1 Review of the English Programs of the University of Maine at Presque

Review of the English Programs of the University of Maine at Presque Isle

September, 2011

Contents

I. Introduction 3

II. English Program Self-Study 4

1. Program Description 4

2. Assessment of Progress Since Previous Review 6

3. Program Resources 8

4. Faculty Quality and Research 14

III. English Program Developments 15

IV. Numerical Measures 16

Appendix A: Program of Basic Studies Task Force Report 22

Appendix B: Offerings and Enrollments, Fall 2004-2011 46

Appendix C: Full-Time Faculty Curriculum Vitae 68

I. Introduction

This Program Review reports significant, systemic changes in the English program and its concentrations at the University of Maine at Presque Isle. As we survey the students we serve, the faculty who serve them, and the future direction of our program, we recognize both challenges and opportunities. We affirm our campus role as a regional state university and its responsibility to offer educational opportunity to the students of northern Maine. However, we also recognize our need to develop programs and delivery modalities capable of reaching students well beyond our region, particularly in the form of online and hybrid offerings.

The English majors we serve continue to evolve in their constituencies. For instance, twelve years ago, at the time of our previous Program Review, Education students comprised the majority of all English majors. As of Spring 2011, of our 69 majors, less than half are now Education majors, with significant growth in concentrations in Writing (14), Professional Communication and Journalism (8), and fully online students. This indicates both an increase in overall majors (the highest number of majors in any given year indicated in our previews report was 66, with an average of 52) as well as a crucial growth of non-Education majors due to expanded program concentrations. We believe we have responded to student needs flexibly and responsively, by developing new courses and concentrations, even following administrative decisions to downsize the program by one faculty member while responsibilities to the General Education Curriculum have increased.

The faculty serving these students continues to evolve. Of our six full-time faculty, four are tenured (two full professors [the second as of Fall 2011], one associate professor, and a tenured lecturer), with two assistant professors hired in the past three years, only one of whom is tenure- track. We represent a wide range of theoretical and pedagogical positions, continuing to work toward a balance between programmatic stability and innovation. Our faculty serves on nearly every crucial campus committee (including Curriculum, Academic Standards, and the General Education Task Force), and one member currently serves as Chair of the College of Arts and Sciences.

Since the previous Program Review of April 1999, the English faculty has overseen the following major revisions in its curriculum:

I. Development of a completely online iteration of the English major; II. Development of a Professional Communication and Journalism concentration (including several new courses and a relisting of existing courses under the PCJ prefix); III. Development of a Film Studies Concentration; IV. Major revisions to the Writing Concentration;

V. Development of a Professional Communication A.A. degree and minor with interdisciplinary connections; VI. Institution of a “common core” of English courses in all of the above named concentrations;

As a result, the English major has shown significant growth in the annual number of majors served, increases in general English/PCJ course enrollments, a gradual increase in the number of students graduated, and improving retention/persistence rates.

II. Program Description a. Mission Statement

The English program includes introductory writing and reading courses; surveys of English, American, and world literature; courses in historical periods, form and genre, language and theory, writing and special topics; courses in film and screenwriting; and courses in professional communication and journalism . The student who majors in English can prepare for a career in teaching, for graduate study in the arts and humanities, or for the professions. Others desiring the rewards that come to adults who read and write well are advised to take several English courses at the 200-level and above.

Learning Outcomes (revised Spring 2012):

 Make connections among the various concentrations in the English program;  Write effectively and creatively in multiple venues;  Demonstrate familiarity with the manner in which written and visual texts are produced;  Select from and evaluate a wide range of resources appropriate to their textual, oral, or visual projects;  Evaluate and synthesize new information and ideas into a variety of projects.

b. Curricular Options

The English, B.A., offers concentrations in Writing, Professional Communication and Journalism, Film Studies, as well as a general degree in English; provides a complete curriculum in English for the Secondary Education-English, B.S., and 30 hours of content coursework in the Elementary Education-English concentration, B.S. It also supports a Professional Communication, A.A. and minors in English, Film Studies, Professional Communication, Philosophy, and Humanities. Specific concentrations are detailed in Section 3. c. General Education Curriculum (GEC) Role 4

The English program provides a number of courses essential to the GEC, both within multiple categories and as “Writing Intensive” courses required of all Arts and Sciences graduates. Specific courses are as follows:

Writing Concentration and Literacy: ENG 100, 101 and ENG 121 (quondam ENG 201) Diversity and Global Issues courses: ENG 259, ENG 376 Humanities and Fine Arts (course in literary writing/analysis/philosophy): ART/ENG 116, ENG 151, ENG 211, PHI 151, PHI 152

In addition, all upper-division ENG and PCJ courses provide Writing Intensive credit.

d. Professional Program Curricular Role The English Program provides 39 credit hours for the content area of Secondary Education- English, B.S. and 30 credit hours toward Elementary Education-English concentration.

Secondary Education-English: Eng 240 Medieval and Early Modern Literatures/Cultures 3 Eng 241 Enlightenment and Anglo-American Lit/Cultures 3 Eng 242 Modern/Contemporary Anglo-American Lit/Cultures 3 Eng 259 Contemporary World Literature * 3 Eng 367 Topics in Shakespeare * 3 Eng/Phi388 Literary Theory and Critical Practice 3 Eng 391 Studies in the English Language 3 Select Eng 211 Introduction to Creative Writing OR Pcj 212 Journalism: News Reporting and Writing 3 Select 15 credits of upper level (300-400) English electives

Elementary Education-English concentration: Eng 259 Contemporary World Lit 3 Eng 391 Studies in English Language 3 Select two of the following literature survey courses for a total of six credit hours: Eng 240 Medieval and Early Modern Literatures and Cultures Eng 241 Enlightenment and the Rise of Anglo-American Literatures and Cultures Eng 242 Modern and Contemporary Anglo-American Literatures and Cultures 6 Select Eng 211 Introduction to Creative Writing OR Pcj 212 Journalism: News Reporting and Writing 3 Complete 15 credit hours of upper level English electives (300 and 400 level courses) 15

The Professional Communication and Journalism (PCJ) courses provide the majority of coursework toward the interdisciplinary Professional Communication, A.A. degree (see above), as well as the following specific coursework for individual professional programs:

 PCJ 215 Business Communication is required of Business Administration, Criminal Justice, and Recreation/Leisure Services majors.  PCJ 180, PCJ 215, PCJ 315, PCJ 493 are required for the Professional Communication Minor, with PCJ 212, PCJ 316, PCJ 317, and PCJ 318 as additional options.

2. Assessment of Progress Since Previous Program Review

The following assessment is based upon the recommendations from the most recent external review of the English program made by Dr. Lynn Z. Bloom, Professor of English and Aetna Chair of Writing, University of Connecticut, in 1999. Dr. Bloom’s report included 16 major recommendations, each summarized below in italics, followed by a narrative response/assessment.

1. Hire another writing specialist to fill the vacancy caused by a recent resignation. Dr. Deborah Hodgkins was hired for this purpose (although approximately 25% of her teaching includes American literature), thus meeting this recommendation. However, Dr. Hodgkins is the only writing specialist currently on staff, with the exception of Karen McCosker, who was moved into a full-time role in English instruction, and has expertise in developmental coursework. Thus, the department remains below the recommended capacity of the 1999 report. 2. Replace current writing sequence. The old writing sequence of Eng 101, 102, and 213 was replaced by ENG 101 (College Composition) and ENG 201 (Advanced Composition), thus removing literary analysis from the sequence. In addition, all majors in Arts and Sciences require an upper level “writing intensive” course for graduation. A new category in the GEC was subsequently constituted, which includes literary analysis coursework (ENG 151, ENG 201, etc.) 3. Reinstate the campus-wide Writing Center and appoint a half-time Director. The Writing Center was indeed established after the external review, under the direction of Dr. Hodgkins, and has grown substantially over the past decade, now serving the Houlton Center as well as Presque Isle students and with plans to expand online. However, Dr. Hodgkins to date receive only a 25% course reduction for her duties. 4. Schedule courses on a four-year basis. A four year rotation plan has been instituted and continues to be revised to meet the needs of students and new concentrations. 5. Pay higher salaries, even at entry level. The majority of English faculty hires no longer receive rank minimum, but remain substantially lower than many other program hires. 6. Advertise for positions in the Oct. and Nov. MLA. Most position advertisements are not improved until December or later and most hires are not concluded until April. 7. Keep the writing course caps pegged where they currently are. This category has demonstrated some crucial improvements, with ENG 100, ENG 101, and ENG 201 capped at 18 students and ENG 211 at 15. 6

8. Eliminate overloads during the regular academic year; treat all administrative roles as units of reassigned time. For the most part, administrative roles are included within base duties and not assigned as overloads. However, it has been impossible to eliminate overloads during the regular academic year due to the continued downsizing of program faculty. In fact, the majority of faculty now teaches overloads on a regular basis. 9. Provide a one-course reduction for every 15 students taught (over time) in independent studies, etc. As of Spring 2011, the VPAA agreed to compensate Arts and Sciences faculty in this manner. 10. Provide summer school compensation on a pro-portion of the regular annual salary. Due to contractual mandates, this does not generally occur for faculty. However, faculty now have the option to teach reduced loads in the Fall or Spring semesters and count Summer classes toward the overall general load of 8 courses per annum. 11. Provide for a more equitable distribution of faculty time and effort on university committees. English faculty holds a diversity of essential committee roles—in fact, at a higher level per individual faculty member (due in part to the reduction of overall English faculty) than in 1999. However, committee work is more equitably distributed among the faculty at this point. 12. Purchase the MLA Annual Bibliography. The Library now subscribes to this database. 13. Fund summer stipends for students to serve as research interns. Such stipends are available through specific initiatives (Project Compass, work study, etc.), but are generally not available through an existing College budget. 14. Providing funding for faculty research mini-grants. Again, such funding is available primarily through faculty Professional Development ($1600 maximum) or through specific grant initiatives (Project Compass). 15. Seek external funding to support course reductions either for faculty research or development of new courses. Such funding is available only through System-provided sabbaticals (maximum of three per annum, and available only to faculty who have completed six years of service). 16. Schedule classes so that every faculty member has at least one free day of classes. Unless otherwise requested (i.e. overloads, etc.), the English faculty teaches three days/week. However, the rapid growth of online courses provides a new set of challenges toward ensuring regular non-instructional time.

In sum, many of the recommendations have been instituted (2, 3, 4, 5, 7, 9, 12). However, several crucial ones (particularly 1, 8, 10, and 16) remain unfulfilled. Until a seventh member is returned to the faculty, it seems highly unlikely that any of the unrealized recommendations can be achieved. In addition, new challenges upon faculty work-load (such as the increased percentage of online courses) must be addressed to ensure equity and continued productivity, both in terms of class delivery and research.

3. Program Resources a. Curriculum

The following tables outline the requirements needed to fulfill a Bachelor of Arts with a major in English as described in the UMPI 2010-2011 catalog:

1. English Major Core Requirements (mandatory for all majors/ 18 credit hours) Eng 259 Contemporary World Literature 3 Select EACH of the following courses for a total of 6 credit hours: Eng 211 Introduction to Creative Writing Pcj 180 Introduction to Professional Communication and Journalism

Select TWO of the following literature survey courses for a total of 6 credit hours: Eng 240 Medieval/Early Modern Literatures &Cultures Eng 241 Enlightenment/Anglo-American Lit &Cultures Eng 242 Modern/Contemporary Anglo-American Lit &Cultures

Select ONE of the following language and theory courses for a total of 3 credit hours: Eng 388 Literary Theory and Critical Practice Eng 391 Studies in the English Language Eng/Edu393 Writing Theory and Practice

2. General Concentration (serves online majors as well) GENERAL CONCENTRATION Select 21 credit hours of 300-400 level English courses MINOR Select a minor for 18-24 credit hours SELECT GENERAL ELECTIVES TO BRING TOTAL EARNED HOURS TO 120 Total credits required for degree: 120 Minimum cumulative GPA for graduation: 2.00 Cumulative GPA in the major and concentration: 2.25

3. Writing Concentration (21 credits) Select 21 credit hours from the following: Eng 311 Poetry Workshop ** 3 Eng 312 Fiction Writing Workshop ** 3 Eng 313 Nonfiction Workshop ** 3 Eng 314 Screenwriting Workshop ** 3 Pcj 315 Professional Communication 3 8

Pcj 316 Advanced Professional Communication 3 ** Course may be taken twice for credit MINOR Select a minor for 18-24 credit hours SELECT GENERAL ELECTIVES TO BRING TOTAL EARNED HOURS TO 120 Total credits required for degree: 120 Minimum cumulative GPA for graduation: 2.00 Cumulative GPA in the major and concentration: 2.25

4. Professional Communication and Journalism Concentration (31 credits) Select each of the following (19 credits): PCJ 212: Electronic Communication 3 PCJ 215: Business Communication 3 PCJ 216: Editing 3 PCJ 315: Professional Communication 3 PCJ 396: Field Experience Practicum 3 PCJ 493: Communication Capstone 1 ENG 314: Screenwriting 3

Select at least one of the following (3): ART 231: Computer Art I ART 235: Video Production ART 251: Photography I

Select at least three of the following (9): ART/ENG 116: Introduction to Film BUS 101: Introduction to Business BUS 353: Legal and Ethical Issues in Business PCJ 214: Magazine and Feature Writing PCJ 315: Professional Communication PCJ 316: Advanced Professional Communication PCJ 317: Workshop in Journalism PCJ 318: Evolving Media PCJ 319: Marketing Communication

MINOR Complete a minor for 18-24 credit hours SELECT GENERAL ELECTIVES TO BRING TOTAL EARNED HOURS TO 120 Total credits required for degree: 120 9

Minimum cumulative GPA for graduation: 2.00 Cumulative GPA in the major and concentration: 2.25

5. Film Studies Concentration (24 credits) Complete the following for a total of 6 credit hours: Eng/Art 116 Introduction to Film 3 Eng/Phi 388 Literary Theory/Critical Practice 3 And select at least 9 hours from Set 1 and 9 hours from Set 2 for a total of 18 credit hours

SET 1 (9 hours minimum) Art 316 Contemporary Film 3 Art 416 Great Film Directors Series 3 Eng 372 Literature and Film 3 Eng 376 Native American Literature 3 Eng/Phi 369 Topics in Religion 3

SET 2 (9 hours minimum) Art 251 Photography I 3 Art 235 Video Production 3 Eng 314 Screenwriting (may be taken twice for credit) 3 Art/Eng 403 Film Seminar 3 Art 411 Aesthetics 3

MINOR Select a minor for 18-24 credit hours SELECT GENERAL ELECTIVES TO BRING TOTAL EARNED HOURS TO 120 Total credits required for degree: 120 Minimum cumulative GPA for graduation: 2.00 Cumulative GPA in the major and concentration: 2.25

6. Professional Communication, A.A. PROFESSIONAL COMMUNICATION MAJOR REQUIREMENTS Complete the following: Bus 125 Introduction to Business Computing 3 Bus 200 Info Reporting and Presentation 3 Eng 180 Intro to Media/Professional Writing 3 Eng 215 Business Communication 3 Eng 318 Writing for Evolving Media 3 Eng 315 Professional Communication 3 Eng 493 Professional Portfolio 1 10

Select at least 6 of the following courses for a total of 18 credit hours: Art 101 Basic Design 3 Art 231 Computer Art I 3 Art 235 Video Production 3 Art 251 Photography I 3 Bus 244 Management Information Systems 3 Bus 245 Programming for Managers 3 Bus 246 Introduction to Web Page Design 3 Bus 345 Database Management 3 Eng 212 News Writing and Reporting 3 Eng 316 Advanced Professional Communication 3 Eng 317 Workshop in Journalism 3 Soc/Psy 200 Social Psychology 3

ELECTIVES TO BRING TOTAL EARNED HOURS TO 64 TOTAL CREDITS REQUIRED FOR THE DEGREE 64 Minimum cumulative grade point average required for graduation: 2.00 Cumulative grade point average required in courses in the General Requirements area: 2.25.

