the king's university academic program review

The King's University

Academic Program

Review 3-Year and 4-Year Bachelor of Arts, English

31 October 2016

Executive Summary ....................................................................................................................................... 2

Self-Study ...................................................................................................................................................... 3

1. Department Profile ........................................................................................................................... 3

1.1. Objectives and Goals ................................................................................................................. 3

Mission: ............................................................................................................................................. 3

Vision: ................................................................................................................................................ 3

1.2. Staffing ...................................................................................................................................... 4

1.3. Other Resources ........................................................................................................................ 4

1.4. Scholarly Activity (particularly involving students) ................................................................... 4

2. Program(s) ......................................................................................................................................... 5

2.1. Program Description and Requirements................................................................................... 5

Bachelor of Arts, 3-year, English Concentration ............................................................................... 6

Bachelor of Arts, 4-year, Environmental Studies Major, English Concentration .............................. 7

Bachelor of Arts, 4-year, English Major ............................................................................................ 7

2.2. Program Outcomes ................................................................................................................... 8

3. Curriculum (required courses and general disciplinary offerings in the major, cognates, and roles

played by foundations and breadth) ...................................................................................................... 12

3.1 Required courses........................................................................................................................... 12

3.2 Other English Offerings ................................................................................................................. 12

Foundations and Breadth ................................................................................................................... 13

4. Assessment ..................................................................................................................................... 15

4.1. Statistical profile of population, course enrolments, degree conferrals ................................ 15

4.2. Graduate profile ...................................................................................................................... 23

4.3. Current student survey/focus groups on qualitative program aspects .................................. 24

4.4. Alumni survey/focus groups on qualitative aspects of the program ...................................... 25

4.5. Resources (budget and facilities) ............................................................................................ 26

External Assessment ................................................................................................................................... 27

Committee Response to the External Reviewer’s Report................................................................... 27

Summary and Recommendations ............................................................................................................... 30

Appendix A: Faculty Publications ............................................................................................................ 31

Appendix B: Course Descriptions ............................................................................................................ 34

Appendix C: Loosely Literati .................................................................................................................... 41

Appendix D: Library Review .................................................................................................................... 42

Appendix E: External Review Report ...................................................................................................... 44

Appendix F: Dean’s Response ................................................................................................................. 63

Appendix G: Faculty CVs ......................................................................................................................... 71

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Executive Summary

This program review was initiatied under a prior policy but was brought to a conclusion under the

current program review policy. As a result, its content has been shaped by a much longer consideration

by the department of program revisions that would be typical for such reviews. Nonetheless, the

exercise has been helpful as the analytical work provided a clear picture of the program’s status, and

gave opportunity to see it through the eyes of current and former students as well as those of an

external reviewer.

A number of recommendations have resulted. These range from curricular – preserving and adding

breadth, considering how historical coverage occurs in the program, and how allegory is treated in

theoretical perspecitves – to organization interactions to ensure clear presentation of the program and

its distinctives. Further, recommendations to continue engagement with wider institutional intiatives

and with provincial and national bodies are offered.

This has been a helpful process that will result in strengthened and growing English programs at King’s.

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Self-Study

1. Department Profile

1.1. Objectives and Goals

The study of English literature is at the core of the liberal arts mandate at The King’s. Our community’s

mission is to inspire and equip learners to bring renewal and reconciliation to all walks of life as

followers of Jesus Christ, the servant king. This mission is reflected in the skills and content of each

course offered in the English program.

Mission:

English literary studies at The King’s exist to develop critical thinking and clear writing, to build a robust

set of literary interpretative skills, and to enhance students’ appreciation of the value and function of

the human imagination in history and culture. In keeping with our distinctive mandate for Christian

higher education, faculty at The King’s model for students who come with a variety of worldview

assumptions what it means to understand ourselves as creatures formed by The Word and constituted

by narrative. Faculty also demonstrate, through their own theoretically informed reading practices the

means by which the values and assumptions of a culture may be understood and critiqued through the

study of text.

Literary studies exist to teach all King’s students the basics of research essay structure and to refresh

their writing skills and practices in the mandatory pair of first year courses. This training in the

mechanics of clear, effective prose is augmented and deepened in senior level offerings.

Vision:

• To develop a Christian approach to literary study based on a view of humanity that is scripturally

directed and theoretically articulated.

• To connect the theory and praxis of English literary studies with a select variety of

companionate disciplines that will enrich students’ understanding of the world and the role that

text plays in both the formulation and comprehension of that world.

• To prepare students who are academically gifted for entrance into graduate programs in English

Literature.

• To prepare students to move into entry-level employment where interpretation of text and

writing skills are central (eg: teaching, law, journalism, and business).

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1.2. Staffing

Faculty Position Tenure Appointed FTE Teaching

Dr Philip Mingay Associate Professor of

English

2010 2007 1.0

Dr Brett Roscoe Assistant Professor of

English

2012 1.0

Dr Tina Trigg Associate Professor of

English

2010 2003 0.67

Dr Elizabeth

Willson Gordon

Assistant Professor of

English

2012 1.0

Dr Arlette Zinck Associate Professor of

English

2003 1998 0.67

These continuing faculty members have been supported by a team of fully qualified sessionals.

Year Headcount FTE

2014-15 5 1.95

2013-14 3 1.30

2012-13 4 1.25

2011-12 3 1.82

2010-11 4 1.77

The department also has faculty emeriti who should be recognized.

Faculty Position Status Appointment

Dr Leslie-Ann Hales Professor of English Emerita 1980-2012

Dr S Keith Ward Professor of English

and Vice President

Academic

Emeritus 1979-2004

1.3. Other Resources

There are no other resources particular to the English program to note here.

1.4. Scholarly Activity (particularly involving students)

Please see the Appendix for a listing of faculty publications.

The list of faculty-student collaborations is growing annually under the leadership of Elizabeth Willson-

Gordon.

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2. Program(s)

2.1. Program Description and Requirements

King’s offers a 3-year Bachelor of Arts with a concentration in English, a 4-year Bachelor of Arts with a

major in Environmental Studies with a concentration in English, and a 4-year Bachelor of Arts with a

major in English. These programs vary from one another somewhat but share core courses in English

methods, literary theory, and a well-rounded collection of thematic and chronologically organized class

offerings.

The 3-year degree is 93 credits consisting of

• Foundations: 24 (BA) credits in English, History, Philosophy and Theology.

• Breadth: 18 (BA) credits in Fine Arts/Languages, Natural Science with lab, and Social Science

• Interdisciplinary Studies: 3 credits consisting of six 2 day pan-institutional conferences that

explore both foundational and integrative topics.

• 24-42 credits in the concentration

• Electives up to 123 credits

The 4-year degree is 120 credits consisting of

• Foundations: 24 (BA) credits in English, History, Philosophy and Theology.

• Breadth: 18 (BA) credits in Fine Arts/Languages, Natural Science with lab, and Social Science

• Interdisciplinary Studies: 3 credits consisting of six 2 day pan-institutional conferences that

explore both foundational and integrative topics.

• 45-60 credits in the major

• Electives up to 120 credits

Please see section 3 for further explanation of the foundations and breadth requirements.

The concentration and major requirements are as follows.

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Bachelor of Arts, 3-year, English Concentration

3-Year BA in English All of 204, 205, 304, 305, 495

24-42 credits 3 credits of 320, 380, 410, 430

At least 6 credits of 3xx, 4xx

Foundations of Literature (all)

204: Introduction to Literature


304: Literature From the Middle Ages to the 18th

Century

305: Literature from the 19th Century to the

Present

Engaging the Past (3 credits)

320: Shakespeare Today

380: Arthurian Literature

410: Literature of the Middle Ages

430: Milton and 17th Century

Senior Seminar

495

Concentration Electives (at least

6 credits)

3xx

4xx

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Bachelor of Arts, 4-year, Environmental Studies Major, English Concentration

4-Year BA in ENVS, Concentration in English All of 204, 205, 304, 305, 323, 495

24-45 credits At least 3 credits of 370, 371


Bachelor of Arts, 4-year, English Major

4-year BA in English All of 204, 205, 304, 305, 404, 405

120 credit degree 6 credits of 320, 380, 410, 430

45 to *60 credits 3 credits of 370, 371






Century


Present

Canadian Literature (3

credits)

370: Pre-Confederation to

1970

371: Post-1970

Environment

323: Literature of the Environment

Senior Seminar

495

English electives (at least 3 credits)

3xx

4xx





Century


Present

Engaging the Past (at least 6 credits)

320: Shakespeare Today

380: Arthurian Literature

410: Literature of the Middle Ages

430: Milton and 17th Century

Canadian Literature

370: Pre-Confederation to

1970

371: Post-1970

Literary Theory

404: Literary Theory from Plato

to Pater

405: Contemporary Literary Theory

English Electives (at least 18

credits)

3xx

4xx

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2.2. Program Outcomes

Foundational, Breadth, Depth and Skill Elements in the BA English 3 & 4 year (these elements specify

points of integration beyond the general education requirements mapped for all programs)

Foundational Elements

The ways in which courses in English literature have a primary role in helping students to undercover the

underlying structures of reality

• Integrity of Creation - Students will learn to aware of and to appreciate the manner in which

imaginative narratives allow us access to an integrated and whole vision of creation. Imaginative

literature allows us to see and to experience the extensions of our ideas and values. Literature

allows us to imagine the logical consequences of our foundational assumptions by driving these

assumptions to their roots and then expanding them to accommodate the results for all living

things.

• Literary Theory - Students will emerge from studies in English literature with an awareness of

competing theoretical discourses and the worldview assumptions that undergird them.

• Christian Practice of Literary Analysis - They will also be introduced to the methods and

approaches of textual inquiry that allow us to discern Christian perspectives in English literature.

The transparency of our own hermeneutic instability leads us to become defensive, dogmatic,

isolated or, alternatively, engaged. By approaching the text from a critical position of deep

humility and recognition of other vulnerable human beings, readers may respond with

compassion and empathy.

• Function of the Human Imagination - Students will emerge from studies in English with an

awareness and understanding of the human imagination and of how imaginative constructions

of reality can provide insightful engagements with alternative perspectives.

• Discernment of World View Assumptions - Students will develop the ability to probe and

discern the worldview assumptions operative in literary representations of reality.

Breadth Elements

• Interdisciplinary value – In contemporary culture discourses of business and science often

devalue literary discourse and the importance of narrative. Narrative and poetic modes of

thought undergird a range of disciplines including natural, social sciences, education, and

professional programs. English also foregrounds the interpretive skills necessary for all

disciplines. Literature courses teach clear writing, critical thinking, interpretative theory, as well

as the basics of aesthetic appreciation and analysis.

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Depth Elements

• Constituent elements - Students will be proficient in the terms and definitions necessary for the

anatomisation and analysis of both prose and poetry.

• Genres - Students will be competent readers of all literary genres including drama, poetry, short

stories, novels, film, etc.

• Literary modes - Students will be competent readers of various modes of representation

including allegory, realism, magic realism, fantasy, etc.

• Recognition of bias in self and other – Students will become aware of their own worldview

assumptions as they are challenged to recognize those of others.

• History – Students will acquire an overview of British and Canadian history and culture. They will

also become aware of both the manner in which history is reflected in the literature, and the

ways in which literature helps to shape the history.

Skill Elements

• Clarity of expression

• Argumentative structuring – Rhetorical skills, implications of ideas

• Grammar

• Punctuation

• Oral and group skills – listening

• Research skills

The charts on the following pages indicate how each course in the major relates to the program

outcomes.

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Course Level Outcomes for the 3-year BA

Breadth

Course Title Re

qu

ire

d f

or

3-y

ear

BA

?

Inte

gri

ty o

f C

reati

on

Lite

rary

Th

eo

ry

Ch

rist

ian

Pra

ctic

e

Fu

nct

ion

of

the

Hu

man

Im

agin

ati

on

Dis

cern

me

nt

of

Wo

rld

Vie

w

Inte

rdis

cip

lin

ary

Ou

tre

ach

Co

nst

itu

en

t Ele

me

nts

Ge

nre

s

Ho

w t

o r

ead

mo

de

s

Ab

ilit

y t

o r

eco

gn

ise

bia

s in

se

lf

His

tory

Cla

rity

Arg

um

en

tati

ve

Str

uct

uri

ng

Gra

mm

ar

Pu

nct

uati

on

Ora

l an

d g

rou

p s

kil

ls

Re

searc

h

ENGL204 Reading to Know, Writing to be Known: An Introduction To Literature I Y f b f f f f f f f f f f f

ENGL205 Reading to Know, Writing to be Known: An Introduction to Literature II Y f b f f f f f f f f f f f

ENGL304 Stories of Becoming I: Literature from the Middle Ages to the 18th Century Y f b f f f f b b b b b b

ENGL305 Stories of Becoming II: Literature from the 19th Century to the Present Y f b b b f b b b b b b

ENGL320 The Play's the Thing: Shakespeare Today Y f b

ENGL380 The Once and Future King: Arthurian Legend and Literature Y f b b f f b b b b b b

ENGL410 Negotiating the Past: The Literature of the Middle Ages Y f b b f f b b b b b b

ENGL430 Milton and the 17th Century Y f b b f b b b f b b b b b b

ENGL495 Senior English Seminar Y f f f b f f

ENGL370 Carving out a Nation: Canadian Literature Pre- 1970 N f b b b b f b f b

ENGL371 Mapping our Mental Geography: Canadian Literature Post- 1970 N f f f b f f b f b

ENGL404 Anxiety to Apotheosis: Literary Theory from Plato to Pater N f f f f f f b b f b b b b b b

ENGL405 Unpacking the Text: Contemporary Literary Theory N f f f f f f b b f b b

ENGL315 Meeting the Anglo-Saxons: Old English Language and Literature N f b b f b f b b f b b

ENGL318 Chaucer N f b f f f b f b b b b b b

ENGL323 Literature and the Environment: Reading the Creator through Creation N f f b f b f f b b b b b b b

ENGL326 Theory in the Classroom N f b

ENGL327 Between Science And Fiction: The Intersection of Psychology and Literature N f f b f f f b b b b b b

ENGL329 Stranger than Fiction: Literature And Film N f b b b b f b b

ENGL356 Writing the Empire: An Introduction to 19th Century Literature N f b b f f b b f b b b b b b

ENGL358 The Sun Never Sets: Introduction to Postcolonial Literature N f b b f b f b b

ENGL360 Sabotaging Certainty: Modernist Literature N f b b f b b f b b b b b b

ENGL366 Women's Words in the 20th Century N f b b b b b f b b b b b b b

ENGL385 North American Short Stories: Bite-Sized Reading N f b f b b f f b f b b b b b b b

ENGL387 Stealing Past the Watchful Dragons: History and Practice of Allegory N f b

ENGL391 Creative Writing: Short Story and Poetry N f b b

ENGL398 Student Publications I N f b

ENGL489 Special Studies in Literature N f b

ENGL498 Student Publications II N f b

Foregrounded in this course

Backgrounded in this course

SkillDepthFoundational

11 | P a g e

Course Level Outcomes for the 4-year BA

Breadth

Course Title Re

qu

ire

d f

or

4-y

ear

BA

?

Inte

gri

ty o

f C

reati

on

Lite

rary

Th

eo

ry

Ch

rist

ian

Pra

ctic

e

Fu

nct

ion

of

the

Hu

man

Im

agin

ati

on

Dis

cern

me

nt

of

Wo

rld

Vie

w

Inte

rdis

cip

lin

ary

Ou

tre

ach

Co

nst

itu

en

t Ele

me

nts

Ge

nre

s

Ho

w t

o r

ead

mo

de

s

Ab

ilit

y t

o r

eco

gn

ise

bia

s in

se

lf

His

tory

Cla

rity

Arg

um

en

tati

ve

Str

uct

uri

ng

Gra

mm

ar

Pu

nct

uati

on

Ora

l an

d g

rou

p s

kil

ls

Re

searc

h

ENGL204 Reading to Know, Writing to be Known: An Introduction To Literature I Y f b f f f f f f f f f f f

ENGL205 Reading to Know, Writing to be Known: An Introduction to Literature II Y f b f f f f f f f f f f f

ENGL304 Stories of Becoming I: Literature from the Middle Ages to the 18th Century Y f b f f f f b b b b b b

ENGL305 Stories of Becoming II: Literature from the 19th Century to the Present Y f b b b f b b b b b b

ENGL320 The Play's the Thing: Shakespeare Today Y f b

ENGL380 The Once and Future King: Arthurian Legend and Literature Y f b b f f b b b b b b

ENGL410 Negotiating the Past: The Literature of the Middle Ages Y f b b f f b b b b b b

ENGL430 Milton and the 17th Century Y f b b f b b b f b b b b b b

ENGL370 Carving out a Nation: Canadian Literature Pre- 1970 Y f b b b b f b f b

ENGL371 Mapping our Mental Geography: Canadian Literature Post- 1970 Y f f f b f f b f b

ENGL404 Anxiety to Apotheosis: Literary Theory from Plato to Pater Y f f f f f f b b f b b b b b b

ENGL405 Unpacking the Text: Contemporary Literary Theory Y f f f f f f b b f b b

ENGL495 Senior English Seminar N f f f b f f

ENGL315 Meeting the Anglo-Saxons: Old English Language and Literature N f b b f b f b b f b b

ENGL318 Chaucer N f b f f f b f b b b b b b

ENGL323 Literature and the Environment: Reading the Creator through Creation N f f b f b f f b b b b b b b

ENGL326 Theory in the Classroom N f b

ENGL327 Between Science And Fiction: The Intersection of Psychology and Literature N f f b f f f b b b b b b

ENGL329 Stranger than Fiction: Literature And Film N f b b b b f b b

ENGL356 Writing the Empire: An Introduction to 19th Century Literature N f b b f f b b f b b b b b b

ENGL358 The Sun Never Sets: Introduction to Postcolonial Literature N f b b f b f b b

ENGL360 Sabotaging Certainty: Modernist Literature N f b b f b b f b b b b b b

ENGL366 Women's Words in the 20th Century N f b b b b b f b b b b b b b

ENGL385 North American Short Stories: Bite-Sized Reading N f b f b b f f b f b b b b b b b

ENGL387 Stealing Past the Watchful Dragons: History and Practice of Allegory N f b

ENGL391 Creative Writing: Short Story and Poetry N f b b

ENGL398 Student Publications I N f b

ENGL489 Special Studies in Literature N f b

ENGL498 Student Publications II N f b

Foregrounded in this course

Backgrounded in this course

SkillDepthFoundational

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3. Curriculum (required courses and general disciplinary offerings in

the major, cognates, and roles played by foundations and breadth)

3.1 Required courses

Course

Code

Course Title Same As

ENGL204 Reading to Know, Writing to be Known: An Introduction To

Literature I

ENGL205 Reading to Know, Writing to be Known: An Introduction to

Literature II

ENGL304 Stories of Becoming I: Literature from the Middle Ages to the 18th

Century

ENGL305 Stories of Becoming II: Literature from the 19th Century to the

Present

ENGL320 The Play's the Thing: Shakespeare Today Same as DRAM

320.

ENGL323 Literature and the Environment: Reading the Creator through

Creation

ENGL370 Carving out a Nation: Canadian Literature Pre- 1970

ENGL371 Mapping our Mental Geography: Canadian Literature Post- 1970

ENGL380 The Once and Future King: Arthurian Legend and Literature

ENGL404 Anxiety to Apotheosis: Literary Theory from Plato to Pater

ENGL405 Unpacking the Text: Contemporary Literary Theory

ENGL410 Negotiating the Past: The Literature of the Middle Ages

ENGL430 Milton and the 17th Century

ENGL495 Senior English Seminar

3.2 Other English Offerings

Course

Code

Course Title Same As

ENGL315 Meeting the Anglo-Saxons: Old English Language and Literature

ENGL318 Chaucer

ENGL326 Theory in the Classroom

ENGL327 Between Science And Fiction: The Intersection of Psychology and

Literature

Same as PSYC

327.

ENGL329 Stranger than Fiction: Literature And Film

ENGL356 Writing the Empire: An Introduction to 19th Century Literature

ENGL358 The Sun Never Sets: Introduction to Postcolonial Literature

ENGL360 Sabotaging Certainty: Modernist Literature

ENGL366 Women's Words in the 20th Century

ENGL385 North American Short Stories: Bite-Sized Reading

ENGL387 Stealing Past the Watchful Dragons: History and Practice of Allegory

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ENGL391 Creative Writing: Short Story and Poetry

ENGL398 Student Publications I

ENGL399 Special Topics

ENGL489 Special Studies in Literature

ENGL498 Student Publications II

ENGL499 Directed Studies in English Literature

Foundations and Breadth

The English programs exist in the context of King’s liberal arts approach to university education. As a

result, students also fulfil foundations and breadth requirements.

The foundations courses enable students to understand the underlying structures of reality and

discourse, to develop a Christian perspective on learning aimed at transforming culture, and to perceive

that human beings make decisions that set the direction of their culture. Such courses enable students

to see that the various disciplines study different aspects of creation. They should also prepare students

to articulate a biblical model of the relation between faith and learning. Students should learn how their

faith commitments relate to learning and research. Such courses should also help students gain a

historically informed, lingually capable, critical and appreciative understanding of the "isms" of the age

(e.g., relativism, naturalism, reductionism, etc.) which have shaped our culture's understanding of the

academic enterprise and generated certain issues and problems common to all or several disciplines.

All English students will take

Course

Code Course Title

ENGL204 Reading to Know, Writing to be Known: An Introduction To Literature I

ENGL205 Reading to Know, Writing to be Known: An Introduction to Literature II

PHIL230 Introduction to Philosophy

THEO250 Entering the Story: Introduction to the Bible

English students in the 3-year Bachelor of Arts in English and the 4-year Bachelor of Arts in English

programs will take both of the following. Those in the 4-year Bachelor of Arts in Environmental Studies

with a concentration in English take one of the following.

