 3.3 501.43 574.29 1075.71 24 Fall 2006 11 65.45 2.28 533.75 526.25 1060 16


MA English This table is taken from the GSMA Excel worksheet provided by OIRP. Because Undergraduates do not have a GRE score, we believe these data probably refer to the MA in English.

Descriptive Data on 'ASBA ENGL' Admits

Semester # of Admits

Average GRE

Verbal

Average GRE

Quantitative

Average GRE

Analytical Fall 2001 10 504.44 468.89 426 Spring 2002 5 504 488 450 Fall 2002 14 550 528.46 521.25 Spring 2003 7 605.71 545.71 360 Fall 2003 14 553.33 443.33 570 Spring 2004 5 554 404 580 Fall 2004 16 546.25 522.5 522.5 Spring 2005 3 555 510 Fall 2005 19 527.37 496.32 Spring 2006 5 498 502 Fall 2006 13 568 490


MAED Comprehensive Education English This table is taken from the GSMAED CEEN Excel worksheet provided by OIRP. Because Undergraduates do not have a GRE score, we believe this table refers to the MAED in Comprehensive Education – English.


Semester # of Admits Average

GRE Verbal

Average GRE

Quantitative

Average GRE

Analytical Fall 2001 5 466 500 462.5 Spring 2002 1 550 630 Fall 2002 4 460 475 400 Spring 2003 1 550 470 240 Fall 2003 5 522 540 550 Spring 2004 2 630 415 Fall 2004 2 495 525 Fall 2005 2 535 550 Spring 2006 1 590 380 520 Fall 2006 1 550 530


MAED Two-Year College Teaching English These tables taken from the GSMAED TYEN Excel worksheet provided by OIRP. Because Undergraduates do not have a GRE score, we believe this table should be GSMAED TYEN.



GRE Verbal

Average GRE

Quantitative

Average GRE

Analytical Fall 2001 2 580 405 405 Fall 2003 1 500 610 Spring 2004 1 530 510 Fall 2004 1 490 350 Fall 2005 2 580 425 Spring 2006 1 Fall 2006 3 586.67 386.67


MAT Comprehensive Education English This table is taken from the GSMAT CEEN Excel worksheet provided by OIRP. Because Undergraduates do not have a GRE score, we believe this data refers to GSMAT CEEN admits.



GRE Verbal

Average GRE

Quantitative

Average GRE

Analytical Fall 2001 3 406.67 520 466.67 Spring 2002 2 605 570 555 Fall 2002 3 580 460 440 Spring 2003 2 550 505 Fall 2003 5 498 572 450 Spring 2004 2 445 575 Fall 2004 7 554.29 612.86 510 Spring 2005 1 620 640 Fall 2005 11 546 555 Spring 2006 4 676.67 663.33 Fall 2006 10 558.33 568.33


5.1.3 Number of women, minority, and international students in program BA English 'ASBA ENGL' Enrolled Student Descriptives

Semester






# of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students Non-resident Alien 1 4 1 1 1 0 0 0 0 0 0 Resident Alien 0 0 0 0 0 0 0 1 1 0 0

Citizenship

U.S. Citizen 80 83 91 87 83 96 113 105 139 149 120 American Indian or Alaska 1 2 1 1 1 1 0 1 3 1 0 Asian or Pacific Islander 1 1 1 1 1 1 1 1 1 2 1 Black (non-Hispanic) 0 0 1 1 0 0 2 2 4 5 4 Hispanic 2 1 2 2 2 0 0 0 0 1 3 Other 1 3 1 1 1 1 3 2 2 1 1

Ethnicity

White 76 80 86 82 79 93 107 100 130 139 111 Female 45 47 48 46 45 53 71 66 88 98 79 Gender Male 36 40 44 42 39 43 42 40 52 51 41 Freshman/Sophomore 22 26 24 15 18 37 52 45 65 66 53 Junior/Senior 59 61 68 73 66 59 61 61 75 83 66

Level

Unclassified Undergraduate 0 0 0 0 0 0 0 0 0 0 1 Total 81 87 92 88 84 96 113 106 140 149 120


BSED English 'EABSED ENGL' Enrolled Student Descriptives

Semester






# of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students Citizenship U.S. Citizen 39 40 29 36 26 37 53 55 48 46 53

Black (non-Hispanic) 1 1 1 0 2 2 1 1 1 0 0 Hispanic 0 1 0 0 0 0 0 0 1 1 1

Ethnicity

White 38 38 28 36 24 35 52 54 46 45 52 Female 28 30 22 27 21 28 41 41 35 35 40 Gender Male 11 10 7 9 5 9 12 14 13 11 13 Freshman/Sophomore 16 12 7 11 10 14 32 31 28 23 26 Level Junior/Senior 23 28 22 25 16 23 21 24 20 23 27

Total 39 40 29 36 26 37 53 55 48 46 53


MA English

'GSMA ENGL' Enrolled Student Descriptives Semester






# of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students Citizenship Non-resident Alien 1 1 1 1 0 0 0 0 2 4 1 Resident Alien 0 0 0 0 0 0 0 0 0 0 1 U.S. Citizen 24 23 28 28 29 33 31 30 37 38 35 Ethnicity American Indian or Alaska 1 1 1 1 1 1 1 1 1 1 1 Black (non-Hispanic) 0 0 1 0 1 1 1 0 0 0 1 Hispanic 0 0 0 0 0 1 1 1 1 1 0 Other 2 1 1 1 0 0 0 0 0 2 0 White 22 22 26 27 27 30 28 28 37 38 35 Gender Female 18 16 21 20 20 20 21 16 23 26 28 Male 7 8 8 9 9 13 10 14 16 16 9 Level Graduate 25 24 29 29 29 33 31 30 39 42 37 Total 25 24 29 29 29 33 31 30 39 42 37


MAED Comprehensive Education – English 'GSMAED CEEN' Enrolled Student Descriptives

Semester






# of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students Citizenship U.S. Citizen 7 4 6 9 11 8 9 9 8 7 6 Ethnicity White 7 4 6 9 11 8 9 9 8 7 6 Gender Female 7 4 6 8 9 7 7 8 8 7 6 Male 0 0 0 1 2 1 2 1 0 0 0 Level Graduate 7 4 6 9 11 8 9 9 8 7 6 Total 7 4 6 9 11 8 9 9 8 7 6 MAED Two-Year College Teaching – English

'GSMAED TYEN' Enrolled Student Descriptives Semester






# of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students Citizenship Resident Alien 0 0 0 0 0 0 0 0 0 0 1 U.S. Citizen 4 5 3 1 3 3 3 3 3 3 4 Ethnicity Black (non-Hispanic) 0 0 0 0 0 0 1 1 0 1 1 White 4 5 3 1 3 3 2 2 3 2 4 Gender Female 3 4 2 0 2 2 1 1 1 1 4 Male 1 1 1 1 1 1 2 2 2 2 1 Level Graduate 4 5 3 1 3 3 3 3 3 3 5 Total 4 5 3 1 3 3 3 3 3 3 5


MAT Comprehensive Education - English

'GSMAT CEEN' Enrolled Student Descriptives Semester






# of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students # of

Students Citizenship Non-resident Alien 1 1 1 0 0 0 0 0 0 0 0 Resident Alien 0 0 0 0 0 0 0 0 0 0 1 U.S. Citizen 3 3 5 5 9 9 14 10 15 10 14 Ethnicity Black (non-Hispanic) 0 0 0 0 0 0 1 1 1 1 0 Other 1 1 1 0 0 0 0 0 0 0 1 White 3 3 5 5 9 9 13 9 14 9 14 Gender Female 1 3 3 3 7 7 9 7 9 6 8 Male 3 1 3 2 2 2 5 3 6 4 7 Level Graduate 4 4 6 5 9 9 14 10 15 10 15 Total 4 4 6 5 9 9 14 10 15 10 15


5.1.4 Number of students graduated each year BA English Number of Students Who Graduated 'ASBA ENGL' by Year Year

Number of graduates Average HS Rank

Average HS GPA

Average SAT Math

Average SAT

Verbal

Average Total SAT

Average ACT

2001 17 2002 11 66.18 3.09 459.09 536.36 995.45 18.5 2003 24 67.84 3.35 530.67 584.67 1115.33 17.5 2004 30 66.27 3.41 554.83 598.62 1153.45 29 2005 19 77.58 3.54 553.75 595.63 1149.38 25.25 2006 31 68.68 3.31 502.22 587.78 1090 23.17

BSED English Number of Students Who Graduated 'BSED ENGL' by Year Year

# of graduates Average HS Rank

Average HS GPA

Average SAT Math

Average SAT Verbal

Average Total SAT

Average ACT

2001 8 0 0 0 0 0 0 2002 6 86 3.66 528 556 1084 0 2003 9 87.22 3.81 554.44 547.78 1102.22 0 2004 9 85 3.78 572.86 642.86 1215.71 0 2005 3 96 4 600 800 1400 0 2006 3 87 3.91 570 563.33 1133.33 0


MA English

Number of Students Who Graduated 'GSMA ENGL' by Year

Year Number of graduates

Average GRE

Verbal Average GRE Quantitative

Average GRE

Analytical 2001 6 2002 9 591.43 512.86 540 2003 9 522.22 520 490 2004 7 587.14 561.43 527.5 2005 10 542 435 515 2006 13 541.54 468.46 470

MAED Comprehensive Education – English

Number of Students Who Graduated 'GSMAED CEEN' by Year


Average GRE


Average GRE

Analytical 2003 1 560 530 2004 2 430 440 2005 4 505 520 430 2006 3 563.33 500 410


MAED Two-Year College Teaching – English

Number of Students Who Graduated 'GSMAED TYEN' by Year


Average GRE


Average GRE

Analytical 2001 1 2002 0 2003 2 460 385 520 2004 0 2005 0 2006 0

MAT Comprehensive Education - English

Number of Students Who Graduated 'GSMAT CEEN' by Year


Average GRE

Verbal

Average GRE

Quantitative

Average GRE

Analytical 2001 4 2002 0 2003 0 2004 1 550 480 0 2005 1 590 450 0 2006 6 571.67 596.67 550


Appendix 5.2 Entry requirements for admission to the program Because undergraduate students do not apply directly to the English Department, nor do we formally accept them, we do not have formal admission requirements other than the general university requirements. At the graduate level, for the M.A. in English and for the M.A. Ed. and M.A.T. in English, accepted students normally have at least a 490 on the Verbal section of the GRE and a 4.5 on the Writing section, in addition to at least a 3.0 GPA on the last 60 hours of undergraduate work. If a student does not meet one or more of these criteria, he or she can be admitted as a provisional student, with certain "provisions" stipulated. For programs leading to the M.A.-TESOL and for the M.A.T. and M.A. Ed. degrees in TESOL, some weight is given to the math component of the GRE and the student’s overall record is evaluated by the TESOL faculty.


5.3 Enrollment in relevant courses (e.g., internships, independent studies, etc.) during the past three years** BA English

# of Sections and Enrollment by Course Type for 'ENGL' Semester

Fall 2001 Fall 2002 Fall 2003 Fall 2004

CourseType #

Sections

# Enrolled (undup)

# Enrolled

(dup) #

Sections

# Enrolled (undup)

# Enrolled

(dup) #

Sections

# Enrolled (undup)

# Enrolled

(dup) #

Sections

# Enrolled (undup)

# Enrolled

(dup) Honors 10 115 150 6 81 91 5 85 100 7 97 116 Independent Study 0 0 0 2 2 2 0 0 0 0 0 0 Internship/Practica 3 6 6 1 3 3 1 1 1 2 2 2 Master's Thesis 10 7 14 11 9 17 4 4 6 9 8 11 Regular 139 1710 2751 142 1568 2677 143 1540 2663 159 1608 2872 Seminar 2 19 19 3 35 36 2 26 28 3 27 27 Student Teaching 0 0 0 0 0 0 0 0 0 0 0 0 Total 164 1857 2940 165 1698 2826 155 1656 2798 180 1742 3028

Fall 2005 Fall 2006

CourseType #

Sections

# Enrolled (undup)

# Enrolled

(dup) #

Sections

# Enrolled (undup)

# Enrolled

(dup) Honors 5 70 78 3 57 58 Independent Study 0 0 0 2 3 3 Internship/Practica 1 7 7 2 3 3 Master's Thesis 6 5 8 5 7 7 Regular 168 1690 3021 173 1613 3044 Seminar 2 26 27 1 9 9 Student Teaching 1 2 2 1 3 3 Total 183 1800 3143 187 1695 3127

**OIRP did not supply comparable information for BSEd candidates, all of whom have at least one semester interning in a classroom (student teaching), and most of whom also prepare by a limited internship the previous semester.


Appendix 5.4 Minors and concentrations completed by students in past 3 years Number of Students Who Have a Minor or Concentration Type Code Fall 2004 Count Fall 2005 Count Fall 2006 Count

CRWT 13 15 9 ENGL 23 28 24 FM 16 11 7 JOUR 5 4 8 LITR 7 12 9

Minor

PRWT 8 7 10 ENG 51 50 39 JOU 20 20 17 LIT 34 40 44 MPS 0 7 4

Concentration

PW 36 60 58

English Department Program Review Appendix 5.5 485

Appendix 5.5 Student Research and Presentations at Conferences (# of students Grad/Undergrad)

• Baker (1 Grad) – 2006 – Conference on College Composition and Communication – 1 graduate student

• Baker (4 Grad) – 2006 – WCU Graduate Symposium – 4 • Addison, E. – WCU Graduate Symposium, 2004-6, 2 students each year • Addison, E. – WCU Undergraduate Expo, 2004, 2 students • Addison, E. – National Undergraduate Research Conference, 2004 – 1 • Baker (20 UG), 2005 – WCU Undergraduate Expo – 20 • Carter (4 UG), November 2006, NCTE Annual Convention, Nashville TN, four

students. • Debo (1 UG), Spring 2006, NCUR, 1 student – ENGL 479 Independent Study on

Spoken Word Poetry and Hip Hop • Elliott (2 UG), 2006 Undergraduate Research Expo 2 undergraduates (ENGL 463

– Special Topics: Eco-Literature and Eco-Criticism) • Elliott (4 Grad) – 2006 Graduate Research Symposium – 4 graduate students (all

from ENGL 693 - Special Topics: Eco-Literature and Eco- Criticism) • Gastle (6 UG) – Spring 2006 – NCUR University of North Carolina at Asheville –

6 Students – all from fall 2005 ENGL 498 Sr. Seminar in Lit. • Gastle (10 UG) – Fall 2005 – WCU English Literary Research Conference on The

Canon – 10 students – all from Fall 2005 ENGL 498 Sr. Seminar in Lit. • Gastle (5 UG) – Spring 2005 – NCUR Washington and Lee Univ. and Virginia

Military Institute – 5 students all from Fall 2004 ENGL 498 Sr. Seminar in Lit. • Gastle (11 UG) – Fall 2004 – WCU English Literary Research Conference on

Power in Lit – 11 students all from Fall 2004 ENGL 498 Sr. Seminar in Lit.

The Western Carolina University Graduate Journal: Selected papers presented at the Thirteenth Annual Graduate Research Symposium, 2005

Heather Christensen: “'Cut the Lights On': A Look at Appalachian English"

Shane Elliott: "Art and Politics: Spain 1937"

Eric Hendrix: "Consciousness and Imagination in Eliot and Yeats: Four Quartets and Under Ben Bulben"

Eric Hendrix: " Kierkegaard’s Revised Religion: Faith Journeys in W. H. Auden’s “The Sea and the Mirror" Amber MacDonald: "Empty Your Heart of Its Mortal Dream": The Duality of Escapism in W.B. Yeats's Early Poetry"

http://www.wcu.edu/graduate/GRS2006/documents/HeatherChristensen.doc

http://www.wcu.edu/graduate/GRS2006/Elliotta.doc

http://www.wcu.edu/graduate/GRS2006/documents/hendrix.doc

http://www.wcu.edu/graduate/GRS2006/documents/Hendrix2.doc

http://www.wcu.edu/graduate/GRS2006/MacDonalda.doc


Kassie Morgan: "The Importance of Fate in Monica Ali's Brick Lane and Jhumpa Lahiri's The Namesake"

Tim Moran: "Trumpets and Fiery Flame: The Development of Blake's Apocalyptic Vision Through The Four Zoas, Milton, and Jerusalem"

Beverly VanHook-Schrey: "School Leadership and Educational Technology: A Survey of Secondary Principals in Western Carolina" (Beverly got her master’s in our department and is working on an advanced degree in education.)

Beverly VanHook-Schrey and Peter Whittaker: "An Investigation of Student Concerns and Attitudes Regarding Western Carolina University's Online MSA Program"

The Fourteenth Annual Graduate Research Symposium & Graduate Paper Competition, 2006

The program for this conference included 17 papers, in all concentrations, from English and TESOL graduate students. The following were selected for special recognition.

