graduate program review

Graduate Program Review 2005-2011

Department of English

Sam Dragga, Chair

College of Arts and Sciences Lawrence Schovanec, Dean

November 2011

12/16/2011

PROGRAM REVIEW OUTLINE Department of English

I. Program Overview – A one to two-page summary of department’s vision and goals. II. Graduate Curricula and Degree Programs

A. Scope of programs within the department B. Number and types of degrees awarded

- Degrees Awarded – Academic Year (chart) - Comparison of Degrees Awarded – Fall Data (Peer info table) - Program Degrees Awarded (table)

C. Undergraduate and Graduate semester credit hours - Semester Credit Hours – Academic Year (chart) - SCH compared to Budget - Academic Year (chart)

D. Number of majors in the department - Enrollment by Level – Fall Data (chart) - Comparison of Enrollment – Fall Data (Peer info table) - Program Enrollment (table)

E. Course offerings and their enrollments over the past six years (enrollment trends by course) - Course Enrollments by Academic Year (table)

F. Courses cross listed III. Faculty

A. Number, rank and demographics of the faculty (tenured and tenure track), GPTI’s and TA’s - Teaching Resources (chart)

- Tenured and Tenure-Track by Rank - Fall Data (chart) - Comparison of Full-time Faculty (Peer info table)

B. List of faculty members (graduate and non-graduate) (table) C. Summary of the number of refereed publications and creative activities (table) D. Responsibilities and leadership in professional societies

- Professional Leadership (table) - Committee service (table)

E. Assess average faculty productivity for Fall semesters only (use discipline appropriate criteria to determine)

- Faculty Workload (table) - College SCH/FTE – Fall Data (chart) - Department SCH/FTE – Fall Data (chart)

IV. Graduate Students

A. Demographics of applicants and enrolled students - Graduate Student Summary by Category – AY (chart) - Graduate Student Summary by Year – AY (chart) - Graduate Applicants by Region – Fall/Summer Data (chart) - Graduate Applicants - Fall Data (table) - Admitted Graduate Students - Fall Data (table) - Enrolled New Graduate Students - Fall Data (table)

12/16/2011

- Demographics of Enrolled Graduate Students - Fall Data (table) - Demographics of Enrolled Undergraduate Students - Fall Data (table)

B. Test scores (GRE, GMAT or TOEFL) of enrolled students - Average GRE Scores for Enrolled Graduate Students – Fall Data (chart)

C. GPA of new students - New Graduate Students GPA by Level – Fall Data (chart)

D. Time to Degree in Years (chart) E. Provide a breakdown of how many enrolled graduate students are RA’s. TA’s or GPTI’s (chart) F. Initial position and place of employment of graduates over the past 6 years (table) G. Type of financial support available for graduate students. H. Number of students who have received national and university fellowships, scholarships and other awards - fellowships awarded (table) I. Percentage (%) of full time students receiving financial support J. Graduate Student Publications and Creative Activities (table) – number of discipline-related

refereed papers/publication, juried creative/performance accomplishments, book chapters, books, and external presentations per year per student. (Note: this may overlap with faculty publications)

K. Programs for mentoring and professional preparation of graduate students. L. Department efforts to retain students and graduation rates

M. Percentage of Full Time students per semester – Fall data V. Department

A. Department operating expenses - Department Operating Cost - Academic Year (chart)

- Department Operating Cost as a Fraction of Employees - (table) B. Summary of Proposals (Submitted)

- Summary of Number of Proposals Written and Accepted (table) C. External Research expenditures

- Summary of Faculty Awards (table) - Research Expenditures (chart) - Peer Institution Info (if available) (table)

D. Internal funding - Source of Internal Funds (TTU) - (table)

E. Scholarships and endowments F. Departmental resources for research and teaching (i.e. classroom space, lab facilities) - (table) G. HEAF expenditures (table) H. External Program Accreditation – Name of body and date of last program accreditation review

including description of body and accreditation specifics. VI. Conclusions – a one- to two-page summary of the observed deficiencies and needs identified by

your review. Highlight areas of greatest need and areas of significant contributions.

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VII. Appendices – should include, but not be limited to, the following: Table of Contents

A. Strategic plan - Attachment from Strategic Planning website

B. Curriculum Map C. Graduate Course Offerings (table) D. Graduate Student Handbook E. Graduate Student Association(s) - Description and information F. Graduate Faculty Information (current Confirmation/Reconfirmation form packets for all tenured

and tenure-track faculty)

English

I. Program Overview In a world where the internet and the web are generating and complicating a greatly expanded new life of letters for millions of people, the Department of English prepares students to engage technically, critically and creatively in that life. The department continues to study and teach texts representing the riches of our heritage, and enhances this study and teaching through intersections facilitated by the use of alternative texts and media. Students taking classes in the department benefit from intersections among technical communication, literary, and creative writing programs, and from increasing access to computer-based resources and new digital media. Graduate study in the Department of English is characterized by intellectual curiosity regarding the theoretical principles and key issues of the discipline. At the master’s level, students strive to be sophisticated users of research, identifying pertinent applications of research that might improve the teaching and practice of their discipline. At the doctoral level, students strive to be effective creators of research, generating new knowledge for their discipline and communicating this knowledge through publication and presentation. In extracurricular areas, our students gain experience in administering programs, assisting in research, editing journals, and managing labs. Our students attend professional development workshops and activities designed to increase their marketability and their professionalism in publications, conferences, and correspondence. Students at both levels receive funding to help them attend national and regional conferences. The diversity of the student body is high, drawing from a large pool of applicants from around the country and the world, with highly varied experiences and backgrounds. This applicant pool has become quite large in recent years, and because of the low acceptance rate, the quality of students we admit is quite high. Student attrition is quite low, and we are quite proud of the fact that most students make steady progress towards completion of their degree. Graduate Programs in Literature, Creative Writing, and Linguistics Through its courses in literature, literary criticism, linguistics, and creative writing, the Department of English seeks to implement its belief that the study of literature in all times and places, the creative expression of ideas, and the in-depth study of the structures of language are vital forces in the preservation of culture and informed discourse in modern society. In its courses, the department further seeks to develop students' reading and writing skills, to increase their understanding of their literary heritage, to understand the role of English in a global society, and to stimulate their imaginative and critical abilities. Students are encouraged to express themselves clearly, effectively, and correctly, so that they can control language rather than be controlled by it. The department aims to prepare its students for academic careers in college and university teaching and research, but it also enables students to succeed in professions such as teaching, law, medicine, business, and indeed in any profession in which the development of ideas, the location of sound information, and clear communication is necessary. English students will be able to lead enriched, responsible, and productive personal lives. As a major facet of its mission,

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the department teaches the fundamentals of research, encourages the use of scholarly methods and attitudes throughout its programs, and contributes to the growth of knowledge through the individual scholarship of its members. Our core courses prepare students in theory, critical and creative writing, pedagogy, and research; our seminars and workshops prepare students to specialize in British, American, or comparative literature, linguistics, or creative writing. We also have special focus programs in Nineteenth-Century Studies; Book History; Literature, Social Justice, and the Environment; and Film and Media Studies. At the master’s level, students are introduced to the discipline in order to make them sophisticated scholars who can identify pertinent applications of research that improve the teaching and practice of their discipline. The MA program in English will

• prepare students with an interest in literature, creative writing, or linguistics for doctoral work, for teaching positions (including those at the secondary or community college level), and other professional pursuits that require skills in working with language.

• increase students’ understanding of the reciprocal relationship between language, literary texts, and culture in an increasingly diverse and global world.

• increase students’ analytic and creative abilities as language users. • promote professional development to increase the students’ sophistication either in

applying for doctoral programs or in pursuing non-academic careers. At the doctoral level, students will become effective original researchers, generating new knowledge for their discipline and communicating this knowledge through journal publication, conference presentation, and the writing of a book-length dissertation project, in preparation for an academic career as a teacher and researcher. The Ph.D. program in English will

• increase students’ skills as critical/creative readers, writers, and thinkers. • prepare students to teach literature, creative writing, and linguistics at the college and

university level. • initiate students into a culture of research and textual production required of

university faculty. • allow students the opportunity for administrative or editorial work in order to broaden

their professional experience. • promote professional development to allow students to produce effective professional

documents, conference presentations, and publications to improve their chances on the academic job market.