Four Year Completion Rotation Schedule

Note: These represent minimal semester offerings; * indicates ENG course necessary for General Education Curriculum; 3XX indicates upper division course in ENG, PCJ, or PHI

ENG/PCJ/PHI Fall 1 Spring 1 Summer 1 Fall 2 Spring 2 Summer 2 Fall 3 Spring 3 Summer 3 Fall Spring Course 4 4 100 x x x x x x x x 101* x x x x x x x x x x x 151* x x x x x x x x x x x PHI 151 x x x x x x x x x x x PCJ 180 x x x x 121 x x x x x x x x x x x (formerly 201)* 211* x x x x x x x x x x x PCJ 215 x x x x x x x x PCJ 2XX x x x x x x x x 240 x x 241 x x 242 x x 259 x x x x 388 x x 391 x x 3XX x x x x x x x x x x x 11

3XX x x x x x x x x x x x 3XX x x x x x x x x x x x 3XX x x x x x x x x 3XX x x x x x x x x

b. Faculty

The English program faculty is currently comprised of six full time professors and lecturers:

Dr. Melissa Crowe, Assistant Professor of English Dr. Deborah Hodgkins, Associate Professor of English Dr. Jacquelyn Lowman, Assistant Professor of English Ms. Karen McCosker, Lecturer of Language Arts Dr. Raymond J. Rice, Professor of English Mr. Richard L. Zuras, Professor of English

As of Fall 2009, Dr. Rice was re-assigned as Chair of the College of Arts and Sciences (with a ¼ or less teaching load). This effectually removed the (then) only full professor from the course schedule, as well as one sixth of the full time teaching capacity. In addition, Dr. Hodgkins receives a ¼ reduction as Writing Program Director. Thus, for all practical purposes, the English faculty has been reduced by 2 full time positions since the previous program review.

Table II.1 Statistical Profile of the UMPI English faculty, AY 2004-2011

Academic 04-5 05-06 06-07 07-08 08-09 09-10 10-11 11-12 Year (projected) Total full 7 6.5 5.5 6.5 6.75 5.75 5 6 time (FTE) Full 2 1 0 0 1 1 1 2 Professors Associate 2 2 1 3 2 2 2 1 Professors Assistant 2.5 3 3 3 3 2 1 2 Professors Lecturers .5 .5 1.5 .5 .75 .75 1 1 Adjuncts 3.1 3 3 3.5 3.37 3.75 4 4.5 Percentage .44 .46 .54 .53 .49 .65 .80 .75 of Adjunct to Full Time

As this table indicates, the English faculty is facing a significant, and growing, statistical gap between full-time FTE units and adjunct FTE equivalency, growing from the lowest ratio of .44/1 in academic year 04-05 to its projected academic year 11-12 ratio of .75/1. In addition, although one full time equivalency was gained in the current academic year from the previous, that position is non-tenure line, its continuation linked to online course enrollments. Nearly all full time faculty are engaged in overload assignments each semester and also teach overload equivalencies during the summer session, which has grown exponentially in terms of enrollments over the past three years (see below). Thus, a smaller group of dedicated full time faculty is teaching a considerably higher load, including summer session(s), than ten years ago. In addition, the total number of student seats filled per semester since academic year 04-05 has grown significantly, due to a general recovery in fall/spring numbers (since academic year 07- 08), and the dramatic increase in summer enrollments. For instance, in academic year 07-08, ENG faculty-instructed courses filled 556 seats in the fall, 435 in the spring, and 37 during the summer session, for a total of 1028 seats (or roughly 102.8 student FTE, if a full time student is expected to enroll in 10 courses/annum). By academic year 10-11, ENG faculty-instructed courses filled 604 seats in the fall, 548 in the spring, and 126 in the summer, for a total of 1278 seats (127 FTEs). This is a 20% increase in enrollments, with a 340% summer increase. This shows both overall growth as well as a marked shift in enrollment patterns, with faculty needing to include summer instruction as a part of their annual teaching load, yet without receiving equivalent compensation, and relying upon an increasing number of overloads per annum and, perhaps just as critically, increasing numbers of adjuncts. For instance, adjuncts taught two summer sections in 2008; by 2011 they taught six sections, whereas full time faculty taught four sections as overloads (and one directed study). Thus, adjuncts now deliver more summer sections than do full time faculty. All of this supports the need to restore the full-time, tenure- track position lost in 2005. See Section IV., Numerical Measures, for a more detailed analysis.

Individual course syllabi are available for review electronically, or as hard copy, from the office of the Administrative Assistant to the College of Arts and Sciences (Beverly McAvaddy, Room 210, South Hall). c. Program Budget

The English programs operate under the combined Arts and Sciences program budget of the University of Maine at Presque Isle, with a current annual operating budget of $1,222,098.00, as illustrated below.

Table II.2 Arts and Sciences operating budget for 2010-2011

Account Base Budget 50100 AFUM Faculty Salaries Base 762,011.00

Total Salaries & Wages 804,541.00

54800 Employee Benefits 417,557.00 Distribution Total Compensation 1,222,098.00 60400 Postage & Delivery Svc 150.00

60600 Printing & Copying Svcs 3,450.00 60603 Copying 0 Total Printing and Copying 3,4500.00

61000 Supplies and Materials 450.00

61400 In-State Travel 0.00

61500 Out of State Travel 2,000.00 Total Travel 2,000.00 Total Net Expenses 1,228,398.00 Total Net Revenue and Expenses 1,228,398

As the chart indicates, the vast majority of operating expenses is assigned to faculty lines, with a very limited amount of funds available to English faculty within Arts and Sciences. No in-state travel is allocated, and out of state travel ($2,000) must be shared by a minimum of fourteen full time faculty members (Science and Art faculty maintain their own budgets in this area). The supplies and materials and printing and copying services must be shared by the same fourteen faculty members (with Science and Art faculty, again, having some additional funds). Thus, there is virtually no discretionary funding available and no ability to budget major purchases and initiatives (indeed, even smaller purchases), unless funds may be procured from other sources (i.e. Technology fee to fund new computers, Professional Development funds for travel and conference fees, etc.). d. Library Resources

The library resources for teaching the concentrations within the English program are now less than adequate, reflecting further cuts from those indicated in the Academic Planning Initiative report of 1999-2000. Expenditures in library acquisitions have been frozen for three years with no foreseeable change in that status; purchases are now made entirely upon an ad-hoc basis, and are often made out of the Arts and Sciences budget itself rather than through the Library budget (this is also the case for other programs in Arts and Sciences). Holdings of hard-copy journals have been reduced; the expansion of on-line journal access has not been able to compensate for these reductions, although the recent addition of the Illiad Interlibrary Loan program (http://www.oclc.org/illiad/) has provided some necessary assistance.

e. Instructional Technology

The major renovations to Pullen and Folsom Hall (where the majority of English program courses are scheduled) in 2008 and summer 2011 allowed for long-needed updates to instructional technology. Each lecture room is now effectively a “smart classroom,” albeit a minimal one—i.e. including video projectors linked to desktop computers and DVD players and also accessible by faculty laptop computers. All classrooms are also now wireless. Additional staff and a systemic plan for installation and repair of equipment (including computers) remains a necessity. More importantly, with the rapid growth of online instruction and the delivery of the English program in toto online (including General Education Curriculum requirements), a dedicated instructional technology developer and trainer, as well as annually updated programs (Camtasia, etc.) and an expanded line item within the general Arts and Sciences budget for such materials is absolutely essential to maintain programmatic quality and positive student satisfaction rates.

4. Faculty Development and Research

The English faculty publishes regularly (including the publication of novels and collections of poetry) and makes presentations at both national and international conferences. A complete listing of faculty curriculum vitae are included in the Addenda.

III. English Program Developments

A. Community and Campus Connections

As their curriculum vitae demonstrate (see Addendum C for complete full-time faculty vitae), the English program faculty serves a variety of roles on campus and in the community. These roles include (but are in no way limited to) the following:

 Chair of the College of Arts and Sciences  Director of the Writing Center  Director of the First Year Seminar program  Advisor to the student newspaper (University Times) and radio station (WUPI)  Services to multiple System-wide committees, including the Distance Learning Task Force, Teaching Through Technology Task Force, and World Languages Consortium  Faculty union president and contract team negotiator  Service to multiple campus wide committees such as Serving Learning, University Day, Academic Standards, and Curriculum Committee  Chair of (and multiple memberships in) General Education Task Force

 Provide outreach teaching at multiple area high schools  Serve as guest and keynote speakers on behalf of numerous organizations  Membership in the Maine Composition Coalition

B. General Education Curriculum Developments

The College of Arts and Sciences made significant changes to its developmental coursework protocols and curriculum during the past decade and within the past three years in particular. In Fall 2009, the faculty redesignated its “developmental” courses with the ENG prefix, replacing the previous PBS (Program of Basic Studies) designation. This indicated programmatic ownership and also helped to remove negative connotations of “remediation” that occurred as a result of identifying all developmental classes without collegiate program designators. In addition, the English faculty reduced its developmental course offerings from two (separate Reading and Writing classes) to a single, 4-credit “Foundation for College Reading and Writing” course (ENG 14). In addition, in 2010, after a full semester of study, analysis, and discussion, an interdisciplinary task force made the following recommendations in regards to placement testing thresholds and developmental course offerings:

1. Recalibrate existing testing score thresholds for placement in developmental courses. 2. Eliminate “layering” of remediation in the developmental Mathematics program. 3. Revise English and Science courses so that they are appropriate for college level credit. 4. Informally “suspend” the offering of MAT 13 (Arithmetic) for the 2010-2011 academic year and study the success of students enrolling in MAT 17 (Basic Algebra) who would otherwise place into MAT 13. (This supports recommendation #2.) 5. Employ the “PLATO Learning Environment” system for both self-guided and tutored remediation. 6. Commence an immediate study on how the university’s tutoring system may be best utilized in support of the above recommendations.

These recommendations led to the subsequent revision of ENG 14 to ENG 100 “Introduction to College Reading and Writing,” as a 4 credit, college-level course (that provides credit toward the General Education Curriculum requirements, serving as an equivalent to the 3-credit ENG 101 course, should students receive a C- grade or better). In addition, English faculty agreed that the AccuWriter placement test threshold be set at “5” (rather than “6”) for enrollment in ENG 101 (students receiving a “5” are provided a consultation with Deborah Hodgkins for self-selection into either ENG 100 or ENG 101). First, by properly aligning (and lowering) the placement test threshold for incoming first year students, the number of students required to take ENG 100 (the previous developmental course) is projected to be reduced by 30%, thus allowing up to 20 more 16

students per fall semester to enter directly into ENG 101 classes. Studies show that this should have a positive effect upon student persistence rates. Follow-up studies will be ongoing to determine the effectiveness of these changes. In addition, the decision to revise ENG 100 in order that students may receive General Education Curriculum credit equivalent to that of ENG 101 should further increase persistence rates (as demonstrated by the studies undertaken by the University of Southern Maine, which has piloted such a project for several years now).

See Appendix A for a copy of the “PBS Task Force” report.

C. Curricular Developments

At the time of our last review (1999), the English faculty had revised an existing “two track” program, including a literature concentration and a writing concentration. The 1999 study noted that “strong student interest evidenced in the writing concentration…and with the increasing professional orientation of the campus, along with stated student dissatisfaction with the variety of writing courses,” led to significant revisions, including the development of a Professional Writing course and various fiction/poetry writing workshops. The goal of the writing concentration at the time was to develop both creative and professional components. In addition, the literature concentration was revised to reflect current theoretical orientation (and the practice of multiple critical perspectives) as well as greater diversity of themes and authors (i.e. Contemporary World Literature, Literature of the Sea, Literature and Environmental Ethics, etc.). The study notes that “we are considering some clusters, such as Authorial, Topical and Genre Studies, to provide further logical structure to offerings, while retaining student choices.”

The English curriculum has continued to evolve over the past twelve years. The Literature concentration was suspended soon after the review was written and a general English “core” was created for all of the existing concentrations. This “core” contains broad survey courses (redesigned as three combined Anglo-American surveys and a fourth contemporary world literature class), a creative writing course, a professional communication course, and a theory/language course (300 level). This allows students to specialize within their chosen concentrations (Writing, Professional Communication and Journalism [PCJ], Film Studies, or Generalist) while providing a baseline of coursework considered necessary by the overall faculty for a successful completion of an English degree. In addition, the development of the PCJ concentration both met programmatic needs necessitated by the elimination of the Communications major and minor (again, soon after the 1999 review was written) and allowed for a more focused Writing concentration, centered around creative writing (increasingly film/television writing), and a disciplinarily cogent professional communication track. In turn, this allows students to study their chosen writing/communication concentration in more depth, while supplementing their concentration with a complimentary minor (either in Professional Communication or English). In addition, the Secondary and Elementary Education curricula 17

were revised to ensure stronger content knowledge of both literature and composition. We feel that this “common core”/ multiple concentrations approach to the degree both allows for an essential programmatic consistency, lacking under the previous “two track” model, and greater flexibility to changing demographics and professional demands.

IV. Numerical Measures

The enrollment trend in the baccalaureate English degree over the past eight years continues to show significant recovery from the decline in enrollments due initially to the closing of the former Loring Air Base and, subsequently, to the declining demographics of the region. The number of program graduates has remained stable, averaging 8 per year. See figure IV.1 for a comparison of English program graduates over the past eight years.