Colin Christopher: "Ben Jonson: Thereafter He was a Papist"

Colin Christopher: "The Weight Colonized Women Bear"

*Jennifer Gardner: "Women and Community: Marginalized Women in Sir Gawain and The Green Knight"

Jennifer Gardner: "The Ecological Key to the Monomythical Hero Quest: Analysis of 'How to Build a Fire' by Jack London and Pat Murphy’s 'In the Abode of the Snows'"

Marshall W. Peck: "Consonant Manipulation in Varieties of British Language"

* Jennifer Gardner 1st prize in the English category.

http://www.wcu.edu/graduate/GRS2006/morgank_000.pdf.pdf

http://www.wcu.edu/graduate/GRS2006/Moran_000.rtf

http://www.wcu.edu/graduate/GRS2006/vanhook-schreyb_000.pdf.pdf

http://www.wcu.edu/graduate/GRS2006/schreywhittaker_000.pdf.pdf

http://www.wcu.edu/graduate/GRS2006/documents/ChristopherC1.doc

http://www.wcu.edu/graduate/GRS2006/documents/ChristopherC2.doc

http://www.wcu.edu/graduate/GRS2006/documents/GardnerJ2.doc

http://www.wcu.edu/graduate/GRS2006/documents/gardnerJ1.doc

http://www.wcu.edu/graduate/GRS2006/PeckM.doc


Appendix 5.6 Employment or further education of some recent graduates*

Name Grad Year

Degree Current Job Location

Alyse Aiken 2005 BSEd Career Services Coordinator, ITT Technical Institute Greenville SC Amber Bailey minor Sales Associate, Walgreens Andrew Sutton

2004 BA Coldwater Creek, Tactical Medic

Angie Delp 2006 BA Media Contact/Public Relations, National Contract Poultry Growers Association- Central and Southeast NC Chapters AND Journalist, The Chatham News/ The Chatham Record

Asheboro, NC

April Yount 2005 BA Office Assistant, Dentist St. Croix, Virgin Islands

Bobby Rackley

2003 BSEd English teacher, Lake Norman High School Mooresville, NC

Brad McNeil 2002, 2005

BA and MAEd

English teacher, Surry Central High School Dobson, NC

Brittany Harrison

2006 BA Student in Master of Library Science program UNC-Greensboro

Bucky Carter 1999 BSEd Ph.D. from U.Va Charlottesville, VA Carobeth Overcash

2005 Elementary Ed English

Kindergarten Teacher American Renaissance Charter School

Statesville, NC

Chrystal Blackburn

2006 BA BDC Specialist Dalescape Inc. Indian Trail NC

Charles White BA, MA Ph.D. Student, Texas A&M Commerce Commerce, TX Cheryl Marsh 2004 MA Visiting Lecturer, WCU Cullowhee, NC Dana Eatman Lawrence

2003 MA Ph.D. student, Texas A&M College Station, TX

David Cathcart

2005 MA Youth Programs Counselor, Sylva Presbyterian Church

Cullowhee, NC

Diane DePietropaolo

2005 BA Law Student, UNC-CH, student contact person for ACLU

Chapel Hill, NC

Emilie Adams 2006 BA Substitute teacher, TN School for the Blind Nashville, Tennessee Eon Alden 2006 BA E-bay Salesperson, City Lights Bookstore Sylva, NC Erin Casey 2002 BA Jackson County Public Library Sylva, NC Grace McFetters

2005 Minor Interior Design Assistant A&R Architects Fort Myers, FL

Holly Crider 2004 BSEd High School English teacher, Rockingham County HS Reidsville, NC Hannah Freeman

2003 MA Ph.D. student, U of Kentucky Lexington, KY

James Hogan 2003 BSEd English teacher, South Iredell High School Statesville, NC Jason Brown 2006 BA Adjunct faculty, Lenoir Community College Kinston, NC Jennifer Englert

2004 MA Nonprofit American Leprosy Missions Spartanburg, SC

Jeff Atkins 2004 B.A. Associate Professional, Smoky Mountain HS Sylva, NC Jennifer Gardner

2006 MA Instructor, Coker College and Midlands Tech Columbia, SC

Jennifer Thomas

2004 BA Sales Associate, Belk

Kyle Burkett 2004 BA Graduate Student, English, UGA Athens, GA Lauren DeWitt

2005 minor Court Appointed Special Advocate for abused children Atlanta, GA


Lilli Nicholson

2006 BA Sales Associate, Lebo’s Footwear Charlotte, NC

Matthew Hundley

2006 BA WCU English Grad Student Cullowhee, NC

Megan Wilson

2006 BA Enrollment Services Officer, WCU Cullowhee, NC

Meghan Clifton

2005 BA CESI Permit Coordinator Concord, NC

Mel (Melissa) Robbins Eatherington

2005 BA Stay at Home Mom Fayetteville, NC

Michael Cody MA Ph.D. South Carolina, faculty member, ETSU Johnson City, TN Naci Morris 2002,

2005 BA and MA

Visiting Lecturer, WCU English Cullowhee, NC

Nichole Peuchner

2004 BA Sales, Feminist Bookstore Atlanta, GA

Nick Lawrence

2003 MA Ph.D. student, Texas A&M College Station, TX

Roberto Robles

2005 BSEd English Teacher, Tuscola High School Waynesville, NC

Sara Dodson 2006 BA Doxa Church Ocala Fl. Sara Epperson

2006 BSEd Graduate Student, Georgia State University Atlanta, GA

Sarah Franzheim

2005 minor Office Administrator, Coldwell Banker Real Estate Greensboro NC

Shannon Harry

2005 MA PhD Candidate, Ohio University in the School of Interdisciplinary Arts

Ohio

Stone Shiflet, PhD

2001 MA PhD U of South Florida, Media and Cultural Studies; Director, Northcentral Writing Program

Florida

Teresa Eberly 2001 BA Oconaluftee Job Corps Center, master’s student, WCU Cherokee, NC Trevor Stewart

2003, 2005

BA and MAT

Swain County High School English Teacher Bryson City, NC

Tyler Faetz 1998 BSEd Franklin High School English Teacher, master’s student, WCU

Franklin, NC

Worth Corn 2004 BA Sports Editor, The Stokes News Winston-Salem *These are a sampling of recent graduates; we have not kept close records on alumni.


Appendix 6. Organization chart

English Department Program Review Appendix 7 Resources Page 490

Appendix 7 Resources 7.1 Equipment, travel, technology, and operating budgets for previous three years

2005-2006 2004-2005 2003-2004 Equipment $9,792.73 $4,068.00 $4,597.45 Travel $8,077.33 $7,419.83 $4,478.66 Technology $4,294.46 $0.00 $2,580.00 Operating Budgets $36,363.00 $27,523.00 $18,569.00

Equipment definition: Educational equipment, copier and computer maintenance agreements, and repairs to same. Technology definition: Purchase of new computers, printers, and video equipment, peripherals, and software. 7.2 Major facilities and equipment

Provided by the University • Electronic classrooms • Ten classrooms with network ports • Three of those classrooms have teaching stations

Provided by the Department and/or College of Arts & Sciences • Three TV/VCR/DVD carts • One media cart: CPU, monitor, and projector • One PC cart with CPU, monitor, VCR, projector, and ELMO • One ceiling mounted TV/VCR combo in classroom • One TV/VCR combo on stationary stand in classroom

7.3 Major hardware and software

Software o Final Draft o Adobe Suite o Macromedia o Dreamweaver o Office Suite

Hardware

o Faculty computers for every teacher, except two shared by 6 TAs o Two networked laser printers for faculty use o A number of inkjet printers, now aging, need more o One digital camera o Scanner


7.3 Major library resources, databases, and journals Subject-Specific Electronic Databases African-American Poetry American Poetry Arts & Humanities Search Critical Companions to Popular Contemporary Writers English Poetry Faber Poetry Online Literature in Context Literature Resource Center MLA Directory of Periodicals MLA International Bibliography – (we currently have both Gale and EBSCO subscriptions; we will be staying with EBSCO) North American Women's Letters and Diaries NoveList 1994-present Oxford English Dictionary Oxford Reference Online: Premium Collection Twentieth Century African-American Poetry Twentieth Century American Poetry Twentieth Century English Poetry WorldCat Interdisciplinary Electronic Databases Academic Search Premier American Periodical Series Online ARTstor Humanities & Social Sciences Retrospective Index JSTOR LexisNexis Academic New York Times Historical Project Muse Web of Science Budget for Scholarly Books for English 2005-06 $20,000 2004-05 $13,000 2003-04 $13,000 2002-03 $13,000 2001-02 $15,000

http://library.wcu.edu/scripts/libredirect.asp?Port=0&Domain=proquest.umi.com&Target=/login?COPT=REJTPTE0NGQmSU5UPTAmVkVSPTI=(AMP)clientId=15120


ENGLISH PERIODICALS 10/10/06 American imago Library has current subscription. Bound: v.44(1987)-v.62(2005) Microfilm: v.1(1939)-v.43(1986) eng American journalism review : AJR Library has current subscription. Microfilm: v.15:2(Mar.1993)-v.27(Feb. 2005-Jan. 2006) com* eng American literature; a journal of literary history, criticism and bibliography Library has current subscription. Bound: v.1(1929/30)-v.77(2005) Bound: Index: v.1-30 Microfilm: v.27(1955/56)-v.44(1972/73) Missing: v.63:1(Mar. 1991) eng American speech Library has current subscription. Bound: v.1(1925/26)-v.29(1953), v.42(1967)-v.80(2005) Bound: Author Index: v.1-50 bound with v.50 Microfilm: v.30(1955)-v.42(1967) eng The Antioch review Library has current subscription. Bound: v.1(1941)-v.15(1955/56), v.29(1969/70)-v.63(2005) Microfilm: v.16(1956/57)-v.28(1968/69) eng Appalachian journal Library has current subscription. Bound: v.1(1972/74)-v.32(2004/05) Bound: Index: v.1-7 bound with v.7, v.8-18 bound with v.18 his* eng san sws The Atlantic monthly Library has current subscription. Latest issue on BROWSING shelves. Bound: v.272:5(Nov.1993)-v.297(2006) Missing: v.272:6(Dec. 1993), v.274:2(Aug.1994) eng Carolina quarterly Library has current subscription. Bound: v.1(1948/49)-v.19(1966/67), v.21(1969)-v.56(2004) Missing: v.18:3(Spr. 1966), v.26:3(Fall 1974) eng


CEA critic Library has current subscription. Bound: v.33(1970/71)-v.66(2003/04) eng Chicago review Library has current subscription. Bound: v.1(1946)-v.10(1956), v.20:4(1968/69)-v.50(2004/05) Microfilm: v.11(1957)-v.20(1969) eng Cinema journal Library has current subscription. Bound: v.6(1966/67)-v.33(1993/94), v.35(1995/96)-v.44(2004/05) Bound: Index: v.1-21 bound with v.22 Missing: v.36:1(Fall 1996) c&t* eng Clio Library has current subscription. Bound: v.2(1972/73)-v.34(2004/05) his* eng College composition and communication Library has current subscription. Bound: v.1(1950)-v.31(1980) (Ground Floor) Bound: v.32(1981)-v.56(2004/05) eng College English Library has current subscription. Bound: v.1(1939)-v.10(1949), v.31(1970)-v.67(2004/05) Microfilm: v.11(1949)-v.30(1969) eng* emg College literature Library has current subscription. Bound: v.14(1987)-v.32(2005) Bound: Index: v.1-14 bound with v.15, Index: 1974-2003 bound with v.31 Microfilm: v.1(1974)-v.13(1986) eng Commentary Library has current subscription. Bound: v.51(1971)-v.121(2006) Microfilm: v.1(1945)-v.50(1970) eng Comparative literature Library has current subscription. Bound: v.1(1949)-v.7(1955), v.20(1968)-v.57(2005) Microfilm: v.8(1956)-v.21(1969) eng


Composition studies : freshman English news Library has current subscription. Bound: v.20(1992)-v.33(2005) eng Computers and composition Library has current subscription. Bound: v.11(1994)-v.22(2005) eng Contemporary literature Library has current subscription Bound: v.9(1968)-v.46(2005) eng Critical inquiry Library has current subscription. Bound: v.1(1974/75)-v.31(2004/05) Missing: v.20:2(1994), v.21:1(Fall 1994) eng The Critical quarterly Library has current subscription. Bound: v.9(1967)-v.47(2005) eng Criticism Library has current subscription. Bound: v.1(1959)-v.46(2004) eng The Dalhousie review Library has current subscription. Bound: v.47(1967/68)-v.85(2005) Missing: v.67:2-3(1987/88), v.71:2(Smr. 1991/92), v.80:3(Fall 2000) eng Early American literature Library has current subscription. Bound: v.3(1968/69)-v.40(2005) Bound: Index: v.1-10, v.11-20 Missing: v.8:1(1973) eng ELH Library has current subscription. Bound: v.1(1934)-v.72(2005) eng English education Library has current subscription. Bound: v.2(1970/71), v.5(1973/74)-v.37(2004/05) Missing: v.24:2(May 1992) eng* emg


English journal Library has current subscription. Bound: v.1(1912)-v.38(1949), v.58(1969)-v.94(2004/05) Bound: Index: v.33-52, v.53-59 Microfilm: v.39(1950)-v.58(1969) eng* emg English language notes Library has current subscription. Bound: v.1(1963/64)-v.43(2005) eng English literary renaissance Library has current subscription. Bound: v.1(1971)-v.35(2005) eng English studies Library has current subscription. Bound: v.1-2(1919-1920)-v.86(2005) Bound: Index: v.1-40 bound with v.40, Index: v.41-60 bound with v.61, Index: v.61-75 bound with v.76. eng Essential teacher : ET Library has current subscription. Bound: v.1(2003/04)-v.2(2005) eng The Explicator Library has current subscription. Bound: v.1(1942/43)-v.12(1953/54), v.14(1955/56)-v.19(1960/61), v.21(1962/63), v.23(1964/65), v.25(1966/67)-v.26(1967/68), v.28(1969/70)-v.31(1972/73), v.33(1974/75)-v.63(2004/05) Microfilm: v.1(1942/43)-v.39(1980/81) Bound: Index: v.1-30 Bound: Index: v.31-42 bound with v.43 eng Film comment Library has current subscription. Microfilm: v.1:3(1962)-v.41(2005) eng* c&t Film quarterly Library has current subscription. Microfilm: v.12(Fall 1958)-v.59(2005/06) eng General linguistics Library has current subscription. Bound: v.15(1975)-v.41(2004) Bound: Index: v.7-16 bound with v.16 Microfilm: v.1(1955)-v.6(1964/66) eng* mfl


The Georgia review Library has current subscription. Bound: v.21(1967)-v.56(2002), v.58(2004)-v.59(2005) Microfilm: v.1(1947)-v.22(1968) Incomplete: v.57(2003) (ASK REF.-ICVS) Missing: v.57:3(Fall 2003) eng The Greensboro review Library has current subscription. Bound: no.1(1966)-no.77(2004/05) Bound: Index: 1966-1976 bound with v.17-20 eng Harper's Library has current subscription. Latest issue on BROWSING shelves. Bound: v.253:1516(Sept. 1976)-v.282(1991), v.285(1992), v.288(1994)-v.312(2006) Bound: v.253:1516-1519(Sept.-Dec. 1976) bound with previous title Harper's Magazine. Microfilm: v.282(1991)-v.287(1993) eng The Hollins critic Library has current subscription. Bound: v.7(1970)-v.42(2005) eng The Hudson review Library has current subscription. Bound: v.1(1948/49)-v.58(2005/06) eng Interdisciplinary studies in literature and environment : ISLE Library has current subscription. Bound: v.10(2003)-v.12(2005) eng The Iowa review Library has current subscription. Bound: v.1(1970)-v.35(2005/06) eng Johnsonian news letter Library has current subscription. Bound: v.1(1940)-v.25(1965), v.30(1970)-v.52:1(1991/92), v.55(2004)-v.56(2005) Missing: v.54:1(2003) (cs) eng Journal of English linguistics Library has current subscription. Bound: v.2(1968)-v.3(1969), v.5(1971)-v.33(2005) eng Journal of folklore research Library has current subscription. Bound: v.20(1983)-v.42(2005)


Bound: Index: 1979-1993 bound with v.30 eng Journal of medieval and early modern studies Library has current subscription. Bound: v.26(1996)-v.35(2005) his* eng Journal of modern literature Library has current subscription. Bound: v.1(1970/71), v.3(1973/74)-v.28(2004/05) eng Journal of popular culture Library has current subscription. Bound: v.1(1967/68)-v.22(1988/89) (Ground Floor) Bound: v.23(1989/90)-v.38(2004/05) eng* his Journal of technical writing and communication Library has current subscription. Bound: v.15(1985)-v.35(2005) eng Journalism & mass communication quarterly Library has current subscription. Bound: v.72(1995)-v.82(2005) Bound: Index: v.71-80 bound with v.81 com* eng Keats-Shelley journal Library has current subscription. Bound: v.1(1952)-v.53(2004) eng Keats-Shelley review Library has current subscription. Bound: 1986-2004 eng The Kenyon review Library has current subscription. Bound: nsv.1(1979)-nsv.27(2005) Bound: v.31-32:1(1969/70) Bound: Index: v.1-25 Microfilm: v.1(1939)-v.31(1969) eng Language Library has current subscription. Bound: v.1(1925)-v.81(2005) Bound: Index: v.1-50, v.1-76(1925-2000) eng


Language and style Library has current subscription. Bound: v.16(1983)-v.23(1990) (Ground Floor) eng Language arts Library has current subscription. Microfilm: v.52:6(1975)-v.82(2004/05) eng* emg Language learning Library has current subscription. Bound: v.17(1967)-v.55(2005) Microfilm: v.1(1948)-v.16(1966) eng Literature film quarterly Library has current subscription. Bound: v.1(1973)-v.15(1987), v.17(1989)-v.33(2005) Microfilm: v.16(1988) Missing: v.24:2(1996) eng* c&t Mark Twain journal Library has current subscription. Bound: v.9:4(Smr. 1954)-v.41(2003) Bound: Index: v.1-21 bound with v.23 eng Medium aevum Library has current subscription. Bound: v.1(1932)-v.34(1965), v.38(1969), v.40(1971)-v.74(2005) eng The Midwest quarterly Library has current subscription. Bound: v.10(1968/69)-v.46(2004/05) Microfilm: v.1(1959/60)-v.10(1968/69) his* eng Milton quarterly Library has current subscription. Microfilm: v.8(1974)-v.39(2005) eng The Mississippi quarterly Library has current subscription. Bound: v.26(1972/73)-v.56(2002/03) Microfilm: v.10(1957)-v.25(1971/72) eng Modern fiction studies Library has current subscription. Bound: v.1(1955)-v.13(1967/68), v.15(1969/70)-v.51(2005)


