Cohort Year Number of Students Number of Graduates Percentage 1999-2009 1 0 0% 2000-2010 7 3 42.86% 2001-2011 7 1 14.29%
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18 CHARACTERISTICS OF TEXAS PUBLIC DOCTORAL PROGRAMS English 2011-2012 CHARACTERISTIC #1 NUMBER OF DEGREES PER YEAR 2009-2010 2010-2011 2011-2012 Doctoral 5 6 3 CHARACTERISTIC #2 GRADUATION RATES Cohort Year Number of Students Number of Graduates Percentage 1999-2009 1 0 0% 2000-2010 7 3 42.86% 2001-2011 7 1 14.29% *Rolling three-year average of the percent of first-year doctoral students who graduated within ten years *This characteristics calculations are based solely on the doctoral students who started the program with a cohort year of 1996, 1997 or 1998 and graduated within a ten year period. CHARACTERISTIC #3 AVERAGE TIME TO DEGREE English Doctoral 1999-2009 Cohort 2000-2010 Cohort 2001-2011 Cohort Total Number of Students 3 6 1 Average Years to complete 5 8.17 3 Degree *Rolling three-year average of the registered time to degree of first-year doctoral students within a ten year period CHARACTERISTIC #4 EMPLOYMENT PROFILE Percentage of Graduates from the last five years employed in Academia, Post Doctorates, Industry/Professional, Government, and those still Seeking Employment. Percentage Academia 100% Post Doctorates 0% Industry/Professional 0% Government 0% Other 0% Seeking Employment 0% *Percentage of the last three years of graduates employed in academia, post-doctorates, industry/professional, government, and those still seeking employment (in Texas and outside Texas) CHARACTERISTIC #5 ADMISSIONS CRITERIA http://web.tamu-commerce.edu/academics/graduateSchool/programs/artsHumanities/englishPhDDomestic.aspx CHARACTERISTIC #6 PERCENTAGE OF FULL TIME STUDENTS WITH FINANCIAL SUPPORT 2011-2012 Full Time Students 22 Number of students with support 21 95% Amount of Support 310,711.50 *Any student who takes ≥ 9 SCH is considered to be full time * In the prior year, the number of FTS (≥ 18 SCH) with support/the number of FT CHARACTERISTIC #7 AVERAGE FINANCIAL SUPPORT PROVIDED Type of Support 2011-2012 Research Assistantships 30000 Teaching Assistantships 61666 Non-Teaching Assistantships 7332 Other Financial Aid 211,713.50 Total 310,711.50 Total number of Full Time 21 Students with Support Average Amount of Support per 14,795.79 student *Any student who takes ≤ 9 SCH is considered to be part t time and ≥ 9 SCH is considered to be full time * For those receiving financial support, the average financial support provided per full-time graduate student (including tuition rebate) for the prior year, including research assistantships, teaching assistantships, fellowships, tuition, benefits, etc. that is ―out-of-pocket‖ CHARACTERISTIC #8 STUDENT CORE FACULTY RATIO 2009 2010 2011 Total Doctoral students 34 46 45 Core Faculty 15 9 13 Ratio 2:1 5:1 3:1 Full Time Student Equivalent 11.4 30.05 120 Core Faculty 15 9 13 Ratio 1:1 3:1 9:1 *Rolling three-year average of full-time student equivalent (FTSE) /rolling three-year average of full-time faculty equivalent (FTFE) of core faculty CHARACTERISTIC #9 CORE FACULTY PUBLICATIONS Year Publications 2009 11 2010 32 2011 21 2012 59 Faculty Publications Salvatore Attardo Attardo, S., Corduas, M., & *Eggleston, A. (2008). The Distribution of Humour in Literary Texts is not Random: a statistical analysis. Language and Literature, 17(3), 253-270. Canestrari, C., & Attardo, S. (2008). Humorous syntony as a metacommunicative language game. Gestalt Theory, 30, 337-347. Salvatore Attardo, Manuela Wagner and Eduardo Urios-Aparisi. Pragmatics andCognition special issue. 2011. Articles and Chapters in Books 1. Salvatore Attardo, Lucy Pickering and Amanda Baker, Prosodic and Multimodal Markers of Humor in Conversation. Pragmatics and Cognition.2011. (Forth.) 2. Smiling, Laughter, and Humor. In Paolo Santangelo (ed.). Emotions behindSmiles and Laughter: from facial expression to literary descriptions. Leiden:Brill. (Forth.) 3. Rejoinder to Atonopoulou and Nikiforidou. In: Geert Brône & JeroenVandaele (eds.), Cognitive Poetics: Goals, Gains & Gaps. To appear in the series'Applications of Cognitive Linguistics (ACL). Berlin/New York: Mouton de Gruyter. 4. ―Humorous Metaphors.‖ In Geert Brône, Kurt Feyaerts & Tony Veale (eds.).Cognitive Linguistics meets Humor Research. Current trends and new developments. Berlin: Mouton De Gruyter. (Forth.) 5. Attardo, Salvatore and Lucy Pickering. ―Timing in the performance of jokes.‖HUMOR: International Journal of Humor Research. 2011. 24:2. 233-250. 6. Hempelmann, Christian and Salvatore Attardo ―Resolutions and theirincongruities: further thoughts on logical mechanisms.‖ HUMOR:International Journal of Humor Research. 2011. 24:2. 7. Bell, Nancy and Salvatore Attardo. Failed humor: Issues in non-nativespeakers' appreciation Tabetha Adkins ³To Everyone Out There in Budget Land²: The Narrative of Community in the International Amish Newspaper, The Budget.