Course

Code Course Title

HIST202 Western Civilization: European History from the Classical Age to 1648

HIST204 The West and the World, 1500-Present

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The Environmental Studies major will have the following courses.

Course

Code Course Title

HIST359 Environmental History of the Americas

PHIL320 Philosophy of the Environment

THEO370 All Things: Theology of Creation

The remaining English students are free to choose a designated foundations course in Philosophy and

Theology.

In sum, then, all students will have 24 credits in Foundations courses.

Breadth courses have the objective of providing students with the broad range of approaches to reality

that is the classic goal of a baccalaureate degree. These courses balance disciplinary rigor with making

students familiar with the aspect of creation represented by the discipline. This kind of course provides

the general context of a student's education.

There are three categories of courses in which English student must have credits. These are

Category Fulfilled by

Natural

science

(with lab)

Any astronomy course, biology course with lab, chemistry course with lab, CMPT250,

GEOG201, PHYS241, PHYS243

Fine Arts

or

Language

other

than

English

Any art course; any art history course; any drama course except DRAM 320; CMNA 350,

395, 396; ENGL391, 398, 498; any music course; any language other than English course.

Social

Science

The social science breadth requirement may be met with the following courses: any

economics course except ECON 331; EDUC 363; GEOG 310; any political science course

except POLI 373; any sociology course, any psychology course except PSYC 327, 370, 375,

385 and PSYC 477. In the Environmental Studies program, students must take ECON 203,

POLI 205, ECON 315, POLI 327.

Generally, students in the Bachelor of Arts program will have 6 credits in each category.

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4. Assessment

4.1. Statistical profile of population, course enrolments, degree conferrals

The following data is for all terms of the academic year, headcount is unduplicated. One full load is equal

(FLE) to 31 credits in the 3-year degree and 30 credits in the 4-year degree.

data above is from Learner and Enrollment Reporting System, Advanced Education

The charts above demonstrate the marked decline in the number of students with a concentration or

major in English. This mirrors provincial trends, though King’s decline is steeper and has significant

BA3

BA4

2010/11 2011/12 2012/13 2013/14 2014/15

0

10

20

30

40

50

60

70

19

19

18

38

28

33

27

16

42

31

Headcount

2010/11 2011/12 2012/13 2013/14 2014/15

BA3

BA4

Grand Total 43

28

18

42

27

16

49

33

19

60

42

19

66

38

31

2010/11 2011/12 2012/13 2013/14 2014/15

0.000

5.000

10.000

15.000

20.000

25.000

30.000

35.000

40.000

45.000

50.000

55.000

60.000

21.215

32.879

13.113

15.016

25.786

25.210

14.500

34.920

14.032

21.592

Full Load Equivalent

2010/11 2011/12 2012/13 2013/14 2014/15

BA3

BA4

Grand Total 35.624

21.592

14.032

35.715

21.215

14.500

38.899

25.786

13.113

49.936

34.920

15.016

58.089

32.879

25.210

1450.772

1551.594

1651.194

1614.021

1549.048

1450

1500

1550

1600

1650

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

FLE in English Degrees, Alberta

16 | P a g e

implications for program planning and staffing. When examined in detail, it is notable that much of the

decline has been in the three year program, with the current number of FLEs being only 56% of those in

2010/11. In the 4 year program, the current year is 66% of 2010/11, although it is only 62% of the peak

value in the period.

Both programs, then, are in decline, with a net decrease of 22.465 FLE. It is notable that during this

same period the population of undeclared students at King’s has grown strongly by 22.871 FLE. What

may be happening is that English has been less effective in capturing the attention of this undecided

group and building on that so that members this group declare an English major or concentration.

In general terms, for a program to be viable it needs to have 15 FLE per FTE faculty member. English,

however, carries a significant burden in the general education program. Therefore, instead of the 65 FLE

viability level that would normally be expected with 4.34 FTE faculty, in this case a healthy program

would have 45 FLE.

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Gender

Year of Study (Fall term only)

Headcou

nt

18 | P a g e

These charts illustrate the course registration, section counts and sizes and averages in the discipline. It

is particularly worth noting the service provided by the English department to the rest of the programs

at the institution through our Foundations course requirements. This is especially true in ENGL204 and

ENGL205, where registrations are growing well, and 94% of the students are non-majors. This high

proportion of service registrations to non-majors significantly offsets the effect of the decline in major

enrolments. The proportion of non-majors in 300-level courses has been increasing over the last five

years from 10% in 2010/11 to 40% in 2014/15. This could be due to students with minors in English or

students taking senior level English courses as electives in their programs.

There is a trend of diminishing average section sizes in 3xx and 4xx courses to below the level of viability.

Viable enrolment for a course is 15 students. The average section size for senior courses in English in

2014/15 was 12 students. This is in large measure due to the smaller numbers of majors in English. If

this continues, it will have the effect of truncating the department’s ability to offer a full breadth of

courses. However, increasing numbers of non-majors will also assist in maintining the viability of senior

courses.

19 | P a g e

The decline in population raises the question of where the students have gone. These two charts

examine that. The first looks at students in that year who started in English. (Note that the years on this

chart are the cohort years, so 2013/14 refers to students registered in 2013/14 and 2014/15.) A small

fraction of the students who started in English left the discipline. However, the rate of departure is not

alarming. It is similar to the number of students who left the discipline during the years where program

enrolment was strongest. The second chart shows where the cohort students who ended up in English

were in the prior year. This demonstrates whether English is pulling in students from other disciplines. In

this case that is happening at lower rates than prior years. This may reflect a decline in the conversion of

undeclared students.

20 | P a g e

Program retention is essential to maintaining student populations. The classical retention calculation,

which is the first chart of this pair, excludes students not eligible to be retained – graduates and those

who are required to withdraw. By that measure, English is doing well, with a rate that has grown to

82.76%. However, this calculation masks the change in absolute numbers in the major, which is

reflected in the raw retention chart. In this chart all students are accounted for, with growth in the

registered percentage indicating program health. Numbers closer to 70% indicate a growing program.

The more recent numbers show a year, 2012/13, with a very large graduating class, and years with

larger not registered (hence departed from the institution) and required to withdraw numbers. In the

last year, 40% of the class departed which is unsustainable. So the program size is both an intake and a

retention issue.

21 | P a g e

Graduation Rate

King’s (exlcuding B.Ed) English

The graduation rate is based on students who began full time in the fall term 2005-2009 and graduated

by May 2015, this allows a minimum of 6 years to complete the degree. The average graduation rate

(graduating from King’s regardless of degree) for the English program over this time period is slightly

higher than the overall rate for King’s, 53% compared to 46%, however the rate varied greatly over the 5

years.

2005 2006 2007 2008 2009

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

12

70.59%

1

16.67%

8

44.44%

11

55.00%

6

28.57%

3

17.65%

2

10.00%

4

19.05%

2

11.76%

5

83.33%

10

55.56%

7

35.00%

11

52.38%

Did not graduate

Graduated from different discipline

Graduated from starting discipline (English)

22 | P a g e

Graduates

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

0

2

4

6

8

10

12

14N

um

be

r o

f G

rad

ua

tes

1

5

6

3

Degree, Length

Bachelor of Arts, 3

Bachelor of Arts, 4

23 | P a g e

The charts above and on the preceding page provide a picture of English graduates over time. There is a

trend from three to four year degrees is present, although the 4-year graduates are not making up the

decline in 3-year graduates. The charts also reflect the real strength of interdisciplinarity at King’s by

noting the wide variety of minors taken in conjunction with a major or concentration in English, as well

as the variety of majors/concentrations that are paired with an English minor.

4.2. Graduate profile

Since the numbers of graduates are small in absolute terms, surveys of graduates are sometimes

idiosyncratic. The data below combines the results of two rounds of the Provincial Graduate Outcomes

Survey to somewhat offset that effect. It should still be noted, however, that the absolute numbers of

graduates and survey respondents is small. These surveys are completed by graduates 2 years after

graduation.

Further Education

68.75% of graduates reported that they were in further education at the time of the survey. Of those

who have gone on to further education, 54.55% were in graduate programs. The program seems to be

preparing students well for graduate study. Of those going to other programs, the majority appear to

have entered BEd after-degree programs.

Employment

For graduates in the labour force, 60% were employed. This number is quite misleading, however, given

the absolute numbers in this review; had a single additional student been employed, the percentage

would have been 80%. Since a significant fraction of the survey population is not part of the labour force

because they are pursuing further study, this rate is not of great concern.

Satisfaction with the program

93.75% of surveyed graduates from King’s English programs indicated that they were satisfied or very

satisfied with their program at King’s. This is an excellent rate and demonstrates that for those who

remained in the program that the quality was at a very high level.

Satisfaction with the institution

100% of English graduates reported themselves to be very satisfied or satisfied with the Overall Quality

of the education provided at King’s.

24 | P a g e

4.3. Current student survey/focus groups on qualitative program aspects

The following information is based on two years of data from the National Survey of Student

Engagement, a survey of first year and graduating students.

Students often choose English as a major for many less tangible reasons than are evaluated in this

survey. For a representative sample of these reasons see the student publication, Loosely Literati,

included in Appendix C of this document.

25 | P a g e

4.4. Alumni survey/focus groups on qualitative aspects of the program

The data on the following page is based on the 2012 and 2014 Graduate Outcomes Survey of students

who graduated in 2010 and 2012. Of the 18 graduates, 16 responded to the survey.

26 | P a g e

4.5. Resources (budget and facilities)

Below are the most recent 5 years of department budgets. The vast majority of the budget is salary and

benefits.

2010-2011 2011-12 2012-13 2013-14 2014-15

Budget 380,810 372,402 381,718 383,923 403,764

Actual 363,704 369,850 350,452 373,575 397,187

27 | P a g e

External Assessment

Dr Norm Klassen, Associate Professor of English at the University of Waterloo, was invited by the VP

Academic to act as the external reviewer for this program. This included an on-site visit on 18-19 April

2016 during which Dr Klassen met with students, faculty, administration and alumni.

Dr Klassen’s report is appended to this report in full.

The committee carefully reviewed Dr Klassen’s report, and has the following responses to his

recommendation.

Committee Response to the External Reviewer’s Report

Recommendation Committee Response

1. That, in its quest for “continued improvement,”

the department take care not to interpret

“improvement” as becoming ever more rigorous in

its individual course demands. It is already doing

many things well and preparing its students

effectively. I recommend ongoing, informal

conversations both internally and with other

institutions (especially in the area) regarding

typical expectations regarding various course

demands, such as the expected amount of reading

and the amount of writing required (in various

formats), and the grade assigned for x quality

work.

The Department Chair (or delegate) attends the

Canadian Association of Chairs of English annual

conference where these issues are regularly

discussed in camera—most recently Congress

2016 in Calgary, AB. Also, one faculty member sits

on the English Articulation Committee of the

Alberta Council on Admissions and Transfer, which

meets annually to discuss course content and

transferability.

Further, as a small institution, King’s is in the

unique position to nurture and assist students who

are struggling with particular courses, or aspects of

literary analysis. Rigor has not affected our

attraction of minors, and we will use variable

pedagogical methodologies as appropriate,

including alternative and/or more flexible methods

of evaluation.

2. That, as the department negotiates low

enrolments, it nonetheless preserve meaningful

choice for students as well as broad exposure to

literature written in English across times and

geographies.

The Department will meet with the King’s

Recruitment team to assist in strategies to rectify

this problem, including the recruitment of English

minors.

We fully intend to preserve our dedication to

literature in its various origins and genres,

including expanding our offerings in American

Literature.

3. That the department consider alternative

organizing principles to the historical orientation

of at least one of the required categories (for the

We appreciate and will implement this suggestion,

re-grouping and re-defining the courses that count

as historical coverage. The temporal development

28 | P a g e

major) of 304/305; 404/405; and the courses listed

under “Engaging the Past.” I would nonetheless

urge the department to preserve the expectation

that students will develop a comprehensive sense

of the temporal development of English literature,

one for which they are accountable in some course

or format.

will be preserved through specified changes to the

required courses for the major.

4. That the department consider including ENGL

387 (History and Practice of Allegory) in the

category of literary theory (404/405), specifically

with a view to strategic alignment with the

University mission, vision, values, and strategic

plan and with a view to a sacramental imagination

and sacramental (participatory) ontology. Such an

outlook represents a foundational but legitimate

challenge and alternative to assumptions that

residually pervade contemporary theoretical

discourse. The suggestion here would be: the

requirement of two of three courses in this

category; ideally ENGL 387, sufficiently in dialogue

with alternative contemporary theory, could

become a required theory course (it plus one

other) or a capstone course.

This appears to be a sensible solution, but ENGL

387 is a practical course in reading allegory and

there is not enough specifically theoretical content

to make ENGL387 an appropriate substitute for

early literary theory. We recognise, however, that

allegory is an important topic especially given our

Christian identity. We propose, therefore, to

include selections from the Church Fathers on

Allegory to the selection of readings for ENGL404:

Literary Theory from Plato to Pater.

5. That the department heighten its emphasis on

advising, specifically with a view to: utter clarity in

terms of degree requirements and progress for

each student; the role of interpretation in all walks

of life, including leadership, management, and

conflict resolution, and therefore of direct,

practical relevance in terms of job skills. (I would

encourage the department to use the surveys

reported in 4.3 and 4.4 to measure its

effectiveness in helping students to interpret their

experience in this way.) There is no question that

the faculty members are already available,

accessible, and helpful. Nonetheless, increased

intentionality in these areas would seem

warranted to improve student experience,

retention, and overall satisfaction. Practically, I

would recommend that the onus fall on the chair

as part of his/her responsibilities in that position.

The Department will bring forth a proposal that

sees faculty members meet with students both

before and after registration. This will include

developing a “program at a glance”

checklist/handout to help with advising so that

program requirements can be communicated

more clearly to students, and posting this

information on our departmental website.

The Department is also considering an annual

meeting to discuss how the cohort is progressing.

We will also organize sessions to advise senior

students about grad school opportunities.

One faculty member currently sits on the Career

Centre Committee, and will ensure that English

majors are aware of the many possibilities that

await them upon graduation.

For ease of interpretation and to increase

visibility, the department has secured dedicated

bulletin boards where we will post “infograms”

and flow charts of course groupings; we have also

agreed to include clear statements of course

outcomes on each course outline.

29 | P a g e

Adding further responsibility to the Chair is

practical but difficult for a position that does not

alleviate any regular institutional duties

(committee load or teaching). We need to be

careful not to overload administrative tasks at the

expense of teaching or research.

6. That the department be intentional about

educating the Registrar’s Office, as an ongoing

practice, regarding the department’s self-

understanding and self-presentation in terms of

short, repeatable phrasing.

Advising is complex with transfer students. We

already ask Registry to flag people who will need

certain courses, but we will strengthen this line of

communication. The refinement of departmental

marketing and self-representation is a continuing

priority, aligning with our new program and the

final implementation of new/revised courses. We

are strategically working towards a clear identity

and visibility.

30 | P a g e

Summary and Recommendations

This program review has been helpful in moving the English programs forward. The internal assessment

showed enrolment issues, but the analysis of current and former students showed that rather than

being a single, structural issue in the program, that the English programs are seeing issues that are

common to such programs across the country. That is not to say that the programs should just be

resigned to the common circumstance, but rather that there are a number of steps that the department

can take to maintain, enhance and highlight its distinctive program offerings. Recommendations include:

• engagement with the wider academic community, through participation of the chair in the

Canadian Association of Chairs of English, and the English Articulation Committee of the Alberta

Council on Admissions and Transfer.

• dialogue with Admissions to clearly reflect the program’s breadth and strengths to prospective

students. This is particularly necessary as program changes are pursued.

• preservation of current breadth of the program and strengthening of that breadth in American

Literature.

• re-grouping and re-defining the courses that count as historical coverage through specified

changes to the required courses for the major, particularly regarding ENGL304/305.

• including the topic of theoretical considerations in allegory by means of enhance readings

selections for ENGL404.

• enhancing advising by having advisors meet with students both before and after registration,

developing a program checklist, and bulletinboard space for infograms and flow charts of course

groupings.

• participating in institutional initiatives, such as the proposed Career Centre, to ensure that

graduates are aware of vocational opportunities and graduate study opportunities available to

them.

• including clear statements of course outcomes on each course outline.

• strengthening the lines of communication with Registration regarding English transfer students.

31 | P a g e

Appendix A: Faculty Publications

Year of

Publication

Citation Faculty Member

Not

applicable

“Bunyan’s Narrative Theology: Perspectives on Piety and Radicalism in the

1680’s.” in The Oxford Handbook to John Bunyan. Ed. Michael Davies.

Oxford: Oxford U.P. Invited chapter. Still in Process.

Arlette Zinck

2012 “A Time of Promise and Responsibility: Teaching English Literature in the

Christian Academy.” In Christian Thought in the Twenty-first Century. Ed.

Douglas H. Shantz and Tinu Raparell. Eugene, Oregon: Cascade Books,

2012.

Arlette Zinck

2013 “Love Knows No Bounds: A Christian Reading of the Omar Khadr Case”.

Chester Ronning Centre Current Briefings. October 2013.

Arlette Zinck

2013 “Bunyan, Casuistry and the US War on Terror: The Connection between

Personal Reform and an end to ‘The Inherent Insanity of War’”

Presentation the to International John Bunyan Society, Princeton

University, August, 2013.

Arlette Zinck

2013 “Education and the Duty of a Civil Society: Reflections on the Omar Khadr

Case. Plenary presentation to the Edmonton Life Long Learner

Association, University of Alberta, May 1, 2013.

Arlette Zinck

2012 Religion and Public Life in Canada: The Omar Khadr Case. Edmonton

Lifelong Learners. Guest Lecture (2 classes) for Dr. David Goa, University of

Alberta, May 10 & 11 2012.

Arlette Zinck

2012 “Teaching Toward Truth: Literary Studies and the Education of the Human

Heart.” Workshop. Teaching as Cultural Engagement. The King’s

Educational Symposium. February 2012.

Arlette Zinck

2014 “Reading the Diptych: The Awntyrs off Arthure, Medium, and Memory.”

Arthuriana 24.1 (2014): 49-65.

Brett Roscoe

2013 “On Reading Renaissance Closet Drama: A Reconsideration of the Chorus

in Fulke Greville’s Alaham and Mustapha.” Studies in Philology 110.4

(2013): 762-88.

Brett Roscoe

2014 "Gazing at Monstrous Wisdom in Beowulf." Conference of the Canadian

Society of Medievalists. Brock University, St. Catharines. May 2014.

Brett Roscoe

2012 “The Problem of Proverb Poetry: Folklore and Identity in Málsháttakvæði.”

International Congress on Medieval Studies. Western Michigan University.

May 2012.

Brett Roscoe

2011 “Waves of Thought: The Wanderer, Perception, and Wisdom.” Convention

of the Modern Language Association. Los Angeles. January 2011.

Brett Roscoe

2014 Wilson, Nicola, Elizabeth Willson Gordon, Claire Battershill, Helen

Southworth, and Alice Staveley. “The Hogarth Press, Digital Humanities, &

Collaboration: Introducing the Modernist Archives Publishing Project

(MAPP) in Virginia Woolf and the Common(wealth) Reader ed. Helen

Wussow. Clemson SC: Clemson U Digital P, 2014. 223-231.

Elizabeth Willson-

Gordon

32 | P a g e

2013 Willson Gordon, Elizabeth. “Redefining Woolf for the 1990s: Producing and

Promoting The ‘Definitive Collected Edition.’” Interdisciplinary /

Multidisciplinary Woolf: Selected Papers from the 22nd Annual Conference

on Virginia Woolf. Ed. Ann Martin and Kathryn Holland. Clemson SC:

Clemson U Digital P, 2013. 12pp.

Elizabeth Willson-

Gordon

2014 “Introducing the Modernist Archives Publishing Project,” Book History and

Digital Humanities Roundtable at the Modern Languages Association

Annual Conference, Chicago, IL, January 2014.

Elizabeth Willson-

Gordon

2013 “MAPP: Modernist Archives Publishing Project” Special Roundtable session

at Virginia Woolf and the Common(wealth) Reader, Twenty-third Annual

International Virginia Woolf Conference, Simon Fraser University, June 6-9,

2013.

Elizabeth Willson-

Gordon

2012 “The Hogarth Press as Feminist Press: Change through Works and

Networks” presented at Modernism and Spectacle, Modernist Studies

Association Annual Conference, University of Las Vegas, October 12-15

2012.

Elizabeth Willson-

Gordon

2012 “Redefining Woolf for the 1990s: Producing and Promoting The ‘Definitive

Collected Edition’” presented at Interdisciplinary/Multidisciplinary Woolf

presented at The Twenty-second Annual International Virginia Woolf

Conference, University of Saskatchewan, June 4-7 2012.

Elizabeth Willson-

Gordon

2012 “The Pope of Russell Square Meets the Queen of Bloomsbury for a Beer:

Eliot, Woolf, and Modernist Branding” presented at the Association of

Canadian College and University Teachers of English (ACCUTE) Annual

Conference, University of Waterloo, May 2012.

Elizabeth Willson-

Gordon

2012 “The Unknown History of the Hogarth Press: 1941 to the Present – The Life

of the Press after the Death of Virginia Woolf” presented at The

Bibliographical Society of Canada Annual Conference, University of

Waterloo, May 2012.

Elizabeth Willson-

Gordon

2014 Mingay, Philip. “The British Empire and the Canadian Artist.” Arts and

Culture XL. Issue 1, p. 11. May 2014. Print.

Philip Mingay

2012 Mingay, Philip, and William Van Arragon. “In Appreciation of Olive P.

Dickason’s The Myth of the Savage.” Native Studies Review. 21.2 (2012):

85-88

Philip Mingay

2014 Mingay, Philip. “Demons and Stereotypes: Christianity and

Postcolonialism.” 23th Annual British Commonwealth and Postcolonial

Studies Conference, Savannah, Georgia, USA. February 14, 2014.

Philip Mingay

2014 Mingay, Philip. “Faith and Art in Andrea Levy’s The Long Song. Canadian

Association for Commonwealth Literature and Language Studies, Congress

2014, Brock University, St Catharines, May 29, 2014.

Philip Mingay

2013 Mingay, Philip. “In Appreciation of Olive P. Dickason’s The Myth of the

Savage.” First People’s House, Congress 2013, University of Victoria, June

2013.

Philip Mingay

2012 Mingay, Philip. “Postcolonial Theory and the Christian Scholar.” The

Humanities and the Christian Faith Conference, Canadian Centre for

Scholarship and the Christian Faith, Edmonton, May 2012.

Philip Mingay

33 | P a g e

2015 "Of Bodies (Politic)"

Book review

Reproductive Acts: Sexual Politics in North American Fiction and Film

(Heather Latimer) and In the Flesh: Twenty Writers Explore the Body (Ed.

Kathy Page and Lynne Van Luven)

Canadian Literature (forthcoming 2015)

Tina Trigg

Not

applicable

"Bridging the Gaps through Story Cycle: The View from Castle Rock"

The Alice Munro Symposium,

Reappraisals: Canadian Writers Series,

University of Ottawa Press

Tina Trigg

Not

applicable

“Atwood’s Attic: An Alternative Figuring of Madness in Alias Grace”

Margaret Atwood Studies

Tina Trigg

Not

applicable

“The Eye of the Tiger: Pinpointing Perspective in Yann Martel’s Life of Pi”

Canadian Literature

Tina Trigg

2014 "Bridging the Gaps through Story Cycle: The View from Castle Rock"

The Alice Munro Symposium

University of Ottawa May 2014

Tina Trigg

2014 "MaddAtwood?: Reimagining Dystopia as Regeneration"

ACCUTE Congress 2014

Brock University

Tina Trigg

2013 "Everything is Political: Atwood for All Ages"

Margaret Atwood Society / ACCUTE joint panel

Congress of the Humanities and Social Sciences,

University of Victoria, June 2013

Tina Trigg

2013 "Teaching Psychology through Literature: Redeeming the Power of the

Word"

Canadian Centre for Scholarship and Christian Faith Conference

Concordia University College, May 2013

Tina Trigg

2012 "A Voice from the Wilderness: The Challenging Call of Margaret Atwood"

Canadian Centre for Scholarship and Christian Faith Conference

Concordia University College, May 2012

Tina Trigg

34 | P a g e

Appendix B: Course Descriptions

ENGL 204 - Reading to Know, Writing to be Known: An Introduction To Literature I

Every Year, Fall 3(3-0-0)

Through story we come to know ourselves and our world. An understanding of the structure and influence of

stories can make us more discerning of our culture and more aware of our Christian assumptions. In this course,

we focus on the narrative genres of the short story and the novel. As well as becomingmore proficient and

appreciative readers, students will, through integrated writing instruction, become more adept writers.

Students with credit in ENGL 210 cannot receive credit in ENGL 204.

ENGL 205 - Reading to Know, Writing to be Known: An Introduction to Literature II

Every Year, Winter 3(3-0-0)

In this course we will explore language and literature with a study of poetry and drama. Through both lecture

and discussion, we will challenge ourselves to relate the projects of reading with discernment, and writing with

precision, to our Christian responsibilities as followers of "The Word".

Students with credit in ENGL 211 cannot receive credit in ENGL 205.

Prerequisites: ENGL 204 suggested

ENGL 304 - Stories of Becoming I: Literature from the Middle Ages to the 18th Century

2016-17, Fall 3(3-0-0)

To understand the stories that we tell, we must first understand the stories that precede us. To discover for

ourselves how the past shapes the process of our becoming, we will consider the heritage of English literature

from its earliest forms until the beginning of the 19th Century.

Prerequisites: ENGL 215

ENGL 305 - Stories of Becoming II: Literature from the 19th Century to the Present

2016-17, Winter 3(3-0-0)

A continuation of ENGL 304, this course will carry us forward to our own time. From the Romantics and Victorians,

on through to the Modernists and Postmodernists, our readings will invite us to explore the relationship between

individual works and the cultural contexts of which they are a part.

Prerequisites: ENGL 215, 304

ENGL 315 - Meeting the Anglo-Saxons: Old English Language and Literature

2017-18, Winter 3(3-0-0)

According to J. R. R. Tolkien, "the unrecapturable magic of ancient English verse" lies in "profound feeling, and

poignant vision, filled with the beauty and mortality of the world." But this magic can only be experienced by

"those who have ears to hear," those who can read Old English verse in its original language ("On Translating

Beowulf"). This course introduces students to the language and literature of the Anglo-Saxons. It combines

language instruction with literary study, readings in the original language with readings of modern translations, so

that students may experience firsthand the earliest English literature.


35 | P a g e

ENGL 318 - Chaucer

2016-17, Winter 3(3-0-0)

Called the "father of English literature" by John Dryden, Chaucer is one of the greatest Middle English writers and a

key figure in the history of English literature. In this course, we will study selections of Chaucer'major works

alongside some of his shorter poems, asking how these works relate to Chaucer and his times, and what meaning

they might have for us today. Texts will be read in Middle English, so some language instruction will be provided.

No previous knowledge of Middle English is required.


ENGL 320 - The Play's the Thing: Shakespeare Today

2017-18, Winter 3(3-2-0)

Shakespeare's plays have enjoyed increasing popularity in the modern age, thanks to innovative stage and film

interpretations. In this course, we will study representative tragedies, comedies and histories. Also, because

Shakespeare was a working playwright, creating drama not for the classroom but for the stage, we will view

contemporary film versions of the various plays in order to understand and evaluate the interpretive nature of

dramatic production.

Same as DRAM 320.


ENGL 323 - Literature and the Environment: Reading the Creator through Creation

2016-17, Fall 3(3-0-0)

This course engages with the emerging field of ecocriticism, examining literary texts with careful attention to their

relationship to the environment. Ecocriticism "takes an earth-centered approach to literary studies" (Glotfelty),

and as such, questions of sustainability, ethics, stewardship, and environmental justice will be central to this

course. One of the central questions of the course will be how, in particular, the Christian faith shapes an

investigation of literature and the environment. The course will consider texts from a range of time periods and

geographies, drawing from 18th-century British Romantic Poets, 19th-century American nature writers of prose

and poetry, as well as more contemporary Canadian and American authors of both fiction and nonfiction. We will

move from a broad tradition of nature writing to a more specific consideration of our own particular time and

space.


ENGL 326 - Theory in the Classroom

2016-17, Fall 3(3-0-0)

This course intends to provide students with the necessary literary and theoretical skills to not only study literature,

but potentially to teach it as well. Students—especially those pursuing secondary Education degrees—will be

introduced to a number of core literary texts, from a variety of periods and genres, found in the Alberta Education

curriculum. The course will then examine these texts from key critical perspectives such as New Historicism and

Reader-Response, treating the texts as case studies for the application of theoretical strategies.


ENGL 327 - Between Science And Fiction: The Intersection of Psychology and Literature

2018-19, Winter 3 (3-0-0)

Human being, whether explored through themes of identity, self, or character, is a constantly evolving narrative

we construct of ourselves and others. This course examines the intersection of psychological and literary narratives

as they construct human being, and emphasizes how storytelling is a vital yet undervalued notion in contemporary

society. We will question how human identity is created and communicated, while exploring the fringes of socially

36 | P a g e

accepted behaviour to examine how norms are established, upheld, and challenged both in literature and

psychology.

Same as PSYC 327.

Prerequisites: ENGL 215 and one of PSYC 250 or 251

ENGL 329 - Stranger than Fiction: Literature And Film

2017-18, Fall 3(3-0-0)

This course will examine the relationship between film and literature by studying films that have been adapted

from literary texts. Like literature, films are narratives that can be examined and discussed using similar

methodologies. However, film has its own distinct techniques and terminology. This course will augment our

understanding of both art forms, as well as their complementary themes such as identity, memory, and violence.


ENGL 356 - Writing the Empire: An Introduction to 19th Century Literature

2017-18, Winter 3(3-0-0)

In this course we will acquaint ourselves with the major genres and authors of the Victorian period. Through a

chronological study of the literature, we will look at the ways writing during this era is shaped by social and

political factors: the poverty and stress of the early industrial years, the excitement and promise of the mid-

century, and the disillusionment of the later period. We will monitor the ways in which the various literary forms

reflect in their stylistics the philosophical and theological concerns of 19th-Century British Imperialism.


ENGL 358 - The Sun Never Sets: Introduction to Postcolonial Literature

2017-18, Fall 3(3-0-0)

Although the field of postcolonial studies is relatively new, it has already produced an impressive body of literature

and criticism for examining how British colonialism and imperialism have shaped the modern world. This course is

intended to introduce the student to the key English literary texts and theoretical concerns in this ongoing

discourse, including questions about race, nation, gender, and cultural identity. We will also address the historical

role Christian theology played in colonialism, as well as its place in recuperative strategies of nationhood and

equality. We will study novels, films and other media, from sources as varied as Canada, India, the Caribbean,

Africa, and Great Britain.


ENGL 360 - Sabotaging Certainty: Modernist Literature

2017-18, Fall 3(3-0-0)

From the beginning of the 20th Century onward, many writers experienced and expressed skepticism about

cultural mainstays. Since the great religions and philosophies of the world had not been successful in preventing

two world wars, what validity did they have? We will engage the literature of this period bearing in mind the

crucial role such questions play as writers express hope that art might assume the function of structuring reality.


37 | P a g e

ENGL 366 - Women's Words in the 20th Century

2017-18, Winter 3(3-0-0)

Why do we need a course devoted exclusively to writing by women? Is such a focus divisive or even irrelevant in

the context of contemporary culture? Is there something unique about women's writing? In this course we will

address these and other questions by exploring poetry, stories, essays and diaries written by women. We will also

consider whether gender plays a role in the way readers respond to women's writing.


ENGL 370 - Carving out a Nation: Canadian Literature Pre- 1970

2016-17, Winter 3(3-0-0)

From its rural and colonial past to its increasingly urban and multicultural present, Canada's emerging and evolving

sense of national identity has been reflected in its literature. In this course, through our reading of representative

Canadian prose and poetry, we will trace this literary history and explore the way critics have characterized our

national literature before 1970. As well, we will map out some of the geographic and cultural influences that have

given rise to a variety of regional literatures.

This course is considered a Canadian Studies course for the purposes of King's B.Ed. (AD).


ENGL 371 - Mapping our Mental Geography: Canadian Literature Post- 1970

2016-17, Fall 3(3-0-0)

Tracing our literary landscape reveals that contemporary Canada is constantly changing. This course will explore

our shifting national identity through a diversity of voices in poetry and prose. We will follow the progression of

Canadian literature from the contemporary (post-1970) period forward, investigating questions of literary,

historical, and cultural significance—particularly those that have given rise to a variety of regional literatures.

This course is considered a Canadian Studies course for the purposes of King's B.Ed. (AD).


ENGL 380 - The Once and Future King: Arthurian Legend and Literature

2017-18, Fall 3(3-0-0)

Arthur of Britain has figured in legend from the 6th Century to the present day. What accounts for his enduring

appeal and influence? In our quest for the answer, we will investigate the origins and interpretations of King Arthur

and his Knights of the Round Table. Beginning with the earliest allusions to an historical Arthur, we will trace the

creation and impact of the Arthurian legend from its medieval roots to its contemporary realization.


ENGL 385 - North American Short Stories: Bite-Sized Reading

2017-18, Fall 3(3-0-0)

In 1842, Edgar Allan Poe famously declared the short story to be fiction that conveys a single impression and can

be read in a single sitting; since then, critics and authors have debated this definition. Meanwhile, perhaps

surprisingly, the genre retains its popularity with the contemporary reading public - an audience whose time-

demands dictate the brevity of that "single sitting" and whose culture is an increasingly visual one. In this course,

we will examine the development of American and Canadian short stories from the late nineteenth-century to the

present, including short story theories, definitions, and the tendentious story cycle. What does the short story

reveal to the contemporary reader about past, current and possibly even future North American societies?


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ENGL 387 - Stealing Past the Watchful Dragons: History and Practice of Allegory

2016-17, Winter 3(3-0-0)

This course will study allegory and its power through selected readings. It will begin with a study of constituent

elements and engagement with the assumptions underlying the allegorical tradition in biblical hermeneutics. The

course will trace the form through the Latin fathers, Prudentius and Dante's justification of the form for non-

sacred literature.


ENGL 391 - Creative Writing: Short Story and Poetry

2016-17, Winter 3(3-0-0)

This course will provide an introduction to the writing of short stories and poetry. We will read and discuss literary

models of each form, but the critical focus will be on students' own work. Writing throughout the course, students

will explore and experience the writer's task, role, and creative process

Prerequisites: ENGL 215, submission of a portfolio, and permission of instructor

ENGL 398 - Student Publications I

Every Year, Full Year Course 3(0-0-6)

This course, designed for editors of student publications, gives the student an opportunity to do extensive work on

student publications under the supervision of a faculty advisor, and thus learn in an applied context the complex

function of a publication. This involves editorship of either the student newspaper, "The Chronicle", or the annual

creative arts publication, Ballyhoo. Students should expect to spend 100 hours per term on the publication and

must attend applicable College workshops and keep a log of time and activities. Mark for the course will be

pass/fail. The maximum enrollment for this course is two students per publication.

Prerequisites: Consent of publication advisor

ENGL 399 - Special Topics

Non-Recurring, 3(varies)

A course on a topic or figure of special interest to a member of the English faculty and offered on a non-recurring

basis.


ENGL 404 - Anxiety to Apotheosis: Literary Theory from Plato to Pater

2017-18, Fall 3(3-0-0)

Are fictional stories harmful lies, or are they the embodiments of sacred inspiration? The debate over the nature

and worth of imaginative literature has oscillated between the extremes of anxiety over its negative powers to

euphoria over its apotheotic potential. In this course we will conduct a chronological study of some of the most

influential statements in literary theory from the classical period to the conclusion of the 19th century. Theoretical

approaches have become central to literary discussions in the 20th century, and they promise to maintain their

dominant position into the new millennium. A sound understanding of contemporary theoretical practice is

dependant upon an awareness of, and a familiarity with, the major historical discussions that inform it. This course

will investigate the issues and assumptions that characterize the theory of the earlier periods, and in so doing, it

will prepare students grapple with the theoretical concerns of our own era.

Prerequisites: ENGL 215 and at least three credits in English at the 300-level.

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ENGL 405 - Unpacking the Text: Contemporary Literary Theory

2017-18, Winter 3(3-0-0)

This course intends to expand the senior student’s understanding about the various theoretical approaches to

literature and culture, their differences, and their effects on our position as Christian scholars. By reading the

works of the major theorists, you will learn the key issues and terminology that inform our discipline, and their role

in your own criticism and research methods.


ENGL 410 - Negotiating the Past: The Literature of the Middle Ages

2016-17, Winter 3(3-0-0)

How are we to understand literature which remains distant from us in time, space, and even language? Although

we may be able to appreciate the artistry of early writing, only by placing it within its cultural context can we fully

value the achievement of the past. We will therefore consider the political, social and religious climate of the

Middle Ages in our investigation of the rich literary tradition represented by authors of the 13th and 14th

Centuries.


ENGL 430 - Milton and the 17th Century

2016-17, Fall 3(3-0-0)

In this survey of 17th-Century literature, we will explore the ways that writers of this era both register and

precipitate the changes that take place during the period. We will also investigate the tensions that exist between

the old and the new as early modern thoughts about society, science and the sacred take shape.


ENGL 489 - Special Studies in Literature

Subject to demand 3(3-0-0)

A course on a topic or figure of special interest to a member of the English faculty and offered on a non-recurring

basis.


ENGL 495 - Senior English Seminar

Every Year, Winter 3(0-3-0)

This course is designed to help graduating English literature students to explore in depth foundational questions in

the discipline. Students study basic methods of research with special attention to problems in scholarship in

English literature. The course involves a research project leading to a scholarly critical essay.

Prerequisites: Six credits in English at the 300-level

ENGL 498 - Student Publications II

Every Year, Full Year Course 3(0-0-6)

This course allows students to do a second year of work on a student publication, as described in ENGL 398 above.


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ENGL 499 - Directed Studies in English Literature

Every Year, 1 to 3 (varies)

This course gives an opportunity to do intensive study of a special topic or writer of particular interest to the

student who will work closely with a member of the English faculty in tutorial meetings. Students must apply well

in advance to a member of the English faculty in order to undertake a Directed Study. ENGL 499 is normally taken

by students who are majoring in English.

Prerequisites: Six credits in English at the 300-level, and consent of instructor

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Appendix C: Loosely Literati

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Appendix D: Library Review

Library Review for English Program

April 2016

A review of the print and electronic resources related to the Department of English leads me to

conclude that the Simona Maaskant Library is able to provide a basic level of supplemental print and

online resources to support the core topics taught in these departments. Our collection analysis did

reveal however that many of the print resources in this area are becoming outdated – 78% of King’s

materials classified within the relevant Library of Congress classifications of are more than ten years old.

A modest level of reinvestment ($2,000), in addition to the funds allotted by the Library on an annual

basis, would be of great benefit to students and faculty. King’s is fortunate, however, to have access to

the materials provided through the NEOS Library Consortium as well as our growing collection of ebooks.

Print Book and Ebook Holdings

The Simona Maaskant Library has a total of 7,191 print books and ebooks in the LC classifications of PN

and PR.

The Library also holds four current and thirteen discontinued runs of periodicals related to the social

sciences group.

Other Support

King’s faculty and students are also supported by an excellent interlibrary loan service. This service is

provided through the NEOS Library Consortium, which has reciprocal borrowing arrangements with

academic libraries across Canada and the world.

Electronic Resources

The Library also subscribes to the following relevant electronic resources:

English Databases

Film and Television Literature Index

Films on Demand

JStor

MLA International Bibliography

Oxford Dictionary of National Biography

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General Resources

Academic Search Complete

Masterfile Premier

Omnifile Full Text Select

Recommendation

Library staff would be pleased to work with faculty members to discuss the information needs of

students and faculty in the English program and to initiate a plan for improving this area of our

collection.

Library staff are concerned about the aging of our collection. Annual spending for monographs in this

area is $2,000. This provides us with approximately 80 new books per year, which may be a reasonable

amount of material for a university of our size. However, we do face the question of how to update the

rest of our aging collection, as 78% of our print books are more than 10 years old. We would also like to

subscribe to additional relevant electronic databases - when funds are available.

I recommend that the Library receive additional collection funding in the amount of $2,000 in the 2016-

17 academic year in order to assist us with reinvigorating collections in this area.

Submitted by Tim Janewski, Director of Library Services

04/18/16

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Appendix E: External Review Report

External Review of the Department of English

The King’s University, Edmonton, Alberta Norm Klassen (contact info appears below)

Overview

This review aims to provide a broad assessment of the English program at The King’s

University, including: its alignment with the University mission, vision, values, and

strategic plan; the quality of the program’s curricula and learning environments in terms

of disciplinary and institutional standards; the accomplishments, professional

development, and effectiveness of its faculty and support staff; student learning,

satisfaction, and post-graduation achievements; program resources; the research and

scholarship of the faculty, including the relationship of this scholarship to ongoing

teaching and learning; and degree recognition. The review concludes with

recommendations for improvement and innovation, as well as the maintenance of evident

excellence, in a dynamic educational environment.

Process

The process has included close review of materials supplied either pre- or post- site visit,

including: (1) the University mission, vision, values, and strategic plan documents; the

departmental self-study, including support documents such as faculty c.v.’s and a student

newsletter; and student evaluations of English faculty; (2) perusal of the institutional

website, including the department webpages; (3) an intensive one-and-a-half day site

visit, including meetings with the Associate Vice-President of Institutional Research, the

Dean of Arts, and the Chair of English; three separate meetings with students, including

RA’s and editors of a student-led arts journal; a lunch meeting with faculty; dinner with

alumni; a visit to the library and a discussion with one of the librarians; and a tour of the

facilities.

Strategic Alignment

The English program is well aligned with the University mission, vision, and values

(which themselves reflect both a faith-based perspective and a commitment and mandate

to providing publicly recognized university education). The English department conforms

to university-level disciplinary standards. It has a discipline-appropriate emphasis on

renewal and reconciliation, reflective of the university’s broad (and inspiring)

commitments. It serves community in a variety of ways large and small, from specific

course content to student involvement in community-building fora like Ballyhoo and The

Chronicle, to the modelling by its faculty of community involvement such as the

response to the Omar Khadr situation, to connections with Edmonton life through outlets

like “Loosely Literati.” Learning in the department is happening through engagement

with high level projects like the Modernist Archives Publishing Project, hands-on

application opportunities, as well as traditional course delivery methods. The department

avails itself of interdisciplinary opportunities; the learning also keeps in view delight,

awe, critical thinking, respect for creation and a spiritual dimension of life in keeping

with the institution’s mandate. In general, the learning is marked by excellence in terms

of both faculty and student engagement. Students in English clearly understand the

institutional emphasis on being educated to serve: this comes through in attitudes towards

technical skills, such as proficiency in oral and written expression; the development of

good research skills; as well as a passion for Canadian and world literature. The

department fosters an attitude not only of facility in the skills associated with English as a

discipline but also of guardianship of respect for literature and its value to society.