Table IV.1 English program graduates

Year Total English, Elementary Secondary Literature Writing Online Professional Film Studies Gradua B.A. Education- Education- Concentration Concentration Communication Concentration tes (generalist) English English and Journalism Concentration 2004 6 3 1 0 2 0 n/a n/a n/a 2005 8 5 1 1 0 1 n/a n/a n/a 2006 8 3 5 0 n/a 0 n/a n/a n/a 2007 10 5 1 1 n/a 3 n/a n/a n/a 2008 8 2 3 2 n/a 1 n/a n/a n/a 2009 8 3 3 2 n/a 0 n/a n/a n/a 2010 6 2 0 1 n/a 3 n/a n/a n/a 2011 27 6 9 10 0 1 1 0 0

Note: The Literature concentration was discontinued in academic year 05-06; availability of the program in its entirety online commenced in academic year 2010-2011, with first graduates in 2011; the Professional Communication and Journalism (PCJ) and Film Studies concentrations were made available in academic years 2010-2011 and thus have yet to produce graduates.

The number of majors seeking English degrees (either the English, B.A. or an education degree with an English concentration) has shown a more dramatic increase in recent years, as documented below.

Table IV.2 English majors

Year Total Majors English, B.A. Education Professional (generalist and (Elementary and Communication, concentrations) Secondary) A.A. 2004 32 20 12 n/a 18

2005 36 19 17 n/a 2006 40 20 20 n/a 2007 41 24 17 n/a 2008 45 28 17 n/a 2009 50 30 20 n/a 2010 60 39 21 n/a 2011* 63 39 21 3 *As of April 2012

Note: The Professional Communication, A.A. was made available in academic year 2099-2010.

The steady increase in total majors from 32 in 2004 to 63 in 2011 should result in a reciprocal increase in graduates within the upcoming academic years. Of special note is the strong increase of non-education majors (from 19 to 35, or a near 100% increase from 2004 to spring 2011), indicating the success of the diversification of concentrations (Professional Communication and Journalism, Writing Film Studies) and the growing appeal of the program to online scholars. In fact, the stability of education-English majors over the past eight years is not unremarkable, given the overall decline in the number of majors in the College of Education. This indicates that the program is well-poised for continued growth, both on ground and online.

Persistence rates of English majors (in bold) are provided below:

TableI V.3 Persistence rates of incoming first year students, Fall 2007

Academic Plan Persistence Rates Description To Second Semester To Second Year To Third Year To Fourth Year Total % gr To % gr Total % g Total % gr Total Enro ad tal ad Enro r Enro ad Enro lled En lled a lled lled rol d led Accounting, BA 40 35 90 1 37 26 78 5 36 13 33 23 0 % % % % Art,BA 14 12 86 0 15 10 79 1 18 4 29 19 0 % % % % Art 13 12 10 1 14 9 77 1 16 8 62 14 0 Education,BAAE 0% % % % Applied 2 1 10 1 2 1 10 1 2 0 0% 5 0 Science,BAS 0% 0% % Athletic Training,BS 46 40 89 1 45 28 70 4 50 23 50 61 0 % % % % 1 1 10 0 1 1 10 0 0 0 0% 0 0 0% 0% % Behavioral Science, 23 19 87 1 19 12 65 3 13 8 35 17 0 BA-Sociology % % % % Fine Arts,BFA 23 17 83 2 17 10 61 4 15 11 48 16 0 % % % % Biology, BA 32 29 91 0 33 20 72 3 33 13 41 36 0 % % % % 3 3 10 0 3 1 33 0 2 1 33 1 0 0% % % % Liberal Studies, 154 83 90 55 10 64 54 19 134 1 1% 97 0 BLS(postbaccalaure % 1 % % 19

ate) 1 0 0% 0 0 0 0% 0 4 0 0% 0 0 % Social Work, BSW 87 77 89 0 80 56 77 11 78 33 38 78 0 % % % % Buisness ,BA 117 10 94 6 11 71 75 17 103 41 35 70 0 4 % 4 % % % Criminal Justice,BA 68 60 88 0 68 44 78 9 56 30 44 53 0 % % % % Criminal Justice,AA 11 8 73 0 8 4 73 4 23 1 9% 15 0 % % % Educational 11 8 82 1 9 1 64 6 1 0 0% 0 0 Studies,BS % % % 1 0 10 1 0 0 0% 0 0 0 0% 0 0 0% % Elementary 126 11 95 7 11 91 75 3 124 70 56 125 0 Education,BS 3 % 9 % % % Elementary 63 34 87 21 43 23 57 13 44 1 2% 49 0 Education,BS(postb % % % accalaureate) English,BA 26 21 85 1 24 19 81 2 29 15 58 35 0 % % % % Environmental 16 15 94 0 15 13 81 0 13 9 56 9 0 Studies, BS % % % % International 39 32 87 2 36 25 82 7 31 20 51 21 0 Studies, BA % % % % Liberal Studies,AA 21 15 76 1 21 11 71 4 19 3 14 21 0 % % % % Mathematics, BS 4 3 75 0 3 0 25 1 6 2 50 6 0 % % % % Medical Laboratory 11 9 82 0 13 4 45 1 18 4 36 32 0 Technology, AS % % % % 5 0 20 1 0 0 0% 0 0 1 20 0 0 % % % Physcical 63 62 10 1 67 41 84 12 64 24 38 60 0 Education,BS 0% % % % Physcical Education, 24 16 10 8 19 13 63 2 21 1 4% 10 0 BS- 0% % % Teaching(postbaccla ureate) Psychology,BA 63 54 92 4 58 37 65 4 65 26 41 64 0 % % % % Recreation, BS 18 14 78 0 16 11 83 4 25 3 17 23 0 % % % % Secondary 36 32 94 2 34 29 89 3 44 12 33 42 0 Education,BS % % % % Secondary 61 34 10 27 37 24 51 7 43 2 3% 32 0 Education(postbaccl 0% % % aureate) Transfer 5 3 60 0 4 0 0% 0 2 0 0% 0 0 % % Undeclared,BA 52 37 73 1 39 23 44 0 39 19 37 62 0 % % % %

The above data, the first year of such research made available to programs, indicates that the university’s English program has outstanding retention rates from Fall to Spring of the first year (85%) and similarly strong persistence rates to the second year (81%). Although these numbers are below the highest rates achieved by individual programs, they remain well above the institutional average (reported as 70%). Rates are lower in regards to persistence into the third

year: 58%. This remains well above the institutional average but also below that of the strongest individual programs in this regard.

Persistence rates for incoming students in Fall 2008 show similar percentages:

Table IV.4. Persistence rates of incoming first-year students, Fall 2008

Category Academic Plan Description Persistence Rates of Programs To Second Semester To Second Year Total % grad Total % grad Total Enrolle Enrolle Enrolle d d d ACC-BA Accounting, BA 36 32 89% 0 62 22 61% 23 ART-BA Art,BA 18 16 100% 2 16 11 61% 19 ARTED- Art Education,BAAE 16 14 88% 0 17 13 81% 14 BAAE ASC-BAS Applied Science,BAS 2 1 50% 0 1 1 50% 5 ATH-BS Athletic Training,BS 50 48 98% 1 51 39 78% 61 BES-BA Behavioral Science, BA-Sociology 13 8 69% 1 12 7 54% 17 BFA-BFA Fine Arts,BFA 15 14 100% 1 15 12 80% 16 BIO-BA Biology, BA 33 30 91% 0 27 22 67% 36 BLS-BLS 2 1 50% 0 1 0 0% 1 BLS-PST Liberal Studies, 132 66 92% 55 68 52 39% 97 BLS(postbaccalaureate) BLS-TC 4 0 0% 0 8 0 0% 0 BSW-BSW Social Work, BSW 78 72 92% 0 82 51 65% 78 BUS-BA Buisness ,BA 103 75 80% 7 77 57 55% 70 CJB-BA Criminal Justice,BA 56 47 84% 0 54 31 55% 53 CRJ-AA Criminal Justice,AA 23 17 78% 1 14 10 43% 15 EDS-BS Educational Studies,BS 1 1 100% 0 1 0 0% 0 ELE-BS Elementary Education,BS 124 105 90% 6 122 90 73% 125 ELE-TC Elementary 44 25 89% 14 31 19 43% 49 Education,BS(postbaccalaureate) ENG-BA English,BA 29 24 83% 0 23 20 69% 35 ENV-BS Environmental Studies, BS 13 12 92% 0 14 7 54% 9 HTYPOS- 3 3 100% 0 0 3 100% 9 BA INT-BA International Studies, BA 31 26 84% 0 31 20 65% 21 LST-AA Liberal Studies,AA 19 10 53% 0 22 5 26% 21 MAT-BS Mathematics, BS 6 6 100% 0 7 3 50% 6 MLT-AS Medical Laboratory Technology, AS 18 15 83% 0 21 11 61% 32 PHE-BS Physcical Education,BS 64 52 92% 7 55 42 66% 60 PHE-TC Physcical Education, BS- 21 11 95% 9 12 8 38% 10 Teaching(postbacclaureate) PSY-BA Psychology,BA 65 59 91% 0 66 39 60% 64 REC-BS Recreation, BS 25 22 100% 3 19 12 48% 23

SEC-BS Secondary Education,BS 44 38 89% 1 37 27 61% 42 SEC-TC Secondary 43 20 100% 23 26 16 37% 32 Education(postbacclaureate) TRANSFE Transfer 2 2 100% 0 2 1 50% 0 R UND-BA Undeclared,BA 39 31 79% 0 49 23 59% 62

This data suggests that a careful review of program goals and curriculum, including collection and assessment of student success rate data (grades of C or greater within individual courses), alignment of individual course objectives with overall program goals and learning objectives, would be particularly useful in determining appropriate measures for increasing persistence rates. The Chair of the College of Arts and Sciences will be requesting that resources for such a study be made available in the upcoming academic year.

Finally, general enrollment numbers in English courses display an increase similar to that of the number of majors, as illustrated below.

Table V.5. Enrollments in English program/concentration classes over last eight years.

Semester Total enrolled ENG/PBS/PCJ PHI courses other courses Online courses (e.g. HON, enrollment ART) Fall 2003 570 538 19 13 0 Spring 2004 493 493 0 0 0 Fall 2004 610 582 28 0 0 Spring 2005 495 449 32 14 0 Fall 2005 558 529 23 6 0 Spring 2006 501 470 19 12 7 Fall 2006 556 522 34 0 18 Spring 2007 435 416 19 0 14 Summer 2007 34 34 0 0 0 Fall 2007 517 501 15 1 11 Spring 2008 464 423 41 0 15 Summer 2008 13 13 0 0 13 Fall 2008 524 490 34 0 36 Spring 2009 459 438 21 0 89 Summer 2009 79 56 23 0 52 Fall 2009 604 564 40 0 127 Spring 2010 511 463 48 0 165 Summer 2010 144 126 18 0 120 Fall 2010 567 534 33 0 157 Spring 2011 548 499 31 18 179 Summer 2011 126 121 25 0 117 Fall 2011 679 597 71 11 273 22

Spring 2012 607 541 56 10 236

Notes: Currently, ENG faculty teach all PHI coursework, hence its inclusion in the table. PHI courses count toward ENG degrees. In addition, summer enrollments in ENG were negligible (i.e. below 25) prior to summer 2007; summer 2007 is included in this table to provide a baseline for the growth of summer enrollments (as it most closely reflects enrollment patterns before summer scheduling initiatives took place). A complete listing of all courses over this period is including in Appendix B.

As the above table indicates, enrollments trends are generally upward over the past eight years, following a decline in Fall 2007. Interest in PHI offerings has increased, both in terms of numbers and in efficiency (with fewer sections being taught, all nearly to capacity during the fall and spring semesters, and summer offerings of PHI 151 pulling strong enrollments as of 2010). The historical drop-off of enrollments from fall to spring semester has also decreased, from a 14% decline in 2003-2004, to its present rate of a 3% fall-off. Combined with dramatically improved summer enrollments, this constitutes a 32% overall annual growth in headcounts between 2004 and 2011(with a 300% increase in summer enrollments contributing greatly; the fall/spring average increase being 21%). In addition, the average headcount per faculty FTE per annum has increased over this same period of time, from 105 students per annum in 2004, to 138 per annum. This is a 24% increase in student headcount per faculty FTE per annum, and a clear indication that the English program has increased not only its appeal to a much wider range of students, incorporating a wider variety of disciplinary offerings (including PHI, ART, and PCJ courses), but also a much higher efficiency rate—offering fewer sections of courses to more students by fewer instructors. Perhaps most importantly, enrollment patterns are now roughly equivalent between fall and spring semesters, with an additional strong and sustainable summer enrollment cohort (of about 23% of a fall or spring semester), that allows for more reliable scheduling, more stable employment of qualified adjuncts, and stronger assurance that majors may graduate within four years without necessary substitutions or independent studies (due to cancelled courses or classes on a less than two-year rotational schedule, as was often the case in 2004).

Three factors seem crucial towards these overall gains in enrollment and efficiency of instruction. First, the ENG program has diversified its offerings and concentrations to better meet the needs of current (and future) students, including the addition of professionally oriented concentrations such as Professional Communication and Journalism, the revision of the Writing Concentration, and the incorporation of Film Studies. This has allowed it to gain enrollments, both in individual course offerings and in terms of majors, even while enrollments in its historically largest group of prospective students, education majors, have dropped at the institution (as well as state-wide and regionally). Second, the English program has developed a fully deliverable online modality to its major, as well as offering all GEC (General Education 23

Curriculum courses, i.e. ENG 101, ENG 201, etc.) and PHI courses (e.g. PHI 151, PHI 152) online to a national (as well as regional) population. Approximately 30% of students enrolled in entry-level GEC courses are non-matriculated (i.e. non-UMPI students). This allows enrollment stability from fall to spring semester (lacking previous to 2009), but has also resulted in the need for a heavier assigned courseload to adjuncts and general overloads each semester for the majority of ENG full time faculty. Finally, the summer sessions have become a significant enrollment generator, growing nearly tenfold since summer 2007. In addition, summer sessions do not negatively impact fall or spring offerings (statistically; special care must be taken with the scheduling of upper division, specialized courses in the summer that could impact specific regular semester offerings, however). However, summer sessions are overwhelmingly populated by online students. By example, the total percentage of the online headcount to overall headcount of the fall and spring semesters of the 2010-2011 academic year was 30%. By contrast, the summer percentage of online to overall was 93%. This is both positive news for general enrollments, with a 70%/30% ratio of on-ground to online courses offering curricular stability without undermining the strengths of the traditional classroom and live, discussion- based programs, and a significant indicator of future summer enrollment trends for our student population (i.e. UMPI students look for online summer courses to ensure their ability to graduate within four years and also work full time during the summer as the vast majority of our students are first generation, scholarship and loan recipients).