Graduate Programs in Technical Communication and Rhetoric The graduate program in technical communication and rhetoric aims to produce top-notch scholars, researchers, and practitioners in the academy and the workplace. TCR graduate students experience excellent preparation for those outcomes. In pedagogy, our students have

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excellent training in composition and technical communication pedagogy, working for the writing program as instructors and graders, and participating in frequent teaching workshops and observations. In coursework that emphasizes a balance of theory and application, our graduate students take courses in foundations of the fields of rhetoric, composition, and technical communication, and they round out their coursework with individualized electives in research, theory, and applications. The program emphasizes the following areas of excellence in its course offerings and its faculty scholarship:

• Rhetoric, Composition, and Technology • Technical Communication • Rhetorics of Science and Healthcare • Technology, Culture, and Rhetoric • Visual Rhetoric, New Media, and User-Centered Design

The M.A. in Technical Communication

• qualifies students for writing, editing, and supervisory positions in industry and for teaching in community colleges.

• prepares students for further graduate study. • offers knowledge of the history, theory, research, genres, principles, techniques, and

practices of technical communication. • assesses programmatic learning using the following specific outcomes:

1. Analytical Abilities 2. Communication Skills 3. Knowledge of Theory 4. Sensitivity to Ethical, Professional, and Cultural Issues 5. Readiness for Industry 6. Readiness for Doctoral Programs 7. Professionalism

The Ph.D. in Technical Communication and Rhetoric

• qualifies students to conduct independent research by various methods and thus to contribute to knowledge through presentation and publication. PhD students receive rigorous research methods courses (1 introductory course and 3 advanced courses) to prepare them to be active scholars.

• develops broad knowledge of the literature on technical communication and rhetoric and specialized knowledge of some aspect of technical communication or rhetoric as reflected in the dissertation research.

• prepares students to participate effectively in appropriate scholarly and professional organizations.

• assesses programmatic learning using the following specific outcomes: 1. Analytical Abilities 2. Research Skills

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3. Readiness to Prepare, Present, and Publish Scholarship 4. Readiness for the Academy 5. Readiness for Industry 6. Professionalism

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II. Graduate Curricula and Degree Programs

A. Scope of programs within the department

The Department of English offers four graduate degrees and two graduate certificates:

• M.A. in English • Ph.D. in English • M.A. in Technical Communication • Ph.D. in Technical Communication and Rhetoric • Graduate Certificate in Linguistics • Graduate Certificate in Publishing and Editing

The MA in English allows students to specialize in American and British Literature, Creative Writing, Linguistics, Comparative Literature or Rhetoric and Composition; it is important to note, however, that “specialization” tends to mean, at most, a concentration of three courses in a specific area. In general, the MA degree is intended to prepare students broadly, to ensure that they are conversant with a range of course materials. The first two specializations—American and British Literature, Creative Writing--are decidedly the most popular with students, and are the areas in which we offer the greatest number of courses. After completing thirty hours of course work and a thesis (or thirty-six hours and a portfolio), MA students in English frequently elect to pursue further graduate study. Recent MA graduates have gone on to our own PhD program and to programs at Indiana, Maryland, Claremont, Purdue, Florida, Rice, Kansas, and Texas A & M, among others. Others have gone on to successful careers in teaching, publishing, and similar fields. The Ph.D. in English permits students to prepare broadly across traditional divisions of period, geography, and genre but demands also that students conduct specialized research at the highest level of intellectual engagement. The goal of this twofold approach to doctoral studies is to prepare students simultaneously to teach in multiple areas and to produce scholarship in their area of concentration. Students may specialize in virtually any literary subject, period, or genre (including Early British literature, Later British literature, American Literature, or Comparative Literature), in Creative Writing , in Linguistics, or in a key program emphasis (Book History, Film & Media Studies, Nineteenth-Century Studies, and Literature, Social Justice, and Environment). A Ph.D. graduate completes sixty hours of course work (thirty hours of MA work may transfer in), including courses in theory, research methods, pedagogy, as well as in the student’s area of specialization. Each student must pass qualifying examinations over reading lists associated with the student’s dissertation topic, and then write and defend that dissertation. Ph.D. graduates have found faculty positions at national and regional institutions of higher learning. The M.A. in Technical Communication qualifies people for writing, editing, and supervisory positions in industry and for teaching in community colleges or for further graduate study. Specific aims of study include knowledge of the history, theory, research, genres, principles, techniques, and practices of technical communication. The MATC requires 36 hours of graduate work (12 courses). The thesis option allows students to substitute a thesis for 6 of those hours (2

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courses). Courses taken to reach 36 hours may be other technical communication courses; other English courses in rhetoric and linguistics; electives in other departments (such as business, instructional technology, or telecommunications); or a minor. Students may not apply more than four courses from the same external department to the degree in technical communication. Students who choose the thesis option take 2 courses in research methods and 2 courses for the thesis. The MATC is available both onsite and online. The PhD in Technical Communication and Rhetoric (TCR) is designed for students with an interest in rhetoric, writing, technical communication, and composition. The aims of study are broad knowledge of the literature on technical communication and rhetoric, specialized knowledge of some aspect of technical communication or rhetoric as reflected in the dissertation research, and ability to conduct ongoing independent research using one or more methods. The program emphasizes five broad areas of scholarship in its scholarship, coursework, and initiatives: a) Rhetoric, Composition, and Technology, b) Technical Communication, c) Rhetorics of Science and Healthcare, d) Technology, Culture, and Rhetoric, and e) Visual Rhetoric, New Media, and User-Centered Design. The PhD requires at least 60 hours of graduate courses beyond the bachelor's degree and at least 12 hours of English 8000 (Doctor's Dissertation). The course requirements include 45 hours in technical communication and rhetoric (TCR) and 15 hours for the minor. These hours include hours earned for the master's degree. The minor is optional but provides an opportunity to develop expertise in a subject that complements TCR. In addition, students must demonstrate proficiency in research methodology. The PhD in TCR is available both onsite and online. The Graduate Certificate in Linguistics requires 12 graduate credit hours in linguistics. This option is open to anyone eligible to take graduate courses, including non-degree seeking students. The main goal of the certificate is to provide a meaningful and internally coherent course of study of language and linguistics to match the background, interests, and needs of the individual student. Requirements include 12 hours of graduate credit in linguistics. Typically, all 12 hours for the certificate will consist of courses in the English Department's core offerings in language and linguistics. The Graduate Certificate in Publishing and Editing helps students to prepare for a career in editing and publishing; to develop new workplace skills or supplement existing skills; to learn how to produce publications like internal newsletters; to understand the relationship between publishing history, book history, and literary studies; to improve as a literary critic or creative writer; to develop or improve editing skills. Because the publishing world is relatively small and asks that students have developed skills before gaining even entry-level employment in the field, this 5-course/15-hour certificate will help students develop the skills and networking opportunities to be competitive in this challenging market.

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B. Number and types of degrees awarded

05/06 06/07 07/08 08/09 09/10 10/11Bachelor 112 94 114 80 93 82Masters 14 14 18 23 12 18Doctorates 9 7 6 9 3 8

Degrees Awarded - Academic Year (English)

Source : Ins titutional Research and Information MgmtChart prepared by The Graduate School

Degrees Awarded - Academic Year (Technical Communication)

Source: Institutional Research and Information MgmtChart prepared by The Graduate School

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Degrees Awarded - Academic Year (Technical Communication & Rhetoric)

Source: Institut ional Research and Information MgmtChart prepared by The Graduate School

Graduate Program Degrees Awarded Source: Institutional Research Services

Name of Program 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 English 23 21 24 32 15 26 Technical Communication 14 8 12 4 11 5 Technical Communication & Rhetoric 4 4 12 5 5 14

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C. Undergraduate and graduate semester credit hours

Comparison of Degrees Awarded - Fall Data 05/06 06/07 07/08 08/09 09/10 10/11Arizona State University

Bachelor 160 156 200 210 262 196

Master 56 57 52 39 52 50

Doctoral 13 10 23 20 11 11

Auburn UniversityBachelor 79 73 59 81 75 92

Master 18 18 21 23 13 17

Doctoral 3 5 4 4 5 9

Clemson UniversityBachelor 42 76 57 68 57 N/A

Master 31 37 37 34 36 N/A

Doctoral N/A N/A 1 1 6 N/A

Iowa State UniversityBachelor 80 50 72 63 33 69

Master 17 15 17 16 13 20

Virginia Tech UniversityBachelor 124 114 115 139 140 147

Master 10 13 22 23 25 22

Doctoral 3

Rutgers UniversityBachelor 379 366 404 361 362 340

Master 57 61 49 56 75 78

Doctoral 11 13 13 18 15 16

Texas Tech UniversityBachelor 112 94 114 80 93 82

Master 14 14 18 23 12 18

05/06 06/07 07/08 08/09 09/10 10/11Undergraduate 39,855 38,832 38,799 38,841 39,714 38,920Graduate 2,958 2,930 3,321 2,972 3,130 3,067Operating Cost $199,339 $187,010 $179,186 $237,828 $237,104 $217,001

$50,000

$100,000

$150,000

$200,000

$250,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

AY SCH compared to Budget (English)

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D. Number of majors in the department for the fall semesters

05/06 06/07 07/08 08/09 09/10 10/11Bachelor's 360 376 314 335 328 393Masters 37 47 40 35 42 43Doctoral 44 49 49 53 55 57

Enrollment by Level - Fall Data (English)S ource: Institutional Research and Information Mgmt

Chart prepared by The Graduate School

Enrollment by Level - Fall Data (Technical Communication)

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Enrollment by Level - Fall Data (Technical Communication & Rhetoric)

Graduate Program Enrollment Source: Institutional Research Services

Name of Program 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 English 81 96 89 88 97 100 Technical Communication 26 34 28 32 20 20 Technical Communication & Rhetoric 56 68 64 72 78 80

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Comparison of Enrollment - Fall Data 05/06 06/07 07/08 08/09 09/10 10/11Arizona State University

Bachelor 80 128 215 416 709 961

Master 206 291 157 141 139 141

Doctoral 117 113 123 117 109 140

Auburn UniversityBachelor 234 241 264 256 302 226

Master 41 39 39 38 36 43

Doctoral 35 43 39 35 35 38

Clemson UniversityBachelor 228 213 232 223 234 N/A

Master 93 96 88 73 60 N/A

Doctoral 13 21 24 29 25 N/A

Iowa State UniversityBachelor 291 273 255 248 264 282

Master 51 52 54 44 45 39

Doctoral 30 27 21 20 22 24

Virginia Tech UniversityBachelor 453 492 505 529 527 516

Master 43 50 55 58 57 47

Doctoral 7 11 19 21

Rutgers UniversityBachelor 896 897 884 938 866 899

MasterDoctoral

Texas Tech UniversityBachelor 360 376 314 335 328 393

Master 37 47 40 35 42 43

Doctoral 44 49 49 53 55 57

314 307326321312296

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E. Course enrollments over the past six years (enrollment trends by course)

• Figures are totals – classes may be offered more than once a year

Course Enrollments by Academic Year Source: Institutional Research Services

Departmen t Subject Course 2005‐06 2006‐07 2007‐08 2008‐09 2009‐10 2010‐11 TotalENGL CLT 5301 0ENGL CLT 5310 17 15 32ENGL CLT 5314 0ENGL CLT 5355 0ENGL CLT 7000 2 2ENGL ENGL 5000 33 31 24 12 100ENGL ENGL 5060 29 37 35 29 30 39 199ENGL ENGL 5067 9 9ENGL ENGL 5300 3 24 10 8 5 50ENGL ENGL 5301 10 8 18ENGL ENGL 5303 20 13 7 8 4 52ENGL ENGL 5304 7 13 10 17 47ENGL ENGL 5305 4 8 6 18ENGL ENGL 5306 6 7 13ENGL ENGL 5307 7 12 10 7 5 41ENGL ENGL 5309 10 10 9 10 8 47ENGL ENGL 5313 9 24 10 9 10 62ENGL ENGL 5315 7 10 6 23ENGL ENGL 5317 7 9 16ENGL ENGL 5320 11 10 21ENGL ENGL 5323 17 36 13 16 10 92ENGL ENGL 5324 24 10 20 6 17 10 87ENGL ENGL 5325 35 15 12 17 9 6 94ENGL ENGL 5327 8 5 9 22ENGL ENGL 5334 9 9 18ENGL ENGL 5335 9 9 18ENGL ENGL 5337 12 14 9 10 10 10 65ENGL ENGL 5338 10 9 19ENGL ENGL 5339 6 6 12ENGL ENGL 5340 7 9 25 13 16 21 91ENGL ENGL 5342 9 22 26 12 20 12 101ENGL ENGL 5343 8 8 8 24 22 7 77ENGL ENGL 5350 14 9 6 29ENGL ENGL 5351 25 24 22 21 17 15 124ENGL ENGL 5352 17 11 10 15 7 15 75ENGL ENGL 5353 9 7 6 17 39ENGL ENGL 5355 7 7 22 17 8 61ENGL ENGL 5360 0ENGL ENGL 5361 18 13 5 15 51ENGL ENGL 5362 6 12 7 8 18 51ENGL ENGL 5363 6 17 12 21 21 18 95ENGL ENGL 5364 17 15 11 19 15 10 87ENGL ENGL 5365 7 22 5 31 17 82ENGL ENGL 5366 17 6 11 10 9 10 63ENGL ENGL 5367 8 8ENGL ENGL 5368 9 10 11 30ENGL ENGL 5369 6 15 29 17 21 10 98ENGL ENGL 5370 46 34 44 39 43 33 239ENGL ENGL 5371 26 18 32 24 30 20 150

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ENGL ENGL 5372 8 18 11 10 47ENGL ENGL 5373 11 5 8 24ENGL ENGL 5374 14 10 11 9 11 10 65ENGL ENGL 5375 18 15 19 15 14 15 96ENGL ENGL 5376 16 8 10 27 15 76ENGL ENGL 5377 48 46 42 25 20 35 216ENGL ENGL 5378 4 4 9 5 10 2 34ENGL ENGL 5379 8 9 17ENGL ENGL 5380 25 48 8 41 25 55 202ENGL ENGL 5382 6 10 16ENGL ENGL 5383 32 11 43ENGL ENGL 5384 20 23 4 47ENGL ENGL 5385 10 8 12 8 6 5 49ENGL ENGL 5386 20 23 19 62ENGL ENGL 5387 16 9 10 35ENGL ENGL 5388 11 18 19 22 23 16 109ENGL ENGL 5389 17 17 19 53ENGL ENGL 5390 23 21 40 39 40 47 210ENGL ENGL 5392 10 7 10 11 14 11 63ENGL ENGL 6000 27 24 34 6 2 4 97ENGL ENGL 7000 92 106 78 80 79 72 507ENGL ENGL 8000 112 93 85 106 127 145 668

851 857 1010 901 943 902 5464Totals

F. Courses cross listed (syllabus included behind) The Department of English offers no graduate/undergraduate cross-listed courses.