Bound: Index: v.1-30 Microfilm: v.1(1955/56)-v.18(1972/73) eng The Modern language journal Library has current subscription. Bound: v.17(1932/33)-v.89(2005) Bound: Index: v.1(1916)-v.80(1996) Microfilm: v.1(1916/17)-v.16(1931/32) eng* mfl Modern language quarterly Library has current subscription. Bound: v.1(1940)-v.11(1950), v.16(1955)-v.66(2005) eng The Modern language review Library has current subscription. Bound: v.43(1948)-v.100(2005) Bound: Index: v.51-60 eng Mosaic : a journal for the comparative study of literature Library has current subscription New subscription beginning with v.39:1(March 2006) eng The nation Library has current subscription. Latest issue on BROWSING shelves. Bound: v.206(1968)-v.282(2006) Microfilm: v.1(1865)-v.205(1967) eng The New England quarterly Library has current subscription. Bound: v.1(1928)-v.78(2005) his* eng New literary history Library has current subscription. Bound: v.19(1987/88)-v.36(2005) Microfilm: v.1(1969/70)-v.18(1986/87) Bound: Index: v.1-21 bound with v.21 eng The new republic Library has current subscription. Latest issue on BROWSING shelves. Bound: v.158(1968)-v.210(1994) Microfilm: v.1(1914)-v.161(1969), v.210(1994)-v.233(2005/06) Missing: v.205:1(July 1, 1991) gen* eng p&p


New York Library has current subscription. Latest issue on BROWSING shelves. Bound: v.29:26(July 8 1996)-v.37(2004/05) Microfiche: v.24(1991)-v.29:25(Jul.1, 1996) Microfilm: v.1(1968)-v.23(1990) Missing: v.38:10(Mar.28 2005), v.39:1(Jan.9 2006) (cs) eng* p&p The New York review of books Library has current subscription. Microfilm: v.16(1971)-v.52(2005) gen* eng The New York times book review See Sunday editions of New York Times. eng The New Yorker Library has current subscription. Latest issue on BROWSING shelves. Bound: v.31(1955/56)-v.80(Feb.16-Dec.2004), v.81(2005/06) Bound: Index: v.1-15, v.16-30, v.31-45, v.46-50 Microfilm: v.1(1925/26)-v.30(1954/55) eng Newsweek Library has current subscription. Latest issue on BROWSING shelves. Microfilm: v.1(1933)-v.74(1969), v.101(1983)-v.147(2006) Bound: v.65(1965)-v.102(1983) gen* eng p&p Nineteenth-century literature Library has current subscription. Bound: v.41(1986/87)-v.59(2004/05) eng The North American review Library has current subscription. Bound: v.249(1963)-v.290(2005) Microfilm: v.13(July 1821)-v.248(Wtr. 1939/40) Shelved as American Periodical Series II, Reels 181-183, 270-281, 1613-1647. eng North Carolina folklore journal Library has current subscription. Bound: v.21(1973)-v.52(2005) Bound: Index: 1961-1998 bound with v.46(1999) eng* emg


North Carolina literary review : NCLR Library has current subscription. Bound: no.6(1997)-no.14(2005) eng Notes on contemporary literature Library has current subscription. Bound: v.3(1973)-v.35(2005) Missing: v.21:1(Jan. 1991), v.22:3(May 1992) eng Novel; a forum on fiction Library has current subscription. Bound: v.1(1967/68)-v.37(2003/04) eng The Paris review Library has current subscription. Bound: no.1(1953)-no.16(1957), v.5(1958/59)-v.47(2005) eng Parnassus: poetry in review Library has current subscription. Bound: v.1(1972/73)-v.28(2005) eng The Pembroke magazine Library has current subscription. Bound: no.5(1974)-no.36(2004) eng Philological quarterly Library has current subscription. Bound: v.1(1922)-v.32(1953), v.49(1970)-v.82(2003) Microfilm: v.33(1954)-v.48(1969) Missing: v.11:2(Apr. 1932), v.31:4(Oct. 1952), v.32:1(Jan. 1953), v.32:4(Oct. 1953) eng Poetry Library has current subscription. Bound: v.100(1962)-v.136(1980) (Ground Floor) Bound: v.137(1980)-v.184(2004), v.186(2005)-v.187(2005/06) Microfilm: v.1(1912/13)-v.99(1961/62) Missing: v.148:2-3(May-June 1986) eng Publications of the Modern Language Association of America Library has current subscription. Bound: v.4(1888)-v.43(1928) (Ground Floor) shelved as Publications of the Modern Language Association of America Bound: v.44(1929)-v.120(2005) bound as P.M.L.A.: Publications of the Modern Language Association of America. eng Publishers weekly Library has current subscription. Microfilm: v.163(1953)-v.253(June 26, 2006)


Bound: v.133(1938)-v.162(1952) (Ground Floor) pdv* eng The Reader's digest Library has current subscription. Latest issue on BROWSING shelves. Microfilm: v.18(1930/31)-v.167(2005) gen* eng Renaissance quarterly Library has current subscription. Bound: v.20(1967)-v.58(2005) eng* his Renascence Library has current subscription. Bound: v.1(1948/49)-v.6(1953/54), v.10(1957/58), v.13(1960/61)-v.57(2004/05) Bound: Index: v.1-20, v.21-40 eng Resources for American literary study Library has current subscription. Bound: v.1(1971)-v.29(2004) eng Rhetoric review Library has current subscription. Bound: v.1(1982/83)-v.18(1999/00), v.20(2001)-v.24(2005) Missing: v.19:1-2(2000) eng The Sewanee review Library has current subscription. Bound: v.1(1892)-v.113(2005) eng The Shakespeare newsletter Library has current subscription. Bound: v.14(1964)-v.54(2004/05) Missing: v.41:1-2(Spr/Smr 1991) eng Shakespeare quarterly Library has current subscription. Bound: v.1(1950)-v.56(2005) eng Signs Library has current subscription. Bound: v.1(1975/76)-v.30(2004/05) Bound: Index: v.1-10 bound with v.11, v.1-20 bound with v.21 Missing: v.19:3(Spr.1994) his* eng