²Issues in Writing 18.1. Spring/Summer 2010. Carter, Shannon, Tabetha Adkins, and Donna Dunbar-Odom. ―The Activist Writing Center.‖ Computers and Composition Online. Spring 2011.http://www.bgsu.edu/cconline/ Adkins, Tabetha, ed. The Writing Program at Texas A&M University-Commerce. Southlake, TX: Fountainhead Press, 2011. Adkins, Tabetha. ―‟The English Effect‟ on Amish Language and Literacy Practices.‖ Community Literacy Journal 5.2, Spring 2011. Forthcoming. Adkins, Tabetha. ―Popular Culture as a Sponsor of Literacy: Confronting theCLASH! BOOM! POW! in the Basic Writing Classroom.‖ CLASH!: Superheroic Yet Sensible Strategies for Teaching Students the NewLiteracies Despite the Status Quo. Eds. Sharon Spencer and Sandra Vavra. Charlotte, NC: Information Age Publishers. Forthcoming. Adkins, Tabetha. ―The (Un)Importance of a Preposition: How We Define andDefend Writing Center Work.‖ The Writing Lab Newsletter. Spring 2011.Forthcoming. Robert Baumgarder Robert J. Baumgardner (2008). The Use of English in Advertising in Mexican Print Media. Journal of Creative Communications, 3(1) 23-48. Baumgardner, R. J. (2007). English in Mexican Product Branding. Seeking Identity: Language in Society. Edited by Nancy Mae Antrim. Newcastle Upon Tyne: Cambridge Scholars Publishing, 66-80. 2009 Review of Makhan L. Tickoo, Harold E. Palmer: From Learner-Teacher to Legend. New Delhi: Orient Longman, 2008. World Englishes 28(2):272-75. 2009 Review of Viv Edwards, Multilingualism in the English-Speaking World. Oxford: Blackwell, 2004. Studies in the Linguistic Sciences 33(1/2):133-35. Bhatia, T.K. and Baumgardner, R.J. (2008). Language and the Media and Advertising. Cambridge University Press, Language in South Asia, 66-80. ―Mexico‘s ‗Commission for the Defense of the Spanish Language‘ (1981-82).‖ International Journal of Linguistics 3(1). Online at Macrothink.org/ijl Review of Thomas Hoffmann and Lucia Siebers, World Englishes—Problems, Properties and Prospects. Amsterdam: John Benjamins Publishing Co., 2009. World Englishes 30(4), December, 2011 2011 ―Mexico‗s ‗Commission for the Defense of the Spanish Language‗ (1981-82).‖ International Journal of Linguistics 3(1). Online at Macrothink.org/ijl Bill Bolin Bolin, Bill. "Addressing Plagiarism with Stasis Theory." Currents in Teaching and Learning 2.2 (2010): 13--21. Shannon Carter Carter, S. (2009). “The Writing Center Paradox: Talk about Legitimacy and the Problem of Institutional Change.” College Composition and Communication (CCC), 61(1), 25. Carter, S., & Dunbar-Odom, D. (2009). “The Converging Literacies Center (CLiC): A New Model for Writing (Programs)”. Kairos: A Journal of Technology, Rhetoric, and Pedagogy, 14(1), webtext (peer reviewed). Cívico-Lyons, Inma (2007). "The Disintegration of Masculinity in Irene Gracia´s Fiebre para siempre.” Letras Femeninas, 33(2) 41- 56. Carter, S. & Dunbar-Odom, D. (2009). The Converging Literacies Center: An Integrated Model for Writing Programs.”Kairos: A Journal of Rhetoric, Technology, and Pedagogy. http://kairos.technorhetoric.net/14.1/praxis/Carter_Dunbar-Odom/index.html. Carter, Shannon and Donna Dunbar-Odom. "The Converging Literacies Center (CLiC): A New Model for Writing (Programs)." Kairos: A Journal of Technology, Rhetoric, and Pedagogy. 14.1 (Fall 2009). Carter, Shannon. "The Writing Center Paradox: Talk about Legitimacy and the Problem of Institutional Change." College Composition and Communication. September 2009. Carter, Shannon. "Writing about Writing in Basic Writing: A Teacher/Researcher/Activist Narrative." BWe: Basic Writing e-Journal 08.1/09.1 (2009/2010), 151-169. I think that's it, unless we also count our upcoming (Fall 2010) Computers and Composition Online publication. Carter, Shannon, Tabetha Adkins, and Donna Dunbar-Odom. "The Activist Writing Center." Computers and Composition Online. Fall 2010 Carter, Shannon and Jim Conrad. ―In Possession of Community: Towards a More Sustainable Local‖ College Composition and Communication, Special Issue on Research Methodologies (September2012). Carter, Shannon. ―The Norris Community Club (1973-1978): Circulating Counterpublics in a Rural, University Town‖ Community Literacy Journal, Special Issue, Writing Democracy (September2012). Guest Edited by Shannon Carter and Deborah Mutnick. Forthcoming. 2011 Carter, Shannon and Bump Halbritter, Guest Editors. ―(Re)mediating the Conversation: Undergraduate Research in Writing and Rhetoric.‖ Kairos: A Journal of Rhetoric, Technology, and Pedagogy (Special Issue). 16.1 (Fall 2011). Web. Edited Journals 2012 Carter, Shannon and Deborah Mutnick, Guest Editors. ―Writing Democracy.‖ Community Literacy Journal (Special Issue). 7.1 (Fall 2012). Accepted and Forthcoming. 2011 Carter, Shannon and Bump Halbritter, Guest Editors. ―(Re)mediating the Conversation: