Graduate Program Review
2005-2011
Department of
English
Sam Dragga, Chair
College of
Arts and Sciences
Lawrence Schovanec, Dean
November 2011
12/16/2011
PROGRAM REVIEW OUTLINE
Department of English
I.
Program Overview – A one to two-page summary of department’s vision and goals.
II.
Graduate Curricula and Degree Programs
A. Scope of programs within the department
B. Number and types of degrees awarded
- Degrees Awarded – Academic Year (chart)
- Comparison of Degrees Awarded – Fall Data (Peer info table)
- Program Degrees Awarded (table)
C. Undergraduate and Graduate semester credit hours
- Semester Credit Hours – Academic Year (chart)
- SCH compared to Budget - Academic Year (chart)
D. Number of majors in the department
- Enrollment by Level – Fall Data (chart)
- Comparison of Enrollment – Fall Data (Peer info table)
- Program Enrollment (table)
E. Course offerings and their enrollments over the past six years (enrollment trends by course)
- Course Enrollments by Academic Year (table)
F. Courses cross listed
III.
IV.
Faculty
A. Number, rank and demographics of the faculty (tenured and tenure track), GPTI’s and TA’s
- Teaching Resources (chart)
- Tenured and Tenure-Track by Rank - Fall Data (chart)
- Comparison of Full-time Faculty (Peer info table)
B. List of faculty members (graduate and non-graduate) (table)
C. Summary of the number of refereed publications and creative activities (table)
D. Responsibilities and leadership in professional societies
- Professional Leadership (table)
- Committee service (table)
E. Assess average faculty productivity for Fall semesters only (use discipline appropriate criteria to
determine)
- Faculty Workload (table)
- College SCH/FTE – Fall Data (chart)
- Department SCH/FTE – Fall Data (chart)
Graduate Students
A. Demographics of applicants and enrolled students
- Graduate Student Summary by Category – AY (chart)
- Graduate Student Summary by Year – AY (chart)
- Graduate Applicants by Region – Fall/Summer Data (chart)
- Graduate Applicants - Fall Data (table)
- Admitted Graduate Students - Fall Data (table)
- Enrolled New Graduate Students - Fall Data (table)
12/16/2011
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
V.
- Demographics of Enrolled Graduate Students - Fall Data (table)
- Demographics of Enrolled Undergraduate Students - Fall Data (table)
Test scores (GRE, GMAT or TOEFL) of enrolled students
- Average GRE Scores for Enrolled Graduate Students – Fall Data (chart)
GPA of new students
- New Graduate Students GPA by Level – Fall Data (chart)
Time to Degree in Years (chart)
Provide a breakdown of how many enrolled graduate students are RA’s. TA’s or GPTI’s (chart)
Initial position and place of employment of graduates over the past 6 years (table)
Type of financial support available for graduate students.
Number of students who have received national and university fellowships, scholarships and
other awards - fellowships awarded (table)
Percentage (%) of full time students receiving financial support
Graduate Student Publications and Creative Activities (table) – number of discipline-related
refereed papers/publication, juried creative/performance accomplishments, book chapters,
books, and external presentations per year per student. (Note: this may overlap with faculty
publications)
Programs for mentoring and professional preparation of graduate students.
Department efforts to retain students and graduation rates
Percentage of Full Time students per semester – Fall data
Department
A. Department operating expenses
- Department Operating Cost - Academic Year (chart)
- Department Operating Cost as a Fraction of Employees - (table)
B. Summary of Proposals (Submitted)
- Summary of Number of Proposals Written and Accepted (table)
C. External Research expenditures
- Summary of Faculty Awards (table)
- Research Expenditures (chart)
- Peer Institution Info (if available) (table)
D. Internal funding
- Source of Internal Funds (TTU) - (table)
E. Scholarships and endowments
F. Departmental resources for research and teaching (i.e. classroom space, lab facilities) - (table)
G. HEAF expenditures (table)
H. External Program Accreditation – Name of body and date of last program accreditation review
including description of body and accreditation specifics.
VI.
Conclusions – a one- to two-page summary of the observed deficiencies and needs identified by
your review. Highlight areas of greatest need and areas of significant contributions.
12/16/2011
VII.
Appendices – should include, but not be limited to, the following:
Table of Contents
A. Strategic plan
- Attachment from Strategic Planning website
B. Curriculum Map
C. Graduate Course Offerings (table)
D. Graduate Student Handbook
E. Graduate Student Association(s) - Description and information
F. Graduate Faculty Information (current Confirmation/Reconfirmation form packets for all tenured
and tenure-track faculty)
1
I.
Program Overview
In a world where the internet and the web are generating and complicating a greatly expanded
new life of letters for millions of people, the Department of English prepares students to engage
technically, critically and creatively in that life. The department continues to study and teach
texts representing the riches of our heritage, and enhances this study and teaching through
intersections facilitated by the use of alternative texts and media. Students taking classes in the
department benefit from intersections among technical communication, literary, and creative
writing programs, and from increasing access to computer-based resources and new digital
media.
Graduate study in the Department of English is characterized by intellectual curiosity regarding
the theoretical principles and key issues of the discipline. At the master’s level, students strive to
be sophisticated users of research, identifying pertinent applications of research that might
improve the teaching and practice of their discipline. At the doctoral level, students strive to be
effective creators of research, generating new knowledge for their discipline and communicating
this knowledge through publication and presentation. In extracurricular areas, our students gain
experience in administering programs, assisting in research, editing journals, and managing labs.
Our students attend professional development workshops and activities designed to increase their
marketability and their professionalism in publications, conferences, and correspondence.
Students at both levels receive funding to help them attend national and regional conferences.
The diversity of the student body is high, drawing from a large pool of applicants from around
the country and the world, with highly varied experiences and backgrounds. This applicant pool
has become quite large in recent years, and because of the low acceptance rate, the quality of
students we admit is quite high. Student attrition is quite low, and we are quite proud of the fact
that most students make steady progress towards completion of their degree.
Graduate Programs in Literature, Creative Writing, and Linguistics
Through its courses in literature, literary criticism, linguistics, and creative writing, the
Department of English seeks to implement its belief that the study of literature in all times and
places, the creative expression of ideas, and the in-depth study of the structures of language are
vital forces in the preservation of culture and informed discourse in modern society. In its
courses, the department further seeks to develop students' reading and writing skills, to increase
their understanding of their literary heritage, to understand the role of English in a global society,
and to stimulate their imaginative and critical abilities. Students are encouraged to express
themselves clearly, effectively, and correctly, so that they can control language rather than be
controlled by it.
The department aims to prepare its students for academic careers in college and university
teaching and research, but it also enables students to succeed in professions such as teaching,
law, medicine, business, and indeed in any profession in which the development of ideas, the
location of sound information, and clear communication is necessary. English students will be
able to lead enriched, responsible, and productive personal lives. As a major facet of its mission,
English
2
the department teaches the fundamentals of research, encourages the use of scholarly methods
and attitudes throughout its programs, and contributes to the growth of knowledge through the
individual scholarship of its members.
Our core courses prepare students in theory, critical and creative writing, pedagogy, and
research; our seminars and workshops prepare students to specialize in British, American, or
comparative literature, linguistics, or creative writing. We also have special focus programs in
Nineteenth-Century Studies; Book History; Literature, Social Justice, and the Environment; and
Film and Media Studies.
At the master’s level, students are introduced to the discipline in order to make them
sophisticated scholars who can identify pertinent applications of research that improve the
teaching and practice of their discipline. The MA program in English will
•
•
•
•
prepare students with an interest in literature, creative writing, or linguistics for
doctoral work, for teaching positions (including those at the secondary or community
college level), and other professional pursuits that require skills in working with
language.
increase students’ understanding of the reciprocal relationship between language,
literary texts, and culture in an increasingly diverse and global world.
increase students’ analytic and creative abilities as language users.
promote professional development to increase the students’ sophistication either in
applying for doctoral programs or in pursuing non-academic careers.
At the doctoral level, students will become effective original researchers, generating new
knowledge for their discipline and communicating this knowledge through journal publication,
conference presentation, and the writing of a book-length dissertation project, in preparation for
an academic career as a teacher and researcher. The Ph.D. program in English will
•
•
•
•
•
increase students’ skills as critical/creative readers, writers, and thinkers.
prepare students to teach literature, creative writing, and linguistics at the college and
university level.
initiate students into a culture of research and textual production required of
university faculty.
allow students the opportunity for administrative or editorial work in order to broaden
their professional experience.
promote professional development to allow students to produce effective professional
documents, conference presentations, and publications to improve their chances on
the academic job market.
Graduate Programs in Technical Communication and Rhetoric
The graduate program in technical communication and rhetoric aims to produce top-notch
scholars, researchers, and practitioners in the academy and the workplace. TCR graduate
students experience excellent preparation for those outcomes. In pedagogy, our students have
English
3
excellent training in composition and technical communication pedagogy, working for the
writing program as instructors and graders, and participating in frequent teaching workshops and
observations. In coursework that emphasizes a balance of theory and application, our graduate
students take courses in foundations of the fields of rhetoric, composition, and technical
communication, and they round out their coursework with individualized electives in research,
theory, and applications.
The program emphasizes the following areas of excellence in its course offerings and its faculty
scholarship:
•
•
•
•
•
Rhetoric, Composition, and Technology
Technical Communication
Rhetorics of Science and Healthcare
Technology, Culture, and Rhetoric
Visual Rhetoric, New Media, and User-Centered Design
The M.A. in Technical Communication
•
•
•
•
qualifies students for writing, editing, and supervisory positions in industry and for
teaching in community colleges.
prepares students for further graduate study.
offers knowledge of the history, theory, research, genres, principles, techniques, and
practices of technical communication.
assesses programmatic learning using the following specific outcomes:
1. Analytical Abilities
2. Communication Skills
3. Knowledge of Theory
4. Sensitivity to Ethical, Professional, and Cultural Issues
5. Readiness for Industry
6. Readiness for Doctoral Programs
7. Professionalism
The Ph.D. in Technical Communication and Rhetoric
•
•
•
•
qualifies students to conduct independent research by various methods and thus to
contribute to knowledge through presentation and publication. PhD students receive
rigorous research methods courses (1 introductory course and 3 advanced courses) to
prepare them to be active scholars.
develops broad knowledge of the literature on technical communication and rhetoric
and specialized knowledge of some aspect of technical communication or rhetoric as
reflected in the dissertation research.
prepares students to participate effectively in appropriate scholarly and professional
organizations.
assesses programmatic learning using the following specific outcomes:
1. Analytical Abilities
2. Research Skills
English
4
3.
4.
5.
6.
Readiness to Prepare, Present, and Publish Scholarship
Readiness for the Academy
Readiness for Industry
Professionalism
English
5
II. Graduate Curricula and Degree Programs
A. Scope of programs within the department
The Department of English offers four graduate degrees and two graduate certificates:
•
•
•
•
•
•
M.A. in English
Ph.D. in English
M.A. in Technical Communication
Ph.D. in Technical Communication and Rhetoric
Graduate Certificate in Linguistics
Graduate Certificate in Publishing and Editing
The MA in English allows students to specialize in American and British Literature, Creative
Writing, Linguistics, Comparative Literature or Rhetoric and Composition; it is important to
note, however, that “specialization” tends to mean, at most, a concentration of three courses in a
specific area. In general, the MA degree is intended to prepare students broadly, to ensure that
they are conversant with a range of course materials. The first two specializations—American
and British Literature, Creative Writing--are decidedly the most popular with students, and are
the areas in which we offer the greatest number of courses. After completing thirty hours of
course work and a thesis (or thirty-six hours and a portfolio), MA students in English frequently
elect to pursue further graduate study. Recent MA graduates have gone on to our own PhD
program and to programs at Indiana, Maryland, Claremont, Purdue, Florida, Rice, Kansas, and
Texas A & M, among others. Others have gone on to successful careers in teaching, publishing,
and similar fields.
The Ph.D. in English permits students to prepare broadly across traditional divisions of period,
geography, and genre but demands also that students conduct specialized research at the highest
level of intellectual engagement. The goal of this twofold approach to doctoral studies is to
prepare students simultaneously to teach in multiple areas and to produce scholarship in their
area of concentration. Students may specialize in virtually any literary subject, period, or genre
(including Early British literature, Later British literature, American Literature, or Comparative
Literature), in Creative Writing , in Linguistics, or in a key program emphasis (Book History,
Film & Media Studies, Nineteenth-Century Studies, and Literature, Social Justice, and
Environment).
A Ph.D. graduate completes sixty hours of course work (thirty hours of MA work may transfer
in), including courses in theory, research methods, pedagogy, as well as in the student’s area of
specialization. Each student must pass qualifying examinations over reading lists associated
with the student’s dissertation topic, and then write and defend that dissertation. Ph.D.
graduates have found faculty positions at national and regional institutions of higher learning.
The M.A. in Technical Communication qualifies people for writing, editing, and supervisory
positions in industry and for teaching in community colleges or for further graduate study.
Specific aims of study include knowledge of the history, theory, research, genres, principles,
techniques, and practices of technical communication. The MATC requires 36 hours of graduate
work (12 courses). The thesis option allows students to substitute a thesis for 6 of those hours (2
English
6
courses). Courses taken to reach 36 hours may be other technical communication courses; other
English courses in rhetoric and linguistics; electives in other departments (such as business,
instructional technology, or telecommunications); or a minor. Students may not apply more than
four courses from the same external department to the degree in technical communication.
Students who choose the thesis option take 2 courses in research methods and 2 courses for the
thesis. The MATC is available both onsite and online.
The PhD in Technical Communication and Rhetoric (TCR) is designed for students with an
interest in rhetoric, writing, technical communication, and composition. The aims of study are
broad knowledge of the literature on technical communication and rhetoric, specialized
knowledge of some aspect of technical communication or rhetoric as reflected in the
dissertation research, and ability to conduct ongoing independent research using one or more
methods. The program emphasizes five broad areas of scholarship in its scholarship,
coursework, and initiatives: a) Rhetoric, Composition, and Technology, b) Technical
Communication, c) Rhetorics of Science and Healthcare, d) Technology, Culture, and Rhetoric,
and e) Visual Rhetoric, New Media, and User-Centered Design.
The PhD requires at least 60 hours of graduate courses beyond the bachelor's degree and at least
12 hours of English 8000 (Doctor's Dissertation). The course requirements include 45 hours in
technical communication and rhetoric (TCR) and 15 hours for the minor. These hours include
hours earned for the master's degree. The minor is optional but provides an opportunity to
develop expertise in a subject that complements TCR. In addition, students must demonstrate
proficiency in research methodology. The PhD in TCR is available both onsite and online.
The Graduate Certificate in Linguistics requires 12 graduate credit hours in linguistics. This
option is open to anyone eligible to take graduate courses, including non-degree seeking
students. The main goal of the certificate is to provide a meaningful and internally coherent
course of study of language and linguistics to match the background, interests, and needs of the
individual student. Requirements include 12 hours of graduate credit in linguistics. Typically,
all 12 hours for the certificate will consist of courses in the English Department's core offerings
in language and linguistics.
The Graduate Certificate in Publishing and Editing helps students to prepare for a career in
editing and publishing; to develop new workplace skills or supplement existing skills; to learn
how to produce publications like internal newsletters; to understand the relationship between
publishing history, book history, and literary studies; to improve as a literary critic or creative
writer; to develop or improve editing skills. Because the publishing world is relatively small
and asks that students have developed skills before gaining even entry-level employment in the
field, this 5-course/15-hour certificate will help students develop the skills and networking
opportunities to be competitive in this challenging market.
English
7
B.
Number and types of degrees awarded
Degrees Awarded - Academic Year
(English)
Source : Ins titutional Re search and Inf ormation M gmt
Chart prepared by The Graduate School
120
100
80
60
40
20
0
Bachelor
Masters
Doctorates
05/06
112
14
9
06/07
94
14
7
07/08
114
18
6
08/09
80
23
9
09/10
93
12
3
10/11
82
18
8
09/10
5
11
0
10/11
9
5
0
Degrees Awarded - Academic Year
(Technical Communication)
Source : Ins titutional Re search and Inf ormation Mgmt
Chart prepared by The Graduate School
16
14
12
10
8
6
4
2
0
Bachelor
Masters
Doctorates
05/06
0
14
0
06/07
0
8
0
07/08
5
12
0
08/09
12
4
0
English
8
Degrees Awarded - Academic Year
(Technical Communication & Rhetoric)
Source: Institut iona l Resea rch and Inform ation Mgm t
Chart prepared by The Graduate School
16
14
12
10
8
6
4
2
0
Bachelor
Masters
Doctorates
05/06
0
0
4
06/07
0
0
4
07/08
0
0
12
08/09
0
0
5
09/10
0
0
5
10/11
0
0
14
Graduate Program Degrees Awarded
Source: Institutional Research Services
Name of Program
English
Technical Communication
Technical Communication & Rhetoric
2005-2006
23
14
4
2006-2007
21
8
4
2007-2008
24
12
12
2008-2009
32
4
5
2009-2010
15
11
5
2010-2011
26
5
14
English
9
Comparison of Degrees Awarded Fall Data
Arizona State University
Bachelor
Master
Doctoral
Auburn University
Bachelor
Master
Doctoral
Clemson University
Bachelor
Master
Doctoral
Iowa State University
Bachelor
Master
Doctoral
Virginia Tech University
Bachelor
Master
Doctoral
Rutgers University
Bachelor
Master
Doctoral
Texas Tech University
Bachelor
Master
Doctoral
05/06
06/07
07/08
08/09
09/10
10/11
160
156
200
210
262
196
56
57
52
39
52
50
13
10
23
20
11
11
79
73
59
81
75
92
18
18
21
23
13
17
3
5
4
4
5
9
42
76
57
68
57
N/A
31
37
37
34
36
N/A
N/A
N/A
1
1
6
N/A
80
50
72
63
33
69
17
15
17
16
13
20
8
6
0
3
4
6
124
114
115
139
140
147
10
13
22
23
25
22
3
379
366
404
361
362
340
57
61
49
56
75
78
11
13
13
18
15
16
112
94
114
80
93
82
14
14
18
23
12
18
9
7
6
9
3
8
C. Undergraduate and graduate semester credit hours
AY SCH compared to Budget
(English)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
45,000
$250,000
40,000
$200,000
35,000
30,000
$150,000
25,000
20,000
$100,000
15,000
10,000
$50,000
5,000
0
Undergraduate
Graduate
Operating Cost
05/06
39,855
2,958
$199,339
06/07
38,832
2,930
$187,010
07/08
38,799
3,321
$179,186
08/09
38,841
2,972
$237,828
09/10
39,714
3,130
$237,104
10/11
38,920
3,067
$217,001
$0
English
10
D. Number of majors in the department for the fall semesters
Enrollment by Level - Fall Data (English)
S ource: Institutional Research and Informa tion Mgmt
Chart prepared by The Graduate School
450
400
350
300
250
200
150
100
50
0
Bachelor's
Masters
Doctoral
05/06
360
37
44
06/07
376
47
49
07/08
314
40
49
08/09
335
35
53
09/10
328
42
55
10/11
393
43
57
Enrollment by Level - Fall Data
(Technical Communication)
Source: Institutiona l Resea rch and Inform ation Mgm t
Chart prepared by The Graduate School
40
35
30
25
20
15
10
5
0
Bachelor's
Masters
Doctoral
05/06
0
26
0
06/07
0
34
0
07/08
17
28
1
08/09
16
32
1
09/10
26
20
0
10/11
14
20
0
English
11
Enrollment by Level - Fall Data
(Technical Communication & Rhetoric)
S ourc e: Institutional Research and Informat ion Mgmt
Chart prepared by The Graduate School
90
80
70
60
50
40
30
20
10
0
Bachelor's
Masters
Doctoral
05/06
0
0
56
06/07
0
0
68
07/08
0
0
64
08/09
0
0
72
09/10
0
0
78
10/11
0
0
80
Graduate Program Enrollment
Source: Institutional Research Services
Name of Program
English
Technical Communication
Technical Communication & Rhetoric
2005-2006
81
26
56
2006-2007
96
34
68
2007-2008
89
28
64
2008-2009
88
32
72
2009-2010
97
20
78
2010-2011
100
20
80
English
12
Comparison of Enrollment Fall Data
Arizona State University
05/06
06/07
07/08
08/09
09/10
10/11
80
128
215
416
709
961
206
291
157
141
139
141
117
113
123
117
109
140
Bachelor
Master
Doctoral
234
241
264
256
302
226
41
39
39
38
36
43
35
43
39
35
35
38
Bachelor
Master
Doctoral
228
213
232
223
234
N/A
93
96
88
73
60
N/A
13
21
24
29
25
N/A
Bachelor
Master
Doctoral
291
273
255
248
264
282
51
52
54
44
45
39
30
27
21
20
22
24
Bachelor
Master
Doctoral
453
492
505
529
527
516
43
50
55
58
57
47
7
11
19
21
Bachelor
Master
Doctoral
896
897
884
938
866
899
314
296
312
321
326
307
360
376
314
335
328
393
37
47
40
35
42
43
44
49
49
53
55
57
Bachelor
Master
Doctoral
Auburn University
Clemson University
Iowa State University
Virginia Tech University
Rutgers University
Texas Tech University
Bachelor
Master
Doctoral
English
13
E. Course enrollments over the past six years (enrollment trends by course)
•
Figures are totals – classes may be offered more than once a year
Course Enrollments by Academic Year
Source: Institutional Research Services
D epartm en t
Su bject
Course
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
CLT
CLT
CLT
CLT
CLT
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
5301
5310
5314
5355
7000
5000
5060
5067
5300
5301
5303
5304
5305
5306
5307
5309
5313
5315
5317
5320
5323
5324
5325
5327
5334
5335
5337
5338
5339
5340
5342
5343
5350
5351
5352
5353
5355
5360
5361
5362
5363
5364
5365
5366
5367
5368
5369
5370
5371
2005‐06
2006‐ 07
2007‐08
2008‐09
17
15
29
2
33
35
9
24
37
3
10
20
10
9
7
4
6
7
10
13
13
12
24
7
12
7
9
8
14
25
17
9
18
6
6
17
17
9
6
46
26
14
6
9
22
8
24
11
7
7
12
17
15
7
6
8
15
34
18
36
20
12
8
9
9
10
Total
24
30
12
39
10
8
7
10
8
8
17
5
8
4
10
9
10
10
7
10
9
7
10
15
2010‐11
31
29
11
17
24
35
2009‐10
13
6
17
5
9
10
16
17
9
6
7
5
8
10
6
10
10
6
9
9
9
10
9
10
25
26
8
9
22
10
6
7
21
15
10
9
6
16
20
22
6
17
7
22
17
15
15
17
8
13
7
12
11
22
11
5
8
21
19
5
10
21
15
31
9
15
18
18
10
17
10
29
44
32
10
17
39
24
21
43
30
11
10
33
20
13
12
24
21
12
7
0
32
0
0
2
100
199
9
50
18
52
47
18
13
41
47
62
23
16
21
92
87
94
22
18
18
65
19
12
91
101
77
29
124
75
39
61
0
51
51
95
87
82
63
8
30
98
239
150
English
14
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
ENGL
Totals
5372
5373
5374
5375
5376
5377
5378
5379
5380
5382
5383
5384
5385
5386
5387
5388
5389
5390
5392
6000
7000
8000
8
14
18
16
48
4
18
11
10
15
8
46
4
11
5
11
19
10
42
9
8
9
15
27
25
5
25
48
8
41
20
10
11
23
10
27
92
112
851
8
20
16
18
17
21
7
24
106
93
857
23
12
9
19
40
10
34
78
85
1010
10
8
23
22
17
39
11
6
80
106
901
11
14
20
10
8
25
6
32
4
6
19
10
23
40
14
2
79
127
943
10
15
15
35
2
9
55
10
11
5
16
19
47
11
4
72
145
902
47
24
65
96
76
216
34
17
202
16
43
47
49
62
35
109
53
210
63
97
507
668
5464
F. Courses cross listed (syllabus included behind)
The Department of English offers no graduate/undergraduate cross-listed courses.
English
15
III. Faculty
A. Number, rank, and demographics of the graduate faculty
Teaching Resources
(English)
Sourc e: Institutiona l Re search and Information Mgm t
Chart prepared by The Gr aduate Scho ol
90
80
70
60
50
40
30
20
10
0
Tenured/Tenure Track faculty
Non-tenure track faculty
GPTI
TA's
05/06
48
25
70
14
06/07
45
25
76
21
07/08
44
27
70
13
08/09
46
51
52
15
09/10
52
16
63
18
10/11
51
26
78
18
Tenured and Tenure-Track by Rank - Fall Data
(English)
So u rce: Ins titu tio n al R ese arch a n d Inf orma tion M g mt
Ch art pr epa re d by T he G ra dua te S c hool
30
25
20
15
10
5
0
05/06
06/07
07/08
08/09
09/10
10/11
Horn Professor
0
0
0
0
0
0
Professor
9
8
8
8
13
14
Associate Professor
18
24
25
27
27
26
Assistant Professor
21
13
11
10
11
11
English
16
Comparison of Full-time Faculty
Arizona State University
Tenure/Tenure Track
Non-tenure track
TA's
Auburn University
Tenure/Tenure Track
Non-tenure track
TA's
Clemson University
Tenure/Tenure Track
Non-tenure track
TA's
Iowa State University
Tenure/Tenure Track
Non-tenure track
TA's
Virginia Tech University
05/06
06/07
07/08
08/09
09/10
10/11
43
46
54
52
52
67
118
101
110
117
104
110
79
92
102
96
98
100
43
41
39
34
36
35
25
28
25
28
32
25
52
54
55
53
59
61
32
33
33
34
33
31
22
25
24
22
18
21
64
60
62
55
46
48
55
55
51
52
51
43
45
47
47
46
36
31
44
38
40
33
35
35
38
40
40
41
41
41
50
43
44
44
41
40
30
36
44
43
51
51
48
45
44
46
52
51
25
25
27
51
16
9
14
21
13
15
18
48
Texas Tech
Tenure/Tenure Track
Non-tenure track
TA's
B. List of faculty members
List all faculty who were employed by your department during the six years of this review
FACULTY NAME
Aycock, Wendell
Baake, Ken
Baehr, Craig
Barker, Thomas
Barrera, Cordelia
Batra, Kanika
Bauer, Craig
Baugh, Scott
Booher, Amanda
Borshuk, Michael
Cargile Cook, Kelli
Carter, Joyce Locke
Clarke, Bruce
Conrad, Bryce
JOB TITLE
Professor
Associate Professor
Associate Professor
Professor
Assistant Professor
Assistant Professor
Assistant Professor
Associate Professor
Assistant Professor
Associate Professor
Associate Professor
Associate Professor
Horn Professor
Associate Professor
HIRE
DATE
9/1/69
9/1/00
9/1/02
9/1/82
9/1/10
9/1/07
9/1/09
9/1/02
9/1/09
9/1/04
9/1/09
9/1/98
9/1/82
9/1/90
END
DATE
5/31/10
Member
of Grad
Faculty?
Y or N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
English
17
Couch, Julie Nelson
Associate Professor
9/1/02
Y
Covington, Dennis
Professor
9/1/03
Y
Crowell, Douglas
Associate Professor
9/1/81
N
Crowley, Lara
Assistant Professor
9/1/08
Y
Crowley, Timothy
Assistant Professor
9/1/10
Y
Daghistany, Ann
Desens, Marliss
Associate Professor
Associate Professor
9/1/72
9/1/95
Y
Y
Dragga, Sam
Professor
9/1/89
Y
Eaton, Angela
Associate Professor
9/1/03
Y
Fitzgerald, Colleen
Associate Professor
9/1/02
5/31/08
Y
Frangos, Jenni
Assistant Professor
9/1/03
5/31/07
Y
García, Cristina
Grass, Sean
Professor
Associate Professor
9/1/10
9/1/01
Y
Y
Hawkins, Ann
Professor
9/1/04
Y
Hurst, Mary Jane
Professor
9/1/86
Y
Jones, Stephen
Associate Professor
9/1/00
Kemp, Fred
Associate Professor
9/1/88
Y
Kim, Min-Joo
Kimball, Miles
Associate Professor
Associate Professor
9/1/05
9/1/02
Y
Y
Koerber, Amy
Associate Professor
9/1/02
Y
Kolosov-Wenthe,
Jacqueline
Kuriyama, Constance
Associate Professor
9/1/04
Y
Professor
9/1/82
Y
Kvande, Marta
Assistant Professor
9/1/08
Y
Lang, Susan
McFadden, Brian
Associate Professor
Associate Professor
9/1/99
9/1/99
Y
Y
Miner, Madonne
Professor
9/1/97
8/31/07
Y
Mohamed, Feisal
Assistant Professor
9/1/03
5/31/07
Y
Navakas, Michele
Assistant Professor
9/1/09
Y
Patterson, Jill
Professor
9/1/93
Y
Poch, John
Purinton, Marjean
Professor
Professor
9/1/01
9/1/95
Y
Y
Rice, Rich
Associate Professor
9/1/02
Y
Rickly, Rebecca
Professor
9/1/98
Y
Samson, John
Associate Professor
9/1/82
Y
Schoenecke, Michael
Associate Professor
9/1/81
Y
5/31/08
Y
English
18
Shelton, Jen
Associate Professor
9/1/01
Y
Shu, Yuan
Associate Professor
9/1/00
Y
Snead, Jennifer
Assistant Professor
9/1/06
Y
Spurgeon, Sara
Associate Professor
9/1/05
Y
St.Amant, Kirk
Associate Professor
9/1/04
Still, James Brian
Wenthe, William
Associate Professor
Professor
9/1/06
9/1/92
Y
Y
Whitlark, James
Professor
9/1/79
Y
Whitney, Allison
Assistant Professor
9/1/09
Y
Ybarra, Priscilla Solis
Assistant Professor
9/1/06
Zdenek, Sean
Associate Professor
9/1/03
5/31/08
5/31/10
Y
Y
Y
C. Summary of the number of refereed publications and creative activities.
2005
N= 47
F=47
40
6
49
76
2006
N= 50
F=50
43
7
52
98
Publication Type
Refereed Articles/Abstracts
Books/Book Chapters
Poems/Stories
Presentations/Posters
Edited Collections & Special
Issues
5
4
Reviews & Encyclopedia
Entries
42
38
N = # of full time faculty contributing
2007
N= 47
F=47
25
4
47
67
2008
N= 47
F=47
36
4
26
73
2009
N= 52
F=52
34
4
51
78
2010
N= 52
F=52
31
13
31
99
7
9
2
15
18
19
11
22
F = # of full time faculty in department
D. Responsibilities and leadership in professional societies
2005
2006
2007
2008
2009
2010
N= 47
N= 50
N= 47
N= 47
N= 52
N= 52
Professional Leadership
F=47
F=50
F=47
F=47
F=52
F=52
Editor/Editorial
14
16
20
24
31
30
Executive Board
5
6
8
9
9
7
Officer in National Org.
7
6
7
9
9
13
Committees
9
11
12
13
23
27
N = # of full time faculty contributing
F = # of full time faculty in department
English
19
Graduate Student Committee’s faculty have served for the past 6 years
M.A., Ph.D. in English
MA
Thesis/Portfolio
MA
Thesis/Portfolio
PhD
Dissertation
PhD
Dissertation
Chair
Member
Chair
Member
Faculty
Aycock
2
0
1
0
Barrera
0
0
0
0
Batra
0
3
0
1
Bauer
0
1
2
6
Baugh
2
1
1
1
Borshuk
1
6
0
6
Clarke
3
0
3
6
Conrad
0
0
3
7
Couch
3
0
3
3
Covington
0
0
4
9
Crowell
0
0
0
0
Crowley
0
3
0
1
Crowley
0
0
0
0
Desens
0
0
1
1
Fitzgerald
0
8
0
0
Frangos
0
0
0
2
Garcia
0
0
0
4
Grass
4
4
3
3
Hurst
0
3
0
3
Jones
4
2
6
1
Kim
8
1
1
0
Kolosov-Wenthe
0
0
7
6
Kuriyama
1
0
1
0
Kvande
0
1
0
1
McFadden
0
2
1
5
Miner
0
0
1
4
Mohamed
0
0
0
0
Navakas
1
0
0
0
Patterson
2
12
9
12
Poch
2
0
6
2
Ransdell
6
1
4
4
English
20
Samson
0
2
0
11
Schoenecke
1
7
1
4
Shelton
3
2
0
2
Shu
3
7
2
2
Silva
0
0
0
0
Snead
1
7
0
5
Spurgeon
3
2
5
2
Wenthe
1
3
6
3
Whitlark
1
1
3
4
Whitney
0
0
0
0
Ybarra
0
0
0
2
M.A. in Technical Communication, Ph.D. in Technical Communication and Rhetoric
MA
Thesis/Portfolio
Chair
MA
Thesis/Portfolio
Member
PhD
Dissertation
PhD
Dissertation
Chair
Member
11
27
Faculty
Baake
1
Baehr
32
4
16
Barker
32
5
7
Booher
17
1
10
1
10
6
15
Dragga
7
11
Eaton
5
4
6
12
5
10
8
15
Cargile Cook
Carter
1
1
Kemp
Kimball
98
Koerber
Lang
32
7
7
Rice
82
9
12
Rickly
7
Still
9
18
9
9
18
4
2
Zdenek
St. Amant
48
English
21
E. Assess average faculty productivity for Fall semesters only (use discipline
appropriate criteria to determine)
FACULTY WORKLOAD
University
College
Department
2005
2006
2007
2008
2009
2010
15.82
17.18
18.97
16.08
17.09
17.68
15.44
16.71
17.95
15.55
17.06
18.19
16.30
17.82
18.54
17.42
17.77
18.72
College SCH/FTE - Fall Data
(Arts and Sciences)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
270
265
260
255
250
245
240
235
230
225
220
215
SCH/FTE for total faculty
2005
242
2006
234
2007
237
2008
236
2009
255
2010
265
English
22
Department SCH/FTE - Fall Data
(English)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
215
210
205
200
195
190
185
180
175
SCH/FTE for total faculty
2005
193
2006
187
2007
188
2008
198
2009
195
2010
211
English
23
IV. Graduate Students
A. Demographics of applicants and enrolled students
Graduate Student Summary by Category - Fall Data
(English)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
180
160
140
120
100
80
60
40
20
0
2005
2006
2007
2008
2009
2010
Total Applicants
64
68
82
99
117
154
Total Admitted
36
38
45
36
43
35
New Grad Students
19
21
27
18
31
24
Students Graduated
17
23
21
24
32
15
Graduate Student Summary by Category - Fall Data
(Technical Communication)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
30
25
20
15
10
5
0
2005
2006
2007
2008
2009
2010
Total Applicants
23
25
23
23
23
23
Total Admitted
17
12
16
16
9
4
New Grad Students
6
4
10
6
7
3
Students Graduated
13
14
8
12
4
11
English
24
Graduate Student Summary by Category - Fall Data
(Technical Communication & Rhetoric)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
80
70
60
50
40
30
20
10
0
2005
2006
2007
2008
2009
2010
Total Applicants
33
47
50
66
68
65
Total Admitted
12
17
15
20
13
11
New Grad Students
8
10
10
9
7
7
Students Graduated
3
4
4
12
5
5
Graduate Student Summary by Year - Fall Data
(English)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
180
160
140
120
100
80
60
40
20
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2005
64
36
19
17
2006
68
38
21
23
2007
82
45
27
21
2008
99
36
18
24
2009
117
43
31
32
2010
154
35
24
15
English
25
Graduate Student Summary by Year - Fall Data
(Technical Communication)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
30
25
20
15
10
5
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2005
23
17
6
13
2006
25
12
4
14
2007
23
16
10
8
2008
23
16
6
12
2009
23
9
7
4
2010
23
4
3
11
Graduate Student Summary by Year - Fall Data
(Technical Communication & Rhetoric)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
80
70
60
50
40
30
20
10
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2005
33
12
8
3
2006
47
17
10
4
2007
50
15
10
4
2008
66
20
9
12
2009
68
13
7
5
2010
65
11
7
5
English
26
Graduate Applicants by Region - Fall/Summer Data
(English)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
120
100
80
60
40
20
0
2005
2006
2007
2008
2009
2010
Blank Code
7
4
46
67
66
110
TX
37
44
31
22
42
36
USA
17
15
2
3
8
5
INT'L
3
5
3
7
1
3
Graduate Applicants by Region - Fall/Summer Data
(Technical Communication)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
16
14
12
10
8
6
4
2
0
2005
2006
2007
2008
2009
2010
Blank Code
3
4
8
13
13
15
TX
11
14
10
8
8
6
USA
8
5
3
2
1
2
INT'L
1
2
2
0
1
0
English
27
Graduate Applicants by Region - Fall/Summer Data
(Technical Communication & Rhetoric)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
60
50
40
30
20
10
0
2005
2006
2007
2008
2009
2010
Blank Code
6
4
30
51
54
49
TX
9
19
7
6
14
12
USA
11
20
9
4
0
4
INT'L
7
4
4
5
0
0
English
28
English
Graduate Applicants - Fall Data
2005
F
2006
M
F
2007
M
F
2008
M
F
2009
M
F
2010
M
F
M
American Indian
Asian
Black
Hispanic
Multiple
Nat Haw/Pac Island