The South Atlantic quarterly Library has current subscription. Bound: v.6(1907)-v.11(1912), v.13(1914), v.15(1916)-v.16(1917), v.18(1919), v.20(1921), v.23(1924)-v.24(1925), v.26(1927)-v.52(1953), v.69(1970)-v.104(2005) Microfilm: v.1(1902)-v.5(1906), v.53(1954)-v.68(1969) his* eng Southern exposure Library has current subscription. Bound: v.1(1973/74)-v.31(2003/04) Missing: v.26:4(Wtr.1998) eng Southern journal of linguistics : journal of the SouthEastern Conference on Linguistics Library has current subscription. Bound: v.24(2000)-v.25(2001) eng The Southern literary journal Library has current subscription. Bound: v.1(1968/69)-v.37(2004/05) Bound: Index: v.1-12 bound with v.12 eng The Southern quarterly Library has current subscription. Bound: v.25(1986/87)-v.42(2003/04) Microfilm: v.1(1962/63)-v.24(1985/86) eng The Southern review Library has current subscription. Bound: v.1(1935/36)-v.7(1941/42), nsv.1(1965)-v.9(1973), v.10(1974)-v.38(2002), v.40(2004) Incomplete: v.39(2003) (ASK REF.-ICVS) Missing: v.39:4(Fall 2003) eng Southwest review Library has current subscription. Bound: v.57(1972)-v.90(2005) Microfilm: v.28(1942/43)-v.56(1971) eng Speculum Library has current subscription. Bound: v.1(1926)-v.29(1954), v.37(1962)-v.64(1989) (Ground Floor) Bound: v.65(1990)-v.79(2004) Microfilm: v.30(1955)-v.44(1969) his* eng Studies in American fiction Library has current subscription. Bound: v.2(1974)-v.33(2005) eng


Studies in English literature, 1500-1900 Library has current subscription. Bound: v.1(1961)-v.5(1965), v.7(1967)-v.45(2005) eng Studies in philology Library has current subscription. Bound: v.23(1926), v.27(1930), v.29(1932)-v.86(1989) (Ground Floor) Bound: v.87(1990)-v.102(2005) Bound: Index: v.1-50 (Ground Floor) eng Studies in romanticism Library has current subscription. Bound: v.1(1961/62)-v.5(1965/66), v.7(1967/68)-v.44(2005) eng Studies in short fiction Library has current subscription. Bound: v.1(1963/64)-v.35(1998) Bound: Index: v.1-20 bound with v.22, v.1-32 bound with v.32 Missing: v.36:3(Summer 1999) (cs) eng Studies in the literary imagination Library has current subscription. Bound: v.1(1968)-v.37(2004) Bound: Index: v.1-10 bound with v.11 eng Studies in the novel Library has current subscription. Bound: v.1(1969)-v.37(2005) Bound: Index: 1969-1988 bound with v.20, 1969-1993 bound with v.25 eng Teaching English in the two-year college Library has current subscription. Bound: v.4(1977/78)-v.32(2004/05) eng* elf Technical communication Library has current subscription. Microfilm: v.30(1983)-v.52(2005) eng* c&t TESOL quarterly / Teachers of English to Speakers of Other Languages Library has current subscription. Bound: v.9(1975)-v.23(1989) (Ground Floor) Bound: v.24(1990)-v.39(2005) Microfilm: v.1(1967)-v.8(1974) eng* mfl


TLS, the Times literary supplement Library has current subscription. Microfilm: Jan.(1969)-Dec.(2005) gen* eng Tulsa studies in women's literature Library has current subscription New subscription beginning with v.25:1(Spring 2006) eng Twentieth century literature Library has current subscription. Bound: v.1(1955/56)-v50(2004) Bound: Index: v.20-30 bound with v.30 eng University of Toronto quarterly Library has current subscription. Bound: v.33(1963/64)-v.74(2004/05) eng Verbatim Library has current subscription. Bound: v.3(1976/77)-v.28(2003) eng The Virginia quarterly review Library has current subscription. Bound: v.44(1968)-v.81(2005) Microfilm: v.1(1925)-v.43(1967) Microfilm: Index: v.1-20 on reel with v.1 eng Western American literature Library has current subscription. Bound: v.8(1973/74)-v.40(2005/06) Microfilm: v.1(1966/67)-v.7(1972/73) eng The Western humanities review Library has current subscription. Bound: v.24(1970)-v.59(2005) Microfilm: v.1(1947)-v.23(1969) eng The Wilson quarterly Library has current subscription. Bound: v.4(1980)-v.28(2004) Bound: Index: v.1-10 bound with v.10 eng* p&p Word : journal of the Linguistic Circle of New York Library has current subscription. Bound: v.19(1963)-v.55(2004) eng


World literature today Library has current subscription. Bound: v.51(1977)-v.79(2005) eng The Writer's digest Library has current subscription. Bound: v.47(1967)-v.68(1988), v.70(1990)-v.85(2005) Microfilm: v.69(1989) Missing: v.70:1(Jan. 1990), v.75:2(Feb.1995) eng* c&t 7.5 Support Personnel

Administrative • Roxane Stiles full-time Office Assistant • Pam Pittman half-time Office Assistant • Work study students: Laura Backe and Miranda Hosak Non-Administrative

(non-teaching Graduate Assistants) o Rebecca Pace o Lindsey Peterson

Non-Administrative

(non-teaching Graduate Assistants assigned outside the English Department) o Krysten Buchanan o Marshall Peck o Carolyn Warhaftig

Bachelor of Arts and Master of Arts Degree Programs English ...

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