In conclusion, the ENG program and its concentrations appear well-poised for continued growth in the short-term. However, the data analyzed above would indicate that the following areas require attention to ensure long-term stability:

 Ensure the addition of a seventh full-time faculty line to reduce increasing reliance upon overloads and expanding adjunct courseload, as well as ensuring quality control for delivery of on ground and (perhaps more critically) on-line courses.  Ensure the tenure-line capacity of both existing and potential full-time hires.  Continue to monitor student enrollment trends in the online modality of the major as well as the proportion of matriculated vs. non-matriculated students in GEC-level courses (as well as more specialized upper-division offerings), maximizing the efficiency of such offerings.  Better market both on-ground based concentrations (i.e. Writing and PCJ) and the expertise of the faculty in those fields as well as the online modality (i.e. nationally as well as regionally).  Explore continued growth in non-ENG/PCJ disciplinary areas, especially in terms of online delivery.

Appendix A

University of Maine at Presque Isle

Program of Basic Studies Task Force Report

May 24, 2010

By: Ms. Lorelei Locke, Director of Advising

Dr. Jing Qi, Director of Institutional Research

Dr. Ray Rice, Chair of Arts and Sciences

I. Introduction

The PBS Task Force was constituted in January of 2010 with the purpose of examining the effectiveness of the university’s “developmental” curriculum, formerly known as “The Program of Basic Studies” or PBS courses, and to make appropriate recommendations in regards both to placement testing and course structure and delivery. No extensive analysis and review of the courses had been undertaken in at least ten years. The restructuring of academic programs in 2008 had placed all developmental coursework within the aegis of the College of Arts and Sciences, thus allowing such a review to occur systematically with all academic and advising stakeholders. The Task Force was constituted with the following members:

 Ray Rice, Professor of English and Chair of the College of Arts and Sciences (task force chair)

 Lorelei Locke, Director of Advising

 Jing Qi, Director of Institutional Research

 Catherine Anne Chase, Lecturer of Science (part time regular)

 Malcolm Coulter, Lecturer of Mathematics

 Deborah Hodgkins, Associate Professor of English and Director of the Writing Center

 Jacquelyn Lowman, Assistant Professor of English

 Karen McCosker, Lecturer of Language Arts

 Dave Putnam, Environmental Studies and Science

The Task Force engaged the following essential questions in regards to determining the effectiveness of the existing developmental courses in English, Mathematics and Science (ENG 14, MAT 13 and MAT 17, and SCI 12) as well as the appropriateness of the placement testing scoring process:

 Do developmental courses at the institution aid in the retention and graduation of students who are required to take them?

 Is the placement scoring threshold for mandatory or recommended enrollment in such courses set appropriately?

 What current research in regards to best practices regarding the construction and delivery of developmental courses is available that can further inform and aid in the interpretation of institutional data?

 What recommendations are to be made based upon institutional data and current best practices?

The Task Force also engaged an analysis of the impact of developmental coursework upon the retention and graduation rates of Native American and First Nation students as a distinct cohort in order to ensure that all recommendations informed and supported research simultaneously being undertaken by the university’s Project Compass grant, which specifically addresses the needs of these students.

Following its initial meeting, the Task Force developed a “priority list,” as outlined below:

1. Examine retention and graduation rates data (PBS + non-PBS courses over time).

2. Examine the possibility of converting developmental courses to college credit-bearing classes.

3. Document the best practices addressing student needs in PBS classes (as well as GEC classes generally) to address low persistence rates.

4. Examine possible FYS (First Year Seminar) connections.Examine how remediation occurs in response to identified need.

5. Research current approaches and examine current studies (which seem to indicate that “layering” of remediation can have negative retention consequences).

6. Examine why numbers/types of testing students appear to be on the “heavy” end of spectrum (of those who test into PBS classes) and assess placement score “cut off” thresholds.

7. Examine retention rates of PBS vs. non-PBS students in PBS-pre-requisite courses.

8. Investigate the potential of both pre-testing (placement) and post-testing (judge knowledge gained).

The Task Force met six times over a period of five months, studying retention, persistence, and graduation rates of developmental English, Science, and Mathematics courses (roughly in that order). As detailed below, following extensive data analysis, literature review, and comparisons with a Melmac Data Report in Support of Early Success in College (drafted by Dr. Allen Salo in 2007), the Task Force has made the following recommendations. Each recommendation is discussed in greater detail in the final section of this report.

7. Recalibrate existing testing score thresholds for placement in developmental courses.

8. Eliminate “layering” of remediation in the developmental Mathematics program.

9. Revise English and Science courses so that they are appropriate for college level credit.

10. Informally “suspend” the offering of MAT 13 (Arithmetic) for the 2010-2011 academic year and study the success of students enrolling in MAT 17 (Basic Algebra) who would otherwise place into MAT 13. (This supports recommendation #2.)

11. Employ the “PLATO Learning Environment” system for both self-guided and tutored remediation.

12. Commence an immediate study on how the university’s tutoring system may be best utilized in support of the above recommendations.

II. Background and structure of UMPI’s Program of Basic Studies

Dramatic increases in college enrollments across the country in the late 1970s brought with them increasing concerns about a lack of academic preparedness. In response, many institutions created developmental or college preparatory coursework which was often required for students (as a consequence of placement testing results) and usually did not provide degree credit. The University of Maine at Presque Isle has offered placement testing and developmental coursework since the early 1980s. Offerings and requirements have varied over the years as

various campus leaders examined the program offerings and made adjustments they deemed necessary.

The first comprehensive program of placement testing linked to specific developmental coursework was instituted at UM-Presque Isle with the help of a Title III Grant in 1989. A reading specialist was hired to direct the new Developmental Studies Program, to implement a placement testing program, and to develop appropriate coursework. A full-time writing specialist was hired under the grant along with a science specialist who developed a science placement exam in cooperation with the science department. During this time period all students received placement testing. At the end of the grant in 1993, the Program of Basic Studies reported that it had achieved the primary grant objective, which was to improve retention among conditionally admitted freshmen students by 10%.

A report written in 1998 by the Director of Advising on the university’s Program of Basic Studies concluded:

Since the sunset of the Title III grant and the subsequent cutbacks in the Developmental Studies Program, the University of Maine at Presque Isle has seen an increase both in the number of first time freshmen enrolling and in the number of freshmen evidencing academic weaknesses. … More research needs to be done on our ability to retain these weaker students…We need to improve our ability to track these students throughout their developmental program along with our ability to demonstrate more specifically that success in developmental coursework (when the need is indicated) leads to success in related college level coursework. Further, if success in developmental coursework cannot be shown to improve retention, we need to learn what will. (personal communication, July 17, 1998).

Changes in the testing and developmental programs since the end of Title III have largely been the result of departmental initiatives (e.g. changing from a computerized placement testing program for reading and writing). Since 2003, the university has required placement testing of students with SAT scores less than 500 or without transferring college credit in reading, writing, science, and math to sit for placement tests in those subject areas. Students scoring below the cut scores determined for each test by the relevant academic department are required to successfully complete (with a grade of C- or higher) the developmental coursework in that subject area before going on into the corresponding college level coursework.

UMPI has offered developmental coursework in arithmetic, algebra, reading, and writing since 1990. In 1996, a developmental science course was included in the curriculum. While changes were made both to test instruments and cut scores over the years (for example, in spring 2009 UMPI began offering all five tests online through the Accuplacer platform), course offerings remained stable until spring 2010 when the English department combined the formerly separate developmental reading and writing courses into one 4 credit course.

Currently, developmental course offerings include the following: Mat 13 Foundations for College Mathematics, Mat 17 Elementary Algebra, Eng 14 Foundation for College Reading and Writing, and Sci 12 Foundations for College Science.

Comparing test results for the 2003 cohort (the first cohort after the SAT waiver policy was adopted) and the 2008 cohort, the percentage of students testing with no PBS coursework required has increased slightly from 17% to 26%. This may be due to an increase in our transfer population who tend to test in fewer subjects and may perform better overall by virtue of having had some college experience. Though the trend appears positive, this result indicates that 74% of students who sat for the placement tests at the University of Maine at Presque Isle in the fall of 2008 tested into at least one PBS class. This is much higher than averages reported by NCES (2003) and by Attewell et al (2006).

Test instruments and placement cut scores have been reviewed and marginal adjustments have been made, but the overall Program of Basic Studies has not undergone a comprehensive review since the conclusion of the Title III grant in 1993. More importantly, a comprehensive study of the impact of developmental coursework on retention has not been undertaken.

III. Data

Following the initial recommendation of the Task Force for a comprehensive study of retention, persistence, and graduation rates of students required to take developmental coursework, the Director of Instructional Technology completed a series of analyses. These included the following studies, provided in full as appendices to this report:

 Impact of Developmental (PBS) Coursework on College-level Coursework

 Study of Reading and Mathematics Placement Scoring as Predictor of Science Placements Scoring (appropriate calibration of placement “cut” scores)

 Effectiveness of ENG 14 in Preparing Students for ENG 101

 Summative Report on Effects of Developmental Coursework upon Retention Rates

An analysis of the data from these reports was undertaken by the Director of Instructional Technology as summarized below.

Initially, we examined the effect of MAT 13 (former PBS3) and MAT 17 on students’ graduation rate. To do so, we collected data in regards to students who took PBS 3 from Fall 2000 to Fall 2005 and those who took MAT 101 in Fall 2000 through Fall 2005.

Subsequently, we evaluated to what degree PBS courses had an impact on students’ performance in college level courses. We selected a cohort of students whose reading test score falls in the recommended scale; among those, some decided to take ENG 11 (the preceding version of ENG 14, but including only developmental writing), whereas others skipped the course. The grades subsequently received in the General Education Curriculum course ENG101 were documented as a comparison.

Finally, we attempted to identify and examine potential factors likely to contribute to or associate with Native Students’ retention and graduation rate.

MAT 13 and MAT 17 – Graduation Rate

536 students were identified who took PBS3 Foundations for College Mathmatics from fall of 2000 to fall 2005. 352 later enrolled in PBS 17 Elementary Algebra, and 184 did not enroll in PBS17 as of Fall 2009. 225 out of 352 later took MAT 101 Basic Statistics. 85 out of 225, 90 out of 352, and 12 out of 184 were awarded a degree as of 2009 December. In total, 102 students out of 536 received a degree.

352 90 (26%) PBS3 (66%)PBS17 225 MAT 101 85 graduated

536 102 (19%) graduated

MAT13 NOT to PBS 17 28 MAT 101 12 graduated

184 12 (7%) (34%)

In regards to students who took MAT101 from 2001 Spring to 2005 Fall, but did not take PBS3 and PBS17, 394 out of 754 graduated as of 2009 December.

Number of students who took MAT 13, MAT 17, Number of Graduation MAT 101 graduates Rate

MAT13-MAT17 90 26% 352

MAT13 12 7% 184

MAT13-MAT17-MAT101 85 38% 225

MAT13-MAT101 12 43% 28

MAT101 394 52% 754

The above table indicates that the effect of MAT13 and MAT17 on students’ graduation rate is not evident. However, the data suggests that once students have completed an initial college level math course, in this case MAT 101, they have a greater chance of graduation. In other words, MAT 101 demonstrates a more positive effect on retaining students than developmental courses.

ENG 14 – ENG 101

The following analysis was designed to examine the effectiveness of PBS001 Foundations for College Composition, PBS005 Foundations for College Reading and ENG14 Foundation for College Reading and Writing (effective in the curriculum as of Spring 2009) in preparing students, whose scores fell in the range of 67-77, to succeed in the subsequent college level course (ENG 101 College Composition). Students scoring in the range of 67-77 on the reading placement test are only recommended, not required, to take PBS001 and PBS005 or ENG 14 (when the courses were combined) before going on into college level coursework. The fundamental question of interest in this study is: “Is there a relationship between ENG101 grades and students’ decision to enroll in ENG14/PBS?”

208 students were identified for this study: 78 (37.5%) decided to take ENG 14 or PBS 001 and PBS005 before they enrolled in ENG 101; 130 (62.5%) skipped ENG14 or PBS and took ENG 101.

Didn’t take Took ENG14 ENG14

A 7 9% A 8 6%

A- 3 4% A- 7 5%

B+ 20 26% B+ 26 20%

B 18 23% B 33 25%

B- 10 13% B- 15 12%

C+ 0 0% C+ 3 2%

C 1 1% C 6 5%

C- 7 9% C- 12 9%

D+ 1 1% D+ 2 2%

D 1 1% D 2 2%

D- 1 1% D- 1 1%

F/I/L 3 4% F/I/L 6 5%

W/D 6 8% W/D 9 7%

30% 25% 20%

15% Series1 10% Series2 5%

C-

B-

A-

D-

C+

B+

D+ W/D F/I/L

The chi-square test of independence was employed to test whether there is a relationship between the two categorical variables (those who did not take PBS/ENG14 vs. those enrolled in ENG14/PBS).

The null and alternative hypotheses for the chi-square test of independence are as follow:

H0: There is no relationship between ENG101 performance and ENG14/PBS preparation.

H1: There is relationship between ENG101 grades and ENG14/PBS course.

The chi-square test of independence produces results that seem fairly likely the null hypothesis is true, and the null hypothesis is not rejected (p>0.05). The result suggests that ENG14/PBS does 32

not make significant impact on students’ performance in ENG 101, nor does it have effect on the success rate (Excellent, Good and Fair) of students, who scored in the range of 67-77 in their reading test.

66-77 range

tookENG14 Didn't Total

ENG101 outcome Excellent Count 10 15 25

Expected Count 9.4 15.6 25.0

Good Count 48 74 122

Expected Count 45.8 76.2 122.0

Fair Count 11 26 37

Expected Count 13.9 23.1 37.0

Fail Count 3 6 9

Expected Count 3.4 5.6 9.0

W/D Count 6 9 15

Expected Count 5.6 9.4 15.0

Total Count 78 130 208

Expected Count 78.0 130.0 208.0

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 1.304a 4 .861

Likelihood Ratio 1.335 4 .855

Linear-by-Linear Association .201 1 .654

N of Valid Cases 208 a. 1 cells (10.0%) have expected count less than 5. The minimum expected count is 3.38.

The result suggests that ENG14 does not have significant impact on ENG 101 grades received by the students whose reading placement test scores fell in the recommendation range (66-76).

PBS courses - Persistence within Native American group

136 students, beginning in Fall 2000, were identified as pertinent to this cohort. Students who either graduated or were still enrolled as of Fall 2009 were categorized as persistent, while students who neither graduated nor returned to the institution as of Fall 2009 were categorized as non-persistent. Several variables were examined to ascertain whether they could be indicators to students’ persistence: the number of PBS courses students took, GPA, gender, program plan, and enrollment type. The binary logistic regression was employed to examine which factors were potential indicators of the likelihood of persistence.

Gender * Retain Crosstabulation

Count

persistence

not persist persist Total

Gender M 14 23 37

F 28 71 99

Total 42 94 136

PBS * Retain Crosstabulation

Count

Retain

not persist persist Total

PBS 0 25 60 85

1 6 7 13

2 8 11 19

3 2 10 12

4 1 6 7

Total 42 94 136

TYPE * Retain Crosstabulation

Count

Retain

not persist persist Total

TYPE FYR 25 44 69

TRF 17 50 67

Total 42 94 136

Waiver * Retain Crosstabulation

Count

Retain

not persist persist Total

Waiver No 15 20 35

Waiver 27 74 101

Total 42 94 136

Classification Tablea

Predicted

Retain

Percentage Observed not persist persist Correct

Step 1 Retain not persist 18 24 42.9

persist 7 78 91.8

Overall 75.6 Percentage a. The cut value is .500

Variables in the Equation

B S.E. Wald df Sig. Exp(B)

Step 1 Age -.035 .029 1.491 1 .222 .965

Gender -.053 .535 .010 1 .921 .948

GPA 1.518 .339 20.036 1 .000 4.565

PBS -.014 .183 .006 1 .938 .986

Waiver .992 .540 3.369 1 .066 2.696

Constant -2.990 1.209 6.123 1 .013 .050

 Dependent: 0=not persist (the reference), 1=persist (the predicated)

 Gender entered as a categorical variable, where 0=male and 1=female (the default reference).

The result derived from binary logistic regression shows that the only significant variable effect is GPA (p<0.01); all others are not significant. Regardless of the nonsignificance of gender and PBS units taken, they still may play a significant role in the model when considered in conjunction with student GPA.

We also attempted to determine whether students who scored between 78 and 120 in the Accuplacer Reading Test (IACCPL-ACRD), which indicates college reading level proficiency, and those who also scored between 60 and 120 in Accuplacer Math - Algebra test (IFULLTES- ALGBR, IMAT-ALGBR), which indicates college math level proficiency, would be likely to score in the range of 49-75 in UMPI Science Test (SCIEN), indicating college science level proficiency. If the hypothesis is true, the students whose scores fit in the range of 78-120 in reading and 60-120 in Algebra would not have to sit for the science placement test to determine whether they need to take SCI 12 Foundations for College Science or not.

To test this hypothesis, 446 students who took all three tests were identified as falling within the parameters of this study. Student test results in reading, algebra and science from 2000 to fall 2009 were adopted and converted to appropriate categories. (For the purpose of this study, the number of times that students took the three tests were not taken into account).

Multiple Linear Regression was performed to predict science scores using the scores of algebra and reading tests. The equation Y science score = 13.697 + .225(Algebra score) + .162(Reading score) was derived from the test. This equation was then used to estimate the placement cut score for the science test:

Y science score = 13.697 + .225(60) + .162(78) = 40

Y science score = 13.697 + .225(120) + .162(120) = 60

The estimated cut score which allows students to skip SCI12 and take subsequent college level science course is 40-60. (243 out of 522 scored in the estimated range), compared to the current cut score of 49 (93 out of 522 scored 49 and above with 23 out of 522 scoring 60 and above in Science test).

Currently, only 18% of students sitting for the science test pass into college level science. This is drastically lower than these students college level pass rates in reading and math (about 50%). If we lower our science cut score at least to 40, 47% of the students above would have placed in college level science, bringing science placements in alignment with placements in math and reading.

IV. Discussion

The task force was created and this research undertaken not only because the Program of Basic Studies was long overdue for a thorough evaluation but also because of a growing sense among faculty, staff, and administration members at UMPI that we may be causing more harm than good by requiring the current number of remedial courses of so many students, both of which seemed out of alignment with current national standards.

In 2007, Dr. Allen Salo, Professor of Psychology at the University of Maine at Presque Isle, conducted a study of student retention at UMPI which included some work with PBS courses and their impact on retention. He observed: “Clearly, the data reveal many students are attriting when they have to take or fail to complete PBS courses such as PBS arithmetic and/or writing”. He went on to note that “all evidence suggests PBS required courses are a real “bottleneck” for student retention” (Salo, 2007, p.11). Dr. Salo’s report is also included as an Addendum to this study.

These concerns are supported by Attewell, Lavin, Domina, and Levey, who conducted a thorough review of the existing literature as well as their own data analysis. In the article New Evidence on College Remediation published in The Journal of Higher Education in 2006, they reported that “taking some remedial courses did modestly lower student chances of graduation, even after we took prior academic preparation and skills into account. Student chances of graduation were reduced between 6% and 7%” (Atwell et al, 2006, p.915). At a school the size of UMPI (1300-1400 head count), improving our retention through to graduation by 6% would be fiscally significant.

One of the conclusions reached by Attewell et al (2006) noted that “taking remedial coursework in reading at a four-year college had a clear negative effect on graduation even after we controlled for academic skills and background. This did not occur for remedial writing courses. The effect of remedial math courses was ambiguous.” (2006, p.916).

Our study of the effect of remedial or developmental math on the UM-Presque Isle campus is far less ambiguous. The correlation between our students’ arithmetic test scores and algebra test scores is weak: .311 for the combined fall 2008 & 2009 cohorts. However, on average, 79% of students taking the arithmetic test score below the cut score of 60 and are required to begin with Mat 13 (which is a prerequisite both to Mat 17 and Sci 12). Thus, students taking Mat 13 spend at least two semesters and up to 9 credit hours completing coursework that does not count toward graduation. With regard to retention, our data shows that students who take Mat 13 are far less likely to persist than students who do not.

In the spring of 2010, the College of Arts and Sciences was unable to offer a section of Mat 13 Foundation for College Mathematics. The department decided to place students directly into Mat 17 rather than keeping them from enrolling in developmental arithmetic, and thus placing them a further semester behind in coursework. In the testing cohort for the spring, 33 students sat for the math placement tests; 15 of them would have branched into the arithmetic test if it had been offered. Six students who, as a result of their algebra scores would have taken the arithmetic test and likely placed into Mat 13, took Mat 17 in the spring 2010 term instead. Their scores and grades are shown below.

Student Algebra Grade in Mat 17 CGPA Score Spring 2010 Spring 2010

0590751 32 B 3.000

0620060 26 B- 2.750

0653693 28 F 1.383

0703040 21 B 3.083

0715709 24 L 0.000

0717864 24 B- 30357

While far too small to be a valid sample, these students’ performance in Mat 17 indicates that most of them were not harmed in their developmental algebra course by not previously completing the developmental arithmetic course. This, along with results from Dr. Salo’s report for the Melmac grant (2007) and conclusions from Attewell et al (2006), suggest we should take a hard look at requiring two levels of developmental math for some students. We may be doing more harm to retention and persistence by requiring too many developmental classes of too many students. Another problem with the current placement test system is that Basic Statistics is the general education math course of choice for the vast majority of our incoming first year students. Basic Statistics is not an algebra based course yet our placement instrument for Basic Statistics tests for algebra proficiency.

Our studies show that students who take one or two PBS courses are less likely to persist than students who take no PBS courses and students who take three or four PBS courses. These results indicate that students requiring more remediation benefit from the developmental coursework but that requiring this coursework of students who show limited need for remediation reduces their persistence.

From the findings of this 2010 PBS Task Force as well as earlier research conducted at UMPI (Salo, 2007), and the comprehensive study by Attewell et al (2006), it is clear that adjustments to our Program of Basic Studies along with a continued review of student performance and persistence is warranted.

V. Recommendations

Developmental Arithmetic

Based on our findings regarding Mat 13, the Chair of the College of Arts and Sciences will recommend to the department that the pilot study begun (albeit inadvertently) in spring 2010 (in which students who would otherwise test into MAT 13 were placed directly into MAT 17) be continued for the fall 2010 cohort. For purposes of studying this group, we will maintain the branching profile in the math test to obtain arithmetic scores for students scoring below a 40 on the algebra test. This will give us more concrete information about whether students scoring

below a 60 on the arithmetic test are substantially harmed by going directly into developmental algebra.

Developmental Reading

We recommend that the “recommended” placement scoring range be eliminated and that the lowest (former) recommended cut score of 67 become the cut score for enrollment in ENG 101. Thus, the recommended scoring range of 67-77 should be removed; 20-66 would require enrollment in ENG 14; 67-77 enrollment in ENG 101 (provided that the WriterPlacer score is a 5 or better); 78 and above a recommendation for enrollment in Honors History courses. Furthermore as a one unit increase in a student’s reading score results in a 13% greater chance of graduation within 6-10 years, we recommend a study of supplemental instruction models such as the Plato Learning System for self-paced tutoring with professional supervision. Further analysis is needed to determine the most appropriate score range within the reading placement test from which students would receive greater benefit from self-paced tutoring rather than automatic placement within ENG 14 (and thus move immediately into ENG 101).

Developmental Science

The data illustrates the necessity to reset our science cut score so our exams are appropriately calibrated between reading, algebra and science. Currently, the cut score for science is unrelated to reading and algebra whereas the algebra and reading scores have a statistically significant correlation. The above analysis indicates that a revised cut score of 40 would bring the science placement into closer alignment with those in reading and algebra in terms of predicting future college success. Thus, we recommend the use of 40 as the placement cut score for enrollment in a General Education science course for the 2010-2011 academic year. Roughly, this would mean that (given historical trends) about 30% of students would score into SCI 12 (whereas 70% would score into a General Education science course). Since 1993, out of 918 students identified as pertinent to this study, 594 received scores greater than or equal to 43 (with 355 graduating within the time frame). Of the 324 scoring lower than 43, only 137 graduated, with 170 dropping out or transferring from UMPI and 17 remaining enrolled. In other words, of those scoring greater than 42 (and not having to enroll in SCI 12), 60% graduated; of those scoring 42 or below, nearly 60% did not graduate. We recommend tracking the success of students within General Education science courses and their overall persistence rates for those who test between 49 (the current cut score) and 36 and to prepare a preliminary report of these results prior to June 1, 2011. We further suggest that the “recommended” range by removed from the placement test option, resulting in either placement in SCI 12 or placement directly into a General Education Curriculum science course. The recommended cut score adjustments will both bring the science placement into alignment with the reading and algebra placement examinations and apply developmental coursework in science to students most in need.

We recommend investigating supplemental instruction models such as the Course Plus model being implemented at Bridgewater State and employing the Plato Learning System for self-paced tutoring with professional supervision.

Developmental Writing

Based upon an analysis of the success rates of students scoring a “5” on the Write Placer examination in regards to their subsequent work in ENG 101, we recommend that “5” be the cut score for placement in ENG 101. In the fall of 2009, 22 students scoring a 5 on the WritePlacer test took ENG 14. 72% earned a grade of B- or higher indicating that the course may not be necessary for them. Therefore, in summer and fall 2010 and spring 2011, students receiving a “5” will be advised by a qualified instructor who will assist the students in assessing his or her perceived strengths and needs in writing competency. Students scoring a 5 may elect to enroll in ENG 14 or ENG 101, based upon on their guided self-assessment. A study of the effects of this alteration will be completed by June of 2011 and a final recommendation made at that time.

Changing developmental coursework to credit bearing courses

We strongly advise that Sci 12 and Eng 14 become credit bearing courses toward graduation. The study suggests that Eng 14 does not have significant impact on students’ performance in subsequent college level courses. We recommend that appropriate faculty members within the respective make the appropriate revisions.

Native American Persistence

Native students who are supported the North American Indian Waiver and Scholarship program are more likely to persist than those not eligible for the waiver. Though this result was not shown to be statistically significant, we nevertheless believe it supports the importance of this program for our eligible Native students.

The only statistically significant effect on persistence in regards to Native American and First Nation students is GPA. Each unit increase in GPA (.33) leads to a 51% increase in persistence. Other factors such as age and gender were not found to be statistically significant. Number of PBS units taken was also not found to be significant in improving persistence. This result is commensurate with our findings in the general students population, namely that that our PBS program as currently designed does not significantly contribute to persistence.

Tutoring

Based upon several of the recommendations made above, we strongly advise that a comprehensive review of the current (professional and student) tutoring process by undertaken immediately, and completed by spring 2011, to ascertain how our institutional tutoring may best be employed to increase student persistence rates. We further recommend that the tutoring system be studied to determine the best possible alignment with remaining developmental (and General Education) coursework.

Concluding recommendations

The PBS Task Force must reconvene and continue to study and revise existing developmental coursework and testing procedures. More study needs to be conducted to verify the accuracy of our cut score recommendations and to ascertain whether additional curricular changes need to be undertaken.

References

Attewell, P., Lavin, D., Domina, T., & Levey, T. (2006). New Evidence on College Remediation. The Journal of Higher Education. Vol. 77, No. 5, 886-924.

Salo, A. (2007). MELMAC Data Report For: Support Early Success in College. University of Maine at Presque Isle.