Curricula and Learning Environment

The English program’s curricula and learning environments easily meet disciplinary and

institutional standards. The program contributes significantly to the University’s

foundation requirements. It energetically addresses the need for foundational reading,

writing, and research skills. It exposes English students (whether minors, concentrations,

or majors) to the broad sweep of English literary history, particularly in the British and

Canadian traditions; it offers a breadth of options in advanced courses that is impressive

for the size of the department (thanks in part to a two-year cycle of many courses); and it

covers the important sub-field of literary theory with a high degree of responsibility. One

area in which it should consider offering students more exposure is that of American

literature, though there is some representation of American literature in certain courses.

Faculty and Staff

The faculty members in the department are all well-qualified and pursuing active

programs of research in areas at once innovative and in keeping with the needs of a small

department that would, as a group of scholars, keep apprised of broad disciplinary trends.

Any additional support the institution could supply in the form of available professional

development funds would undoubtedly be well spent. As it is, the institution is forward-

thinking in helping some faculty strike their own work/life balance. The department takes

advantage of adjunct faculty, especially for teaching, and of outside expertise for

instruction in creative writing; it could perhaps avail itself a little more of visiting

scholars or its own emeriti.

Faculty are well appreciated as teachers and mentors, judging by both anecdotal

evidence and formal student evaluation data. Some attention should be given to faculty

effectiveness in the area of student advising. The student evaluations reflect high

university-wide performance in key areas such as Knowledge of Area, Communication,

Enthusiasm, Empathy, and Responsiveness. As one might expect, the English department

is well above the institutional and faculty of arts averages in terms of effective

communication. It has shown improvement in recent years in the area of enthusiasm, a

mark perhaps reflective of recent hires. The English department is significantly and

impressively above the university-wide faculty average in recent years in a category that

gets at overall student satisfaction with a course as a “good learning experience.”

Staff support is strong. The library provides an important and well-delivered

service in the area of familiarizing students with the library’s resources (which are

excellent for a small institution through the relationship with other libraries in the area). I

note that the librarian I met is leaving the institution; it will be important that a suitable

replacement is found. Other support, in the area of graduate placement, for instance,

should be as intentional and specific as possible.

Students

Data regarding the students needs to be interpreted with caution. In absolute terms, the

numbers are small. For instance, as the self-study makes clear, in the case of post-

graduation employment, a change in status of a single graduate would significantly affect

the percentage of those employed. In general, students are satisfied if not very satisfied

with the education they receive in the English department at The King’s University. They

are contributing significantly to the life of the institution in general; they have a strong

identity as a cohort; they spontaneously encourage and informally mentor those who are

up-and-coming. Alumni with whom I met displayed a high degree of continued passion

for the discipline as well as work experience and confidence that reflected degree-related

expertise. Those King’s students who go on to do graduate work reflect well on the

institution.

There is some justifiable anxiety (in the self-study) about student retention and

graduation. Some of the difficulties faced here may reflect trends elsewhere in arts

disciplines. In a small department, care should be taken that no student in the discipline

experiences confusion regarding degree requirements that actually impedes their

progress. (At least three students in two separate group discussions referred directly to

this issue.) Those involved in departmental advising should simply embrace

responsibility for achieving this goal, regardless of the systems and online resources in

place. (I am not in any way implying that anyone was evasive on this point.)

In its recommendations, the self-study ponders the issue of greater involvement

with the Registrar’s Office. This is an important focus. It is unclear what “direct” faculty

involvement might look like. Adding to the workload of already-stretched faculty is

unattractive and impractical. However, specifying such involvement as a responsibility of

the department chair might be considered. In my opinion, educating the personnel in the

Registrar’s Office (even where there may be English graduates who are already part of

the recruitment team) ought to be a deliberate and ongoing (at least annual) activity.

Educating those involved in recruitment is partly a matter of identifying (by department

members) key and repeatable agreed-upon phrases that capture strengths and emphases

within the department.

There is a striking area (4.3 graph) in which students do not feel that they have

been educated, yet one for which I would argue an English degree naturally prepares

them and which is directly related to job skills: the area of working effectively with

others. Students report a relatively low degree of preparedness in this area, and it

correlates to a relatively low number in the area of “acquiring job- or work-related

knowledge and skills.” This percentage further correlates with relatively low numbers in

the areas of leadership skills, management skills, and “resolves conflicts” in the alumni

survey (4.4). There seems to be a disconnect between training in communication skills

(listening, speaking, reading, writing, interpreting) and the centrality of this skill set to all

kinds of work and especially to leadership skills, management skills, and the ability to

resolve conflicts (!). Conversely, “thinking critically and analytically” scores are high.

This is of course a traditional area of strength in the liberal arts, but also a bit of a cliché

and easily reinforced. I would suggest that more intentional emphasis be placed on the

centrality of sophisticated interpretation skills in the workplace and the preparedness of

English students in this regard. (Facility at interpretation, it should be noted, goes well

beyond the mechanics of communication, whether written or oral; it dovetails with the

institution’s recognition of worldview situatedness.)

Resources

The most important resources for English students are people with expertise and library

materials. The English faculty at King’s clearly make themselves available to their

students. Adjunct faculty should be incentivized as much as possible in this regard. The

library, as has already been noted, provides students with ready access to the physical and

electronic resources of a vast library network. Students enjoy unlimited access to

interlibrary loans, a resource about which they could perhaps be more insistently

educated. Plans are afoot for a more centralized academic and career planning service. In

the area of academic planning in particular, including advising, the department should be

especially intentional (as commented on above).

Research and Scholarship

The faculty are admirably active in the area of research and scholarship in terms of grant

funding, conference presentations, and publications. Some of their research obviously

relates directly to the teaching and learning that goes on in the department. Other research

is more abstruse, as it should be, as faculty members push the boundaries of what is

known and pursue questions that involve the imagination and unforeseeable connections.

In terms of balance, more weight could be placed on substantial publications relative to

reviews and conference papers.

Degree Recognition

An English degree from The King’s University is well-recognized for further study and

employment. The University’s graduates in English gain acceptance into graduate

programs, are well-prepared when they get there (not least in the fraught area of literary

theory), and evidently are capable of thriving. (One recent graduate is flourishing as an

employed academic herself.) Its graduates also find themselves in a variety of public- and

private-sector jobs.

Recommendations

1. That, in its quest for “continued improvement,” the department take care not to

interpret “improvement” as becoming ever more rigorous in its individual course

demands. It is already doing many things well and preparing its students effectively. I

recommend ongoing, informal conversations both internally and with other institutions

(especially in the area) regarding typical expectations regarding various course demands,

such as the expected amount of reading and the amount of writing required (in various

formats), and the grade assigned for x quality work.

2. That, as the department negotiates low enrolments, it nonetheless preserve meaningful

choice for students as well as broad exposure to literature written in English across times

and geographies.

3. That the department consider alternative organizing principles to the historical

orientation of at least one of the required categories (for the major) of 304/305; 404/405;

and the courses listed under “Engaging the Past.” I would nonetheless urge the

department to preserve the expectation that students will develop a comprehensive sense

of the temporal development of English literature, one for which they are accountable in

some course or format.

4. That the department consider including ENGL 387 (History and Practice of Allegory)

in the category of literary theory (404/405), specifically with a view to strategic

alignment with the University mission, vision, values, and strategic plan and with a view

to a sacramental imagination and sacramental (participatory) ontology. Such an outlook

represents a foundational but legitimate challenge and alternative to assumptions that

residually pervade contemporary theoretical discourse. The suggestion here would be: the

requirement of two of three courses in this category; ideally ENGL 387, sufficiently in

dialogue with alternative contemporary theory, could become a required theory course (it

plus one other) or a capstone course.

5. That the department heighten its emphasis on advising, specifically with a view to:

utter clarity in terms of degree requirements and progress for each student; the role of

interpretation in all walks of life, including leadership, management, and conflict

resolution, and therefore of direct, practical relevance in terms of job skills. (I would

encourage the department to use the surveys reported in 4.3 and 4.4 to measure its

effectiveness in helping students to interpret their experience in this way.) There is no

question that the faculty members are already available, accessible, and helpful.

Nonetheless, increased intentionality in these areas would seem warranted to improve

student experience, retention, and overall satisfaction. Practically, I would recommend

that the onus fall on the chair as part of his/her responsibilities in that position.

6. That the department be intentional about educating the Registrar’s Office, as an

ongoing practice, regarding the department’s self-understanding and self-presentation in

terms of short, repeatable phrasing.

Conclusion

The King’s University offers an excellent undergraduate education in English. It is to be

commended for attracting and retaining good scholars in the field committed to both

teaching and research. The members of the department clearly have a passion for their

students and together with them have established a good vibe. There is undoubtedly a

symbiotic relationship between the department and an institution that values

interdisciplinarity and an approach to learning in terms of worldview or ideological

assumptions, what Charles Taylor calls an “inescapable framework.” I only hope the

department and the institution are able to meet enrolment challenges and continue to

grow the liberal arts in their context.

This report is dutifully submitted by:

Norm Klassen (d.phil.oxon)

Associate Professor

Dept of English

St Jerome’s University in the University of Waterloo

290 Westmount Rd N

Waterloo, ON

N2L 3G3

[email protected]

https://www.sju.ca/staff/norm-klassen

https://www.sju.ca/staff/norm-klassen

NORM KLASSEN (D.Phil.) April 2016 email: [email protected] ph: 519 884-8111 x28223 I. PERSONAL DATA DEPARTMENT : English, St Jerome’s University in the University of Waterloo ACADEMIC STATUS : Associate Professor (1 January 2006 – ) (Tenured effective

1 January 2009) ACADEMIC DEGREES HELD :

D.Phil., University of Oxford (1993) Coursework: paleography, textual criticism, and Middle English philology. Thesis: Chaucer on Love, Knowledge, and Sight.

M.A. in English, University of Waterloo (1989)

Coursework included Critical and Research Methodology (Literary Theory), Seventeenth-Century Religious Lyric, Chaucer and the Fifteenth Century, and Wallace Stevens. Thesis: The Conundrum of Love and Knowledge in Chaucer’s Poetry.

B.A. Honours English and History, University of Waterloo (1987)

Double major. I graduated on the Faculty of Arts Dean’s Honours List (top 5%), and was nominated for the Faculty of Arts Gold Medal by the History Department. Top courses (A+) included Linguistics and Old English, Canadian Poetry, and The Scientific Revolution.

B.Th., Canadian Bible College (1985)

Courses of particular interest included Church History and Contemporary Protestant Theology. Extra-curricular activities were dominated by drama, both writing and acting.

UNIVERSITY APPOINTMENTS prior to arrival at SJU :

Associate Professor 2000-2005 (tenured 2001); Assistant Professor 1996-2000

Department of English and Modern Languages Trinity Western University

7600 Glover Road Langley, B.C. V2Y 1Y1

SSHRC Postdoctoral Fellow (1995-6)

Department of English and Centre for Medieval Studies University of Minnesota

II. TEACHING COURSES TAUGHT (SJU): CT 612 The Theology of Rowan Williams

ENGL 200A/B Survey of British Literature ENGL 251A/B Criticism 1 and 2 ENGL 301H Honours Literary Studies ENGL 306A Introduction to Linguistics ENGL 310A Chaucer 1 ENGL 310B Chaucer 2: Canterbury Tales

ENGL 705A Medieval English Literature ENGL 795 Selected Topics: Gadamer and Lewis

COURSES TAUGHT (TWU):

ENGL 103/104 Introduction to Literature ENGL 219 Studies in Short Fiction ENGL 222 Intro to the Novel ENGL 390 Fantasy Literature ENGL 422 Chaucer ENGL 430 Medieval English Literature ENGL 465 Eighteenth-Century Literature ENGL 466 The Early English Novel

OTHER TEACHING: Medieval English Doctoral Seminar (Winter Term 1996)

Dept of English, University of Minnesota The term’s work covered romances, Chaucer, Pearl, religious prose, and Piers Plowman

Middle English (Autumn Term 1995) University College, University of Oxford Medieval Literature Seminar (Autumn Term 1994) University of Nottingham Arthurian Literature (1993 to 1994) Advanced Studies in England, Bath

A study of medieval and modern versions of Arthurian stories as well as modern applications of Arthurian motifs in Robertson Davies’ Cornish Trilogy and the film The Fisher King.

Chaucer (Spring Term 1992) Nipissing University A full-year Chaucer course condensed into an eight-week Spring Session. I introduced students to the historical, social, and cultural contexts, paid attention to the language through such exercises as inviting the students to read passages in class, and worked through many of the Canterbury Tales, the minor poems, and Troilus and Criseyde.

Other Drama to 1642, excluding Shakespeare (sabbatical replacement);

Iris Murdoch (directed study); Langland (tutorial course); Medieval Women Mystics (tutorial course); Dante (tutorial course)

HONOURS THESES: Eric Wallace, “Language and Anomie in The Canterbury Tales” (ongoing)

David Thiessen, “Premodern Conceptions of the Self and Contemporary Ideas of Identity” (2010)

Miranda Mills, “Destabilizing Traditional Assumptions: Unresolved Discursive Tensions in Aphra Behn's Oroonoko” (2000)

Ronalda Johnson, “He Should Never be Whole: The Search for Selfhood

in Malory's Morte D'Arthur” (1999)

DeVonne Friesen, “The Romance of The Faerie Queene: Spenser on Identity, Love, and Desire” (1997)

TEACHING AWARD:

The Dean’s Innovative Teaching Award (2000) From the certificate: “Drs Norm Klassen and Jens Zimmermann have transformed the IDIS 102 course content and its teaching strategies, resulting in significant benefits for TWU’s first year students.” This course introduced students to the purposes of a liberal arts education.

III. GRADUATE SUPERVISION Graduate Committee, Dept of English, University of Waterloo (2014-present)

David Thiessen, “The Flesh Made Mind: Language and Embodiment in Fourteenth-Century Middle English Literature”

Graduate Committee, Dept of Religion and Culture, Wilfrid Laurier University (2006–2009)

Andrew Atkinson, “Saltwater Sacraments and Backwoods Sins: Catholic Writers and the Discourse of Religion in Contemporary Atlantic Canadian Literature”

External Co-supervisor, M.C.S Graduate thesis, Regent College, (2005-7) Eleanor McCullough, “‘Except you ravish me’”: The images of Christ as Courtly Knight, Bridegroom and Mother of the Soul as Woven through the Religious Love Lyric ‘In a Valey of This Restles Mynde’”

Graduate Supervisor, M.A. in Religion, Culture, and Ethics, TWU (1999- 2004) Floyd Dunphy, “In Chaucerian Space(s): Ethnography, Fiction, Hermeneutics”

IV. RESEARCH/SCHOLARSHIP i. REFEREED

Books The Fellowship of the Beatific Vision: Chaucer on Overcoming Tyranny and Becoming Ourselves, Veritas Series, Eugene, OR: Cascade Books (forthcoming: autumn 2016).

In The Canterbury Tales, Geoffrey Chaucer asks a basic human question, How do we overcome tyranny? His answer goes to the heart of a revolutionary way of thinking about the goal or end of human existence and the nature of created being. Chaucer urges the view, declared performatively over the course of a symbolic pilgrimage, that humanity has an intrinsic need of grace. In imaginatively inhabiting this outlook, the English poet contributes to the Christian understanding of creaturely freedom. Paradoxically, genuine freedom grows out of the dependency of all things on God.

Chaucer aligns himself with that other great poet-theologian of the Middle Ages Dante. Both are true Christian humanists. They recognize in art a fragile opportunity: not to reduce reality to a set of dogmatic propositions, but instead to participate in an ever-deepening mystery. Chaucer effectively calls all would-be members of the pilgrim fellowship that is the Church to behave as artists, interpretively responding to God in the finitude of their existence together.

Norm Klassen and Jens Zimmermann, The Passionate Intellect: Christian Humanism and the Future of University Education, Grand Rapids: Baker Academic, 2006.

This book takes up the theme of humanism and puts it into the context of changing commitments in the institution of the university from the Middle Ages through the Enlightenment to postmodernity. Citing evidence and discussion of an institution in crisis, this book argues for the relevance of ideological commitment as part of the life of the mind and of a viable humanism. The Passionate Intellect is written in the first instance for Christian students who may be uncertain how to affirm intellectual endeavour in general and how to negotiate the ideological terrain of the contemporary university. Other students, particularly those in the humanities or with a humanistic outlook, will also find that The Passionate Intellect provides a means of contextualizing disciplinary issues within a broader framework. The book has been converted into an mp3 file by Mars Hill Audio.

Chaucer on Love, Knowledge, and Sight, Chaucer Studies 21, Cambridge:

D.S. Brewer, 1995. This book is a substantially revised version of my doctoral thesis. “A treasure of examples expressing the interwovenness of love, knowledge and sight... Highly original and well-founded research... a significant contribution to our knowledge about an important part of the intellectual world surrounding [Chaucer].” English Studies

Translation of Peter Martyr, In Epistolam S. Pauli Apostoli ad Romanos...Commentarii, 10-16. The Peter Martyr Library (English) project (contracted; completed; delayed by incompleteness of 1-9).

Chapters of Books

“Suffering in the Service of Venus: the Sacred, the Sublime, and Chaucerian Joy in the Middle Part of the Parliament of Fowls,” Through a Glass Darkly: Suffering, the Sacred, and the Sublime in Literature and Theory, ed. Holly F. Nelson et al., Waterloo: Wilfrid Laurier University Press, 2010, 39-54.

“ Surprised by Joy: Chaucer’s Tonal Achievement in Parliament of Fowls, 92-294,” Tradition and Formation: Claiming an Inheritance: Essays in Honour of Peter C. Erb, ed. Michel Desjardins and Harold Remus, Kitchener: Pandora Press, 2009, 213-28.

Jens Zimmermann and Norman Klassen, “Simon Critchley: The Ethics of

Deconstruction or Metaphysics in the Dark,” in The Strategic Smorgasbord of Postmodernity: Literature and the Christian Critic, ed. Deborah Bowen, Newcastle: Cambridge Scholars Publishing, 2007, 122-34.

“Romance and Tragedy in Chaucer’s ‘litel bok’ of Troilus and Criseyde,” in A Concise Companion to Chaucer, ed. Corinne Saunders, Oxford: Blackwell, 2005, 157-77.

“Nature, Virtue, and Humanism: Cross-Disciplinary Reflections on Vermigli’s Romans Commentary (10-16),” Peter Martyr Vermigli and the European Reformations, ed. Frank James in Studies in the History of Christian Traditions, Leiden: Brill, 2004, 197-211. “Chaucerian Ethics: The Spaces of Dialogue,” Theology in Dialogue III: English Literature and Theology, ed. Liam Gearon, London: Cassell, 1999, 85-103.

“‘At the resureccioun of this flour’: The Resurrection and the

Enchantment of the World in Chaucer’s Poetry,” The Roehampton Institute London Papers Series 1998, ed. Stanley E. Porter et al., Sheffield: Sheffield Academic Press, 1999, 264-74.

Articles and Notes

“Mary’s Swollen Womb: What It Looks Like to Overcome Tyranny in The Second Nun’s Prologue and Tale,” Renascence 68 (2016): 76-92.

“The Coherence of Creation in the Word: The Rhetoric of Lines 1-34 of Chaucer’s General Prologue,” Christianity and Literature 64 (2014): 3-20.

“A Further Note on Editorial Punctuation of the General Prologue, ll. 12- 16,” The New Chaucer Society Newsletter 36.1 (2014): np.

“To Seek To Distant Shrines: A Syntactical Problem in Chaucer’s General Prologue 12-16,” Modern Philology 111.3 (2014): 585-92.

“Two Possible Sources for Chaucer’s Description of the Pardoner,” Notes and Queries 252 (ns 54) (September 2007), 233-6.

“City of Lights: Natural and Transcendent Light Sources for Ambrogio Lorenzetti’s ‘Good City-Republic,’” Quaderni d’Italianistica 28 (2007), 31-44.

“A Note on ‘Hyre’ in Parliament of Fowls, 284,” Notes and Queries 251

(ns 53) (June 2006), 154-7.

“Two Chaucers,” Medium Aevum 68 (1999), 96-104. “The Lover’s Largesce: Agency and Selfhood in Chrétien’s Le Chevalier

de la Charrette (Lancelot),” French Forum 24 (1999), 5-20.

“Self-reflexiveness and the Category of the Will in Early Troubadour Poetry of Fin’ Amors,” Forum for Modern Language Studies 34 (1998), 29-42.

“Optical Allusions and Chaucerian Realism: Aspects of Sight in Late Medieval Thought and Troilus and Criseyde,” Stanford Humanities Review 2 (1992), 129-46. Dictionary Entries and Letter Norm Klassen, “Material Limits,” Times Higher Education, 16 January 2014: 33. Letter. “Julian of Norwich,” Dictionary of Christian Spirituality, ed. Glen G. Scorgie, Grand Rapids: Zondervan, 2011, 553-4. “Literature and Christian Spirituality,” DCS, 579-81. “Poetry and Poetics,” DCS, 678-80.

ii. Non-Refereed Pieces and Online Postings:

“A Pilgrimage of Conversation,” Convivium 4 (2015): 20-23.

Review of Conor Cunningham, Darwin’s Pious Idea: Why the Ultra-Darwinists and Creationists Both Get it Wrong, Communio Circle of the Diocese of Hamilton, 21 December 2012. Online. “The Thomistic Challenge of C.S. Lewis’s Sermon ‘Learning in War-time,’” Communio Circle of the Diocese of Hamilton, 3 October 2011. Online.

“Lewis for Our Times: Principles of Cultural Apologetics in the Writings of Rowan Williams,” Communio Circle of the Diocese of Hamilton, 3 October 2011. Online. “Five Smooth Stones: Towards a mystical theology of nature and grace,” Communio Circle of the Diocese of Hamilton, 3 October 2011. Online. “The Perils of (post)Postmodernism and the Joy of Incarnational Humanism,” Communio Circle of the Diocese of Hamilton, 22 August 2011. Online. “Romantic Orthodoxy, Militant Atheism, and a Question of Style,” Communio Circle of the Diocese of Hamilton, 27 December 2010. Online.

“Newman on Literature.” Communio Circle of the Diocese of Hamilton, 8 December 2010. Online. “My Anglicanism,” The Anglican Catholic 15 (2003), 24-40.

Norm Klassen and Tony Cummins, “Human/ist Affirmations: An

Interdisciplinary Conversation,” Canadian Evangelical Review 25 (2003), 5-17.

iii. Book Reviews:

Peter W. Travis, Rereading the Nun’s Priest’s Tale, Modern Philology 111.1 (2013): E19-22. Jessica Rosenfeld, Ethics and Enjoyment in Late Medieval Poetry: Love after Aristotle, Review of English Studies 62 (2011): 807-8. The following all for Medium Aevum: Lawrence Besserman, Biblical Paradigms in Medieval English Literature: From Cædmon to Malory (2012); Amanda Holton, Sources of Chaucer’s Poetics (2008); Sarah Stanbury, The Visual Object of Desire in Late Medieval England (2008); John M. Fyler, Language and the Declining World in Chaucer, Dante, and Jean de Meun (2007); Alcuin Blamires, Chaucer, Ethics, and Gender (2006); Suzanne Conklin Akbari, Seeing Through the Veil: Optical Theory and Medieval Allegory (2004); L.O. Aranye Fradenburg, Sacrifice Your Love: Psychoanalysis, Historicism, Chaucer (2003); Suzannah Biernoff, Sight and Embodiment in the Middle Ages (2002); Dolores Cullen, Chaucer’s Pilgrims: The Allegory (2000); M.S. Kempshall, The Common Good in Late Medieval Political Thought (1999); Edward I. Condren, Chaucer and the Energy of Creation: The Design and the Organization of the Canterbury Tales (1999); Ann W. Astell, Chaucer and the Universe of Learning (1996); Bonnie Kent, Virtues of the Will: the Transformation of Ethics in the Late Thirteenth Century (1995); Eric Jager, The Tempter’s Voice: Language and the Fall in Medieval Literature (1993); Patrick Boyde, Perception and Passion in Dante’s Comedy (1993); A.C. Spearing, The Medieval Poet as Voyeur: Looking and Listening in Medieval Love Narratives (1993); Robert R. Edwards and Stephen Spector, ed., The Olde Daunce: Love, Friendship, Sex & Marriage in the Medieval World (1991); Mary Frances Wack, Lovesickness in the Middle Ages: The Viaticum and Its Commentaries (1990).

iv. Invited Presentations:

“Chaucer and the Making of the Christian Imagination,” Words Aloud, Durham, Ontario, 7 November 2015. (This weekend poetry festival has a national reach. My presentation was part talk, part performative recitation of medieval poetry.) “Alasdair MacIntyre’s After Virtue, chs 16-18,” Study Day, Communio Circle of the Diocese of Hamilton, 20 June 2015. “Rowan Williams on the Arts,” Institute for Theology, Imagination, and the Arts Seminar, University of St Andrews, 11 October 2013. “The Contemplative Life: Your Identity and Your Vocation,” University of Waterloo Chaplaincy, Renison College, 7, 14 February 2013. “Lewis for Our Times: Principles of Cultural Apologetics in the Writings of Rowan Williams,” “The Church Engaging the Modern World” Study

Day, Communio Circle of the Diocese of Hamilton, St Jerome’s University, 15 September 2012. “Faith and Learning in University,” A talk for Catholic High School English Students, St Jerome’s University, 20 January 2012. “Humanism Incognito,” Podcast Interview, Arts 301: Controversies Lecture Series, University of Waterloo, 30 March 2011. “Humanism Incognito,” Lecture, Arts 301: Controversies Lecture Series, University of Waterloo, 28 March 2011. “Christianity 101,” Panel Member, Jesus Week, Waterloo University Bible Fellowship campus event, University of Waterloo, 16 March 2011. “C.S. Lewis and Thomism in ‘Learning in War-time,’” A talk for students and faculty, Redeemer University College, 15 February 2011. “Incarnational Humanism and the Perils of (post) Postmodernism,” A talk for the annual Huron College-St Peter’s College Spiritual Formation Night, Huron College, 24 January 2011. “Faith and Learning in University,” A talk for Catholic High School English Students, St Jerome’s University, 17 January 2011. “Newman on Literature,” A talk for the St Jerome’s-Communio study day on the occasion of Newman’s beatification, St Jerome’s University, 18 September 2010. “How To Do Cultural Criticism With Augustine,” Keynote Address, National Student Leadership Conference (NSLC), Taylor University, Upland, Indiana, 17-19 April 2009.

“A univers/city without meaning and a place of hope: two different visions of learning in popular culture,” Conference Workshop, NSLC, Taylor University, Uplands, Indiana, 17-19 April 2009. “‘They Propound Mathematical Theorems in Beleaguered Cities’: C.S. Lewis on Cultural Work,” Conference Workshop, NSLC, Taylor University, Uplands, Indiana, 17-19 April 2009. “The Liberal Arts, Critical Inquiry, and a Catholic University,” Keynote Presentation, Faculty Day, St Mary’s University, Calgary, 27 August 2008. “A Catholic University and the Liberal Arts,” A talk for the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) group, St Jerome’s University, 24 May 2008.

“A Protestant Perspective on Lumen Gentium.” A Response to Mark Morley, “The Perfect Society: Utopian Ecclesiology and Vatican II,” Communio Study Day, Waterloo, October 27, 2007. “Can Christians Think?” A public lecture sponsored by the Waterloo Communio group, Wilfrid Laurier University, January 2007.

“Working Backwards: Humanist founts in texts by Peter Martyr Vermigli and Geoffrey Chaucer,” Medieval Studies, University of Waterloo, November 2006.

“From Page to Page,” The Inefficiency Committee, St Jerome’s

University, March 2006.

“Radical Politics, New Historicism, and Tragic Suffering: A Perspective on an Overriding Concern in English Literature with Reference to Terry Eagleton’s Sweet Violence: The Idea of the Tragic (2003),” Plenary Panel Position Statement, 7th Annual Symposium on Interdisciplinarity, University of British Columbia, March 2003.

v. Presentations at conferences:

“The Miller’s Prologue and the Overcoming of Tyranny,” Canada Chaucer Seminar, University of Toronto, 16 April 2016. “‘Of’ Ecstasy: Supernatural Finality and Chaucer’s Retraction,” The Apocalyptic Imagination, The Gladstone Library, Hawarden, Wales, 7-8 July 2015. “Chaucer and Togetherness: Overcoming Tyranny in The Canterbury Tales,” Sacred Journeys 2, Mansfield College, University of Oxford, 3-5 July 2015. “‘Look Up Merrily’”: Dante, the Evangelists, and Co-Creation in Chaucer’s Exchange with the Host in The Canterbury Tales,” Imagination, Participation, and Co-Creation, Conference for Christianity and Literature Regional Meeting, Sir Patrick Henry College, Purcellville, VA 30 October-1 November 2014. “What a World Is: Coherence in the Thought of Rowan Williams,” Christianity and Literature Study Group (ACCUTE), Congress 2012 of the Humanities and Social Sciences, Wilfrid Laurier University and the University of Waterloo, Waterloo, May 2012. “Beauty on the Threshold: of Nature and Grace,” Christianity and Literature Study Group (ACCUTE), Congress 2011 of the Humanities and Social Sciences, University of New Brunswick, Fredericton, May 2011. “Suffering for Love in Chaucer’s Parliament of Fowls,” Through a Glass Darkly: Suffering, the Sacred, and the Sublime: Conference on Christianity and Literature, Trinity Western University, May 2007. “Between Becket and Williams: Modern Theology as Literary Theory for Chaucer Studies,” Revisiting Chaucer and Christianity, Canterbury, July 2003.

Norman Klassen and Jens Zimmermann, “Neohumanism, Philosophy, and Theology,” Neohumanism Networking Colloquium, St Stephen’s College, Oxford, July 2002. “Illuminating Humanism,” Illumination: Reason, revelation, and science, St Stephen’s College, Oxford, July 2002.

Norman Klassen and Jens Zimmermann, “Humanism Beyond

Postmodernism,” Beyond Postmodernism Workshop, University of British Columbia, May 2002.

“Networking: Neohumanism and the Ethical Turn in Theological Perspective,” Christian Scholarship…For What? Calvin College, Grand Rapids, September 2001.

“Facing the General Prologue: Relationships Beyond Portraiture,” Mediaeval Colloquium, The University of the South, Sewanee, April 2000. “Towards an Understanding of the University: The Institution, Humanism, and the Ethical Turn,” Institutional Readings Workshop, University of British Columbia, March 2000.

“Peter Martyr Vermigli and the Unity of Nature,” Sixteenth Century Studies Conference, St Louis, October 1999. “The Virtuous Alexander the Great, the Self, and the Vision of Fine Amour in Marguerite Porete’s Mirror of Simple Souls,” International Courtly Literature Society Congress, Vancouver, July 1998.

“Chaucerian Ethics: Introduction,” New Chaucer Society biennial congress, Paris, July 1998. “‘Notez bien cecy car il est subtil’: Notes Outlining the Parameters of Identity and Negation in Musée Condé MS F XIV 26, Marguerite Porete’s Mirror of Simple Souls,” International Medieval Congress, Leeds, July 1998.

“‘At the resureccioun of this flour’: The Resurrection and the Enchantment of the World in Chaucer’s Poetry,” The Roehamption Institute London Conference, February 1998.

“Allegory of Past and Person: Virgil and the Virtuous Self in Dante’s

Commedia,” International Medieval Congress, Leeds, July 1997.

“City and Country: Lorenzetti’s Effetti del Buon Governo and Chaucer’s General Prologue,” New Chaucer Society biennial congress, Los Angeles, July 1996.

“The Limits of Magnanimity in Chrétien’s Lancelot,” International Medieval Congress, Leeds, July 1996.

“The Intellectualization of Love: Vision in Chaucer's Merchant's Tale,” International Medieval Congress, Leeds, July 1994.

Session Organiser “Rowan Williams and the Making of the Christian Imagination,” Christianity and Literature Study Group (ACCUTE), Congress 2012 of the Humanities and Social Sciences, Wilfrid Laurier University and the University of Waterloo, Waterloo, May 2012.

“‘Know Thyself’: Being Human After the Radicalization of Hermeneutics,” Illumination: Reason, revelation, and science, St Stephen’s College, Oxford, July 2002 (with Jens Zimmermann)

“Chaucerian Ethics,” XIth biennial congress of the New Chaucer Society, Paris, July 1998.

“Magnanimity and Sex: The Complexity of True Virtue in Three Medieval

Contexts,” International Medieval Congress, Leeds, July 1996. Moderator “The Love of Learning and the Desire for God: The Benedictine Vision

for the New Evangelization,” A Communio Circle of the Diocese of Hamilton Study Day, Guelph, June 2012. “Studies in Chaucer,” International Medieval Congress, Leeds, July 1994.

vi. Consultations, referee for press, etc:

Assessment of Scholarship, Tenure Review Process, St Thomas More College, University of Saskatchewan, November 2011. Interview with Ken Myers for the Mars Hill Audio Journal (4 1 2007) This interview concerned my (co-authored) book The Passionate

Intellect.

Interview with Bob Dutko for “The Bob Dutko Show,” WMUZ 103.5 (17 11 2006)

This interview concerned my (co-authored) book The Passionate Intellect.

External Assessor of ms considered for publication by University of Toronto Press, 2000

External Member, University College of the Fraser Valley medievalist

search committee (1998) V. RESEARCH GRANTS External

Additional Disbursement (awarded on merit) for the CCCU “Networking Grant” (see below) (2001-2002) (US $5000)

Council of Christian Colleges and Universities “Networking Grant” Project: Neohumanism and the Ethical Turn in Theological Perspective (1999-2002) (US $15,000)

SSHRC Postdoctoral Fellowship (1995-7) ($27, 984 per annum) SSHRC Doctoral Fellowship (1992-3) ($14,000)

Overseas Research Scheme Award (1990-2) ($8,800 per annum) U of Waterloo "Special Merit" Scholarship (1987)

U of Waterloo Graduate Scholarship (1987) Brandon University Entrance Scholarship (1980)

Internal “The Fellowship of the Beatific Vision” (SJU Aid to Scholarly Publications Fund 2015-16) ($1551.61)

“Chaucer’s Tyranny-Resistant Fellowship of the Imagination” (SJU Faculty Research Grant 2015) ($400)

“Academic Conversations about Rowan Williams’s Theology of Art” (SJU Faculty Research Grant 2013-14) ($3000)

“Annotating Peter Martyr Vermigli’s Commentary on Romans” (SJU Faculty Research Grant 2007-8) ($2187)

“A Bridge from Neohumanism and the Ethical Turn to Medievalist Humanism” (TWU 2002-3) ($3750)

Approval of Full-year Sabbatical Project: “Medievalist Humanism” (2002-03)

“Peter Martyr Vermigli and the Unity of Nature” (1999) ($1,095) “Desire, Agency, and Virtue: Marguerite Porete’s Mirror of Simple Souls

in Middle English” (1998) ($1,000) “Resurrection: Literary, Social, and Historical Perspectives” (1997)

($600) “Establishing Manuscript Evidence for Socio-political and Literary

Contexts of Desire, Agency, and Virtue: Marguerite Porete and her Mirror of Simple Souls” (1997) ($425)

VI. SERVICE i. SJU administration work Committee Member (2015-16) Committee on Research and Scholarship Library Committee HeForShe Impact 10x10x10 Committee (SJU) St John’s Bible Committee

Committee Member (2015) Ad Hoc Committee on Promotion and Tenure Standards; Committee on Research and Scholarship; VPAD Assistant Hiring Committee

Interim Associate Dean (2011-12) Committee on Research and Scholarship (2011-12)

Chair, Department of English (2008—12) Chair, “Contemporary Canadianist” Hiring Committee (2011-12) Chair, “Early Modernist” Hiring Committee (2011) Chair, “Contemporary Americanist” Hiring Committee (2010-11) Chair, “Contemporary British Literature Specialist” Hiring

Committee (2009-10) Chair, “Contemporary Canadianist” Hiring Committee (2008-09) Academic Committee (2008-2012) Medieval Studies Prize Committee (2006-8) ii. UW administration work Undergraduate Operations Committee (2011-12) Undergraduate Associate Deans’ Seminar Group (2011-12)

Examinations and Standings Committee Member (2006-2008)

iii. Professional associations The Inklings Institute (2015—) Canadian Association of Chairs of English (2008-12) Association of Canadian College and University Teachers of English (2011-12) New Chaucer Society (1994—) iv. Community service and past service elsewhere Panel Presenter, “The Western Separation of Religion and Politics:

A Paradox of Christian Humanism” Religion versus Politics: Cross Cultures annual commemoration of the UN International Day for the Elimination of Racial Discrimination Kitchener (31 March 2016)

Panel Presenter, “A Literary Picture of Freedom” Freedom of speech, thought, religion: Cross Cultures annual commemoration of the UN International Day for the Elimination of Racial Discrimination Kitchener (21 March 2015)

Senator, Redeemer University College (2009-12) Communio Circle of Waterloo (2006 – present) Coordinator of First-Year English (2004-Dec. 2005)

Trinity Western University Faculty Association Executive (2000-2002; 2003-5)

Trinity Western University Chair of the Faculty Association (2001-2002)

Trinity Western University Interim Department Chair (August-December 1999) Department of English and Modern Languages Trinity Western University

Undergraduate Academic Council (1997-2000) Trinity Western University

Board Member British Columbia Childhood Cancer Parents’ Association (2002-6)

Soccer Coach Ancaster U8 Select team (2007)

Soccerworld (Hamilton, 2006-7) Langley United Youth Soccer Association (1999-2004)

63 | P a g e

Appendix F: Dean’s Response

Self Study:

1.

That English faculty members meet with the

Office of Enrolment Management and

Registrar to

strengthen the communication of the program

features and benefits to prospective students.

This could be based on information

communicated or include faculty member

involvement.

I will propose that the Department of English

collaborate closely with Enrolment Services to

devise and regularly update attractive and

accurate promotional materials for recruitment.

learning outcomes in both employable skills

and the opportunity created for spiritual growth

through empathic reading practices. I will also

propose that members of the Department of

English be invited to participate (strategically)

in program recruitment efforts in key markets.

Further, I propose that funding for the Student

Scholarship and Support Centre include a

faculty cross-appointment in American

Literature and writing support (Professor

Klassen specifically mentions American

Literature as an important lacuna in the existing

collections of courses.)

This proposal for a new appointment is a bold

and strategic response to the core struggle with

low enrolments:

It makes sense in terms of institutional plans to

increase international student numbers at

King s because it would strengthen our appeal

to US students. When the Canadian dollar is

weak, our tuition rates are particularly

attractive to US students.

It addresses the need for strong participation

from faculty in the Department of English in

the proposed Student Centre, and enriches our

capacity to deliver creative responses to early

warnings of student distress and increasing

needs for academic writing remediation and

support (see point #4).

2.

That English faculty members consider ways of

making the program more distinctive and

attractive to students. The program prepares

students for graduate study. Though it is also

increasing undergraduate involvement in

faculty research, this aspect of the program

could be

strengthened.

The department is about to propose a new

program of study in English that promises to

make the program more attractive to students.

Student-faculty research initiatives are

expanding.

3.

That English faculty members continue and

strengthen their appeal to first year students,

particularly undeclared students, to consider

English as a major.

Numerous departmental initiatives are already

underway, including letters of invitation from

instructors to promising members of the first-

year cohort, social events, and the student

publication Loosely Literati, which is

distributed widely across campus.

4.

That English faculty instructors and advisors

engage fully in institutional systems aimed at

early warning of students in academic distress

as well as remedial efforts in the case of

students who have been placed on some form

of probation.

The department will continue its strong efforts

to support students in distress.

I propose that the Department of English return

to the earlier model wherein each Department

of English student is required to meet with his

or her advisor to confirm registration.

Further, I will propose that continuing faculty

in The Department of English be responsible

absence, and that the advisees be restored to

their original advisor upon the faculty

distribute students based on existing

relationships, a move we expect will lessen the

disruption of the change. Unless a student

objects, the advisees will be restored to their

original advisor upon his or her return to

campus.

A related concern was noted by Professor

Klassen but not included in his six

recommendations. He commented with

approval about our excellent library

resources both books and people and he

cautioned the Department to advocate strongly

for the continuation of these crucial elements of

student academic support services. Currently,

the research librarian that supports the Faculty

-year library orientations and

delivers one-on-one research support to senior

students is hired for an eight-month contract

position. Although we have had several

excellent librarians in this role, we have been

unable to retain their services. They leave in

search of more permanent work.

I will propose to AAC that the research

librarian position be expanded to a full-time

continuing role in the next annual budget. The

timing of this recommendation aligns well with

both the English Department Review (the

library orientation is a component of first year

our institutional

plans for a Student Scholarship and Support

Centre.

5.

That English faculty complete the assessment

of their course offerings against their stated

program outcomes to ensure that all outcomes

are represented, and that required courses

provide students with exposure to all program

outcomes.

I will affirm both suggestions and support the

ahead with concrete plans for communication

of learning outcomes to students, especially

those that relate to employable skills and

personal growth. The Department will also

develop a graduate placement support

initiative. This initiative will align well with

plans for the Student Scholarship and Support

Centre.

6.

That the English department collaborates with

institution wide initiatives to gain a deeper and

more particular understanding why students at

students at a faith-based institution might be

motivated by considerations that range beyond

the immediate employability of skills.

Knowing this information would help us

understand how

to make the significance and appeal of an

English major apparent to this cohort.

The Department of English is already fully

engaged with this research and has begun to

supplement it with student-led initiatives in the

current English cohort that both uncover

current concerns (re employment and other

factors) and propose solutions to them.

7.

the department take care not to interpret

rigorous in its individual course demands. It is

already doing many things well and preparing

its students effectively. I recommend ongoing,

informal conversations both internally and with

other institutions (especially in the area)

regarding typical expectations regarding

various course demands, such as the expected

amount of reading and the amount of writing

required (in various formats), and the grade

assigned for x quality work.

The Chair of the English department currently

participates in the national body of Chairs in

English, and is currently engaged both formally

and informally with these evaluations. The

Department understands the need to prepare

students well without compromising their

ability to compete for graduate placements.

I note with great satisfaction that the

D

excellence among its peers. The e

report confirms the D

rigor.

8.

That, as the department negotiates low

enrolments, it nonetheless preserve meaningful

choice for students as well as broad exposure to

literature written in English across times and

geographies.

This concern with programmatic diversity and

breadth in course selection will be addressed by

the above proposal for a cross-appointment in

American literature and writing support (See

recommendation #1)

9.

That the department consider alternative

organizing principles to the historical

orientation of at least one of the required

categories (for the major) of 304/305; 404/405;

ngaging the

to preserve the expectation that students will

develop a comprehensive sense of the temporal

development of English literature, one for

which they are accountable in some course or

format.

The departmental response and its new

program proposal address this concern.

10.

That the department consider including ENGL

387 (History and Practice of Allegory) in the

category of literary theory (404/405),

specifically with a view to strategic alignment

with the University mission, vision, values, and

strategic plan and with a view to a sacramental

imagination and sacramental (participatory)

ontology. Such an outlook represents a

foundational but legitimate challenge and

alternative to assumptions that residually

pervade contemporary theoretical discourse.

The suggestion here would be: the requirement

of two of three courses in this category; ideally

ENGL 387, sufficiently in dialogue with

alternative contemporary theory, could become

a required theory course (it plus one other) or a

capstone course.

The department will respond to this detailed

curricular recommendation.

11.

That the department heighten its emphasis on

advising, specifically with a view to: utter

clarity in terms of degree requirements and

progress for each student; the role of

interpretation in all walks of life, including

leadership, management, and conflict

resolution, and therefore of direct, practical

relevance in terms of job skills. (I would

encourage the department to use the surveys

This recommendation echoes points made in

Self-Study recommendations #4 and #5.

In addition to my recommendations included in

those categories, I further propose that funding

be included in the next budget process to

supplement the modest sum set aside for

administrative support to the Chair. ESL testing

that happens annually in the first year cohort is

reported in 4.3 and 4.4 to measure its

effectiveness in helping students to interpret

their experience in this way.) There is no

question that the faculty members are already

available, accessible, and helpful. Nonetheless,

increased intentionality in these areas would

seem warranted to improve student experience,

retention, and overall satisfaction. Practically, I

would recommend that the onus fall on the

chair as part of his/her responsibilities in that

position.

a particular and additional demand placed on

this informal institutional role. Recent efforts

to grow the number of majors and minors have

been accomplished through additional

programing, both curricular and social. While

the work associated with these programs and

events is shared, the Chair is the chief

organizer of these activities. Management of

sessional hiring also falls to the Chair, as does

the responsibility to attend national gatherings

of Chairs of English.

Several of the recommendations included here

role. The Department has made exemplary use

of a modest administrative stipend to grow

student activities, cultivate a popular student-

led newsletter, and update and staff the English

Department exhibit at Campus open houses.

to expand its participation in enrolment

services projects (see #1) and student support

services (see # 3 & 5) while the department

(Chair included) returns to an enriched

advising process (#4).

12.

That the department be intentional about

-

understanding and self-presentation in terms of

short, repeatable phrasing.

This concern reiterates recommendations #1

from the self-study report. For the Faculty of

regarding Professional Development:

eight could be placed on

substantial publications relative to reviews and

additional support the institution could supply

in the form of available professional

development funds would undoubtedly be well

spen

sessional support and wondered what could be

done to ensure that we continue to attract and

retain excellent teachers and researchers in

these roles.

As a teaching member of the English

Hank Bestman has recently ratified a proposal

to distinguish and provide additional support to

sessionals who make a more significant

contribution to our programs. Eligible

plines will be eligible

to apply for research funds from the common

pool, a move that ensures we are on par with

the University of Alberta and MacEwan, our

chief competition for sessional instructors.

Further, I will propose to AAC that funds be

allocated in our next budget for research

funding support for sabbaticants. We have

revised our faculty handbook to include a plan

for this funding support, but have never put

Department, I am aware of the growing number

of administrative tasks necessary to the

ongoing growth and health of our program, and

concerned for the health of faculty members

who do this work while also attending to their

research commitments.

dollars aside for this purpose. I will

recommend that, at a minimum, 10% of

existing research funding be set aside for

sabbaticants. This will add vital financial

support at the moment that faculty members are

most able to capitalize on it.

71 | P a g e

Appendix G: Faculty CVs

Philip Frederick James Mingay

Department of English (780) 465-3500 ext. 8077 The King’s University [email protected] 9125 – 50th Street Edmonton AB T6B 2H3 Canada

ACADEMIC HISTORY Doctor of Philosophy, English, Postcolonial Literature

University of Alberta, Edmonton, Alberta, 2001 Dissertation: Vivisectors and the Vivisected: The Painter Figure in the Postcolonial Novel

Supervised by Professor Shyamal Bagchee Doctor of Philosophy, English, Postcolonial Literature (2 years of program)

Queen's University, Kingston, Ontario, 1992 Master of Arts, English Literature University of Guelph, Guelph, Ontario, 1989 Bachelor of Arts (Honours), English Literature Trent University, Peterborough, Ontario, 1987

ACADEMIC POSITIONS Associate Professor of English The King’s University, Edmonton (2012 to present) Assistant Professor of English The King’s University, Edmonton (2006-2012) Instructor, Department of English University of Alberta (2001 to 2006) Teaching Assistant, Department of English Queen's University, Kingston (1990-1992) Teaching Assistant, Department of English University of Guelph, Guelph (1988-1989) Instructor, Department of English University of Guelph, Guelph (1989)

TEACHING EXPERIENCE The King’s University (2005 – present) ENGL 204: An Introduction to Literature I ENGL 205: An Introduction to Literature II ENGL 326: Theory in the Classroom ENGL 329: Stranger than Fiction: Literature and Film ENGL 358: The Sun Never Sets: Introduction to Postcolonial Literature ENGL 370: Carving out a Nation: Canadian Literature pre-1970 ENGL 371: Carving out a Nation: Canadian Literature post-1970 ENGL 385: North American Short Stories: Bite-sized Reading ENGL 404: Anxiety to Apotheosis: Literary Theory from Plato to Pater ENGL 405: Unpacking the Text: 20th-Century Literary Theory ENGL 495: Senior Seminar ENGL 499: Directed Studies: Biology and Dracula

University of Alberta (1992 – 2005) ENGL 101: Critical Reading and Writing ENGL 105: Readings in Prose ENGL 113: Literature in Global Perspective ENGL 199: Essentials of Writing for Engineers ENGL 271: Canadian Literature: Major Writers and Movements University of Guelph (1988 - 1989) ENGL 120: Literature and the Modern World ENGL 370: 20th-Century American Literature ENGL 217: Practical Criticism—Fiction Queen's University (1990 – 1992) Teaching Assistantship ENGL 110: Introduction to the Study of Literature

COMPETITIVE AWARDS William Hardy Alexander Award for Excellence in Sessional Teaching University of Alberta, 2006

Faculty of Arts Sessional Teaching Award University of Alberta, 2006 Dean's Award Queen's University, 1990-1992

PUBLICATIONS Book Chapters “Mapping our Mental Geography: Regionalism as Pedagogical Strategy.” West of Eden:

Essays on Canadian Prairie Literature. Co-authored with Tina Trigg. Ed. Sue Sorensen. CMU Press: Winnipeg, 2008. 272-293.

Journal Articles “The British Empire and the Canadian Artist.” Arts and Culture XL. 1 (May 2014): 11. “In Appreciation of Olive P. Dickason’s The Myth of the Savage.” Native Studies

Review. 21.2 (2012): 85-88. (co-written with William Van Arragon). “Hollingshead, Greg (1947-).” Encyclopedia of Post-Colonial Literatures in English.

2nd ed. London: Routledge, 2005. Credo Reference. 08 July 2009 <http://www.credoreference.com/entry/routpcl/hollingshead_greg_1947>.

“Book Rev. Caribbean-English Passages by Tobias Döring.” CHIMO: The

Newsjournal of the Canadian Assoc. for Commonwealth Literature and Language Studies. No. 50. Summer 2005. 26-29.

“Journeys to Mythical Centres: The de Chirico Connection in V.S. Naipaul's The Enigma

of Arrival.” Commonwealth Novel in English. 7-8 (1997-1998): 71-80. “Visual Arts and Literature.” Reader's Guide to English Literature. Ed. Mark Hawkins-

Dady. Fitzroy Dearborn: London, 1996. 819-20. “Robertson Davies.” Reader's Guide to English Literature. Ed. Mark Hawkins-Dady.

Fitzroy Dearborn: London, 1996. 171-72. Works in Progress “Rendering Slavery: The Painter in Andrea Levy’s The Long Song.” “Postcolonialism, Ancestry, and Residential Schools.”

CONFERENCE PAPERS “Building Bridges: Engaging Education Students with Literary Theory.” Augustana’s 2nd International Teaching Workshop Conference, Camrose, Alberta. April 2015. “Demons and Stereotypes: Christianity and Postcolonialism.” 23th Annual British

Commonwealth and Postcolonial Studies Conference, Savannah, Georgia, USA. February 2014.

“Faith and Art in Andrea Levy’s The Long Song. Canadian Association for Commonwealth Literature and Language Studies, Congress of the Humanities and Social Sciences, Brock University, May 2014. “Postcolonial Theory and the Christian Scholar.” The Humanities and the Christian Faith

Conference, Canadian Centre for Scholarship and the Christian Faith, May 2012. “Out the Window: Art and Patronage in George Lamming’s Water with Berries.” Going

Caribbean! New Perspectives on Caribbean Literature and Art, Universidade de Lisboa, November 2009.

“Old Yet New Again: Chinua Achebe’s Things Fall Apart in the Christian University.”

Things Fall Apart at Fifty, University of Toronto, September 2008. “Painting the Mute Landscape in Guy Vanderhaeghe’s The Last Crossing.” The Last

Best West Conference, Thompson Rivers University, September 2007. "Fostering Nationalism Through Arts and Crafts.” Empire, Borderlands, and Border

Cultures Conference, California State University, Turlock, California, March 2006.

“Faith and Difference: Teaching Timothy Findley’s Not Wanted on the Voyage.”

Canadian Association for Commonwealth Literature and Language Studies at Congress 2004, University of Winnipeg, May 2004.

“The Fat Shining Leg: The Tenancy Agreement in VS Naipaul’s The Enigma of Arrival.” Romantic Orientalism Conference, University of Wales, July 2002. “Land-Ho: Painted Images of Home in George Lamming's Water with Berries.”

Canadian Association for Commonwealth Literature and Language Studies, Congress of the Humanities and Social Sciences, University of Toronto, May 2002.

“Bugs and Biology: The North Infests the Suburbs in Margaret Atwood’s Cat’s Eye.”

Association of Canadian College and University Teachers of English, Congress of the Humanities and Social Sciences, University of Toronto, May 2002.

“The Tasteful Citizen: Public School Art Instruction in Post-WWII Canada.” Canadian Society for Aesthetics, Congress of the Humanities and Social Sciences, University of Alberta, May 2000. “Yes, We Always Have Bananas: Teaching the Consumer-Oriented Student in a Neo- Colonialist Society.” Congress of the Humanities and Social Sciences, University of Ottawa, May 1998. “Conrad’s Heart of Darkness: Narrative Strategies and Pedagogical Constructions.”

The Edmonton Conference at the University of Alberta, October 1993. “Journeys to Mythical Centres: The de Chirico Connection in V.S. Naipaul's The Enigma of Arrival.” Association for Commonwealth Literature and Language Studies, The University of the West Indies, August 1992.

PRESENTATIONS AND PANELS “Paintings Don’t Lie: Faith and Art in the Postcolonial Novel.” The King’s University Faculty Colloquium, November 2014. “Sabbatical Mentorship Panel.” The King’s University Faculty Colloquium, Tuesday, September 30, 2014. Judge, Undergraduate Research Symposium. University of Alberta, November 22,

2013. “In Appreciation of Olive P. Dickason’s The Myth of the Savage.” First People’s House,

Congress 2013, University of Victoria, June 2013. Organizer and Judge. “The CACLALS Graduate Student Prize for Studies in

Commonwealth/ Postcolonial literature and/or Language, Orature, or Cultural Studies.” Congress of the Humanities and Social Sciences, University of Victoria, Victoria, 2012-14.

“Mapping our Mental Geography: Regionalism as Pedagogical Strategy.” The King’s University Faculty Colloquia, 2012. Panelist at the My Climate, Your Climate, Our Change! Conference held at The King’s

University College in March 2009. “Encouraging a Respectful Environment for Class Discussion.” Invited speaker to

University of Alberta Teaching and Learning Services Conference, University of Alberta, January 2007.

“Talks on Teaching.” Presentation on marking strategies for first-time instructors, University of Alberta, January 2002.

EDITORIAL WORK Copy Editor, Arts and Culture XL (Edmonton, AB). 2014-present. Section Editor, Postcolonial Text: www.postcolonial.org. 2003-2011. Manuscript Reviewer. Eds. Maimon, Elaine, Janice Peritz, and Kathleen Yancey, The McGraw-Hill Handbook, First Canadian Edition. Toronto: McGraw Hill, 2007.

PROFESSIONAL EXPERIENCE The Career Centre Task Force, The King’s University, 2015-present. English Articulation Committee, The Alberta Council on Admissions and Transfer (ACAT), 2009-present. Chair of English, 2012 – 2014. Executive Committee, The Canadian Association for Commonwealth Literature and

Language Studies (CACLALS), 2010-2013. Financial Aid Committee, Fall 2006-present. Teaching Task Force, Fall 2008-present. Discipline Appeals Committee, Fall 2007-present. Library Assessment Committee, 2011. Research Committee, Fall 2007-08. First-Year Curriculum Committee, University of Alberta, 2001-05. Faculty of Arts Teaching and Learning Committee, University of Alberta, 2004-05. Sessional Committee, University of Alberta, 2000-05.

MEMBERSHIPS Association of Canadian College and University Teachers of English (ACCUTE) The Canadian Association for Commonwealth Literature and Language Studies (CACLALS) Christianity and Literature Study Group: Canada (CLSG)

Appendix 4.2 Brett Roscoe The King’s University (780) 465-3500 ext. 8108 9125 – 50 St. NW [email protected] Edmonton, AB, T6B 2H3 EDUCATION

� Ph.D. English, Queen’s University, 2014. Dissertation: “Sagacious Liminality: The Boundaries of Wisdom in Old English and Old Norse-Icelandic Literature” Supervisor: Dr. Scott-Morgan Straker Second Reader: Dr. Jane Tolmie Description: This dissertation analyzes wisdom as a cultural discourse in Old English and Old Norse-Icelandic texts. I argue that the central characteristic of wisdom is its liminality, which both grounds and problematizes literary identity. Combining literary and folklore studies, I examine the two related figures of the wise hero and the wise monster and their implications for an understanding of the composition and reception of medieval (folk)lore.

� M.A. English, University of Western Ontario, 2008 Thesis: “The Public Voice in the Private Sphere: The Chorus in Renaissance Closet Drama” Supervisor: Dr. Kelly Quinn Second Reader: Dr. James Purkis

� B.A. (Honours) English, University of Manitoba, 2007

� B.A. Old Testament Studies, Providence College, 2000. � Certificates:

o Certificate in University Teaching and Learning, University of Western Ontario, 2008

o Certificate in Teaching English to Speakers of Other Languages (T.E.S.O.L.), Providence College, 2000.

ACADEMIC POSITIONS

� Assistant Professor, The King’s University, 2012-Present

� Teaching Fellow, Queen’s University, 2011

� Teaching Assistant, Queen’s University, 2008-11

� Teaching Assistant, University of Western Ontario, 2007-08

� Marker/Grader , University of Manitoba, 2006-07

� Instructor , Gangnam University of California Riverside, 2003-05 TEACHING EXPERIENCE

Courses Taught:

� The King’s University, 2012-Present o ENGL 204: An Introduction to Literature I (short stories and novels) o ENGL 205: An Introduction to Literature II (poetry and drama) o ENGL 304: Literature from the Middle Ages to the Eighteenth Century o ENGL 380: Arthurian Legend and Literature o ENGL 315: Old English Language and Literature o ENGL 318: Chaucer o ENGL 410: The Literature of the Middle Ages (Middle English lit. other

than Chaucer) � Queen’s University, 2011-2011

o ENGL 281: Legends of King Arthur: Medieval to Modern Courses Assisted:

� Queen’s University, 2008-11 o ENGL 100: Introduction to Literary Study o ENGL 110: Introduction to the Study of Literature in English o ENGL 203: Fantasy o ENGL 281: Legends of King Arthur: Medieval to Modern

� University of Western Ontario, 2007-08 o ENGL 024: Forms of Fiction: An Introduction to Narrative

� University of Manitoba, 2006-07 o ENGL 1200: Representative Literary Works

COMPETITIVE AWARDS

� Ontario Graduate Scholarship (declined), Ontario Ministry of Training, Colleges, and Universities, 2012-13

� Graduate Award, Queen’s University, 2012.

� Joseph-Armand Bombardier Canada Graduate Scholarship, Social Sciences and Humanities Research Council of Canada, 2009-12

� Ontario Graduate Scholarship (declined), Ontario Ministry of Training, Colleges,

and Universities, 2009-10

� Graduate Award, Queen’s University, 2008-09

� Graduate Entrance Tuition Award, Queen’s University, 2008-09

� Graduate Research Scholarship, University of Western Ontario, 2007-08

� Peter L. Coultry Book Prize, Univesity of Manitoba, 2007

� Andrew Young Scholarship, University of Manitoba, 2006

� Esther Leckie Memorial Prize, University of Manitoba, 2006 PUBLICATIONS

“Reading the Diptych: The Awntyrs off Arthure, Medium, and Memory.” Arthuriana 24.1 (2014): 49-65 “On Reading Renaissance Closet Drama: A Reconsideration of the Chorus in Fulke Greville’s Alaham and Mustapha.” Studies in Philology 110.4 (2013): 762-88.

CONFERENCE PRESENTATIONS

Papers:

“Founding a Community on Lore: the Memory of Wisdom in Precepts.” International Congress on Medieval Studies (ICMS). Western Michigan University. May 2015. “Gazing at Monstrous Wisdom in Beowulf.” Conference of the Canadian Society

of Medievalists (CSM). Brock University, St. Catharines. May 2014. “The Problem of Proverb Poetry: Folklore and Identity in Málsháttakvæði.” International Congress on Medieval Studies (ICMS). Western Michigan University. May 2012.

“Waves of Thought: The Wanderer, Perception, and Wisdom.” Convention of the Modern Language Association (MLA). Los Angeles. January 2011.

“Reading the Diptych: The Awntyrs off Arthure, Medium, and Memory.” Conference of the Canadian Society of Medievalists (CSM). Concordia University, Montreal. May 2010.

“Calvinist Poetics: Fulk Greville’s Chorus and Reader Education.” Conference of the Association of College and University Teachers of English (ACCUTE). Carleton University, Ottawa. May 2009.

“Giving Voice to the Other: The Green Knight and Prophetic Utterance.” English Graduate Students’ Association Colloquium. York University, Toronto. May 2008.

Panel Participant: “‘Most Evident’ or ‘Most Tricky’? Toward a Methodology for the Paremiological Study of Medieval Literature and Culture.” International Congress on Medieval Studies (ICMS). Western Michigan University. May 2015. “Teaching Locally.” University of Alberta, Edmonton. February 2013.

ADMINISTRATIVE & PROFESSIONAL EXPERIENCE

The King’s University (2012-Present)

o Secretary, Faculty of Arts, 2013-present o Teaching Committee, 2013-present o Environmental Studies Program Committee, 2012-present

Queen’s University (2010-12)

o Ph.D. Department Representative, 2011-12 o ENGL 100 T.A. Representative, 2010-12 o MLA Graduate Student Representative, 2010-11

MEMBERSHIPS

Canadian Society of Medievalists Early Proverb Society

Appendix 1.3 Tina Trigg Department of English (780) 465-3500 ext. 8029 The King’s University [email protected] 9125 – 50th Street Edmonton AB T6B 2H3 Canada

Education:

Doctor of Philosophy, English, Canadian Literature Dissertation: “Out of the Shadows: Madness in Margaret Atwood’s Novels” University of Ottawa, 2003 Master of Arts, English, Canadian Literature Thesis: “Dawn of Discovery: Margaret Atwood’s Morning in the Burned House” Lakehead University, 1996 Honours Bachelor of Arts, English (First Class Standing) Concentration: Canadian Literature, Minor: Psychology Lakehead University, 1994

Academic Positions:

Associate Professor of English King’s University, Edmonton (2010 to present) Assistant Professor of English King’s University, Edmonton (2003 to 2010) Part-time Professor of English University of Ottawa (1997 to 2003) Teaching Assistant, Department of English University of Ottawa (1996) Lakehead University (1994 – 96) Research Assistant, Department of English University of Ottawa (1996)

Teaching Experience:

King’s University (2003 to present) Directed Studies (ENGL 499): Kurt Vonnegut; Margaret Atwood; Post-Postmodernism Senior Seminar (ENGL 495) Postmodern Fiction (ENGL 469) Contemporary Literary Theory (ENGL 405) Margaret Atwood: Special Topics (ENGL 399) Canadian Literature (ENGL 389)

North American Short Story (ENGL 385) Nineteenth-Century British Literature (ENGL 356) Canadian Literature Post-1970 (ENGL 371) Canadian Literature Pre-1970 (ENGL 370) Psychology and Literature (ENGL/PSYC 327) Poetry and Drama (ENGL 205) Short Story and Novel (ENGL 204) University of Ottawa (1997 to 2003) Canadian Short Story (ENGL 3321): local and distance delivery British Literature Since 1700 for English Majors (ENGL 1123) Poetry and Drama (ENGL 1121) Prose Fiction (ENGL 1120) Essay Writing (ENGL 1100) Teaching Assistantships:

University of Ottawa (1996) Essay Writing (ENGL 1100) Lakehead University (1994 – 96) Canadian Literature in English (ENGL 2701) Children’s Literature (ENGL 2907) Major British Writers (ENGL 1100)

Competitive Awards:

Conference on Christianity and Literature Scholar’s Travel Grant King’s University Faculty Research Grant Ontario Graduate Scholarship (3 consecutive awards) University of Ottawa Excellence Award University of Ottawa Part-Time Professor of the Year Nomination University of Ottawa Academic Development Fund Travel Grants Lakehead University Northwestern Ontario Leaders Scholarship Lakehead University Entrance Award Canadian Pacific Forest Products Limited Scholarship Thunder Bay Foundation Scholarship City of Thunder Bay Entrance Scholarship William Fitzgerald Langworthy Memorial Scholarship Dorothy Gothorpe Memorial Award Ishak Book Prize Ontario Scholar Award Governor General’s Bronze Medallion

Publications: Book Chapters:

“Bridging the Gaps through Story Cycle: The View from Castle Rock”

Alice Munro: Critical Essays Ed. Gerald Lynch and Janice Fiamengo University of Ottawa Press (forthcoming) “Mapping our Mental Geography: Regionalism as Pedagogical Strategy” West of Eden: Essays on Canadian Prairie Literature Co-authored with Philip Mingay; Ed. Sue Sorenson Winnipeg: Canadian Menonnite University Press, 2008 “Frans Eemil Sillanpaa” [Finnish Nobel Prize recipient] The Facts On File Companion to the World Novel, 1900 to the Present (2 vols.) Ed. Michael D. Sollars New York: Facts on File, 2008 “A Silhouette of Madness: Reading Atwood’s Surfacing” Margaret Atwood: The Open Eye Ed. John Moss and Tobi Kozakewich Ottawa: University of Ottawa Press, 2006 Journal Articles:

Rev. of Greg Bechtel, Boundary Problems: Stories; David Arnason, There Can Never Be Enough; Shawn Syms, Nothing Looks Familiar Canadian Literature (forthcoming) “Defining Moments” Rev. of Jan Zwicky, Vittoria Colonna: Selections from the Rime Spirituali ; Alex Leslie, The Things I Heard About You; Melissa Morelli Lacroix, A Most Beautiful Deception Canadian Literature (forthcoming) “Times Squared” Rev. of Ben Lerner, 10:04; Katie Dale, Little White Lies Canadian Literature (forthcoming) “Atwood’s Attic: An Alternative Figuring of Madness in Alias Grace” Margaret Atwood Studies (currently under review) “Family Matters” Rev. of Miriam Toews, All My Puny Sorrows; Richard Wagamese, Medicine Walk Canadian Literature 222 (Fall 2014) “Of Bodies (Politic)” Rev. of Heather Latimer, Reproductive Acts: Sexual Politics in North American Fiction & Film; Kathy Page and Lynne Van Luven, eds., In the Flesh: Twenty Writers Explore the Body Canadian Literature 222 (Fall 2014)

“Stuart McLean” The Canadian Encyclopedia Ed. Anne Bailey and Karen Grandy. [updated and replaced 2009] “Grasping the Power of Language: Name and Song in Inuit Culture” Northern Review (Winter 1996) Current Research Projects: Monograph in Progress: Hope or Fiction?: The Novel World of Margaret Atwood Interdisciplinary study (psychology, philosophy, literature) of narrative and Atwood's novels. (Projected completion 2016) Research Project in Development: Hope in Community: Empathy, Storytelling, and Inclusion for Readers with Down Syndrome Interdisciplinary study to increase the social value of readers with Down Syndrome through engagement with literature. Goal is to identify opportunities for inclusive education and peer interaction through narrative, and to provide a framework for educators supporting students with Down Syndrome from elementary through post-secondary studies. (Projected completion 2021)

Conference Presentations:

“No Princesses, Just a Stone Mattress and Tales of Moral Disorder” Margaret Atwood Society / ACCUTE Congress of the Humanities and Social Sciences, University of Ottawa, 2015 “Narrative Dis/closure: Margaret Atwood’s The Blind Assassin” Christianity and Literature Study Group Conference, Congress of the Humanities and Social Sciences, University of Ottawa, 2015 “Finding hope and empathy: Narrative and Inclusion from Infancy to Adulthood” Canadian Down Syndrome Society National Conference, Edmonton, 2015 “Breathing Life into the Classroom: Tactics, Tips, and Triads” International Teaching Conference, Augustana University, 2015 “MaddAtwood?: Reimagining Dystopia as Regeneration” ACCUTE / Congress of the Humanities and Social Sciences, Brock University, 2014 “Bridging the Gaps through Story Cycle: The View from Castle Rock” The Alice Munro International Symposium, University of Ottawa, 2014

“Everything is Political: Atwood for All Ages” Margaret Atwood Society / ACCUTE Congress of the Humanities and Social Sciences, University of Victoria, 2013 “Teaching Psychology through Literature: Redeeming the Power of the Word” Canadian Centre for Scholarship and Christian Faith: Social Sciences Conference Concordia University of Alberta, 2013 “A Voice from the Wilderness: The Challenging Call of Margaret Atwood” Canadian Centre for Scholarship and Christian Faith: Humanities Conference Concordia University of Alberta, 2012 “The Poet at the Door of the Burned House: Reading Atwood’s Recent Collections” [The Door and Morning in the Burned House] Margaret Atwood Society / ACCUTE Congress of the Humanities and Social Sciences, Carleton University, 2009 “Teaching God in a Stetson: Regionalism and Prairie Writing” Co-presented with Philip Mingay Faculty Colloquium, King’s University, 2008 “Dressed Down to the Navel or Up to the Neck: Romance, Harlequin-style” Co-presented with Leslie-Ann Hales Interdisciplinary Studies Conference, King’s University, 2006 “‘[W]e remember when we were human’: Unearthing the Human Animal in Atwood’s Poetry” International Canadian Literature Symposium: The Animals in This Country University of Ottawa, 2005 “I Spy: Margaret Atwood and Alice Munro, Writers on Reading and Writing” INSCRIBE Christian Writers’ Fellowship Conference Closing Speaker, Edmonton, 2005 “Say What?! Discernment Takes Us from Foolishness to Wisdom?” Co-presented with John Sneep Interdisciplinary Studies Conference, King’s University, 2005

“A Silhouette of Madness: Reading Atwood’s Surfacing” The Margaret Atwood International Symposium: The Open Eye University of Ottawa, 2004 “‘The slow, low ha! ha!’ Still Resounds: Margaret Atwood’s Canadian ‘laugher,’ ‘audience,’ and ‘laughee’” ACCUTE / Congress of the Humanities and Social Sciences, Dalhousie University 2003 “Atwood’s Attic: An Alternative Figuring of Madness”

Midwest Modern Language Association Conference (MMLA) University of Cleveland, Ohio, 2001 “Margaret Atwood’s Morning in the Burned House: Redefining Morality, Redefining the Self” Lakehead University Graduate Student Conference, 1996 Guest Lectures:

“The Powerful Punch of Epigrams and Margaret Atwood” Poetry and Drama (ENGL 205), King’s University, 2014 “Seeing through a Glass Darkly: Margaret Atwood’s Vision of Science, Technology, and Western Society from The Handmaid’s Tale to Oryx and Crake” God, Physics, and the Human Prospect (PHYS/SOCI 395/THEO 375), King’s University, 2005 “Elizabeth Gaskell’s North and South” Guest lecture in Nineteenth-Century British Novel (ENGL 3513), Lakehead University, 1995 “Renaissance Sonnets: Petrarch, Spenser, Shakespeare” Guest lecture in Major British Writers (ENGL 1100), Lakehead University, 1995

Reviews & Reports:

Rev. of proposals for member-organized panel: “Hope or Canadian Fiction?” “Writing in the Shadow of Self-Slaughter: Miriam Toews and Walker Percy on the Heritage of Suicide” “‘The past and future are present’: Hopeful Rereading in Joseph Boyden’s The Orenda” “Hope, Literary Prizes, and Contemporary Canadian Literature: Reading the 2014 Giller Prize Shortlist” ACCUTE/Christian Literature and Study Group, 2014 Rev. of proposal “Reading the Devil in the Landscape: from Tolstoy through Terpstra to Enger” Christian Literature and Study Group, 2014 Rev. of proposal “Hope for those to whom Nothing is Due? Fred Stenson’s Who By Fire” ACCUTE, 2014 Rev. of article “Phenomenology, Resistance and Abjection in Patrick Lane's Red Dog, Red Dog” English Studies in Canada, 2013 Rev. of book-length manuscript, Reingard M. Nischik, Engendering Genre: The Works of Margaret Atwood

University of Ottawa Press, 2009 Rev. of article “Resisting History: The Handmaid’s Alchemy” Postcolonial Text, 2008

Rev. of article “War is Everywhere: Imaginary Spaces of War and Peace in The Blind Assassin and Fall on Your Knees” Postcolonial Text, 2008

Report: King’s University College Discussion Paper on Plagiarism Co-authored with Philip Mingay and Arlette Zinck; King’s official documents, 2007

Rev. of proposal “The Fullness of Time: Narrative Mystery in The Double Hook” Christian Literature and Study Group, 2006

Rev. of proposal “Inclusive affirmation in Yann Martel’s Life of Pi” Christian Literature and Study Group, 2006

Rev. of proposal “‘Blessed is the Fruit of Thy Loom’: The Image of the Virgin Mary in Ann-Marie MacDonald’s Fall on Your Knees” Christian Literature and Study Group, 2006 Rev. of eleven (11) full-length novel manuscripts “First-Time Canadian Christian Author 2004” competition, The Word Guild, 2004

Professional Development:

“Inclusive Post-Secondary Education Faculty Development” (four day workshop) Alberta Association for Community Living (AACL), Edmonton, 2014 “Global Leadership Summit,” Willow Creek, Edmonton, 2013, 2014 “Annual Update on Inclusion,” Alberta Education, Edmonton, 2010, 2011, 2012, 2014 “How to Vet Conference Proposals, Journal Articles, and Book Manuscripts” ACCUTE Professional Concerns, Ottawa, 2009 “Publishing your Journal Article” University Affairs Magazine and Canadian Federation for the Humanities and Social Sciences, Ottawa, 2009 “Getting a Scholarly Work Published” Aid to the Scholarly Publications Program (ASPP), London, 2005 “Book Reviewing: Practices and Principles” ACCUTE Professional Concerns, London, 2005 “Foundations of Dialogue Education” (three day workshop)

[formerly “Learning to Listen, Learning to Teach”] Global Learning Partners, Edmonton, 2005 “Practical Strategies for Dealing with Plagiarism” Centre for University Teaching, Ottawa, 2002

Administrative & Professional Experience:

King’s University (2003 – present) Chair of English, 2013 – 2015 Mentor for New Faculty, 2009 – 2015 Faculty Colloquium Coordinator, 2008 – 2015 Inclusive Education Advisory Committee member, 2007 – 2015 Discipline Appeals Committee member, 2007 – 2015 Faculty Advisor, Ballyhoo Student Creative Writing Publication, 2007 – 2015 Alberta Council on Admissions and Transfer, English Committee member, 2013 – 14 Focus on the Family Institute Liaison, 2003 – 2015 Academic Affairs Committee member, 2009 First-Year Course Coordinator, Department of English, 2007 – 09 Psychology Screening Committee member, 2007 – 08 Special Evaluation Committee member, 2007 – 08 Secretary, Faculty Council, 2005 – 06 Vice-President Academic Search Committee member, 2005 – 06 New Faculty Book Club member, 2004 – 06 Secretary, Humanities Division, 2004 – 05 Education/Psychology Screening Committee member, 2004 – 06 Sexual Harassment Committee member, 2004 – 06 Social Committee member, 2003 – 04 External (2011 – present) Organizer & Chair: ACCUTE/CLSG Conference panel, 2015 Director: ERC Presentation Series, 2014 – 2015 Campus Representative: ACCUTE, 2013 – 2015 Chair: ACCUTE Conference panels, 2013 – 2015 Board of Directors: Fulton Childcare Association (non-profit), 2012 – 2013 Board of Directors: Edmonton Down Syndrome Society, 2011 – 2013 University of Ottawa (1996 – 2003) Secretary for First-Year Course Coordinator Graduate Student Representative

Languages:

English (full fluency) Finnish (full fluency) French (reading fluency)

Memberships:

Association of Canadian College and University Teachers of English (ACCUTE) Canadian Association of Chairs of English (CACE) Conference on Christianity and Literature: USA (CCL) Christianity and Literature Study Group: Canada (CLSG) Edmonton Regional Coalition for Inclusive Education (ERC) Margaret Atwood Society (MAS) Modern Language Association (MLA)

Appendix 1.4: Elizabeth Willson Gordon

Department of English King’s University (780) 463-3500 ext. 8109 9125-50 Street [email protected] Edmonton, AB, T6B 2H3

Education: Doctor of Philosophy, English, Modernist Literature and Publishing.

Dissertation: Under the Imprint of the Hogarth Press: Material Texts and Virginia Woolf’s Corporate Identity University of Alberta, 2007.

Master of Arts, English.

University of Western Ontario, 2002.

Honours Bachelor of Arts, English (First Class Standing) University of Alberta, 2001.

Academic Positions: Assistant Professor of English King’s University, Edmonton (2013 to present) Postdoctoral Research Fellow, Department of English Simon Fraser University, Vancouver (2010 to 2012) Full-time Instructor of English University of Alberta, Edmonton (2007 to 2010) Teaching Assistant, Primary Instructor, Department of English University of Alberta, Edmonton (2002 to 2007) Teaching Assistant, Department of English Western University, London (2001 to 2002) Teaching Experience: King’s University (2013 to present)

Twentieth-Century Women’s Writing (ENGL 366) Modernist Literature (ENGL 360)

Nineteenth-Century Literature and Culture (ENGL 356) Literature from the Nineteenth Century to the Present (ENGL 305) Poetry and Drama (ENGL 205) Short Story and Novel (ENGL 204)

University of Alberta (2002 to 2010)

Late Twentieth-Century: British Literature (ENGL 366) Early Twentieth-Century: Modernism and Modernity (ENGL 363) Women’s Writing: post 1900 (ENGL 391) Literary Analysis (ENGL 124) English Literature in Historical Perspective (ENGL 121) English Literature in Historical Perspective (ENGL 112) Language, Literature and Culture (ENGL 111)

Teaching Assistantships: The University of Western Ontario (2001 to 2002) Introduction to English Literature (ENGL 020) Scholarships and Awards: Insight Development Grant—Social Sciences and Humanities 2013-2015

Research Council, (63 000) King’s University Faculty Research Grant 2013 Postdoctoral Fellowship—Social Sciences and Humanities 2010-2012

Research Council, ($81 000) Faculty of Arts Contract Faculty Teaching Award—University of Alberta 2010 Faculty of Arts Nominee for the William Hardy Alexander Award

for Excellence in Undergraduate Teaching 2010 International Bibliography Fellowship—Modern Language Association, 2009-2012 Faculty of Arts Graduate Student Teaching Award—University of Alberta 2007 Teaching Innovation Grant—Community Service Learning 2007

University of Alberta, (declined) Sarah Nettie Christie Graduate Award—University of Alberta 2006 Graduate Students’ Association Professional Development Grant—GSA 2006 Sarah Nettie Christie Travel Bursary—Faculty of Graduate Studies and Research, 2006

University of Alberta Province of Alberta Graduate Fellowship—University of Alberta 2005-2006 Sarah Nettie Christie Travel Award—University of Alberta 2004 Mary Louise Imrie Graduate Student Award—University of Alberta 2004 Co-recipient of The Katharine Kyes Leab & Daniel J. Leab American Book Prices 2004

Current Exhibition Award—Association of College and Research Libraries Special University Scholarship—University of Western Ontario 2001 Louise McKinney Post-Secondary Scholarship—University of Alberta 1998 Governor General’s Medal—Government of Canada 1996

Publications: Books: With Claire Battershill, Helen Southworth, Alice Staveley, Mike Widner, and Nicola

Wilson. Scholarly Adventures in Digital Humanities: Making the Modernist Archives Publishing Project. Under contract with Palgrave Macmillan for the New Directions in Book History Series. Forthcoming 2016.

Book Chapters: With Claire Battershill, Helen Southworth, Alice Staveley, and Nicola Wilson. “The

Hogarth Press, Digital Humanities, and Collaboration: Introducing the Modernist Archives Publishing Project (MAPP).” Virginia Woolf and the Common(wealth) Reader: Selected Papers from the 23rd Annual Conference on Virginia Woolf. Ed. Helen Wussow. Clemson SC: Clemson U Digital P, 2014. 9pp.

“Redefining Woolf for the 1990s: Producing and Promoting The “Definitive Collected

Edition.’” Interdisciplinary / Multidisciplinary Woolf: Selected Papers from the 22nd Annual Conference on Virginia Woolf. Ed. Ann Martin and Kathryn Holland. Clemson SC: Clemson U Digital P, 2013. 12pp.

“On or About December 1928 the Hogarth Press Changed: E. McKnight Kauffer, Art,

Markets and the Hogarth Press 1928-1939.” Leonard and Virginia Woolf: The Hogarth Press, and the Networks of Modernism. Ed. Helen Southworth. Edinburgh UP, 2010. 32pp.

“How Should One Sell a Book?: Production Methods, Material Objects, and Marketing at

the Hogarth Press.” Virginia Woolf’s Bloomsbury: Aesthetic Theory and Literary Practice. Ed. Lisa Shahriari and Gina Vitello. Palgrave, 2009. 26pp.

“Selling Art Without Selling Out: Artistic Credibility, Financial Viability, and the

Hogarth Press.” The Selected Papers of the 14th Annual Conference on Virginia Woolf: Back to Bloomsbury. Ed. Gina Vitello and Lisa Shahriari. Clemson, SC: Clemson U Digital P, 2005. 10pp.

“Traveling to the ‘Exotic’.” Culture and the State Volume One: Landscape & Ecology. Ed. James Gifford and Gabrielle Zezulka-Mailloux. CRC Humanities Studio: Edmonton, 2003. 10pp.

Journal Articles: “Romanticizing Sylvia Plath: Feminism and Literary Biography,” thirdspace. Special

issue on the interfaces of auto/biography: fiction - memory – history. Vol. 5 (1)

2005. 26 pp. (print), 30 pars. (web) <http:www.thirdspace.ca/vol5/5.1Gordon.htm>

Catalogue Publications: Woolf’s-head Publishing: the Highlights and New Lights of the Hogarth Press.

Edmonton: University of Alberta Libraries, 2009. 144 pp. Recipient of a gold medal in the UCDA (University and College Designers Association)

design competition, 2009. “Robert Creeley’s Pieces.” First Impressions: The Fledgling Years of the Black Sparrow

Press 1966-1970. Ed. Michael O’Driscoll. Edmonton: Capital Colour Press, 2003. 3pp.

Curatorial Experience: Curator for Woolf’s-head Publishing, an exhibition at the Bruce Peel Special Collections,

University of Alberta, February to April 2009.

Co-curated the exhibition First Impressions: The Fledgling Years of the Black Sparrow Press 1966-1970, presented by the Bruce Peel Special Collections Library, University of Alberta, May to September 2003.

Under Consideration: Current Research Projects: Monograph in Progress: Publishing, Branding, and Selling an Icon: the Cultural Impact of the Hogarth Press 1917-2017.

Monograph based on research during my SSHRC postdoctoral fellowship. This work will create a new model—at the intersection of literary studies, book history, marketing, and visual arts—for understanding publishers and their cultural effects. The Hogarth Press lives on in the twenty-first century—seventy years after Virginia Woolf drowned herself in the river Ouse in March 1941. Famous because of its association with Woolf, the Hogarth Press has remained indissolubly linked with her. Studies of the Press focus on the early decades of the 1920s and 1930s and end with Woolf’s death. However, the Hogarth Press actually has lasted longer after Woolf’s death than during her lifetime. My project, combines archival research with cultural analysis and branding studies to create a literary and social history of the Press that begins where other studies have concluded. My project explores and articulates the vital roles that publishers (both people and institutions) play in turning books into literature and authors into celebrities. Articles in Progress: “The Pope of Russell Square Meets the Queen of Bloomsbury for a Beer: Eliot, Woolf and Modernist Branding.”

This article expands the focus from Virginia Woolf and the Hogarth Press to include T. S. Eliot’s and his work at Faber and Faber in the late 1920s. Using marketing theory, I argue that it was publishing decisions—and the skills of publishers—made by these author/publishers that propelled them into celebrity and created a particular kind of modernist brand, one that embraced ambivalence and turned the authors into cultural icons. “Accessing Woolf: from Book to Reader—Virginia Woolf’s Roles in Hogarth Press

Distribution.” This article explores the relationships that Woolf’s readers had with her books

within her own lifetime, looking at colonial distribution, library readership, circulating libraries, and the various routes books took to their readers (including warehouses, travelers, booksellers, bagmen, etc.). “The production history of Virginia Woolf’s Flush: Archival Discoveries.”

In this piece I unsettle assumptions about the earlier years of the Hogarth Press, focusing on the production history of Virginia Woolf’s novel Flush. For instance, while working in the archive I discovered that in early1934 Flush was advertised on the screen of a London movie theatre and copies were even offered for sale by theatre attendants. New information such as this reveals Woolf’s embeddedness in popular culture within her own lifetime and alters the meaning and reception of the book for readers. Conference Presentations: “Writing a Mongrel Life: Publishing History, Genre, and Virginia Woolf’s Flush”

presented at Modernism and Revolution, Modernist Studies Association Annual Conference, Boston College and Boston University, November 19-22, 2015.

Modernist Archives Publishing Project presentation at the Digital Exhibits Showcase,

Modernism and Revolution, Modernist Studies Association Annual Conference, Boston College and Boston University, November 19-22, 2015.

“Modernist Archives Publishing Project.” Poster presentation at Digital Diversity:

Writing, Feminism, Culture. University of Alberta and MacEwan University, May 7-9, 2015.

“A New Digital Humanities Resource: The Modernist Archives Publishing Project.”

Book History and Digital Humanities Roundtable, Modern Language Association, Chicago, January 9-12, 2014.

“Introducing MAPP: The Modernist Archives Publishing Project.” Special Roundtable

session at Virginia Woolf and the Common(wealth) Reader, Twenty-third Annual International Virginia Woolf Conference, Simon Fraser University, June 6-9, 2013.

“The Hogarth Press as Feminist Press: Change through Works and Networks” presented at Modernism and Spectacle, Modernist Studies Association Annual Conference, University of Las Vegas, October 12-15, 2012.

“Redefining Woolf for the 1990s: Producing and Promoting The ‘Definitive Collected

Edition’” presented at Interdisciplinary/Multidisciplinary Woolf The Twenty-second Annual International Virginia Woolf Conference, University of Saskatchewan, June 7-10, 2012.

“The Pope of Russell Square Meets the Queen of Bloomsbury for a Beer: Eliot, Woolf,

and Modernist Branding” presented at the Association of Canadian College and University Teachers of English (ACCUTE) Annual Conference, University of Waterloo, May, 2012.

“The Unknown History of the Hogarth Press: 1941 to the Present – The Life of the Press

after the Death of Virginia Woolf” presented at the Bibliographical Society of Canada Annual Conference, University of Waterloo, May, 2012.

“On or About December 1928 the Hogarth Press Changed: E. McKnight Kauffer, Art,

Markets and the Hogarth Press” presented at Modernist Networks, Modernist Studies Association Annual Conference, The University of Victoria, November 11-14, 2010.

What are you reading? The Professional Literary Agent in Britain 1880-1920 by Mary

Ann Gillies (2007) presented at Modernist Networks, Modernist Studies Association Annual Conference, The University of Victoria, November 11-14, 2010.

“Out of the Hogarth Press Archive—the Surprising History of Virginia Woolf’s Flush”

presented at Tradition and Innovation: The State of Book History, The Society for the History of Authorship, Reading and Publishing (SHARP) Annual Conference, The University of Toronto, June 23-26, 2009.

“The Unknown Hogarth Press—Its Global and Popular Reach” for a Special Book

History panel, presented at the Association of Canadian College and University Teachers of English (ACCUTE) Annual Conference, The University of Ottawa, May 24-27, 2009.

“Redesigning the Woolf’s Head: E. McKnight Kauffer and the Hogarth Press” presented

at Woolf Editing, Editing Woolf: 18th Annual Conference on Virginia Woolf, The University of Denver, June 19-22, 2008.

“Collecting the Woolfs’ Head: The Hogarth Press and the Valuation of Books,” presented

at the Association of Canadian College and University Teachers of English (ACCUTE) Annual Conference, The University of Saskatchewan, May 26-29, 2007.

“Archival Revelations—Flush, the Hogarth Press Archive and Material Woolf,”

presented at the Association of Canadian College and University Teachers of English (ACCUTE) Annual Conference, York University, May 27-30, 2006.

“Mistaken Beginnings: the Stories and Myths Surrounding the Start of the Hogarth Press”

for the International Virginia Woolf Society Panel, presented at the Twentieth-Century Literature Annual Conference, The University of Louisville, February 23-25, 2006.

“Selling Art Without Selling Out: Artistic Credibility, Financial Viability, and the

Hogarth Press,” presented at Back to Bloomsbury: Fourteenth Annual International Conference on Virginia Woolf, The University of London, June 23-26, 2004.

“Looking Through the Archive: Re-examining Robert Creeley’s Pieces,” presented at the Archiving Modernism Conference, The University of Alberta, July 23-26, 2003.

“Traveling to the ‘Exotic’,” presented at Culture and the State Conference, The University of Alberta, May 2-5, 2003.

Invited Talks, Guest Lectures, and Interviews: Guest Lecture on Shakespeare’s The Tempest, for Shakespeare 339, University of

Alberta, February 2013. Presented “The Unknown Hogarth Press: 1941 to the Present” for the Print Culture

Speakers Series, Simon Fraser University, March 30th 2012. Presented “The Hogarth Press and Modernism: Innovation, Ideas, and Icons” to English

834, a Modernist Literature Graduate Seminar, Simon Fraser University, March 2011.

Organized and Presented “How to Write Postdoctoral Applications” for the Department

of English, Simon Fraser University, March 2011. Presented “Fingers and Files: My Passion for the Hogarth Press” to English 820, a Print

Culture Graduate Seminar, Simon Fraser University, November 2010. Presented “The Cultural Impact of the Hogarth Press, or Why I Love These Books so

Much” to a capacity crowd of the Greater Edmonton Library Association, March 5th, 2009.

Presented on Woolf’s-head Publishing to English 488: Virginia Woolf and Feminism,

University of Alberta, April 2009.

Interviewed by Geoffrey McMaster on Woolf’s-head Publishing for Folio, March 2009. Interviewed by Alexandria Eldridge on Woolf’s-head Publishing for The Gateway, March 16th, 2009. Professional Development: Completed “An Introduction to Ruby” Workshop run by Ladies Learning Code, Startup Edmonton, May 16, 2015. Participated in the Bibliographic Society of Canada’s Workshops, University of Toronto, May 2009. Participated in a letterpress workshop run by The Society of Northern Alberta Print Artists, learning how to handset lead type, design a page, and operate the press. We also designed and printed a chapbook. The course included ten hours of instruction, February 2008.

Research assistant for Dr. Edward Bishop’s Shakespeare Head edition of Virginia Woolf’s Jacob’s Room, December 2003.

Research assistantship as editorial assistant for the journal Canadian Review of Comparative Literature where I was responsible for locating experts in required fields, soliciting book reviews, and editing book reviews, July and August 2003. Administrative and Professional Experience: King’s University (2013 to present) Academic Success Task Force member, 2015 to present Faculty Representative on the Orientation Committee, 2015 to present Faculty Advisor for Loosely Literati Research Committee Faculty of Arts Representative, 2013 to 2014, 2015 to present Faculty Advisor, The Chronicle Student Publication, 2013 to 2014, 2015 to present Financial Aid Selection Committee, 2013 External Member of the Hiring Committee for Sociology position, April – May 2014 External: Conference Organizer for the 2017 International Conference on Virginia Woolf at the University of Reading. Organizer for the Fall 2015 Campus Alberta Writing Studies Colloquium, hosted by King’s University. SSHRC adjudicator for the Insight Developments Grants, evaluating grant applications 2014. Organizer of the joint BSC and ACCUTE session for presentation at Congress 2014. Reviewer for Woolf Studies Annual.

Languages: English (full fluency) French (written and spoken fluency) Latin (written comprehension)

Memberships: Association of Canadian College and University Teachers of English 2005-present Bibliographical Society of Canada 2011-present International Virginia Woolf Society 2004-present Modern Languages Association 2008-present Modernist Studies Association 2006-present SHARP: Society for the History of Authorship, Reading, and Publishing 2007-present

Appendix 1.5 Arlette Zinck Department of English Phone: (780) 465-3500 ext. 8078 The King's University e-mail: [email protected] 9125 50th Street Edmonton, AB. T6R 2M6 ________________________________________________________________________

Education Ph.D. University of Alberta, Department of English. Thesis: "Of Arms and the Heroic

Reader: The Concept of Psychomachy in Spenser, Milton and Bunyan." September 1989 to October 1993.

M.A. University of Alberta, Department of English. Thesis: "'With His Left Hand': The

Occasion and Style of Milton's Areopagitica." September 1988 to September 1989.

B.P.R. (With Distinction) Mount St. Vincent University. September 1980 to May 1984.

Professional Appointments Dean Faculty of Arts, The King's University College. June 2008 to July 2011. Chair Humanities Division, The King's University College. July 2006 to June 2008 Associate Professor Department of English, The King's University College. July 2003 to present. Assistant Professor Department of English, The King's University College. 1998 to June 2003. Sessional Lecturer Department of English, University of Alberta. 1996 to 1998. SSHRCC Post-Doctoral Fellow Department of English, University of Alberta. 1993 to 1996.

Teaching Experience The King's University College Engl. 204/205. Reading to Know, Writing to be Known: An Introduction to English

Literature. Annually since September 1998. Engl. 430. Milton and the Seventeenth Century. Engl. 404. Anxiety to Apotheosis: The Early History of Literary Theory. Engl. 356. Writing the Empire: An Introduction To Victorian Prose and Poetry. Engl. 320. Shakespeare. January 2001. Engl. 499. Directed Reading: Shakespeare's History Plays. September 1999. Engl. 399. The Spiritual Journey: A Transhistorical Study of Christian Spirituality in

British Literature. September 1998 University of Alberta Engl. 403. Studies in Literary Themes: Representations of Good and Evil in the English

Epic, Fall 1997. Engl. 338. Shakespeare, Spring 1997. Engl. 340. Milton and the Seventeenth Century. 1996-97. Engl. 532. Honours Tutorial. Shakespeare's History Plays. 1996. Engl. 338. Shakespeare. 1995-96. Engl. 235. Shakespeare. 1994. Engl. 199. Essentials of Writing for Engineering Students. 1993. Competitive Awards Career Teaching Award, The King’s University, May 2015. Queen Elizabeth II Diamond Jubilee Medal, 2012. The King's University College Faculty Research Grant, 2001 University of Alberta Faculty of Arts Sessional Teaching Award, 1996-97 SSHRC Post Doctoral Fellowship. 1993-1996 J.F. Forrest Graduate Prize for Renaissance Literature. 1994 Department of English Nominee for the Governor General's Medal for Ph.D.

Dissertation. 1993 Andrew Stuart Graduate Prize for Excellence in Research. 1992 Meyer Horowitz Scholarship. 1992 Sarah Nettie Christie Travel Bursary. 1991 Government of Canada Bursary for French Language Instruction. 1984 Mount St. Vincent University Merit Scholarship. 1983 Mount St. Vincent University Academic Entrance Scholarship. 1980

Publications

Books Edited Awakening Words: John Bunyan and the Language of Community. Ed. David Gay, Greg

Randall and Arlette Zinck. Newark: University of Delaware Press. 2000. Pockets Full of Stars: The Writings of Alison White. Edmonton: Juvenilia Press, 1994.

Pp. iv, 59. Book Chapters and Articles “Bunyan’s Narrative Theology: Perspectives on Piety and Radicalism in the 1680’s.”

Commissioned article for The Oxford Handbook to John Bunyan. Ed. Michael Davies. Oxford : University Press. Forthcoming.

“Love Knows No Bounds: A Christian Reading of the Omar Khadr Case Chester Ronning Centre Current Briefings. October 2013.

“A Time of Promise and Responsibility: Teaching English Literature in the Christian Academy.” In Christian Thought in the Twenty-first Century. Ed. Douglas H. Shantz and Tinu Raparell. Eugene, Oregon: Cascade Books, 2012.

“Discerning Light in the House of Abraham: Omar Khadr and a Christian Community’s Struggle for Justice.” Ronning Centre For Religion and Public Life. Religious Perspectives on the Civil Life. Forthcoming.

Hancock, Maxine and Arlette Zinck. “Bunyan’s Heroic View of Aging: Recovering a Puritan Assessment of Elder Years.” Bunyan Studies. No. 14, 2010, 56-75.

"Dating The Spiritual Warfare Broadsheet." Texting Bunyan: Attribution, Appropriation, and Influence. Ed. Ken Simpson. Cuyahoga Falls, OH: Open Latch Publications. May, 2010. 1-7.

"Reverend James Evans & the HBC: How a Cree Translation of Bunyan’s The Pilgrim’s Progress May Shed New Light on an Old Scandal." Annual Papers 2008. Society of Church Historians. May 2008

Brown, Sylvia and Arlette Zinck. “Bunyan Among Aboriginal Canadians: The Pilgrim’s Progress as Missionary Text to the Cree and Inuit Nations. In 1650-1850: Ideas, Aesthetics, and Inquiries in the Early Modern Era: Approaches to Bunyan. Ed. Ken Simpson. Vol. 13, 2006.

Sneep, John and Arlette Zinck. “Learning to Read Salvation: Psychological and Spiritual Change in Bunyan’s Grace Abounding and The Pilgrim’s Progress” in a special issue of Journal of Psychology and Christianity. Eds. Heather Looy, Kevin Seybold and Kevin Reimer, eds. 2006. Vol. 24. no2, pp. 156-164.

"From Apocalyptic to Prophecy: The Didactic Strategies of John Bunyan's The Holy War." in John Bunyan:Reading Dissenting Writing. Ed. N.H. Keeble. Peter Lang Press, 2002.

"Doctrine by Ensample: Sanctification Through Literature in Milton and Bunyan." Bunyan Studies. no.6 (1995-96):44-55.

"A Vindication of the Feminine in the Showings of Julian of Norwich" in Sovereign Lady. Edited by M.A. Whitaker. New York and London: Garland Press, 1995.

"Selected Publications of James F. Forrest." Bunyan Studies. no.5 (1994):13-14.

Reviews The Emmaus Readers: Listening for God in Contemporary Fiction. Edited by Susan M.

Felch and Gary D. Schmidt. Brewster, Mass: Paraclete Press, 2008. Reviewed for Christianity and Literature. Vol. 60, Issue 2, Winter 2011. P. 358.

Trauma and Transformation: The Political Progress of John Bunyan. Vera Camden, Ed. Stanford: Stanford UP 2008. 185 pp. Reviewed for English Studies in Canada. . Reviewed for English Studies in Canada, Vol. 35, No. 2-3, pp 243-245.

Rev. of Writing Women in Jacobean England by Barbara Kiefer Lewalski. Seventeenth Century News. Vol. 54, no. 3 & 4 (Fall-Winter, 1996): 53-54.

Rev. of John Bunyan: Miscellaneous Works. Vol. IV. Edited by T.L. Underwood. Church History. 63, no.3 (Sept. 1994): 505.

"Biography Smashes 'Plaster Saint.'" Rev. of Complexities and Contradiction; The Man Behind the Plaster Saint, [ biography of C.S. Lewis] by A. N. Wilson. The Edmonton Journal. 15 September 1990: B8.

Web-based Publications: Rev. of Tending to Eden: Environmental Stewardship for God’s People. Scott C. Sabin.

Ed. Kathy Ide. Valley Forge, PA: Judson Press, 2010. 174pp. The King’s Greenpad. April 2010.

Rev. of The 100 Mile Diet: A Year of Local Eating. Alisa Smith & J.B. MacKinnon. Toronto: Vintage Canada, 2007. 262 pp. King's Greenpad. Fall 2009.

Rev. of In Defense of Food: An Eater’s Manifesto. By Michael Pollan. New York: Penquin Group, 2008. 244 pp. King's Greenpad. Summer 2009

Rev. of Food Matters: A Guide to Conscious Eating. By Mark Bittman. New York: Simon and Schuster, 2009. 314 pps. King's Greenpad. Summer 2009

Rev. of Animal, Vegetable, Miracle: a year of food life. By Barbara Kingsolver with Steven Hopp and Camille Kingsolver. New York: HarperCollins, 2008. 370 pp. Kings Greenpad. Spring 2009.

Selected Conference Papers & Public Lectures “Politics and the English Language (with apologies to Mr. Orwell)” When the Topic is

Radicalization: Panel Discussion #YEG interfaith. St. Joseph’s College, University of Alberta, January 29th 2015.

“From Guantanamo to Edmonton: Educating for Shalom in a Terrified World.” Prairie Centre for Christian Education Conference. The King’s University, 24 October 2014

“Bunyan, Casuistry and the US War on Terror: The Connection between Personal Reform and an end to ‘The Inherent Insanity of War’” Princeton University, August, 2013.

“Education and the Duty of a Civil Society: Reflections on the Omar Khadr Case. Plenary presentation to the Edmonton Life Long Learner Association, University of Alberta, May 1, 2013.

“Discerning Light in the House of Abraham: Omar Khadr and a Christian Community’s Struggle for Justice.”The Ronning Centre For Religion and Public Life. Religious

Perspectives on the Civil Life: A Symposium. The King’s University College. March 2011.

“The Story that Love Tells: A Christian University’s Reading of the Omar Khadr Case.” Ronning Centre for Religion and Public Life. University of Alberta, Augustana Campus. 28 February 2011.

“Bunyan’s Heroic View of Aging: Recovering a Puritan Assessment of Elder Years.” The International John Bunyan Conference. Keele University, Stoke-on-Trent, England. July 2010.

“Framed? Reverend James Evans & the HBC: How a Cree Translation of Bunyan’s The Pilgrim’s Progress may Shed New Light on an Old Scandal.” The Canadian Society of Church History, Congress of the Humanities and Social Sciences. University of Saskatchewan, Saskatoon, SK. May 27-29, 2007

“Sex Scandal, the HBC and a Cree Translation of Bunyan’s The Pilgrim’s Progress: Rewriting the History of a Methodist Pioneer, the Reverend James Evans.” Public Lecture. Calgary First CRC. Februrary 2007.

“Of Holy Men & Holy Wars: John Bunyan Reads Bush and Bin Laden.” Main Public Address: The Swanson Lectures on Christian Spirituality. Hope Lutheran Church, Monday January 31, 2005. This endowed lecture series is organized by Doug Shantz, Chair of Christian Thought, University of Calgary.

“Learning to Read Salvation: Psychological & Spiritual Change in Bunyan’s Grace Abounding and The Pilgrim’s Progress.” With John Sneep. Ancillary address to The Swanson Lectures on Christian Spirituality. CIBC Hub Room, Rozsa Centre, University of Calgary, Tuesday, February 1, 2005

“Bunyan Among the Aboriginals: Two Cree Translations of The Pilgrim’s Progress”. The Fourth Triennial Conference of the International John Bunyan Society, Bedford, England, September 1-5, 2004.

“Learning to Read Salvation: Psychological and Spiritual Change in Bunyan’s Grace Abounding and The Pilgrim’s Progress”. The Fourth Triennial Conference of the International John Bunyan Society, Bedford, England, September 1-5, 2004.

“Spiritual and Psychic Transformation: Depictions of Release From Mental Illness and Spiritual Angst in Women Autobiographers of 17th Century Non-Conformist Britain” at The Canadian Society for Renaissance Studies. Social Science and Humanities Congress, Halifax, May 2003.

“Scientists of the Soul: Spiritual Autobiographers in The Thomason Tracts” at The Thomason Tracts Miniconference: An Interdisciplinary Gathering. University of Alberta, February, 2003.

"The Chiefs of Sinners": John Bunyan, Jane Turner on Transgressive Interpretations of Scripture and Living In the Real World." Third Triennial Conference of the International John Bunyan Society Kent State University, Cleveland, Ohio. October 2001.

"Learning to Read Aright: Seventeenth Century Women Spiritual Autobiographers and their Appropriation and Interpretation of Biblical Text." The Christianity and

Literature Study Group, SSHRCC Congress, University of Alberta, Edmonton, AB., May 2000.

"'The Very Language of My Soul': Inquiries into Language, Story and Self in the 17thC Spiritual Autobiography of Elizabeth West." The Christianity and Literature Study Group, SSHRCC Congress, Université de Sherbrooke, Sherbrooke, P.Q. June 1999.

"The Experience Of Intellectual Liberation In Seventeenth-Century Women's Spiritual Autobiographies." CSECS (Canadian Society for Eighteenth-Century Studies), Crowne Royal Plaza, Edmonton, Alberta. September 1998.

"From Preaching to Prophecy: The Stylistic and Structural Strategies of John Bunyan's The Holy War." Second Triennial Conference of the International John Bunyan Society, University of Stirling, Scotland. August 1998.

"Doctrine by Ensample: Sanctification Through Literature in Milton and Bunyan." Fifth International Milton Symposium, University of Wales, Bangor, Wales. July 1995.

"Conversions of the Heart and Mind: 'Yearning' and the Appropriation of Agency in the Spiritual Autobiography of Jane Turner." Delivered to The Research Seminar on Early Women's Writing. University of Alberta. March 1994.

"A Vindication of the Feminine in the Showings of Julian of Norwich." Delivered to The Conference on Christianity and Literature, University of Santa Clara, Santa Clara California. May 1991.

Administrative Experience Senate Representative, The King’s University Senate, Fall 2012 to present. Executive Committee Member, General Faculty Council, Fall 2013 to present Executive Committee Member, Anglican Diocese of Edmonton, Fall 2013 to present Lay Member, Anglican Diocese of Edmonton Examining Chaplin’s Committee, Spring

2014 to present. Programme Committee Member, 2016 John Bunyan Society Conference in Aix-en-

Provence, France. Co-Chair, Organizing Committee for the 2019 John Bunyan Society Conference in

Edmonton, Alberta. Project administrator for Volunteer Post-Secondary Educational team. Correctional

Services of Canada, June 2013 to May 2015. Lead educator and Project administrator for Volunteer Teaching team for Omar Khadr,

reporting to LTC Jon Jackson, US Army, Department of Defense, Washington, D.C., Nov 2010-Sept. 2012; reporting to Corrections Canada June 2013-May 7th, 2015.

Treasurer, The International John Bunyan Society. Oct 2001-July 2010. Faculty Representative, The King's University College Search Committee for new Vice

President Academic, 2002-2003. Secretary, Humanities Division, The King's University College, September 2002-2004. Faculty Representative, Vice president Academic Search Committee, 2002-2003.

Co-organizer, "Literature in the Interdisciplinary Academy." Special Session of the Christianity and Literature Study Group, SSHRCC Congress, Edmonton, AB., May 2000.

Chair, Interdisciplinary Studies Committee, The King's U.C. September 1998- April 2000.

Faculty Advisor, Student Publications. Advisor to BALLYHOO, the The King’s UC literary arts publication

Member, Unity and Missions Subcommittee. The King’s Strategic Planning Process, 1998-1999.

Programme Committee Member, 1998 John Bunyan Society Conference in Stirling, Scotland. 31 August to 4 September 1998.

Co-Chair, Organizing Committee for the 1995 John Bunyan Society Conference in Banff, Alberta. September 1993 to September 1995.

the king's university academic program review

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