Non-Resident
Unknown
White
0
0
1
2
0
0
2
6
33
0
0
0
2
0
0
1
2
15
1
0
1
1
0
0
3
3
27
0
2
0
4
0
0
1
3
22
2
0
1
5
0
0
2
7
40
0
1
2
3
0
0
1
2
16
0
2
0
2
0
0
2
1
49
0
1
1
2
0
0
1
2
36
1
1
2
4
0
0
5
2
51
0
0
0
3
0
0
4
2
42
2
2
1
3
1
0
7
2
50
0
2
2
8
2
0
9
3
60
Gender Total
44
20
36
32
57
25
56
43
66
51
68
86
64
Total Applicants
68
82
Admitted Graduate Students - Fall Data
2005
2006
F
M
F
99
2007
M
F
117
2008
M
F
154
2009
M
F
2010
M
F
M
American Indian
Asian
Black
Hispanic
Multiple
Nat Haw/Pac Island
Non-Resident
Unknown
White
0
0
0
2
0
0
1
3
19
0
0
0
0
0
0
0
2
9
0
0
1
1
0
0
3
2
13
0
2
0
2
0
0
1
2
11
2
0
1
2
0
0
1
2
23
0
0
0
1
0
0
1
0
12
0
1
0
1
0
0
1
0
21
0
1
0
0
0
0
0
0
11
0
0
1
1
0
0
3
1
22
0
0
0
1
0
0
0
0
14
0
2
1
1
0
0
0
1
1
0
1
0
15
2
0
11
Gender Total
25
11
20
18
31
14
24
12
28
15
20
15
36
Total Admitted
38
45
Enrolled New Graduate Students - Fall Data
2005
2006
F
M
F
M
2007
F
43
36
2008
M
F
35
2009
M
F
2010
M
F
M
American Indian
Asian
Black
Hispanic
Multiple
Nat Haw/Pac Island
Non-Resident
Unknown
White
0
0
0
2
0
0
1
2
11
0
0
0
0
0
0
0
1
2
0
0
0
1
0
0
0
1
7
0
2
0
1
0
0
1
1
7
1
0
1
1
0
0
1
2
11
0
0
0
1
0
0
1
0
8
0
1
0
1
0
0
1
0
9
0
1
0
0
0
0
0
0
5
0
0
1
1
0
0
3
0
15
0
0
0
0
0
0
0
0
11
0
2
1
0
0
0
0
1
1
0
1
0
10
1
0
7
Gender Total
16
3
9
12
17
10
12
6
20
11
14
10
Total Enrolled
19
21
27
18
31
24
English
29
Demographics of Enrolled Graduate Students - Fall Data
2005
2006
2007
2008
F
M
F
M
F
M
F
2009
M
F
2010
M
F
M
American Indian
Asian
0
0
1
1
0
0
0
2
2
0
0
2
2
1
0
2
0
0
0
0
0
3
0
1
Black
Hispanic
2
3
0
5
2
3
0
5
2
4
0
4
2
4
0
1
1
3
0
2
2
1
1
2
Multiple
0
0
0
0
0
0
0
0
0
0
0
0
Nat Haw/Pac Island
Non-Resident
0
5
0
2
0
3
0
2
0
3
0
3
0
3
0
3
0
6
0
4
6
4
Unknown
White
4
36
4
26
4
32
3
25
4
41
2
29
2
44
0
25
0
46
0
26
0
45
0
32
Gender Total
50
39
44
37
56
40
58
31
56
32
57
40
89
Graduate
81
96
88
89
Demographics of Enrolled Undergraduate Students - Fall Data
2005
2006
2007
2008
F
M
F
M
F
M
F
97
2009
M
F
2010
M
F
M
American Indian
2
1
1
1
0
2
1
1
2
0
0
0
Asian
Black
8
6
2
5
7
6
2
3
7
6
4
5
3
7
2
4
2
12
2
4
2
9
1
3
22
0
15
0
25
0
14
0
28
0
18
0
22
0
19
0
28
0
22
0
40
0
23
0
0
0
0
0
0
0
0
0
0
1
0
0
0
2
0
1
0
4
0
4
3
2
0
Hispanic
Multiple
Nat Haw/Pac Island
Non-Resident
Unknown
1
0
0
3
2
2
1
1
5
1
White
183
117 185
115
205
97
159
89
166
87
149
90
Gender Total
221
140 225
135
247
129
196
118
215
120
208
120
Undergraduate
0
361
360
376
314
335
328
English
30
Technical Communication
Graduate Applicants - Fall Data
2005
F
American Indian
Asian
Black
Hispanic
Multiple
Nat Haw/Pac Island
Non-Resident
Unknown
White
Gender Total
2006
M
F
2007
M
F
2008
M
F
2009
M
F
2010
M
F
M
0
0
0
0
0
0
0
2
9
0
0
0
0
0
0
1
1
10
0
0
0
0
0
0
0
2
11
0
0
0
1
0
0
2
3
6
0
0
0
1
0
0
1
2
8
0
0
1
1
0
0
1
2
6
0
1
0
2
0
0
0
0
10
0
0
1
0
0
0
0
1
8
0
0
2
1
0
0
2
0
13
1
0
0
1
0
0
0
0
3
0
1
0
1
0
0
0
0
11
0
0
0
0
0
0
3
0
7
11
12
13
12
12
11
13
10
18
5
13
10
23
Total Applicants
25
23
Admitted Graduate Students - Fall Data
2005
2006
F
M
F
23
2007
M
F
23
2008
M
F
23
2009
M
F
2010
M
F
M
American Indian
Asian
Black
Hispanic
Multiple
Nat Haw/Pac Island
Non-Resident
Unknown
White
0
0
0
0
0
0
0
1
7
0
0
0
0
0
0
0
0
9
0
0
0
0
0
0
0
1
3
0
0
0
1
0
0
1
1
5
0
0
0
1
0
0
1
1
6
0
0
1
1
0
0
1
1
3
0
1
0
1
0
0
0
0
7
0
0
0
0
0
0
0
1
6
0
0
0
0
0
0
1
0
6
1
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
1
0
1
Gender Total
8
9
4
8
9
7
9
7
7
2
2
2
Total Admitted
17
12
16
Enrolled New Graduate Students - Fall Data
2005
2006
F
M
F
M
16
2007
F
9
2008
M
F
4
2009
M
F
2010
M
F
M
American Indian
Asian
Black
Hispanic
Multiple
Nat Haw/Pac Island
Non-Resident
Unknown
White
0
0
0
0
0
0
0
1
2
0
0
0
0
0
0
0
0
3
0
0
0
0
0
0
0
1
1
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
1
0
4
0
0
1
1
0
0
0
1
2
0
1
0
0
0
0
0
0
2
0
0
0
0
0
0
0
0
3
0
0
0
0
0
0
0
0
5
1
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
1
Gender Total
3
3
2
2
5
5
3
3
5
2
1
2
Total Enrolled
6
4
10
6
7
3
English
31
Demographics of Enrolled Graduate Students - Fall Data
2005
2006
2007
2008
F
M
F
M
F
M
F
2009
M
F
2010
M
F
M
American Indian
Asian
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
1
1
0
0
1
1
0
Black
Hispanic
1
1
0
0
1
1
0
0
1
1
1
1
1
0
1
0
1
0
1
0
0
0
0
0
Multiple
0
0
0
0
0
0
0
0
0
0
0
0
Nat Haw/Pac Island
Non-Resident
0
1
0
0
0
0
0
0
0
1
0
1
0
1
0
0
0
0
0
0
0
0
0
1
Unknown
White
2
15
1
9
2
14
1
7
2
15
1
10
1
12
2
9
1
17
1
12
0
10
0
7
Gender Total
20
10
18
8
20
14
17
12
20
15
11
9
30
Graduate
26
34
35
29
Demographics of Enrolled Undergraduate Students - Fall Data
2005
2006
2007
2008
F
M
F
M
F
M
F
20
2009
M
F
2010
M
F
M
American Indian
0
0
0
0
0
0
0
0
0
0
0
0
Asian
Black
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Hispanic
Multiple
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Nat Haw/Pac Island
Non-Resident
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
0
0
0
0
0
0
0
1
0
0
0
0
Gender Total
0
0
0
0
0
0
0
1
0
0
0
0
Undergraduate
0
0
0
1
0
0
English
32
Technical Communication & Rhetoric
Graduate Applicants - Fall Data
2005
F
2006
M
F
2007
M
F
2008
M
F
2009
M
F
2010
M
F
M
American Indian
Asian
Black
Hispanic
Multiple
Nat Haw/Pac Island
Non-Resident
Unknown
White
0
0
0
2
0
0
2
3
19
0
0
0
0
0
0
3
3
1
1
1
3
1
0
0
1
5
24
0
0
1
0
0
0
1
0
9
2
0
5
0
0
0
1
3
21
0
0
0
0
0
0
1
4
13
0
0
3
1
0
0
3
1
34
0
0
3
0
0
0
1
3
17
0
0
3
0
0
0
4
1
27
0
2
3
5
0
0
4
2
17
0
2
9
3
0
1
2
3
24
0
0
1
1
2
0
2
0
15
Gender Total
26
7
36
11
32
18
42
24
35
33
44
21
33
Total Applicants
47
50
Admitted Graduate Students - Fall Data
2005
2006
F
M
F
66
2007
M
F
68
2008
M
F
65
2009
M
F
2010
M
F
M
American Indian
Asian
Black
Hispanic
Multiple
Nat Haw/Pac Island
Non-Resident
Unknown
White
0
0
0
1
0
0
1
0
6
0
0
0
0
0
0
2
1
1
0
1
0
1
0
0
1
3
8
0
0
0
0
0
0
0
0
3
1
0
0
0
0
0
1
1
9
0
0
0
0
0
0
1
0
2
0
0
0
0
0
0
0
0
12
0
0
0
0
0
0
1
0
7
0
0
1
0
0
0
0
1
7
0
0
0
0
0
0
0
1
3
0
1
0
0
0
0
0
1
4
0
0
0
0
0
0
1
0
4
Gender Total
8
4
14
3
12
3
12
8
9
4
6
5
Total Admitted
12
17
15
Enrolled New Graduate Students - Fall Data
2005
2006
F
M
F
M
20
2007
F
2008
M
F
11
13
2009
M
F
2010
M
F
M
American Indian
Asian
Black
Hispanic
Multiple
Nat Haw/Pac Island
Non-Resident
Unknown
White
0
0
0
1
0
0
0
0
4
0
0
0
0
0
0
1
1
1
0
1
0
0
0
0
0
3
5
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
1
6
0
0
0
0
0
0
1
0
2
0
0
0
0
0
0
0
0
7
0
0
0
0
0
0
0
0
2
0
0
1
0
0
0
0
1
3
0
0
0
0
0
0
0
1
1
0
1
0
0
0
0
0
0
3
0
0
0
0
0
0
0
0
3
Gender Total
5
3
9
1
7
3
7
2
5
2
4
3
Total Enrolled
8
10
10
9
7
7
English
33
Demographics of Enrolled Graduate Students - Fall Data
2005
2006
2007
2008
F
M
F
M
F
M
F
2009
M
F
2010
M
F
M
American Indian
Asian
0
0
0
0
0
2
0
0
1
1
0
0
1
1
0
0
1
1
0
0
1
1
0
1
Black
Hispanic
0
1
0
0
0
1
0
0
0
1
0
0
0
1
0
0
1
1
0
0
1
1
0
0
Multiple
0
0
0
0
0
0
0
0
0
0
0
0
Nat Haw/Pac Island
Non-Resident
0
4
0
3
0
6
0
2
0
3
0
2
0
2
0
2
0
3
0
2
0
5
0
2
Unknown
White
3
17
2
10
7
21
3
14
7
31
3
19
4
31
3
19
4
33
6
20
3
37
3
23
Gender Total
25
15
37
19
44
24
40
24
44
28
49
29
40
Graduate
56
68
72
64
Demographics of Enrolled Undergraduate Students - Fall Data
2005
2006
2007
2008
F
M
F
M
F
M
F
78
2009
M
F
2010
M
F
M
American Indian
0
0
0
0
0
0
0
0
0
0
0
0
Asian
Black
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
1
0
1
0
0
0
0
0
0
Hispanic
Multiple
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
1
0
0
0
3
0
Nat Haw/Pac Island
Non-Resident
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Unknown
0
0
0
0
0
0
0
1
0
0
0
1
White
0
0
0
0
0
0
3
8
7
7
11
11
Gender Total
0
0
0
0
0
0
4
12
8
8
11
15
Undergraduate
0
0
0
16
16
26
English
34
B. Test scores (GRE, GMAT and/or TOEFL) of enrolled students
Average GRE Scores for Enrolled Graduate Students Fall Data (English)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
620
600
580
560
540
520
500
480
Verbal
Quantitative
2005
547
528
2006
560
594
2007
564
575
2008
588
597
2009
571
563
2010
558
586
Average GRE Scores for Enrolled Graduate Students Fall Data (Technical Communication)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
700
600
500
400
300
200
100
0
Verbal
Quantitative
2005
593
598
2006
637
625
2007
591
513
2008
585
600
2009
560
547
2010
517
543
English
35
Average GRE Scores for Enrolled Graduate StudentsFall Data (Technical Communication & Rhetoric)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
620
600
580
560
540
520
500
Verbal
Quantitative
2005
573
537
2006
608
541
2007
538
584
2008
591
598
2009
606
570
2010
590
589
C. GPA of new students
New Graduate Students GPA by Level - Fall Data
(English)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
Masters
Doctoral
2005
3.83
3.90
2006
3.80
3.97
2007
3.90
3.65
2008
3.88
3.96
2009
3.85
3.85
2010
3.72
3.89
English
36
New Graduate Students GPA by Level - Fall Data
(Technical Communication)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
Masters
Doctoral
2005
4.00
0.00
2006
4.00
0.00
2007
3.88
0.00
2008
3.92
0.00
2009
3.85
0.00
2010
3.67
0.00
New Graduate Students GPA by Level - Fall Data
(Technical Communication & Rhetoric)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
Masters
Doctoral
2005
0.00
3.65
2006
0.00
3.88
2007
0.00
3.66
2008
0.00
4.00
2009
0.00
3.95
2010
0.00
3.96
English
37
D. Time to Degree in Years – Average years to graduate for all students graduating
each year
Time to Degree in Years (English)
S ource: In stit ution al R esearch and In form atio n Mgm t
Chart pre par ed by The Gr aduate S chool
7.00
6.00
5.00
4.00
3.00
2.00
1.00
0.00
Master's
Doctorate
2005-2006
2.05
5.81
2006-2007
3.68
5.24
2007-2008
2.11
4.57
2008-2009
2.00
4.18
2009-2010
1.96
6.00
2010-2011
2.15
6.06
Average years to graduate for all students graduating each year
Time to Degree in Years (Technical Com munication)
So urce: Institu tio n al Res ear ch an d Info rmation M g mt
Cha rt prepa re d by The G ra duate School
4.50
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
Master's
Doctorate
2005-2006
4.26
0.00
2006-2007
2.86
0.00
2007-2008
3.96
0.00
2008-2009
3.83
0.00
2009-2010
3.47
0.00
2010-2011
3
0.00
Average years to graduate for all students graduating each year
Note: Onsite students are full-time and complete their degrees in two years; online students are part-time and typically complete their degrees in
three to four years.
English
38
Time to Degree in Years
(Technical Communication & Rhetoric)
Source: Institutional Research and Inform ation Mgm t
Char t pr epared by The G raduate School
7.00
6.00
5.00
4.00
3.00
2.00
1.00
0.00
Master's
Doctorate
2005-2006
0.00
4.35
2006-2007
0.00
4.93
2007-2008
0.00
5.87
2008-2009
0.00
4.84
2009-2010
0.00
4.08
2010-2011
0.00
5.36
Average years to graduate for all students graduating each year
E. Number of RA’s, TA’s or GPTI’s, with total number of graduate students in the
program.
English
RA’s, TA’s
and GPTI’s
82
76
73
71
62
65
Total
Students
100
90
90
97
84
86
Technical Communication
RA’s, TA’s
and GPTI’s
2010-2011
4
2009-2010
7
2008-2009
6
2007-2008
7
2006-2207
5
2005-2006
6
Total
Students
20
35
29
34
26
30
2010-2011
2009-2010
2008-2009
2007-2008
2006-2207
2005-2006
English
39
Technical Communication and Rhetoric
RA’s, TA’s
Total
and GPTI’s
Students
2010-2011
19
78
2009-2010
18
72
2008-2009
16
64
2007-2008
17
68
2006-2207
14
56
2005-2006
10
40
F. Initial position and place of employment of graduates over the past 6 years
M.A., Ph.D. in English
Year/Name 2005‐06 Position 2006‐07 Bowers, Dean Dubois, Delores Johnson, Emily Kuettel‐Stineman, Patricia Instructor Faculty Faculty Sales Rep Marsac, Melissa Advertising/Dig. Media Faculty Adjunct Adjunct Adjunct Adjunct HS Teacher Adjunct Instructor Romo, Refugio 2007‐08 Armstrong, Shelby Guenat, Esther Purdy, Matthew Peery‐Conrad, Joanna Rudolph, Aaron Sanders, Stephen Sandlin, Scott Wells, Amy Employer No Information Available East Central College Montomery CC Dallas ISD Acig Insurance Location Missouri Houston Dallas Dallas Houston Chronicle Houston Northwest Vista College Wayland Baptist U Baylor U TTU TTU Health Sciences Center San Antonio Lubbock Waco Lubbock Lubbock Cameron U Auburn U Univ. of Limoges Oklahoma Lubbock Alabama France English
40
2008‐09 Bauer, Curtis Tenure Track Faculty Tenure Track Faculty Intern Program Coordinator Tenure Track Faculty Writing Instructor Teacher TTU Lubbock Abraham Baldwin College Tifton, GA Bedford/St. Martin Press Institute of Environmental and Human Health, TTU Murray State U Lubbock Lubbock Murray, KY TTU Composition Program Roosevelt ISD Lubbock Lubbock TTU Composition Program George Mason U North Lake College Southern Arkansas U USMA Dallas ISD Baylor U Amarillo College Lubbock Braddock, VA Irving Magnolia, AR West Point, NY Dallas Waco Amarillo U of Montana Missoula, MT Jaco, Arianne Timmons, Nathan Writing Instructor Adjunct Adjunct Adjunct Instructor Teacher Adjunct Tenure Track Faculty and Chair Tenure Track Faculty Teacher Recruiter Lubbock Lubbock Torsy, Genessa Sales Lubbock ISD TTU College of Arts and Sciences BBVA Compass Bank Cofer, Jordan Donnerberg, Emily Franco, Stephanie Jerrell, Carrie Ola, James Poling‐
Wormsbaker, Jamie Stotz, Janna Wallace, Lauren Warner, Eric 2009‐10 DiPier, Lynn 2010‐2011 Cleveland, Sean Danhof, Lauren Eckroth, Stephanie Ferguson, Daniel Ha, Quan Manh Lubbock M.A. in Technical Communication
Graduate
2005-6
Szeglowski
Hayes
Finley
Tiffany
Primm
Fisher
Musick
Initial Position
Initial Employer
Location
Grant Writer
Technical writing
Technical Editing
West Texas Food Bank
L-3 communications
St. Jude Medical
Midland, TX
Washington, DC
Dallas, TX
Entered PhD Program
Texas Tech
Lubbock, TX
English
41
Wills
McKenzie
Kibelbek, N
Scharer
Eddleman
2006-7
Hancock
Rose
Paramore
Guerrero
Adams
Geffken
2007-8
Preiksaitis
Edgell
Kusmaul
Mellican
McCormick
Davidson
Rogers, K
Strosser
Walker
Reynolds
Tutt
2008-9
Thakur
Conroy
Ranario
Chowdhury
Entered PhD Program
freelance technical
writer
Quality Assurance
Technical writer
Texas Tech
Lubbock, TX
Boeing
Cincinnati, OH
Seattle, WA
Dallas, TX
Technical writing
Information
development
Editor
Amerisouce Bergen Tech Group
Georgia
IBM
Harford Businesss Ledger
Columbus, OH
Baltimore, MD
Technical writer
US Army
Pueblo, CO
deVry
Entered PhD Program
Texas Tech University
Lubbock, TX
independent
National Instruments
Dallas
Austin, TX
plainview, TX
writer and editor
writer and editor
Grant Writer
US Air Force
Innate Chiropractic Healing Arts
Ctr
Angelo St
Houston
San Angelo, TX
Brighton Center
Cincinnati, OH
Entered PhD program
Texas Tech University
Lubbock, TX
Public Relations
Officer
Coastal Bend College
Lecturer
Technical Editor,
Writer and Adjunct
Instructor
2009-10
Lyle
A. Jackson
Evans
Zepeda/Wells
Kibelbek, A
Whitby
Ohio
Utah
Mirll
technical writing
technical
communicator
PDX
Miller
technical writer
Omnitec Solutions
Ft. Worth, TX
Lubbock and
Washington DC
English
42
Bennett
Howe
Entered PhD Program
Alumni Relations
Texas Tech
University of Dallas
Lubbock, TX
Dallas, TX
Technical writer,
translator
Product Manager
J.S. TechTrans
Inspirus, LLC
Eugene, OR
Dallas, TX
2010-11
Sunseri
Owen
Ph.D. in Technical Communication and Rhetoric
Graduate
2005-6
Rodgers
Craft/Portewig
Harlow
Yeats
Initial Position
Initial Employer
Location
Lecturer
Assistant Professor
Lecturer
Assistant Professor
Northern Arizona
Auburn
University of Texas, Permian Basin
Auburn
Flagstaff
AL
Odessa, TX
AL
2006-7
Hubbard
Matveeva
Wang
Liu
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
University of Wisconsin
University of Houston, Downtown
University of Minnesota
Cameron University
River Falls
Sallee
Hadley
Jones
Palmer
Stanchivici
Youngblood
Lancaster
Madison
Arnett
Boettger
Musick
Brewer
D'Angelo
Assistant Professor
Assistant Professor
Information Architect
Assistant Professor
Assistant Professor
Assistant Professor
Lecturer
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Clinical Asst Professor
Prairie View A&M UniversityHouston
Missouri St. Univ
University of Phoenix
Southern Polytechnic
U of Memphis
Auburn
Texas Tech
Angelo State
Kennesaw State University
U of North Tx
Lubbock Christian University
Appalachian State University
AZ St.
2008-9
Hughes
Ross
Garrison
Schroer-Motz
Hoover
Assistant Professor
Assistant Professor
Assistant Professor
Instructor
Assistant Professor
Lone Star College
Auburn
Angelo St
UNLV
St. Edward's Univ
Duluth
Oklahoma
2007-8
Houston
Missouri
Arizona
Atlanta, GA
Memphis, TN
AL
Lubbock, TX
San Angelo, TX
Atlanta, GA
Denton
Boone, NC
Phoenix, AZ
Houston
AL
San Angelo, TX
Las Vegas
Austin, TX
2009-10
English
43
Mogull
Henschel
McPherson
Towner
Raju
Assistant Professor
Assistant Professor
Lecturer
Developer
Professor
Clemson
Midwestern
U of AL, Huntsville
Mortgage Market Guide
Houston CC, NW
SC
Wichita Falls, TX
AL
2010-11
Rasberry
Director
SMU
McMichael
Christofides
Dayley
Senior lecturer
Lecturer
Assistant professor
University of Colorado
Texas Tech University
Brigham Young, Idaho
England
Irvin
Kline
Allen
Johnston
Osborne
McKenney
Lecturer
Associate Professor
Associate Professor
Professor
Assistant professor
Instructor
Instructor
Writing Project Site
Director
Instructor
Texas A&M
San Antonio College
Lebanon Valley College
Midland College
Western Governors University
St. Phillips College
Highline community College
Dallas
Colorado
Springs
Lubbock, TX
Rexburg, ID
College Station,
TX
San Antonio, TX
Annville, PA
Midland, TX
Centerville, UT
San Antonio, TX
Seattle, WA
Morehead State University
UT Dallas
Morehead, KY
Dallas, TX
Mascle
Ryan
Houston, TX
G. Type of financial support available for graduate students
The Department of English offers the following endowed scholarships for which graduate
students are eligible:
Name
Bruce Family
Memorial
Scholarship
Benjamin Rude
Memorial
Scholarship
William Bryan Gates
Graduate Award in
English
Purpose
For a native Texan graduate student pursuing studies in
American Literature. Amount is approximately $25,000.
For graduates and undergraduate students who have
completed at least 6 hours in English (sophomore level and
above) and have a 3.5 GPA in English and an overall 3.0.
Applicants must submit an essay describing goals for study
and focusing on one "distinguishing characteristic" (such as
problem solving ability, creativity, ability to influence others,
social service, or ability to complete school in spite of
financial or health problems). Maximum award for a
graduate student is $1,200.
For a graduate student majoring in English with a minimum
overall 3.50 GPA who possesses positive traits, such as
creativity, a talent for self-expression, enthusiasm, good
Endowment
$462,512
$63,096
$56,467
English
44
Mary Sue
Carlock/Joyce
Thompson Graduate
English Scholarship
Helen Locke Carter
Memorial
Scholarship
Thomas Langford
Graduate
Scholarship
Carolyn Detjen
Rude Scholarship
English FacultyAlumni Graduate
English Scholarship
George T. Prigmore
Graduate English
Scholarship
judgment, and an ability to inspire others. Amount is
approximately $1250 each (2 awarded).
For female graduate students majoring in American literature
in the department. This scholarship was established to
encourage women to study American literature. Amount is
approximately $1000.
For a graduate or upper division undergraduate student
majoring in English who demonstrate promise and scholarly
interest in the theory and practice of literacy. The number of
awards is variable and the amounts will be at least $500 per
year.
For graduate students researching the relationships between
Christianity and literature (a special interest of Dr.
Langford). A student studying the works of Milton,
Browning, or Hopkins and offering evidence of interest in
matters of the spirit as well as the world might be the ideal
candidate. Amount is approximately $1000.
For a graduate or undergraduate technical communication
major who shows exceptional promise as a member of the
profession, either in the academic or corporate world, and
who embodies the values that characterize Professor Carolyn
Rude’s career at Texas Tech University: possesses and
demonstrates integrity, contributes to the development and
growth of the Texas Tech University Technical
Communication program, exhibits personal generosity in
sharing skills to help others at the university and in the
community. Amount is approximately $500.
For an incoming graduate student majoring n English at
either the master’s or doctor’s level who exhibits exceptional
promise to become a member of the English profession.
Amount is up to $1,000.
For graduate students majoring in English with a minimum
overall 3.5 GPA. Recipient will have positive traits, such as
creativity, a talent for self-expression, enthusiasm, good
judgment, and an ability to inspire others. Recipient will
have expressed a commitment to teaching English language
and literature at either the secondary or higher education
level. Candidates must be nominated by a member of the
English department graduate faculty. Financial need will not
be considered. Amount is approximately $500.
$24,832
$22,822
$19,872
$16,392
$12,297
$7,468
English
45
H. Number of students who have received national and university fellowships,
scholarships and other awards
05/06
06/07
$
#
Stud
$27,000
Hazlewood
Helen Devitt
Jones
HD Jones PT
Summer
Dissertation
Helen Devitt
Jones English
Scholarships
Helen Devitt
Jones Creative
Writing
Scholarships
Soongsil Honor
Scholarship for
the Gifted
Student
Council for
Programs in
Technical and
Scientific
Communication,
Diversity
Scholarship
Rotary
Foundation
Ambassadorial
Scholarship.
Colgate
University Olive
B. O'Connor
Creative Writing
Fellowship
AWARD
AT&T
Chancellor’s
07/08
$
#
Stud
9 $15,000
$3,000 1 08/09
$
#
Stud
5 $30,000
$10,500
$9,300
4
09/10
$
#
Stud
10
$33,000
$4,500 2 3
$10,500
$300
1
$20,700
9
10/11
$
#
Stud
$
#
Stud
11 $43,500
13 $41,000
12
$6,000 3 $3,000
1 $3,000
1
3 $10,500
3
$3,500
1
$1,000
2
$3,500
4
$3,300
4
$4,600
2
$18,400
8
$9,200
4
$9,200
4
$50,000
7
$50,000
7
$44,000
4
$44,000
4
$10,000
1
$500
1
$25,000
1
$35,000
1
English
46
I. Percentage of full time master and doctoral students who received financial support.
M.A., English
2010-2011
2009-2010
2008-2009
2007-2008
2006-2207
2005-2006
% of Full-Time Students
with Financial Support
95
97
97
76
94
86
Ph.D., English
2010-2011
2009-2010
2008-2009
2007-2008
2006-2207
2005-2006
% of Full-Time Students
with Financial Support
89
90
91
89
83
89
M.A., Technical Communication
% of Full-Time Students
with Financial Support
2010-2011
90
90
2009-2010
90
2008-2009
90
2007-2008
90
2006-2207
90
2005-2006
Ph.D., Technical Communication and Rhetoric
% of Full-Time Students
with Financial Support
25
2010-2011
25
2009-2010
25
2008-2009
25
2007-2008
25
2006-2207
25
2005-2006
English
47
J. Graduate Student Publications and Creative Activities – Number of disciplinerelated refereed papers/publications, juried creative/performance accomplishments,
book chapters, books, and external presentations by Master and Doctoral students in
the department.
English
Publication:
Year
2010
2009
2008
2007
2006
2005
Refereed
MA
PhD
5
0
0
0
0
0
41
42
24
25
10
3
Non-Refereed
MA
PhD
0
0
0
0
0
0
Poster
presentations
MA
PhD
9
11
2
2
1
0
Other activities
MA
PhD
1
0
0
0
0
0
35
45
23
17
5
1
Technical Communication
Publication:
Year
2010
2009
2008
2007
2006
2005
Refereed
MA
PhD
Non-Refereed
MA
PhD
Poster
presentations
MA
PhD
Other activities
MA
PhD
2
3
3
1
2
Technical Communication and Rhetoric
Publication:
Year
2010
2009
2008
2007
2006
2005
Refereed
MA
PhD
8
7
5
1
3
2
Non-Refereed
MA
PhD
1
Poster
presentations
MA
PhD
Other activities
MA
PhD
5
3
2
1
1
English
48
K. Programs for mentoring and professional preparation of graduate students
The Department of English provides its graduate students with a range of mentoring and
professional preparation opportunities:
• Every student supported as a Teaching Assistant or Graduate Part-Time Instructor
attends orientation sessions prior to the beginning of fall and spring semesters. During
orientation students learn not only about the work they will perform as TAs or GPTIs,
but also about departmental and university cultures. They are instructed in guidelines
regarding sexual harassment, confidentiality, classroom etiquette, ethical behavior in
interactions with students, and similar topics.
• The department supports the Graduate English Society (GES), a student organization
that meets regularly to discuss issues pertinent to graduate student, coordinates various
social activities, and sponsors a graduate-student conference every spring semester.
• Each year all PhD students go through an annual review. The first-year review is
comprehensive, with the student submitting writing samples from fall seminars,
evaluations from faculty members, and a plan for meeting degree requirements. Later
reviews require that the student, in consultation with his/her committee, indicate further
progress toward the degree.
• Each semester both MA and PhD students meet with the Director of Graduate Studies to
pre-register for coursework, to discuss a time-table for graduation, and to get general
advice about graduate study and what happens after graduate study.
• The department supports an Associate Director of Graduate Studies, who organizes a
series of workshops for graduate students to discuss: professional expectations in
graduate school; preparing a curriculum vita and letter of application; reading a job list;
applying for academic and other professional positions; doing the job interview,
preparing research for presentation and publication, etc.
• The department supports graduate student travel to conferences, with matching funds
provided by the Graduate School.
L. Department efforts to retain students and graduation rates.
In addition to the items above regarding professional development, the department limits
graduate seminars to twelve students. This maximum works to keep the seminars small enough
to allow much personal interaction, encouraging students to develop strong professional
relationships with the faculty.
The department also attempts to retain students and improve graduation rates by providing
students with a range of possible support opportunities. In addition to working with first-year
composition, all graduate students are eligible to
• serve as tutors in the University Writing Center
• serve as editorial assistants to journals edited by faculty
• serve as assistants to the writing program
• serve as assistants to the department’s technology manager
English
49
•
serves as assistants in the Usability Research Lab, Multiple Literacies LabDigital
Humanities Lab, or LetterPressLab
In addition, Ph.D students have the opportunity to teach 2000-level and 3000-level courses with
close supervision. The department also receives frequent requests from other units across the
university for graduate students with excellent writing and editing abilities: for example
positions for graduate students have been created in the Provost’s Office, the Office of Planning
and Assessment, and the Office of Institutional Diversity, Equity, and Community Engagement.
Online teaching assignments are also available. In the first-year composition program, GPTIs
may elect to serve as onsite classroom instructors (CIs), or as online document instructors (DIs).
DIs evaluate and comment on student writing assignments through a web-based interface and
may thus complete their teaching duties from a distance while continuing in the graduate
program. Several students have been able to complete their degrees in a timely manner because
of the opportunity to serve as DIs.
M. Percentage of Full-Time Master and Doctoral students per year – Fall Data
M.A., English
2010-2011
2009-2010
2008-2009
2007-2008
2006-2207
2005-2006
% of Full-Time Students
88
91
88
86
82
83
Ph.D., English
2010-2011
2009-2010
2008-2009
2007-2008
2006-2207
2005-2006
% of Full-Time Students
93
95
93
94
89
90
M.A., Technical Communication
% of Full-Time Students
19
2010-2011
19
2009-2010
19
2008-2009
19
2007-2008
19
2006-2207
19
2005-2006
English
50
Ph.D., Technical Communication and Rhetoric
% of Full-Time Students
2010-2011
93
2009-2010
92
2008-2009
91*
2007-2008
43
2006-2207
49
2005-2006
62
*Online PhD students were classified as full-time at 3 hours/semester beginning this year.
English
51
V. Department
A. Department operating expenses*
Department Operating Cost - Academic Year (English)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
$250,000
$200,000
$150,000
$100,000
$50,000
$0
Operating Cost
05/06
$199,339
06/07
$187,010
07/08
$179,186
08/09
$237,828
09/10
$237,104
10/11
$217,001
Department Operating Costs as a Fraction of Employees
05/06
06/07
07/08
08/09
09/10
10/11
Dept Operating Cost $199,339 $187,010 $179,186 $237,828 $237,104 $217,001
Faculty & Staff
52
55
52
52
57
57
Dept Op Cost /FS $3,833
$3,400
$3,446
$4,574
$4,160
$3,807
English
58
VI.
Conclusion
The faculty of the Department of English are dedicated and hard-working, but they are also at
the limits of what can be accomplished while teaching a standard 3-3 load. Although securing
funding is always a challenge, the department should attempt to increase the number of tenureline faculty and reduce its teaching requirement to 2-2, which is a normal load at most national
research universities. This would allow for increased research productivity and mentoring time
for faculty working with graduate students.
Similarly, a reduction in the teaching requirements for graduate part-time instructors from a
standard 2-2 to a 1-1 would allow us to compete more effectively for exceptionally qualified
candidates, improve the performance of students in their courses, and speed completion of the
degree, especially for PhD students at the exam and dissertation stages.
We should also increase teaching opportunities for our post-exam doctoral students. At this
time, for example, doctoral students who have passed ENGL 5392 can teach at the 2000 level
and post-exam students can teach at the 3000 level if there is a need, but with the changes to the
examination system that now require the submission of a 3000-level syllabus, the pool of
students who could potentially teach at the 3000 level will be getting bigger, meaning that
students can both improve their CV’s for the job search and help provide classes for more
undergraduate students as the faculty workload decreases.
We should also look at the possibility of large lecture classes with an increased workload credit
for the faculty and reduced writing requirements for undergraduate non-majors who need to fill
a core requirement; such classes could also employ graduate students as graders and discussion
leaders in small sections.
Graduate Programs in Literature, Creative Writing, and Linguistics
While our graduate program has had a great success in attracting a talented, diverse, and highly
motivated student body by offering a challenging, stimulating set of core classes and academic
seminars, there are still several ways we could improve the program.
Our professional development program and our specialized professional development courses
such as Research Methods, Critical Methods, and Writing for Publication have been a great
success in preparing students for doctoral study and for the academic job hunt (we placed six
doctoral students in full-time employment this past year); depending on the year, we have a very
low attrition rate (usually only one or two students, about 3% or 4% per year), which suggests
that the students have confidence in both their academic abilities and their chances of finding a
suitable job after graduation. However, students who do not plan to enter a doctoral program do
not necessarily need the research- or theory- heavy courses that prospective doctoral students
do; also, much of the publication preparation in MFA programs differs from the writing
practices taught in critical writing classes.
We should consider the possibility of creating a separate doctoral program in creative writing
with a separate organizational structure and director, suitably funded by the university; as there
are creative writers in other disciplines, an interdisciplinary element should probably be part of
English
59
this program. Should that be impractical, we should consider ways of making the MA program
in creative writing more competitive in its funding and admissions process in order to attract the
excellent MA students we currently lose to MFA programs, perhaps by tailoring some of our
core courses to creative writers.
We should also consider establishing a MAT program (MA with a Teaching emphasis),
certainly with online components if not completely online, for students who need additional
certification for high school teaching positions. We already have a good deal of the technology
in place with our online program in Technical Communication and Rhetoric; we need both time
to adapt literature and linguistics courses to online delivery and funding to find ways to update
our equipment, both for the faculty and for the department labs.
Our program has had a tendency to lose track of students after they graduate; we are often
aware of a student’s initial appointment or acceptance to graduate school, but we often do not
receive updates to their situations. We are currently establishing a student information database
that will make it easier to track student awards, fellowships, and funding while they are here,
and the records will be easily transferable to a post-graduation database. The post-graduation
database will make it easier to track potential donors, advertise much more accurately our
placement rates during recruiting season, and network with our graduates for potential
assistance with admissions or job placement for our graduating MA and PhD students.
Graduate Programs in Technical Communication and Rhetoric
The technical communication and rhetoric graduate program comprises four distinct
populations, and behaves almost like four different programs. For example, each group has
grown at its own rate. Each group takes a different number of courses per semester, requiring
separate and careful planning in course offerings across the two modalities (face to face and
online) to ensure that each group may make steady progress towards the degree.
In addition to raw growth, the faculty has experienced the consequences of this growth in the
form of more dissertation committees, more MATC comprehensive portfolios, more graduate
classes, and more complex blends of students to teach and advise. This growth is realized not
just in raw complexity, but also in the market response to our articulated specialty areas.
We believe that the rapid growth of our programs due to this specialization and the expansion
into distance education has leveled off as we have begun to realize graduates from the online
doctoral program, and we are projecting a more-or-less steady size of the programs for the next
several years. But despite this welcome leveling, the faculty's time and energy is pulled in
many complex directions that make it hard to balance their teaching, service, and research
objectives. Add to this complexity the retirement of a key theorist and perennial dissertation
workhorse -- replacing him this year is a priority, but even with a replacement, the faculty as a
whole will be less effective than it currently is, while we wait for the new faculty member to
learn the ropes and gain his/her footing.
Thus, the program's constant challenge is to protect creative research and scholarship efforts
while still supporting our many graduate students and their myriad interests. We do not think
we can grow any larger, having already doubled the size of the graduate program in the past 8
English
60
years, but we do believe that we can grow more innovative in our course, lab, internship, and
scholarship practices, and thus increase the overall quality of the program and its graduates.
For example, we have brought outside speakers to campus every year to speak to the online
doctoral students, and we believe that same conference atmosphere can be brought into the
more conventional semesters with a bit of planning.
We have also experimented with cross-disciplinary and team teaching and research projects,
and feel that there is a wealth of creativity that may be realized by continuing to grow these
efforts. We have begun to draft plans to implement an exchange program with Southeast
University, in Nanjing, China, which will bring faculty and students to Lubbock, send faculty
and students to Nanjing, and create a more diverse online course climate. Developing this
program will require investment in additional tenure-line faculty to teach and mentor additional
Ph.D. students from China.
Goals
•
•
•
•
•
•
•
•
•
•
Increase number of tenure-line faculty.
Reduce standard teaching load for tenure-line faculty to 2-2.
Reduce standard teaching load for graduate part-time instructors to 1-1.
Expand opportunities for PhD students to teach 3000-level courses.
Expand offerings of large lecture sections.
Develop separate degrees in Creative Writing.
Develop MA in English with Teaching emphasis.
Develop online graduate courses in Literature and Linguistics.
Develop a database of program graduates.
Develop exchange program for TCR faculty and students with Southeast University of
Nanjing, China.
English
Graduate Program Reviews
2005-2011
FACULTY AND STUDENT
SURVEY RESULTS
College: College of Arts and Sciences
Department: English
Conducted by: Institutional Research & Information
Management
November 2011
1