U.S. Department of Education. National Center for Education Statistics. (2003). Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000. Retrieved from http://nces.ed.gov/surveys/peqis/publications/2004010/

Appendix B

Course offerings and enrollments, Fall 2003-Summer 2011 (as of June 2011)

Fall 2004

ENG 101 L 0002 College Composition 18 33 0 Closed 3.00 Richard Lee Zuras UMPI E C ENG 101 L 0003 College Composition 18 18 0 Closed 3.00 Richard Lee Zuras UMPI E C ENG 101 L 0004 College Composition 18 13 0 Open 3.00 Richard Lee Zuras UMPI E C ENG 101 L 0005 College Composition 18 16 0 Open 3.00 Raymond J Rice UMPI E C ENG 101 L 0006 College Composition 18 15 0 Open 3.00 Jeffrey A Lovejoy UMPI E C ENG 101 L 0007 College Composition 18 17 0 Open 3.00 Richard Lee Zuras UMPI E C ENG 101 L 0008 College Composition 18 18 0 Closed 3.00 Jeffrey A Lovejoy UMPI E C ENG 101 L 0009 College Composition 18 16 0 Open 3.00 Eric J Pelkey UMPI E C ENG 101 L 0040 College Composition 18 11 0 Open 3.00 Jeffrey A Lovejoy UMPI E C ENG 101 L 0111 Honors Section (College 18 15 0 Open 3.00 Raymond J Rice UMPI E Composition) C ENG 151 L 0001 Introduction to Literature 18 18 0 Closed 3.00 Kenneth Lee Taylor UMPI E C ENG 151 L 0002 Introduction to Literature 18 21 0 Closed 3.00 Kenneth Lee Taylor UMPI E C ENG 151 L 0003 Introduction to Literature 18 20 0 Closed 3.00 Jeffrey A Lovejoy UMPI E C ENG 151 L 0040 Introduction to Literature 20 13 0 Open 3.00 Nancy L Snyder UMPI E C ENG 201 L 0001 Advanced College 18 16 0 Open 3.00 Daniel K Green UMPI E Composition C ENG 201 L 0002 Advanced College 18 15 0 Open 3.00 Daniel K Green UMPI E Composition C ENG 201 L 0003 Advanced College 18 18 0 Closed 3.00 Karen R Hamer UMPI E Composition C ENG 201 L 0004 Advanced College 18 16 0 Open 3.00 Karen R Hamer UMPI E Composition C ENG 201 L 0005 Advanced College 18 20 0 Closed 3.00 Stanley J Scott UMPI E Composition C ENG 201 L 0111 Honors Section 18 18 0 Closed 3.00 Stanley J Scott UMPI E (Advanced College 46

C Composition) ENG 212 L 0001 Journalism:News Report 15 10 0 Open 3.00 Raymond J Rice UMPI E & Writi C ENG 251 L 0001 English Lit-Beg thru 20 17 0 Open 3.00 Kenneth Lee Taylor UMPI E 1789 C ENG 310 L 0001 Studies in Poetry 20 11 0 Open 3.00 Richard Lee Zuras UMPI E C ENG 311 L 0001 The Writing of Verse 15 9 0 Open 3.00 Kenneth Lee Taylor UMPI E C ENG 359 L 0001 Studies/20Th-Cent Amer 20 11 0 Open 3.00 Stanley J Scott UMPI E Lit C ENG 376 L 0001 Native American 15 13 0 Open 3.00 Raymond J Rice UMPI E Narratives C ENG 376 L 0040 Native American 10 3 0 Open 3.00 Raymond J Rice UMPI E Narratives C ENG 397 L 0001 Film Theory 1 1 0 Closed 1.00 Raymond J Rice UMPI E (Independent Study) C ENG 398 L 0001 Professional Writing 2 2 0 Closed 3.00 Karen R Hamer UMPI E (Directed Study) C ENG 398 L 0002 Workshop in Journalism 3 2 0 Open 3.00 Raymond J Rice UMPI E (Directed Study) C HON 300 L 0111 Honors Seminar 20 13 0 Open 1.00 Raymond J Rice UMPI E C PBS 1 L 0001 Foundation for Coll 16 27 0 Closed 3.00 Karen M McCosker UMPI E Compositio C PBS 1 L 0003 Foundation for Coll 16 13 0 Open 3.00 Sandra B Leighton UMPI E Compositio C PBS 1 L 0005 Foundation for Coll 16 13 0 Open 3.00 Sandra B Leighton UMPI E Compositio C PBS 1 L 0006 Foundation for Coll 16 12 0 Open 3.00 Sandra B Leighton UMPI E Compositio C PBS 1 L 0040 Foundation for Coll 20 6 0 Open 3.00 Nancy L Snyder UMPI E Compositio C PBS 5 L 0001 Foundation for Coll 16 16 0 Closed 3.00 Iris F Brewer UMPI E Reading C PBS 5 L 0002 Foundation for Coll 16 13 0 Open 3.00 Iris F Brewer UMPI E Reading C PBS 5 L 0003 Foundation for Coll 16 12 0 Open 3.00 Iris F Brewer UMPI E Reading C PHI 151 L 0001 Introduction to 18 19 0 Closed 3.00 Stanley J Scott UMPI E Philosophy C

Spring 2005

ENG 101 L 000 College Composition 18 16 0 Open 3.00 Eric J Pelkey UMPI E 1 C ENG 101 L 000 College Composition 18 16 0 Open 3.00 Karen R Hamer UMPI E 2 C ENG 101 L 000 College Composition 18 19 0 Closed 3.00 Karen R Hamer UMPI E 3 C ENG 101 L 000 College Composition 18 18 0 Closed 3.00 Raymond J Rice UMPI E 5 C ENG 101 L 000 College Composition 18 16 0 Open 3.00 Raymond J Rice UMPI E 6 C ENG 101 L 004 College Composition 20 15 0 Open 3.00 Nancy L Snyder UMPI E 0 C ENG 151 L 000 Introduction to 18 17 0 Open 3.00 Richard Lee Zuras UMPI E 1 Literature C ENG 151 L 000 Introduction to 18 18 0 Closed 3.00 Richard Lee Zuras UMPI E 2 Literature C ENG 151 L 000 Introduction to 18 18 0 Closed 3.00 Richard Lee Zuras UMPI E 3 Literature C ENG 151 L 000 Introduction to 18 20 0 Closed 3.00 Kenneth Lee Taylor UMPI E 4 Literature C ENG 151 L 000 Introduction to 18 18 0 Closed 3.00 Kenneth Lee Taylor UMPI E 5 Literature C ENG 151 L 000 Introduction to 18 19 0 Closed 3.00 Kenneth Lee Taylor UMPI E 6 Literature C ENG 151 L 011 Honors Section 18 18 0 Closed 3.00 Richard Lee Zuras UMPI E 1 (Introduction to C Literature) ENG 201 L 000 Advanced College 18 18 0 Closed 3.00 Deborah L Hodgkins UMPI E 1 Composition C ENG 201 L 000 Advanced College 18 17 0 Open 3.00 Deborah L Hodgkins UMPI E 2 Composition C ENG 201 L 000 Advanced College 18 18 0 Closed 3.00 Daniel K Green UMPI E 3 Composition C ENG 201 L 000 Advanced College 18 18 0 Closed 3.00 Daniel K Green UMPI E 4 Composition C ENG 201 L 000 Advanced College 18 21 0 Closed 3.00 Jeffrey A Lovejoy UMPI E 5 Composition C ENG 201 L 000 Advanced College 18 19 0 Closed 3.00 Jeffrey A Lovejoy UMPI E 6 Composition C ENG 201 L 004 Advanced College 20 22 0 Closed 3.00 Jeffrey A Lovejoy UMPI E 0 Composition C ENG 211 L 000 Write Story, 20 13 0 Open 3.00 Karen M McCosker UMPI E 1 Poem,Essay,Play C ENG 252 L 000 English Lit-1789 to 20 17 0 Open 3.00 Kenneth Lee Taylor UMPI E 1 Present C

ENG 314 L 000 The Writing of 15 10 0 Open 3.00 Richard Lee Zuras UMPI E 1 Plays/Scripts C ENG 315 L 000 Professional Writing 18 17 0 Open 3.00 Karen R Hamer UMPI E 1 C ENG 355 L 004 Honors Section 10 1 0 Open 3.00 Raymond J Rice UMPI E 0 (Studies in Earlier Eng C Literat) ENG 355 L 011 Honors Section 18 17 0 Open 3.00 Raymond J Rice UMPI E 1 (Studies in Earlier Eng C Literat) ENG 378 L 000 African-American 20 14 0 Open 3.00 Deborah L Hodgkins UMPI E 1 Literature C ENG 398 L 000 Studies in Early English 1 1 0 Closed 3.00 Raymond J Rice UMPI E 1 Lit (Directed Study) C ENG 498 L 000 Workshop in Journalism 4 4 0 Closed 3.00 Raymond J Rice UMPI E 1 (Directed Study) C ENG 498 L 000 Senior Tutorial for 1 1 0 Closed 3.00 Richard Lee Zuras UMPI E 2 Writers (Directed C Study) PBS 1 L 000 Foundation for Coll 20 11 0 Open 3.00 Karen M McCosker UMPI E 1 Compositio C PBS 1 L 000 Foundation for Coll 15 10 0 Open 3.00 Iris F Brewer UMPI E 2 Compositio C PBS 1 L 004 Foundation for Coll 20 5 0 Open 3.00 Nancy L Snyder UMPI E 0 Compositio C PBS 5 L 000 Foundation for Coll 16 11 0 Open 3.00 Iris F Brewer UMPI E 1 Reading C

Fall 2005

ENG LE 004 College Composition 18 16 0 Open 3.00 Jeffrey A Lovejoy UMPI 101 C 0 ENG LE 011 Honors Section (College 12 13 0 Closed 3.00 Raymond J Rice UMPI 101 C 1 Composition) ENG LE 000 Introduction to Literature 18 17 0 Open 3.00 Daniel K Green UMPI 151 C 1 ENG LE 000 Introduction to Literature 18 18 0 Closed 3.00 Jeffrey A Lovejoy UMPI 151 C 2 ENG LE 000 Introduction to Literature 18 19 0 Closed 3.00 Melissa M Crowe UMPI 151 C 3 ENG LE 004 Introduction to Literature 18 18 0 Closed 3.00 Nancy L Snyder UMPI 151 C 0 ENG LE 000 Advanced College 18 17 0 Open 3.00 Daniel K Green UMPI 201 C 1 Composition ENG LE 000 Advanced College 18 17 0 Open 3.00 Stanley J Scott UMPI 201 C 2 Composition ENG LE 000 Advanced College 18 17 0 Open 3.00 Stanley J Scott UMPI 201 C 3 Composition ENG LE 000 Advanced College 18 17 0 Open 3.00 Richard Lee Zuras UMPI 201 C 4 Composition ENG LE 000 Advanced College 18 17 0 Open 3.00 Richard Lee Zuras UMPI 201 C 5 Composition ENG LE 000 Advanced College 18 17 0 Open 3.00 Richard Lee Zuras UMPI 201 C 6 Composition ENG LE 011 Honors Section 18 12 0 Open 3.00 Karen R Hamer UMPI 201 C 1 (Advanced College 49

Composition) ENG LE 000 Write Story, 15 15 0 Closed 3.00 Richard Lee Zuras UMPI 211 C 1 Poem,Essay,Play ENG LE 000 Journalism:News Report & 15 10 0 Open 3.00 Raymond J Rice UMPI 212 C 1 Writi ENG LE 000 Amer Lit-Beg thru 1865 20 17 0 Open 3.00 Deborah L Hodgkins UMPI 255 C 1 ENG LE 000 The Writing of Fiction 15 15 0 Closed 3.00 Richard Lee Zuras UMPI 312 C 1 ENG LE 000 Topics in Religion & 20 0 0 Open 3.00 Stanley J Scott UMPI 369 C 1 Literatur ENG LE CZ Topics in Religion & 99 10 0 Open 0.00 UMPI 369 C 01 Literatur ENG LE 000 Workshop in Tutoring 15 10 0 Open 2.00 Deborah L Hodgkins UMPI 386 C 1 (Pilot Course) ENG LE 004 Honors Section (Literary 10 4 0 Open 3.00 Raymond J Rice UMPI 388 C 0 Theory/Critical Pract) ENG LE 011 Honors Section (Literary 25 12 0 Open 3.00 Raymond J Rice UMPI 388 C 1 Theory/Critical Pract) ENG LE 000 Travel Writing 1 1 0 Closed 1.00 Karen M McCosker UMPI 397 C 1 (Independent Study) ENG LE 000 Adv Professional Writing 2 2 0 Closed 3.00 Karen R Hamer UMPI 398 C 1 (Directed Study) PBS 1 LE 000 Foundation for Coll 0 15 0 Closed 3.00 Karen M McCosker UMPI C 1 Compositio PBS 1 LE 000 Foundation for Coll 0 14 0 Closed 3.00 Deborah L Hodgkins UMPI C 2 Compositio PBS 1 LE 000 Foundation for Coll 18 19 0 Closed 3.00 Iris F Brewer UMPI C 3 Compositio PBS 1 LE 000 Foundation for Coll 18 19 0 Closed 3.00 Sandra B Leighton UMPI C 4 Compositio PBS 1 LE 000 Foundation for Coll 18 11 0 Open 3.00 Sandra B Leighton UMPI C 5 Compositio PBS 1 LE 004 Foundation for Coll 16 11 0 Open 3.00 Nancy L Snyder UMPI C 0 Compositio PBS 5 LE 000 Foundation for Coll 18 14 0 Open 3.00 Iris F Brewer UMPI C 1 Reading PBS 5 LE 000 Foundation for Coll 18 10 0 Open 3.00 Iris F Brewer UMPI C 2 Reading PBS 5 LE 000 Foundation for Coll 18 11 0 Open 3.00 Karen M McCosker UMPI C 3 Reading PBS 5 LE 000 Foundation for Coll 14 9 0 Open 3.00 Iris F Brewer UMPI C 4 Reading PHI LE 000 Introduction to Philosophy 18 16 0 Open 3.00 Stanley J Scott UMPI 151 C 1 PHI LE 000 Studies Bible (Topics in 6 6 0 Closed 3.00 Stanley J Scott UMPI 369 C 1 Religion & Literatur) PHI LE 011 Honors Section (Literary 2 2 0 Closed 3.00 Raymond J Rice UMPI 388 C 1 Theory/Critical Pract)

Spring 2006

ENG 101 L 0001 College Composition 18 17 0 Open 3.00 Raymond J Rice UMPI E C ENG 101 L 0002 College Composition 18 17 0 Open 3.00 Raymond J Rice UMPI E C ENG 101 L 0004 College Composition 18 17 0 Open 3.00 Deborah L Hodgkins UMPI E C ENG 101 L 0005 College Composition 18 18 0 Close 3.00 Deborah L Hodgkins UMPI E d C 50

ENG 101 L 0040 College Composition 20 18 0 Open 3.00 Nancy L Snyder UMPI E C ENG 151 L 0001 Introduction to 18 20 0 Close 3.00 Raphael I Gribetz UMPI E Literature d C ENG 151 L 0002 Introduction to 18 15 0 Open 3.00 Raphael I Gribetz UMPI E Literature C ENG 151 L 0004 Introduction to 18 16 0 Open 3.00 Richard Lee Zuras UMPI E Literature C ENG 151 L 0005 Introduction to 18 18 0 Close 3.00 Melissa M Crowe UMPI E Literature d C ENG 151 L 0006 Introduction to 18 18 0 Close 3.00 Jeffrey A Lovejoy UMPI E Literature d C ENG 151 L 0007 Introduction to 18 16 0 Open 3.00 Jeffrey A Lovejoy UMPI E Literature C ENG 151 L 0111 Honors Section 18 11 0 Open 3.00 Melissa M Crowe UMPI E (Introduction to C Literature) ENG 201 L 0001 Advanced College 18 18 0 Close 3.00 Stanley J Scott UMPI E Composition d C ENG 201 L 0002 Advanced College 18 18 0 Close 3.00 Richard Lee Zuras UMPI E Composition d C ENG 201 L 0004 Advanced College 18 18 0 Close 3.00 Melissa M Crowe UMPI E Composition d C ENG 201 L 0005 Advanced College 18 19 0 Close 3.00 Melissa M Crowe UMPI E Composition d C ENG 201 L 0006 Advanced College 18 17 0 Open 3.00 Richard Lee Zuras UMPI E Composition C ENG 201 L 0040 Advanced College 20 19 0 Open 3.00 Jeffrey A Lovejoy UMPI E Composition C ENG 211 L 0001 Write Story, 15 7 0 Open 3.00 Karen M McCosker UMPI E Poem,Essay,Play C ENG 211 L 0092 Write Story, 10 5 0 Open 3.00 Jeffrey A Lovejoy WebO E Poem,Essay,Play nLine C ENG 256 L 0001 Amer Literature-1865 20 14 0 Open 3.00 Deborah L Hodgkins UMPI E to Presen C ENG 311 L 0001 The Writing of Verse 15 14 0 Open 3.00 Richard Lee Zuras UMPI E C ENG 315 L 0001 Professional Writing 15 18 0 Close 3.00 Gail R Scott UMPI E d C ENG 358 L 0001 Studies/Amer Lit 20 12 0 Open 3.00 Richard Lee Zuras UMPI E Before 1900 C ENG 367 L 0001 Studies in 20 20 0 Close 3.00 Raymond J Rice UMPI E Shakespeare/Drama d C ENG 391 L 0001 Studies in English 20 11 0 Open 3.00 Stanley J Scott UMPI E Language C

ENG 397 L 0001 Writing Internship 1 1 0 Close 1.00 Raymond J Rice UMPI E (Independent Study) d C ENG 415 L 0001 Senior Tutorial for 5 2 0 Open 1.00 Richard Lee Zuras UMPI E Writers C HON 300 L 0111 Honors Seminar 15 12 0 Open 1.00 Raymond J Rice UMPI E C HON 421 L 0111 Honors Senior Year 15 2 0 Open 3.00 Raymond J Rice UMPI E Project C PBS 1 L 0001 Foundation for Coll 16 14 0 Open 3.00 Karen M McCosker UMPI E Compositio C PBS 1 L 0040 Foundation for Coll 20 6 0 Open 3.00 Nancy L Snyder UMPI E Compositio C PBS 5 L 0001 Foundation for Coll 16 10 0 Open 3.00 Iris F Brewer UMPI E Reading C PBS 5 L 0040 Foundation for Coll 20 5 0 Open 3.00 Janet W Murakami UMPI E Reading C PHI 151 L 0001 Introduction to 18 13 0 Open 3.00 James P Morgan UMPI E Philosophy C PHI 151 L 0002 Introduction to 18 19 0 Close 3.00 Stanley J Scott UMPI E Philosophy d C

Fall 2006

ENG 101 L 000 College Composition 18 9 0 Open 3.00 Jeffrey A Lovejoy UMPI E 8 C ENG 101 L 000 College Composition 18 18 0 Closed 3.00 Jeffrey A Lovejoy UMPI E 9 C ENG 101 L 004 College Composition 20 20 0 Closed 3.00 Nancy S Kilpatrick UMPI E 0 C ENG 101 L 011 Honors Section (College 18 13 0 Open 3.00 Melissa M Crowe UMPI E 1 Composition) C ENG 151 L 000 Introduction to Literature 18 17 0 Open 3.00 Jeffrey A Lovejoy UMPI E 1 C ENG 151 L 000 Introduction to Literature 18 19 0 Closed 3.00 Raphael I Gribetz UMPI E 2 C ENG 151 L 000 Introduction to Literature 18 17 0 Open 3.00 Jeffrey A Lovejoy UMPI E 3 C ENG 151 L 004 Introduction to Literature 20 15 0 Open 3.00 Nancy L Snyder UMPI E 0 C ENG 201 L 000 Advanced College 18 18 0 Closed 3.00 Melissa M Crowe UMPI E 1 Composition C ENG 201 L 000 Advanced College 18 17 0 Open 3.00 Melissa M Crowe UMPI E 2 Composition C ENG 201 L 000 Advanced College 18 18 0 Closed 3.00 Raymond J Rice UMPI E 4 Composition C 52

ENG 201 L 000 Advanced College 18 18 0 Closed 3.00 Richard Lee Zuras UMPI E 5 Composition C ENG 201 L 000 Advanced College 18 18 0 Closed 3.00 Richard Lee Zuras UMPI E 6 Composition C ENG 201 L 000 Advanced College 18 17 0 Open 3.00 Richard Lee Zuras UMPI E 7 Composition C ENG 201 L 011 Honors Section 18 11 0 Open 3.00 Richard Lee Zuras UMPI E 1 (Advanced College C Composition) ENG 212 L 000 Journalism:News Report 15 6 0 Open 3.00 Rachel M Rice UMPI E 1 & Writi C ENG 240 L 000 Med & Early Mod 20 12 0 Open 3.00 Raymond J Rice UMPI E 1 Literature C ENG 298 L 000 Anglo-Amer Lit Survey 1 1 0 Closed 3.00 Raymond J Rice UMPI E 5 II (Directed Study) C ENG 359 L 000 Studies/20Th-Cent Amer 20 12 0 Open 3.00 Melissa M Crowe UMPI E 1 Lit C ENG 376 L 000 Native American 20 13 0 Open 3.00 Richard Lee Zuras UMPI E 1 Narratives C ENG 386 L 000 Workshop in Tutoring 15 5 0 Open 3.00 Deborah L Hodgkins UMPI E 1 (Pilot Course) C ENG 398 L 000 Workshop in Journalism 1 1 0 Closed 3.00 Raymond J Rice UMPI E 1 (Directed Study) C HON 300 L 011 Honors Seminar 25 4 0 Open 1.00 Raymond J Rice UMPI E 1 C HON 421 L 011 Honors Senior Year 30 2 0 Open 3.00 Raymond J Rice UMPI E 1 Project C PBS 1 L 000 Foundation for Coll 16 15 0 Open 3.00 Karen M McCosker UMPI E 1 Compositio C PBS 1 L 000 Foundation for Coll 16 14 0 Open 3.00 Deborah L Hodgkins UMPI E 2 Compositio C PBS 1 L 000 Foundation for Coll 16 11 0 Open 3.00 Iris F Brewer UMPI E 3 Compositio C PBS 1 L 000 Foundation for Coll 16 15 0 Open 3.00 Sandra B Leighton UMPI E 4 Compositio C PBS 1 L 000 Foundation for Coll 16 14 0 Open 3.00 Sandra B Leighton UMPI E 5 Compositio C PBS 1 L 004 Foundation for Coll 20 9 0 Open 3.00 Nancy L Snyder UMPI E 0 Compositio C PBS 5 L 000 Foundation for Coll 16 16 0 Closed 3.00 Iris F Brewer UMPI E 1 Reading C PBS 5 L 000 Foundation for Coll 16 16 0 Closed 3.00 Iris F Brewer UMPI E 2 Reading C PBS 5 L 000 Foundation for Coll 16 14 0 Open 3.00 Iris F Brewer UMPI E 3 Reading C

PBS 5 L 000 Foundation for Coll 16 13 0 Open 3.00 Karen M McCosker UMPI E 4 Reading C PHI 151 L 000 Introduction to 18 19 0 Closed 3.00 Raymond J Rice UMPI E 1 Philosophy C PHI 386 L 011 Honors Seminar (Pilot 4 4 0 Closed 3.00 Raymond J Rice UMPI E 1 Course) C

Spring 2007

ENG LE 00 College Composition 20 20 0 Close 3.00 Eric J Pelkey UMPI 101 C 01 d ENG LE 00 College Composition 20 20 0 Close 3.00 Eric J Pelkey UMPI 101 C 02 d ENG LE 00 College Composition 20 22 0 Close 3.00 Eric J Pelkey UMPI 101 C 03 d ENG LE 00 College Composition 20 20 0 Close 3.00 Raymond J Rice UMPI 101 C 04 d ENG LE 00 College Composition 30 5 0 Open 3.00 Eric J Pelkey UMPI 101 C 05 ENG LE 00 College Composition 20 18 0 Open 3.00 Karen M McCosker UMPI 101 C 06 ENG LE 00 College Composition 20 16 0 Open 3.00 Nancy S Kilpatrick UMPI 101 C 40 ENG LE 00 Introduction to 18 24 0 Close 3.00 Raphael I Gribetz UMPI 151 C 01 Literature d ENG LE 00 Introduction to 18 17 0 Open 3.00 Richard Lee Zuras UMPI 151 C 02 Literature ENG LE 00 Introduction to 18 16 0 Open 3.00 Richard Lee Zuras UMPI 151 C 03 Literature ENG LE 00 Introduction to 18 18 0 Close 3.00 Melissa M Crowe UMPI 151 C 04 Literature d ENG LE 00 Introduction to 18 16 0 Open 3.00 Richard Lee Zuras UMPI 151 C 05 Literature ENG LE 00 Introduction to 20 22 0 Close 3.00 Nancy L Snyder UMPI 151 C 40 Literature d ENG LE 01 Honors Section 18 15 0 Open 3.00 Melissa M Crowe UMPI 151 C 11 (Introduction to Literature) ENG LE 00 Advanced College 18 17 0 Open 3.00 Melissa M Crowe UMPI 201 C 01 Composition ENG LE 00 Advanced College 18 18 0 Close 3.00 Melissa M Crowe UMPI 201 C 02 Composition d ENG LE 00 Advanced College 18 13 0 Open 3.00 Deborah L Hodgkins UMPI 201 C 03 Composition ENG LE 00 Advanced College 18 18 0 Close 3.00 Jeffrey A Lovejoy UMPI 201 C 04 Composition d ENG LE 00 Advanced College 18 18 0 Close 3.00 Jeffrey A Lovejoy UMPI 201 C 05 Composition d ENG LE 00 Advanced College 18 16 0 Open 3.00 Jeffrey A Lovejoy UMPI 201 C 06 Composition ENG LE 00 Intro. to Creative 15 13 0 Open 3.00 Richard Lee Zuras UMPI 211 C 01 Writing ENG LE 00 Enlightenment & 20 15 0 Open 3.00 Raymond J Rice UMPI 241 C 01 Rise/Anglo-Ame ENG LE 00 Studies in the Novel 20 7 0 Open 3.00 Raymond J Rice WebOn 309 C 92 Line ENG LE 00 Studies in Poetry 20 15 0 Open 3.00 Melissa M Crowe UMPI 310 C 01 ENG LE 00 Writing of Nonfiction 15 13 0 Open 3.00 Deborah L Hodgkins UMPI 313 C 01 ENG LE 00 The Writing of 15 8 0 Open 3.00 Richard Lee Zuras UMPI 314 C 01 Plays/Scripts 54

ENG LE 00 Professional Writing 22 24 0 Close 3.00 Jeffrey A Lovejoy UMPI 315 C 01 d ENG LE 01 20Th-Cent 20 13 0 Open 3.00 Raymond J Rice UMPI 357 C 11 Brit/Commonwlth Lit HON LE 01 Honors Seminar 15 8 0 Open 1.00 Raymond J Rice UMPI 300 C 11 HON LE 01 Honors Senior Year 10 4 0 Open 3.00 Raymond J Rice UMPI 421 C 11 Project PBS 1 LE 00 Foundation for Coll 16 10 0 Open 3.00 Iris F Brewer UMPI C 01 Compositio PBS 5 LE 00 Foundation for Coll 16 3 0 Open 3.00 Karen M McCosker UMPI C 01 Reading PHI LE 00 Introduction to 18 19 0 Close 3.00 Eric J Pelkey UMPI 151 C 01 Philosophy d

Fall 2007

ENG LE 000 College Composition 19 18 0 Open 3.00 Michael D UMPI 101 C 5 Amey ENG LE 000 College Composition 19 17 0 Open 3.00 Raphael I UMPI 101 C 6 Gribetz ENG LE 000 College Composition 19 19 0 Close 3.00 Melissa M UMPI 101 C 7 d Crowe ENG LE 000 College Composition 19 17 0 Open 3.00 UMPI 101 C 8 ENG LE 000 College Composition 19 14 0 Open 3.00 Sandra B UMPI 101 C 9 Leighton ENG LE 004 College Composition 20 15 0 Open 3.00 Nancy S UMPI 101 C 0 Kilpatrick ENG LE 004 College Composition 20 17 0 Open 3.00 Nancy S UMPI 101 C 1 Kilpatrick ENG LE 011 Honors Section (College 18 13 0 Open 3.00 Melissa M UMPI 101 C 1 Composition) Crowe ENG LE 000 Introduction to Literature 18 18 0 Close 3.00 Barbara Ladner UMPI 151 C 1 d ENG LE 000 Introduction to Literature 18 19 0 Close 3.00 Jeffrey A UMPI 151 C 2 d Lovejoy ENG LE 000 Advanced College 18 18 0 Close 3.00 Michael D UMPI 201 C 1 Composition d Amey ENG LE 000 Advanced College 18 22 0 Close 3.00 Jeffrey A UMPI 201 C 2 Composition d Lovejoy ENG LE 000 Advanced College 18 20 0 Close 3.00 Jeffrey A UMPI 201 C 3 Composition d Lovejoy ENG LE 000 Advanced College 18 17 0 Open 3.00 Jeffrey A UMPI 201 C 4 Composition Lovejoy ENG LE 000 Advanced College 18 20 0 Close 3.00 Raymond J Rice UMPI 201 C 5 Composition d ENG LE 000 Advanced College 18 14 0 Open 3.00 Michael D UMPI 201 C 6 Composition Amey ENG LE 011 Honors Section (Advanced 18 16 0 Open 3.00 UMPI 201 C 1 College Composition) ENG LE 000 Intro. to Creative Writing 15 10 0 Open 3.00 Karen M UMPI 211 C 1 McCosker ENG LE 000 Journalism:News Report & 15 6 0 Open 3.00 Rachel M Rice UMPI 212 C 1 Writi ENG LE 000 Mod & Contemp Anglo-Am 20 14 0 Open 3.00 UMPI 242 C 1 Lit ENG LE 000 The Writing of Verse 14 10 0 Open 3.00 Melissa M UMPI 311 C 3 Crowe ENG LE 004 Professional Writing 20 13 0 Open 3.00 Jeffrey A UMPI 315 C 0 Lovejoy ENG LE 000 Studies in 20 10 0 Open 3.00 Raymond J Rice UMPI 367 C 1 Shakespeare/Drama ENG LE 005 Studies in English Language 20 18 0 Open 3.00 Raymond J Rice UMPI 391 C 0 55

ENG LE 000 Writing Theory and Practice 15 7 0 Open 3.00 Deborah L UMPI 393 C 1 Hodgkins ENG LE 000 Workshop in Journalism 1 1 0 Close 3.00 Rachel M Rice UMPI 398 C 1 (Directed Study) d PBS 1 LE 000 Foundation for Coll 16 17 0 Close 3.00 Barbara Ladner UMPI C 1 Compositio d PBS 1 LE 000 Foundation for Coll 16 13 0 Open 3.00 Karen M UMPI C 2 Compositio McCosker PBS 1 LE 000 Foundation for Coll 16 9 0 Open 3.00 Iris F Brewer UMPI C 3 Compositio PBS 1 LE 000 Foundation for Coll 16 13 0 Open 3.00 Sandra B UMPI C 5 Compositio Leighton PBS 5 LE 000 Foundation for Coll Reading 16 9 0 Open 3.00 Iris F Brewer UMPI C 1 PBS 5 LE 000 Foundation for Coll Reading 16 8 0 Open 3.00 Iris F Brewer UMPI C 2 PBS 5 LE 000 Foundation for Coll Reading 16 15 0 Open 3.00 Iris F Brewer UMPI C 4 PHI LE 000 Introduction to Philosophy 18 17 0 Open 3.00 Raymond J Rice UMPI 151 C 1 PHI LE 000 Introduction to Philosophy 18 17 0 Open 3.00 Raymond J Rice UMPI 151 C 2