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III. Faculty

A. Number, rank, and demographics of the graduate faculty

05/06 06/07 07/08 08/09 09/10 10/11Tenured/Tenure Track faculty 48 45 44 46 52 51Non-tenure track faculty 25 25 27 51 16 26GPTI 70 76 70 52 63 78TA's 14 21 13 15 18 18

Teaching Resources(English)

Source: Institutional Research and Information Mgm tChart prepared by The Graduate Scho ol

Horn Professor Professor Associate Professor Assistant Professor05/06 0 9 18 2106/07 0 8 24 1307/08 0 8 25 1108/09 0 8 27 1009/10 0 13 27 1110/11 0 14 26 11

Tenured and Tenure-Track by Rank - Fall Data(English)

Source: Ins titutional Rese arch a nd Inf orma tion M gmtCh art pr epared by T he G raduate S chool

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B. List of faculty members

List all faculty who were employed by your department during the six years of this review

FACULTY NAME

JOB TITLE

HIRE DATE

Member of Grad Faculty?

Y or N Aycock, Wendell Professor 9/1/69 Y Baake, Ken Associate Professor 9/1/00 Y Baehr, Craig Associate Professor 9/1/02 Y Barker, Thomas Professor 9/1/82 Y Barrera, Cordelia Assistant Professor 9/1/10 Y Batra, Kanika Assistant Professor 9/1/07 Y Bauer, Craig Assistant Professor 9/1/09 Y Baugh, Scott Associate Professor 9/1/02 Y Booher, Amanda Assistant Professor 9/1/09 Y Borshuk, Michael Associate Professor 9/1/04 Y Cargile Cook, Kelli Associate Professor 9/1/09 Y Carter, Joyce Locke Associate Professor 9/1/98 Y Clarke, Bruce Horn Professor 9/1/82 Y Conrad, Bryce Associate Professor 9/1/90 5/31/10 Y

Comparison of Full-time Faculty 05/06 06/07 07/08 08/09 09/10 10/11Arizona State University

Tenure/Tenure Track 43 46 54 52 52 67

Non-tenure track 118 101 110 117 104 110

TA's 79 92 102 96 98 100

Auburn UniversityTenure/Tenure Track 43 41 39 34 36 35

Non-tenure track 25 28 25 28 32 25

TA's 52 54 55 53 59 61

Clemson UniversityTenure/Tenure Track 32 33 33 34 33 31

TA's 64 60 62 55 46 48

Iowa State UniversityTenure/Tenure Track 55 55 51 52 51 43

TA's 44 38 40 33 35 35

Virginia Tech University38 40 40 41 41 4150 43 44 44 41 4030 36 44 43 51 51

Texas Tech Tenure/Tenure Track 48 45 44 46 52 51

TA's 14 21 13 15 18 48

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Couch, Julie Nelson Associate Professor 9/1/02 Y Covington, Dennis Professor 9/1/03 Y Crowell, Douglas Associate Professor 9/1/81 N Crowley, Lara Assistant Professor 9/1/08 Y Crowley, Timothy Assistant Professor 9/1/10 Y Daghistany, Ann Associate Professor 9/1/72 Y Desens, Marliss Associate Professor 9/1/95 Y Dragga, Sam Professor 9/1/89 Y Eaton, Angela Associate Professor 9/1/03 Y Fitzgerald, Colleen Associate Professor 9/1/02 5/31/08 Y Frangos, Jenni Assistant Professor 9/1/03 5/31/07 Y García, Cristina Professor 9/1/10 Y Grass, Sean Associate Professor 9/1/01 Y Hawkins, Ann Professor 9/1/04 Y Hurst, Mary Jane Professor 9/1/86 Y Jones, Stephen Associate Professor 9/1/00 5/31/08 Y Kemp, Fred Associate Professor 9/1/88 Y Kim, Min-Joo Associate Professor 9/1/05 Y Kimball, Miles Associate Professor 9/1/02 Y Koerber, Amy Associate Professor 9/1/02 Y Kolosov-Wenthe, Jacqueline

Associate Professor 9/1/04 Y

Kuriyama, Constance Professor 9/1/82 Y Kvande, Marta Assistant Professor 9/1/08 Y Lang, Susan Associate Professor 9/1/99 Y McFadden, Brian Associate Professor 9/1/99 Y Miner, Madonne Professor 9/1/97 8/31/07 Y Mohamed, Feisal Assistant Professor 9/1/03 5/31/07 Y Navakas, Michele Assistant Professor 9/1/09 Y Patterson, Jill Professor 9/1/93 Y Poch, John Professor 9/1/01 Y Purinton, Marjean Professor 9/1/95 Y Rice, Rich Associate Professor 9/1/02 Y Rickly, Rebecca Professor 9/1/98 Y Samson, John Associate Professor 9/1/82 Y Schoenecke, Michael Associate Professor 9/1/81 Y

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Shelton, Jen Associate Professor 9/1/01 Y Shu, Yuan Associate Professor 9/1/00 Y Snead, Jennifer Assistant Professor 9/1/06 Y Spurgeon, Sara Associate Professor 9/1/05 Y St.Amant, Kirk Associate Professor 9/1/04 5/31/08 Y Still, James Brian Associate Professor 9/1/06 Y Wenthe, William Professor 9/1/92 Y Whitlark, James Professor 9/1/79 Y Whitney, Allison Assistant Professor 9/1/09 Y Ybarra, Priscilla Solis Assistant Professor 9/1/06 5/31/10 Y Zdenek, Sean Associate Professor 9/1/03 Y

C. Summary of the number of refereed publications and creative activities.

D. Responsibilities and leadership in professional societies

Professional Leadership

2005 N= 47 F=47

2006 N= 50 F=50

2007 N= 47 F=47

2008 N= 47 F=47

2009 N= 52 F=52

2010 N= 52 F=52

Editor/Editorial 14 16 20 24 31 30 Executive Board 5 6 8 9 9 7 Officer in National Org. 7 6 7 9 9 13 Committees 9 11 12 13 23 27

N = # of full time faculty contributing F = # of full time faculty in department

Publication Type

2005 N= 47 F=47

2006 N= 50 F=50

2007 N= 47 F=47

2008 N= 47 F=47

2009 N= 52 F=52

2010 N= 52 F=52

Refereed Articles/Abstracts 40 43 25 36 34 31 Books/Book Chapters 6 7 4 4 4 13 Poems/Stories 49 52 47 26 51 31 Presentations/Posters 76 98 67 73 78 99 Edited Collections & Special Issues 5 4 7 9 2 15 Reviews & Encyclopedia Entries 42 38 18 19 11 22

N = # of full time faculty contributing F = # of full time faculty in department

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Graduate Student Committee’s faculty have served for the past 6 years M.A., Ph.D. in English

Thesis/Portfolio MA

Thesis/Portfolio PhD

Dissertation PhD

Dissertation Chair Member Chair Member

Faculty

Aycock 2 0 1 0

Barrera 0 0 0 0

Batra 0 3 0 1

Bauer 0 1 2 6

Baugh 2 1 1 1

Borshuk 1 6 0 6

Clarke 3 0 3 6

Conrad 0 0 3 7

Couch 3 0 3 3

Covington 0 0 4 9

Crowell 0 0 0 0

Crowley 0 3 0 1

Crowley 0 0 0 0

Desens 0 0 1 1

Fitzgerald 0 8 0 0

Frangos 0 0 0 2

Garcia 0 0 0 4

Grass 4 4 3 3

Hurst 0 3 0 3

Jones 4 2 6 1

Kim 8 1 1 0

Kolosov-Wenthe 0 0 7 6

Kuriyama 1 0 1 0

Kvande 0 1 0 1

McFadden 0 2 1 5

Miner 0 0 1 4

Mohamed 0 0 0 0

Navakas 1 0 0 0

Patterson 2 12 9 12

Poch 2 0 6 2

Ransdell 6 1 4 4

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Samson 0 2 0 11

Schoenecke 1 7 1 4

Shelton 3 2 0 2

Shu 3 7 2 2

Silva 0 0 0 0

Snead 1 7 0 5

Spurgeon 3 2 5 2

Wenthe 1 3 6 3

Whitlark 1 1 3 4

Whitney 0 0 0 0

Ybarra 0 0 0 2

M.A. in Technical Communication, Ph.D. in Technical Communication and Rhetoric

Thesis/Portfolio MA

Thesis/Portfolio PhD

Dissertation PhD

Dissertation Chair Member Chair Member

Faculty

Baake 1 11 27

Baehr 32 4 16

Barker 32 5 7

Booher 17 1 10

Cargile Cook 1 10

Carter 1 6 15

Dragga 7 11

Eaton 5 4

Kemp 1 6 12

Kimball 98 5 10

Koerber 8 15

Lang 32 7 7

Rice 82 9 12

Rickly 7 18 Still 9 9

Zdenek 48 9 18

St. Amant 4 2

English

E. Assess average faculty productivity for Fall semesters only (use discipline

appropriate criteria to determine)

FACULTY WORKLOAD

2005 2006 2007 2008 2009 2010

University 15.82 16.08 15.44 15.55 16.30 17.42College 17.18 17.09 16.71 17.06 17.82 17.77

Department 18.97 17.68 17.95 18.19 18.54 18.72

2005 2006 2007 2008 2009 2010SCH/FTE for total faculty 242 234 237 236 255 265

College SCH/FTE - Fall Data (Arts and Sciences)

English

2005 2006 2007 2008 2009 2010SCH/FTE for total faculty 193 187 188 198 195 211

Department SCH/FTE - Fall Data (English)

English

IV. Graduate Students

A. Demographics of applicants and enrolled students

Total Applicants Total Admitted New Grad Students Students Graduated2005 64 36 19 172006 68 38 21 232007 82 45 27 212008 99 36 18 242009 117 43 31 322010 154 35 24 15

Graduate Student Summary by Category - Fall Data(English)

Graduate Student Summary by Category - Fall Data(Technical Communication)

English

Graduate Student Summary by Category - Fall Data(Technical Communication & Rhetoric)

2005 2006 2007 2008 2009 2010Total Applicants 64 68 82 99 117 154Total Admitted 36 38 45 36 43 35New Grad Students 19 21 27 18 31 24Students Graduated 17 23 21 24 32 15

Graduate Student Summary by Year - Fall Data (English)

English

Graduate Student Summary by Year - Fall Data (Technical Communication)

Graduate Student Summary by Year - Fall Data (Technical Communication & Rhetoric)

English

Blank Code TX USA INT'L2005 7 37 17 32006 4 44 15 52007 46 31 2 32008 67 22 3 72009 66 42 8 12010 110 36 5 3

Graduate Applicants by Region - Fall/Summer Data (English)

Graduate Applicants by Region - Fall/Summer Data (Technical Communication)

English

Graduate Applicants by Region - Fall/Summer Data (Technical Communication & Rhetoric)

English

F M F M F M F M F M F M

American Indian 0 0 1 0 2 0 0 0 1 0 2 0Asian 0 0 0 2 0 1 2 1 1 0 2 2Black 1 0 1 0 1 2 0 1 2 0 1 2Hispanic 2 2 1 4 5 3 2 2 4 3 3 8Multiple 0 0 0 0 0 0 0 0 0 0 1 2Nat Haw/Pac Island 0 0 0 0 0 0 0 0 0 0 0 0Non-Resident 2 1 3 1 2 1 2 1 5 4 7 9Unknown 6 2 3 3 7 2 1 2 2 2 2 3White 33 15 27 22 40 16 49 36 51 42 50 60

Gender Total 44 20 36 32 57 25 56 43 66 51 68 86

Total Applicants

American Indian 0 0 0 0 2 0 0 0 0 0 0 0Asian 0 0 0 2 0 0 1 1 0 0 2 0Black 0 0 1 0 1 0 0 0 1 0 1 1Hispanic 2 0 1 2 2 1 1 0 1 1 1 1Multiple 0 0 0 0 0 0 0 0 0 0 0 0Nat Haw/Pac Island 0 0 0 0 0 0 0 0 0 0Non-Resident 1 0 3 1 1 1 1 0 3 0 1 2Unknown 3 2 2 2 2 0 0 0 1 0 0 0White 19 9 13 11 23 12 21 11 22 14 15 11

Gender Total 25 11 20 18 31 14 24 12 28 15 20 15

Total Admitted

Gender Total 16 3 9 12 17 10 12 6 20 11 14 10

Total Enrolled

Graduate Applicants - Fall Data 2005 2006 2007 2008 2009 2010

11782 99

Admitted Graduate Students - Fall Data 2005 2006 2007 2008 2009 2010

3536 38 45 36

3127 18

Enrolled New Graduate Students - Fall Data 2005 2006 2007 2008 2009 2010

2419 21

English

Gender Total 50 39 44 37 56 40 58 31 56 32 57 40

Graduate

Gender Total 221 140 225 135 247 129 196 118 215 120 208 120

Undergraduate

Demographics of Enrolled Graduate Students - Fall Data2005 2006 2007 2008 2009 2010

9789 81 96 89

Demographics of Enrolled Undergraduate Students - Fall Data2005 2006 2007 2008 2009 2010

335 328361 360 376 314

English

Technical Communication

Gender Total 11 12 13 12 12 11 13 10 18 5 13 10

Total Applicants

Gender Total 8 9 4 8 9 7 9 7 7 2 2 2

Total Admitted

Gender Total 3 3 2 2 5 5 3 3 5 2 1 2

Total Enrolled

2323 23

417 12 16 16

English

Gender Total 20 10 18 8 20 14 17 12 20 15 11 9

Graduate

Gender Total 0 0 0 0 0 0 0 1 0 0 0 0

Undergraduate

2030 26 34 29

0 00 0 0 1

English

Technical Communication & Rhetoric

Gender Total 26 7 36 11 32 18 42 24 35 33 44 21

Total Applicants

Gender Total 8 4 14 3 12 3 12 8 9 4 6 5

Total Admitted

Gender Total 5 3 9 1 7 3 7 2 5 2 4 3

Total Enrolled 78 10

17 15 20

6850 66

English

Gender Total 25 15 37 19 44 24 40 24 44 28 49 29

Graduate

Gender Total 0 0 0 0 0 0 4 12 8 8 11 15

Undergraduate 16 260 0 0 16

7840 56 68 64

English

B. Test scores (GRE, GMAT and/or TOEFL) of enrolled students

2005 2006 2007 2008 2009 2010Verbal 547 560 564 588 571 558Quantitative 528 594 575 597 563 586

Average GRE Scores for Enrolled Graduate Students -Fall Data (English)

Average GRE Scores for Enrolled Graduate Students -Fall Data (Technical Communication)

English

C. GPA of new students

Average GRE Scores for Enrolled Graduate Students-Fall Data (Technical Communication & Rhetoric)

2005 2006 2007 2008 2009 2010Masters 3.83 3.80 3.90 3.88 3.85 3.72Doctoral 3.90 3.97 3.65 3.96 3.85 3.89

New Graduate Students GPA by Level - Fall Data (English)

English

New Graduate Students GPA by Level - Fall Data (Technical Communication)

New Graduate Students GPA by Level - Fall Data (Technical Communication & Rhetoric)

English

D. Time to Degree in Years – Average years to graduate for all students graduating each year

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011Master's 2.05 3.68 2.11 2.00 1.96 2.15Doctorate 5.81 5.24 4.57 4.18 6.00 6.06

Average years to graduate for all students graduating each year

Time to Degree in Years (English)S ource: Institutional Research and Inform ation Mgm t

Chart prepar ed by The Graduate School

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011Master's 4.26 2.86 3.96 3.83 3.47 3Doctorate 0.00 0.00 0.00 0.00 0.00 0.00

Time to Degree in Years (Technical Communication)Source: Institutional Res earch and Information Mgmt

Chart prepared by The G raduate School

Note: Onsite students are full-time and complete their degrees in two years; online students are part-time and typically complete their degrees in three to four years.

English

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011Master's 0.00 0.00 0.00 0.00 0.00 0.00Doctorate 4.35 4.93 5.87 4.84 4.08 5.36

Time to Degree in Years (Technical Communication & Rhetoric)

E. Number of RA’s, TA’s or GPTI’s, with total number of graduate students in the

program. English

RA’s, TA’s and GPTI’s

Total Students

2010-2011 82 100 2009-2010 76 90 2008-2009 73 90 2007-2008 71 97 2006-2207 62 84 2005-2006 65 86

Total Students

2010-2011 4 20 2009-2010 7 352008-2009 6 292007-2008 7 342006-2207 5 262005-2006 6 30

English

Technical Communication and Rhetoric

Total Students

2010-2011 19 78 2009-2010 18 72 2008-2009 16 64 2007-2008 17 68 2006-2207 14 56 2005-2006 10 40

F. Initial position and place of employment of graduates over the past 6 years

M.A., Ph.D. in English Year/Name Position Employer Location 2005‐06

No Information Available

2006‐07 Bowers, Dean Instructor East Central College Missouri Dubois, Delores Faculty Montomery CC Houston Johnson, Emily Faculty Dallas ISD Dallas Kuettel‐Stineman, Patricia

Sales Rep Acig Insurance Dallas

Marsac, Melissa Advertising/Dig. Media

Houston Chronicle Houston

Romo, Refugio Faculty Northwest Vista College San Antonio 2007‐08 Armstrong, Shelby Adjunct Wayland Baptist U Lubbock Guenat, Esther Adjunct Baylor U Waco Purdy, Matthew Adjunct TTU Lubbock Peery‐Conrad, Joanna

TTU Health Sciences Center Lubbock

Rudolph, Aaron Adjunct Cameron U Oklahoma Sanders, Stephen HS Teacher Lubbock Sandlin, Scott Adjunct Auburn U Alabama Wells, Amy Instructor Univ. of Limoges France

English

2008‐09 Bauer, Curtis Tenure Track

Faculty TTU Lubbock

Cofer, Jordan Tenure Track Faculty

Abraham Baldwin College Tifton, GA

Donnerberg, Emily Intern Bedford/St. Martin Press Lubbock Franco, Stephanie Program

Coordinator Institute of Environmental and Human Health, TTU

Lubbock

Jerrell, Carrie Tenure Track Faculty

Murray State U Murray, KY

Ola, James Writing Instructor TTU Composition Program Lubbock Poling‐Wormsbaker, Jamie

Teacher Roosevelt ISD Lubbock

Stotz, Janna Writing Instructor TTU Composition Program Lubbock Wallace, Lauren Adjunct George Mason U Braddock, VA Warner, Eric Adjunct North Lake College Irving 2009‐10 DiPier, Lynn Adjunct Southern Arkansas U Magnolia, AR 2010‐2011 Cleveland, Sean Instructor USMA West Point, NY Danhof, Lauren Teacher Dallas ISD Dallas Eckroth, Stephanie Adjunct Baylor U Waco Ferguson, Daniel Tenure Track

Faculty and Chair Amarillo College Amarillo

Ha, Quan Manh Tenure Track Faculty

U of Montana Missoula, MT

Jaco, Arianne Teacher Lubbock ISD Lubbock Timmons, Nathan Recruiter TTU College of Arts and

Sciences Lubbock

Torsy, Genessa Sales BBVA Compass Bank Lubbock M.A. in Technical Communication

Graduate Initial Position Initial Employer Location 2005-6 Szeglowski Hayes Finley Grant Writer West Texas Food Bank Midland, TX Tiffany Technical writing L-3 communications Washington, DC Primm Technical Editing St. Jude Medical Dallas, TX Fisher Musick Entered PhD Program Texas Tech Lubbock, TX

English

Wills McKenzie Entered PhD Program Texas Tech Lubbock, TX

Kibelbek, N freelance technical writer Cincinnati, OH

Scharer Quality Assurance Boeing Seattle, WA Eddleman Technical writer Dallas, TX

2006-7 Hancock Technical writing Amerisouce Bergen Tech Group Georgia

Rose Information development IBM Columbus, OH

Paramore Editor Harford Businesss Ledger Baltimore, MD Guerrero Adams Technical writer US Army Pueblo, CO Geffken

2007-8 Preiksaitis deVry Edgell Entered PhD Program Texas Tech University Lubbock, TX Kusmaul Mellican writer and editor independent Dallas McCormick writer and editor National Instruments Austin, TX Davidson Grant Writer plainview, TX Rogers, K US Air Force

Strosser Innate Chiropractic Healing Arts Ctr Houston

Walker Lecturer Angelo St San Angelo, TX

Reynolds

Technical Editor, Writer and Adjunct Instructor Brighton Center Cincinnati, OH

2008-9 Thakur Conroy Ranario Entered PhD program Texas Tech University Lubbock, TX Chowdhury

2009-10 Lyle

A. Jackson Public Relations Officer Coastal Bend College

Evans Zepeda/Wells Kibelbek, A Ohio Whitby technical writing Utah

Mirll technical communicator PDX Ft. Worth, TX

Miller technical writer Omnitec Solutions Lubbock and Washington DC

English

Bennett Entered PhD Program Texas Tech Lubbock, TX Howe Alumni Relations University of Dallas Dallas, TX

2010-11

Sunseri Technical writer, translator J.S. TechTrans Eugene, OR

Owen Product Manager Inspirus, LLC Dallas, TX Ph.D. in Technical Communication and Rhetoric

Graduate Initial Position Initial Employer Location 2005-6 Rodgers Lecturer Northern Arizona Flagstaff Craft/Portewig Assistant Professor Auburn AL Harlow Lecturer University of Texas, Permian Basin Odessa, TX Yeats Assistant Professor Auburn AL

2006-7 Hubbard Assistant Professor University of Wisconsin River Falls Matveeva Assistant Professor University of Houston, Downtown Wang Assistant Professor University of Minnesota Duluth Liu Assistant Professor Cameron University Oklahoma

2007-8

Sallee Assistant Professor Prairie View A&M University-Houston Houston

Hadley Assistant Professor Missouri St. Univ Missouri Jones Information Architect University of Phoenix Arizona Palmer Assistant Professor Southern Polytechnic Atlanta, GA Stanchivici Assistant Professor U of Memphis Memphis, TN Youngblood Assistant Professor Auburn AL Lancaster Lecturer Texas Tech Lubbock, TX Madison Assistant Professor Angelo State San Angelo, TX Arnett Assistant Professor Kennesaw State University Atlanta, GA Boettger Assistant Professor U of North Tx Denton Musick Assistant Professor Lubbock Christian University Brewer Assistant Professor Appalachian State University Boone, NC D'Angelo Clinical Asst Professor AZ St. Phoenix, AZ

2008-9 Hughes Assistant Professor Lone Star College Houston Ross Assistant Professor Auburn AL Garrison Assistant Professor Angelo St San Angelo, TX Schroer-Motz Instructor UNLV Las Vegas Hoover Assistant Professor St. Edward's Univ Austin, TX

2009-10

English

Mogull Assistant Professor Clemson SC Henschel Assistant Professor Midwestern Wichita Falls, TX McPherson Lecturer U of AL, Huntsville AL Towner Developer Mortgage Market Guide Raju Professor Houston CC, NW Houston, TX

2010-11 Rasberry Director SMU Dallas

McMichael Senior lecturer University of Colorado Colorado Springs

Christofides Lecturer Texas Tech University Lubbock, TX Dayley Assistant professor Brigham Young, Idaho Rexburg, ID

England Lecturer Texas A&M College Station, TX

Irvin Associate Professor San Antonio College San Antonio, TX Kline Associate Professor Lebanon Valley College Annville, PA Allen Professor Midland College Midland, TX Johnston Assistant professor Western Governors University Centerville, UT Osborne Instructor St. Phillips College San Antonio, TX McKenney Instructor Highline community College Seattle, WA

Mascle Writing Project Site Director Morehead State University Morehead, KY

Ryan Instructor UT Dallas Dallas, TX

G. Type of financial support available for graduate students The Department of English offers the following endowed scholarships for which graduate students are eligible: Name Purpose EndowmentBruce Family Memorial Scholarship

For a native Texan graduate student pursuing studies in American Literature. Amount is approximately $25,000.

$462,512

Benjamin Rude Memorial Scholarship

For graduates and undergraduate students who have completed at least 6 hours in English (sophomore level and above) and have a 3.5 GPA in English and an overall 3.0. Applicants must submit an essay describing goals for study and focusing on one "distinguishing characteristic" (such as problem solving ability, creativity, ability to influence others, social service, or ability to complete school in spite of financial or health problems). Maximum award for a graduate student is $1,200.

$63,096

William Bryan Gates Graduate Award in English

For a graduate student majoring in English with a minimum overall 3.50 GPA who possesses positive traits, such as creativity, a talent for self-expression, enthusiasm, good

$56,467

English

judgment, and an ability to inspire others. Amount is approximately $1250 each (2 awarded).

Mary Sue Carlock/Joyce Thompson Graduate English Scholarship

For female graduate students majoring in American literature in the department. This scholarship was established to encourage women to study American literature. Amount is approximately $1000.

$24,832

Helen Locke Carter Memorial Scholarship

For a graduate or upper division undergraduate student majoring in English who demonstrate promise and scholarly interest in the theory and practice of literacy. The number of awards is variable and the amounts will be at least $500 per year.

$22,822

Thomas Langford Graduate Scholarship

For graduate students researching the relationships between Christianity and literature (a special interest of Dr. Langford). A student studying the works of Milton, Browning, or Hopkins and offering evidence of interest in matters of the spirit as well as the world might be the ideal candidate. Amount is approximately $1000.

$19,872

Carolyn Detjen Rude Scholarship

For a graduate or undergraduate technical communication major who shows exceptional promise as a member of the profession, either in the academic or corporate world, and who embodies the values that characterize Professor Carolyn Rude’s career at Texas Tech University: possesses and demonstrates integrity, contributes to the development and growth of the Texas Tech University Technical Communication program, exhibits personal generosity in sharing skills to help others at the university and in the community. Amount is approximately $500.

$16,392

English Faculty-Alumni Graduate English Scholarship

For an incoming graduate student majoring n English at either the master’s or doctor’s level who exhibits exceptional promise to become a member of the English profession. Amount is up to $1,000.

$12,297

George T. Prigmore Graduate English Scholarship

For graduate students majoring in English with a minimum overall 3.5 GPA. Recipient will have positive traits, such as creativity, a talent for self-expression, enthusiasm, good judgment, and an ability to inspire others. Recipient will have expressed a commitment to teaching English language and literature at either the secondary or higher education level. Candidates must be nominated by a member of the English department graduate faculty. Financial need will not be considered. Amount is approximately $500.

$7,468

English

H. Number of students who have received national and university fellowships, scholarships and other awards

05/06 06/07 07/08 08/09 09/10 10/11

Stud $ #

StudAT&T

Chancellor’s $27,000 9 $15,000 5 $30,000 10 $33,000 11 $43,500 13 $41,000 12

Hazlewood $3,000 1 $4,500 2 $6,000 3 $3,000 1 $3,000 1 Helen Devitt

Jones $10,500 3 $10,500 3 $10,500 3 $3,500 1

HD Jones PT $300 1 $1,000 2 $3,500 4 $3,300 4 Summer

Dissertation $9,300 4 $20,700 9 $4,600 2 $18,400 8 $9,200 4 $9,200 4

Helen Devitt Jones English Scholarships $50,000 7 $50,000 7

Helen Devitt Jones Creative

Writing Scholarships

$44,000 4 $44,000 4

Soongsil Honor Scholarship for

the Gifted Student

$10,000 1

Council for Programs in

Technical and Scientific

Communication, Diversity

Scholarship

$500 1

Rotary Foundation

Ambassadorial Scholarship.

$25,000 1

Colgate University Olive

B. O'Connor Creative Writing

Fellowship

$35,000 1

English

I. Percentage of full time master and doctoral students who received financial support.

M.A., English

% of Full-Time Students with Financial Support

2010-2011 95 2009-2010 97 2008-2009 97 2007-2008 76 2006-2207 94 2005-2006 86

Ph.D., English

2010-2011 89 2009-2010 90 2008-2009 91 2007-2008 89 2006-2207 83 2005-2006 89

M.A., Technical Communication

2010-2011 90 2009-2010 902008-2009 902007-2008 902006-2207 902005-2006 90

Ph.D., Technical Communication and Rhetoric

2010-2011 252009-2010 252008-2009 252007-2008 252006-2207 252005-2006 25

English

J. Graduate Student Publications and Creative Activities – Number of discipline-

related refereed papers/publications, juried creative/performance accomplishments, book chapters, books, and external presentations by Master and Doctoral students in the department.

English

Publication: Refereed Non-Refereed Poster

presentations Other activities Year MA PhD MA PhD MA PhD MA PhD 2010 5 41 0 9 1 35 2009 0 42 0 11 0 45 2008 0 24 0 2 0 23 2007 0 25 0 2 0 17 2006 0 10 0 1 0 5 2005 0 3 0 0 0 1

presentations Other activities Year MA PhD MA PhD MA PhD MA PhD 2010 2009 2 2008 3 2007 2006 3 2 2005 1

Technical Communication and Rhetoric

presentations Other activities Year MA PhD MA PhD MA PhD MA PhD 2010 8 5 2009 7 3 2008 5 2007 1 2 2006 3 1 1 2005 2 1

English

K. Programs for mentoring and professional preparation of graduate students

The Department of English provides its graduate students with a range of mentoring and professional preparation opportunities:

• Every student supported as a Teaching Assistant or Graduate Part-Time Instructor attends orientation sessions prior to the beginning of fall and spring semesters. During orientation students learn not only about the work they will perform as TAs or GPTIs, but also about departmental and university cultures. They are instructed in guidelines regarding sexual harassment, confidentiality, classroom etiquette, ethical behavior in interactions with students, and similar topics.

• The department supports the Graduate English Society (GES), a student organization that meets regularly to discuss issues pertinent to graduate student, coordinates various social activities, and sponsors a graduate-student conference every spring semester.

• Each year all PhD students go through an annual review. The first-year review is comprehensive, with the student submitting writing samples from fall seminars, evaluations from faculty members, and a plan for meeting degree requirements. Later reviews require that the student, in consultation with his/her committee, indicate further progress toward the degree.

• Each semester both MA and PhD students meet with the Director of Graduate Studies to pre-register for coursework, to discuss a time-table for graduation, and to get general advice about graduate study and what happens after graduate study.

• The department supports an Associate Director of Graduate Studies, who organizes a series of workshops for graduate students to discuss: professional expectations in graduate school; preparing a curriculum vita and letter of application; reading a job list; applying for academic and other professional positions; doing the job interview, preparing research for presentation and publication, etc.

• The department supports graduate student travel to conferences, with matching funds provided by the Graduate School.

L. Department efforts to retain students and graduation rates. In addition to the items above regarding professional development, the department limits graduate seminars to twelve students. This maximum works to keep the seminars small enough to allow much personal interaction, encouraging students to develop strong professional relationships with the faculty. The department also attempts to retain students and improve graduation rates by providing students with a range of possible support opportunities. In addition to working with first-year composition, all graduate students are eligible to

• serve as tutors in the University Writing Center • serve as editorial assistants to journals edited by faculty • serve as assistants to the writing program • serve as assistants to the department’s technology manager

English

• serves as assistants in the Usability Research Lab, Multiple Literacies LabDigital Humanities Lab, or LetterPressLab

In addition, Ph.D students have the opportunity to teach 2000-level and 3000-level courses with close supervision. The department also receives frequent requests from other units across the university for graduate students with excellent writing and editing abilities: for example positions for graduate students have been created in the Provost’s Office, the Office of Planning and Assessment, and the Office of Institutional Diversity, Equity, and Community Engagement. Online teaching assignments are also available. In the first-year composition program, GPTIs may elect to serve as onsite classroom instructors (CIs), or as online document instructors (DIs). DIs evaluate and comment on student writing assignments through a web-based interface and may thus complete their teaching duties from a distance while continuing in the graduate program. Several students have been able to complete their degrees in a timely manner because of the opportunity to serve as DIs.

M. Percentage of Full-Time Master and Doctoral students per year – Fall Data M.A., English

% of Full-Time Students 2010-2011 88 2009-2010 91 2008-2009 88 2007-2008 86 2006-2207 82 2005-2006 83

Ph.D., English

% of Full-Time Students 2010-2011 93 2009-2010 95 2008-2009 93 2007-2008 94 2006-2207 89 2005-2006 90

M.A., Technical Communication

% of Full-Time Students 2010-2011 192009-2010 192008-2009 192007-2008 192006-2207 192005-2006 19

English

Ph.D., Technical Communication and Rhetoric

% of Full-Time Students 2010-2011 93 2009-2010 92 2008-2009 91* 2007-2008 43 2006-2207 49 2005-2006 62

*Online PhD students were classified as full-time at 3 hours/semester beginning this year.

English

V. Department

A. Department operating expenses*

Department Operating Costs as a Fraction of Employees

05/06 06/07 07/08 08/09 09/10 10/11

Dept Operating Cost $199,339 $187,010 $179,186 $237,828 $237,104 $217,001Faculty & Staff 52 55 52 52 57 57

Dept Op Cost /FS $3,833 $3,400 $3,446 $4,574 $4,160 $3,807

05/06 06/07 07/08 08/09 09/10 10/11 Operating Cost $199,339 $187,010 $179,186 $237,828 $237,104 $217,001

$50,000

$100,000

$150,000

$200,000

$250,000

Department Operating Cost - Academic Year (English)Source: Institutional Research and Information Mgmt

Chart prepared by The Graduate School

English

VI. Conclusion The faculty of the Department of English are dedicated and hard-working, but they are also at the limits of what can be accomplished while teaching a standard 3-3 load. Although securing funding is always a challenge, the department should attempt to increase the number of tenure-line faculty and reduce its teaching requirement to 2-2, which is a normal load at most national research universities. This would allow for increased research productivity and mentoring time for faculty working with graduate students. Similarly, a reduction in the teaching requirements for graduate part-time instructors from a standard 2-2 to a 1-1 would allow us to compete more effectively for exceptionally qualified candidates, improve the performance of students in their courses, and speed completion of the degree, especially for PhD students at the exam and dissertation stages. We should also increase teaching opportunities for our post-exam doctoral students. At this time, for example, doctoral students who have passed ENGL 5392 can teach at the 2000 level and post-exam students can teach at the 3000 level if there is a need, but with the changes to the examination system that now require the submission of a 3000-level syllabus, the pool of students who could potentially teach at the 3000 level will be getting bigger, meaning that students can both improve their CV’s for the job search and help provide classes for more undergraduate students as the faculty workload decreases. We should also look at the possibility of large lecture classes with an increased workload credit for the faculty and reduced writing requirements for undergraduate non-majors who need to fill a core requirement; such classes could also employ graduate students as graders and discussion leaders in small sections. Graduate Programs in Literature, Creative Writing, and Linguistics While our graduate program has had a great success in attracting a talented, diverse, and highly motivated student body by offering a challenging, stimulating set of core classes and academic seminars, there are still several ways we could improve the program. Our professional development program and our specialized professional development courses such as Research Methods, Critical Methods, and Writing for Publication have been a great success in preparing students for doctoral study and for the academic job hunt (we placed six doctoral students in full-time employment this past year); depending on the year, we have a very low attrition rate (usually only one or two students, about 3% or 4% per year), which suggests that the students have confidence in both their academic abilities and their chances of finding a suitable job after graduation. However, students who do not plan to enter a doctoral program do not necessarily need the research- or theory- heavy courses that prospective doctoral students do; also, much of the publication preparation in MFA programs differs from the writing practices taught in critical writing classes. We should consider the possibility of creating a separate doctoral program in creative writing with a separate organizational structure and director, suitably funded by the university; as there are creative writers in other disciplines, an interdisciplinary element should probably be part of

English

this program. Should that be impractical, we should consider ways of making the MA program in creative writing more competitive in its funding and admissions process in order to attract the excellent MA students we currently lose to MFA programs, perhaps by tailoring some of our core courses to creative writers. We should also consider establishing a MAT program (MA with a Teaching emphasis), certainly with online components if not completely online, for students who need additional certification for high school teaching positions. We already have a good deal of the technology in place with our online program in Technical Communication and Rhetoric; we need both time to adapt literature and linguistics courses to online delivery and funding to find ways to update our equipment, both for the faculty and for the department labs. Our program has had a tendency to lose track of students after they graduate; we are often aware of a student’s initial appointment or acceptance to graduate school, but we often do not receive updates to their situations. We are currently establishing a student information database that will make it easier to track student awards, fellowships, and funding while they are here, and the records will be easily transferable to a post-graduation database. The post-graduation database will make it easier to track potential donors, advertise much more accurately our placement rates during recruiting season, and network with our graduates for potential assistance with admissions or job placement for our graduating MA and PhD students. Graduate Programs in Technical Communication and Rhetoric The technical communication and rhetoric graduate program comprises four distinct populations, and behaves almost like four different programs. For example, each group has grown at its own rate. Each group takes a different number of courses per semester, requiring separate and careful planning in course offerings across the two modalities (face to face and online) to ensure that each group may make steady progress towards the degree. In addition to raw growth, the faculty has experienced the consequences of this growth in the form of more dissertation committees, more MATC comprehensive portfolios, more graduate classes, and more complex blends of students to teach and advise. This growth is realized not just in raw complexity, but also in the market response to our articulated specialty areas. We believe that the rapid growth of our programs due to this specialization and the expansion into distance education has leveled off as we have begun to realize graduates from the online doctoral program, and we are projecting a more-or-less steady size of the programs for the next several years. But despite this welcome leveling, the faculty's time and energy is pulled in many complex directions that make it hard to balance their teaching, service, and research objectives. Add to this complexity the retirement of a key theorist and perennial dissertation workhorse -- replacing him this year is a priority, but even with a replacement, the faculty as a whole will be less effective than it currently is, while we wait for the new faculty member to learn the ropes and gain his/her footing. Thus, the program's constant challenge is to protect creative research and scholarship efforts while still supporting our many graduate students and their myriad interests. We do not think we can grow any larger, having already doubled the size of the graduate program in the past 8

English

years, but we do believe that we can grow more innovative in our course, lab, internship, and scholarship practices, and thus increase the overall quality of the program and its graduates. For example, we have brought outside speakers to campus every year to speak to the online doctoral students, and we believe that same conference atmosphere can be brought into the more conventional semesters with a bit of planning. We have also experimented with cross-disciplinary and team teaching and research projects, and feel that there is a wealth of creativity that may be realized by continuing to grow these efforts. We have begun to draft plans to implement an exchange program with Southeast University, in Nanjing, China, which will bring faculty and students to Lubbock, send faculty and students to Nanjing, and create a more diverse online course climate. Developing this program will require investment in additional tenure-line faculty to teach and mentor additional Ph.D. students from China. Goals

• Increase number of tenure-line faculty. • Reduce standard teaching load for tenure-line faculty to 2-2. • Reduce standard teaching load for graduate part-time instructors to 1-1. • Expand opportunities for PhD students to teach 3000-level courses. • Expand offerings of large lecture sections. • Develop separate degrees in Creative Writing. • Develop MA in English with Teaching emphasis. • Develop online graduate courses in Literature and Linguistics. • Develop a database of program graduates. • Develop exchange program for TCR faculty and students with Southeast University of

Nanjing, China.

Graduate Program Reviews

2005-2011

FACULTY AND STUDENT SURVEY RESULTS

College: College of Arts and Sciences Department: English

Conducted by: Institutional Research & Information Management

November 2011

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