Spring 2008

ENG LE 000 College Composition 18 17 0 Open 3.00 Barbara Ladner UMPI 101 C 2 ENG LE 000 College Composition 18 12 0 Open 3.00 Jeffrey A Lovejoy UMPI 101 C 3 ENG LE 000 College Composition 18 19 0 Close 3.00 Jeffrey A Lovejoy UMPI 101 C 4 d ENG LE 000 College Composition 18 16 0 Open 3.00 Karen M McCosker UMPI 101 C 5 ENG LE 004 College Composition 18 6 0 Open 3.00 Nancy L Snyder UMPI 101 C 0 ENG LE 004 College Composition 18 18 0 Close 3.00 Nancy S Kilpatrick UMPI 101 C 1 d ENG LE 000 Introduction to Literature 18 19 0 Close 3.00 Jeffrey A Lovejoy UMPI 151 C 2 d ENG LE 000 Introduction to Literature 18 16 0 Open 3.00 Richard Lee Zuras UMPI 151 C 4 ENG LE 000 Introduction to Literature 18 19 0 Close 3.00 Melissa M Crowe UMPI 151 C 5 d ENG LE 000 Introduction to Literature 18 16 0 Open 3.00 Richard Lee Zuras UMPI 151 C 6 ENG LE 000 Introduction to Literature 18 18 0 Close 3.00 Jeffrey A Lovejoy UMPI 151 C 7 d ENG LE 004 Introduction to Literature 18 23 0 Close 3.00 Nancy L Snyder UMPI 151 C 0 d ENG LE 011 Honors Section 18 20 0 Close 3.00 Melissa M Crowe UMPI 151 C 1 (Introduction to d Literature) ENG LE 000 Advanced College 18 17 0 Open 3.00 Michael D Amey UMPI 201 C 1 Composition ENG LE 000 Advanced College 18 14 0 Open 3.00 Michael D Amey UMPI 201 C 2 Composition ENG LE 000 Advanced College 18 15 0 Open 3.00 UMPI 201 C 3 Composition ENG LE 000 Advanced College 18 19 0 Close 3.00 UMPI 201 C 4 Composition d ENG LE 000 Advanced College 18 17 0 Open 3.00 UMPI 201 C 5 Composition ENG LE 000 Intro. to Creative 15 14 0 Open 3.00 Richard Lee Zuras UMPI 211 C 1 Writing

ENG LE 000 Contemporary World Lit 20 19 0 Open 3.00 Melissa M Crowe UMPI 259 C 1 ENG LE 000 Journalism Lab 18 5 0 Open 1.00 Rachel M Rice UMPI 286 C 1 ENG LE 000 The Writing of Fiction 15 11 0 Open 3.00 Richard Lee Zuras UMPI 312 C 1 ENG LE 000 Professional Writing 18 14 0 Open 3.00 UMPI 315 C 1 ENG LE 000 Studies/Amer Lit Before 20 9 0 Open 3.00 Deborah L Hodgkins UMPI 358 C 1 1900 ENG LE 000 Studies in 0 14 0 Close 3.00 Raymond J Rice WebOn 367 C 1 Shakespeare/Drama d Line ENG LE 011 Honors Section (Literary 20 13 0 Open 3.00 Raymond J Rice UMPI 388 C 1 Theory/Critical Pract) PBS 1 LE 000 Foundation for Coll 16 10 0 Open 3.00 Karen M McCosker UMPI C 1 Compositio PBS 5 LE 000 Foundation for Coll 16 6 0 Open 3.00 Iris F Brewer UMPI C 1 Reading PHI LE 000 Introduction to 18 18 0 Close 3.00 Raymond J Rice UMPI 151 C 1 Philosophy d PHI LE 000 Literary Theory/Critical 1 1 0 Close 3.00 Raymond J Rice UMPI 388 C 1 Pract d

Summer 2008

EN 101 L 0001 College 18 7 0 Open 3.00 Deborah L UMP G E Composition Hodgkins I C EN 201 L 0001 Advanced 0 15 0 Closed 3.00 Jeffrey A Lovejoy UMP G E College I C Composition EN 201 L 0040 Advanced 0 5 0 Closed 3.00 Jeffrey A Lovejoy UMP G E College I C Composition EN 386 L 0092 Pilot Course 10 0 0 Open 3.00 Raymond J Rice Web G E OnLi C ne EN 386 L CZ01 Crime & 99 7 0 Open 0.00 UMP G E Punishment I C (Pilot Course) Fall 2008

EN 101 LE 0007 College Composition 18 18 0 Clo 3.00 Deborah L UMPI G C sed Hodgkins EN 101 LE 0008 College Composition 18 17 0 Op 3.00 Jeffrey A Lovejoy UMPI G C en EN 101 LE 0040 College Composition 18 17 0 Op 3.00 Nancy S Kilpatrick UMPI G C en EN 101 LE 0111 Honors Section (College 18 10 0 Op 3.00 Melissa M Crowe UMPI G C Composition) en EN 151 LE 0001 Introduction to Literature 18 16 0 Op 3.00 Richard Lee Zuras UMPI G C en EN 151 LE 0002 Introduction to Literature 18 18 0 Clo 3.00 Richard Lee Zuras UMPI G C sed EN 151 LE 0040 Introduction to Literature 18 6 0 Op 3.00 Nancy L Snyder UMPI G C en EN 201 LE 0001 Advanced College 18 16 0 Op 3.00 Melissa M Crowe UMPI G C Composition en EN 201 LE 0002 Advanced College 18 19 0 Clo 3.00 Raymond J Rice UMPI G C Composition sed EN 201 LE 0003 Advanced College 18 17 0 Op 3.00 Raymond J Rice UMPI G C Composition en EN 201 LE 0004 Advanced College 18 17 0 Op 3.00 Jeffrey A Lovejoy UMPI G C Composition en

EN 201 LE 0005 Advanced College 18 18 0 Clo 3.00 Jeffrey A Lovejoy UMPI G C Composition sed EN 201 LE 0006 Advanced College 18 12 0 Op 3.00 UMPI G C Composition en EN 201 LE 0040 Advanced College 18 17 0 Op 3.00 Jeffrey A Lovejoy UMPI G C Composition en EN 201 LE 0041 Advanced College 18 16 0 Op 3.00 Jeffrey A Lovejoy UMPI G C Composition en EN 201 LE 0111 Advanced College 0 0 0 Op 3.00 UMPI G C Composition en EN 211 LE 0007 Intro. to Creative 15 9 0 Op 3.00 Richard Lee Zuras UMPI G C Writing en EN 212 LE 0001 Journalism:News Report 15 14 0 Op 3.00 Rachel M Rice UMPI G C & Writi en EN 240 LE 0001 Med & Early Mod 20 14 0 Op 3.00 Michael D Amey UMPI G C Literature en EN 309 LE 0111 Studies in the Novel 20 6 0 Op 3.00 UMPI G C en EN 314 LE 0001 The Writing of 15 8 0 Op 3.00 Richard Lee Zuras UMPI G C Plays/Scripts en EN 359 LE 0001 Studies/20Th-Cent Amer 20 8 0 Op 3.00 Melissa M Crowe UMPI G C Lit en EN 374 LE 0092 Topics in Philosophy & 20 10 0 Op 3.00 Raymond J Rice WebOnL G C Literat en ine HO 300 LE 0111 Honors Seminar 25 1 0 Op 1.00 Raymond J Rice UMPI N C en PBS 1 LE 0001 Foundation for Coll 16 15 0 Op 3.00 Karen M McCosker UMPI C Compositio en PBS 1 LE 0002 Foundation for Coll 16 14 0 Op 3.00 Barbara Ladner UMPI C Compositio en PBS 1 LE 0003 Foundation for Coll 16 16 0 Clo 3.00 Iris F Brewer UMPI C Compositio sed PBS 1 LE 0004 Foundation for Coll 0 0 0 Op 3.00 UMPI C Compositio en PBS 1 LE 0005 Foundation for Coll 16 6 0 Op 3.00 Kasey Melissa UMPI C Compositio en Grieco McNeally PBS 1 LE 0040 Foundation for Coll 25 6 0 Op 3.00 Nancy L Snyder UMPI C Compositio en PBS 5 LE 0001 Foundation for Coll 16 15 0 Op 3.00 Karen M McCosker UMPI C Reading en PBS 5 LE 0002 Foundation for Coll 16 16 0 Clo 3.00 Iris F Brewer UMPI C Reading sed PBS 5 LE 0003 Foundation for Coll 16 13 0 Op 3.00 Iris F Brewer UMPI C Reading en PHI 186 LE 0001 Ethisc in Business & 18 14 0 Op 3.00 Raymond J Rice UMPI C Society en PHI 374 LE 0092 Topics in Philosophy & 1 1 0 Clo 3.00 Raymond J Rice WebOnL C Literat sed ine

Spring 2009

ENG LE 000 College Composition 18 17 0 Open 3.00 Kasey Melissa Grieco UMPI 10 C 4 McNeally 1 ENG LE 004 College Composition 0 0 0 Open 3.00 UMPI 10 C 0 1 ENG LE 009 College Composition 18 20 0 Close 3.00 Kasey Melissa Grieco UMPI 10 C 3 d McNeally 1 ENG LE 000 Introduction to Literature 18 18 0 Close 3.00 Melissa M Crowe UMPI 15 C 1 d 1 ENG LE 000 Introduction to Literature 18 19 0 Close 3.00 Jeffrey A Lovejoy UMPI 15 C 2 d 58

1 ENG LE 000 Introduction to Literature 18 12 0 Open 3.00 Richard Lee Zuras UMPI 15 C 3 1 ENG LE 000 Introduction to Literature 15 15 0 Close 3.00 Richard Lee Zuras UMPI 15 C 4 d 1 ENG LE 000 Introduction to Literature 18 17 0 Open 3.00 Richard Lee Zuras UMPI 15 C 5 1 ENG LE 004 Introduction to Literature 20 6 0 Open 3.00 Nancy L Snyder UMPI 15 C 0 1 ENG LE 011 Honors Section (Introduction to 18 6 0 Open 3.00 Richard Lee Zuras UMPI 15 C 1 Literature) 1 ENG LE 000 Intro to Science Fiction 5 5 0 Close 3.00 Raymond J Rice UMPI 18 C 1 d 6 ENG LE 000 Intro to Science Fiction 5 5 0 Close 3.00 Michael D Amey UMPI 18 C 2 d 6 ENG LE 000 Advanced College Composition 18 11 0 Open 3.00 UMPI 20 C 2 1 ENG LE 000 Advanced College Composition 18 16 0 Open 3.00 Michael D Amey UMPI 20 C 3 1 ENG LE 000 Advanced College Composition 18 19 0 Close 3.00 Michael D Amey UMPI 20 C 4 d 1 ENG LE 000 Advanced College Composition 18 14 0 Open 3.00 UMPI 20 C 5 1 ENG LE 000 Advanced College Composition 18 20 0 Close 3.00 Jeffrey A Lovejoy UMPI 20 C 6 d 1 ENG LE 000 Intro. to Creative Writing 18 19 0 Close 3.00 Melissa M Crowe UMPI 21 C 1 d 1 ENG LE 000 Enlightenment & Rise/Anglo- 20 10 0 Open 3.00 Raymond J Rice UMPI 24 C 1 Ame 1 ENG LE 000 Journalism Lab 15 4 0 Open 1.00 Deborah Michal Parks UMPI 28 C 1 6 ENG IND 000 IS: World Literature 1 1 0 Close 3.00 UMPI 29 1 d 7 ENG LE 000 The Writing of Verse 18 15 0 Open 3.00 Melissa M Crowe UMPI 31 C 1 1 ENG LE 000 Professional Writing 18 16 0 Open 3.00 UMPI 31 C 1 5 ENG LE 004 Professional Writing 20 10 0 Open 3.00 Jeffrey A Lovejoy UMPI 31 C 0 5 ENG LE 000 Native American Narratives 15 10 0 Open 3.00 Richard Lee Zuras UMPI 37 C 1 6 ENG LE 000 African-American Literature 15 11 0 Open 3.00 Deborah L Hodgkins UMPI 37 C 1 8 ENG LE 000 Pilot Course 10 5 0 Open 3.00 Raymond J Rice WebOn 38 C 1 Line 59

6 ENG LE 000 Pilot Course 20 19 0 Open 2.00 Cathie Pelletier UMPI 38 C 2 6 ENG LE 000 Tutoring Practicum 2 2 0 Close 1.00 Deborah L Hodgkins UMPI 39 C 1 (Independent Study) d 7 ENG LE 000 Workshop in Journalism 1 1 0 Close 3.00 Raymond J Rice UMPI 39 C 1 (Directed Study) d 8 PBS 1 LE 000 Foundation for Coll Compositio 16 4 0 Open 3.00 Karen M McCosker UMPI C 1 PBS 3 LE 000 Foundation for Coll Mathematic 25 16 0 Open 3.00 Terry J Chalou UMPI C 1 PBS 5 LE 000 Foundation for Coll Reading 16 7 0 Open 3.00 Karen M McCosker UMPI C 1 PHI LE 000 Introduction to Philosophy 18 20 0 Close 3.00 Raymond J Rice UMPI 15 C 1 d 1 PHI LE 004 Introduction to Philosophy 20 21 0 Close 3.00 Raymond J Rice UMPI 15 C 0 d 1

Summer 2009

EN 298 L 0001 Directed Study 1 0 0 Open 3.00 Raymond J Rice UMP G E I C EN 298 L CZ01 Directed Study 99 1 0 Open 0.00 UMP G E I C EN 360 L 0092 Literature of the 15 11 0 Open 3.00 Raymond J Rice Web G E Sea OnLi C ne EN 397 L 0001 Independent 1 0 0 Open 1.00 Raymond J Rice UMP G E Study I C EN 397 L CZ01 Independent 99 1 0 Open 0.00 UMP G E Study I C

Fall 2009

ENG 101 LE 00 College Composition 20 24 0 Clos 3. Kasey Melissa Grieco UMPI C 01 ed 0 McNeally 0 ENG 101 LE 00 College Composition 20 19 0 Clos 3. Jacquelyn Lowman UMPI C 02 ed 0 0 ENG 101 LE 00 College Composition 20 21 0 Clos 3. Jacquelyn Lowman UMPI C 03 ed 0 0 ENG 101 LE 00 Honors Section (College 20 21 0 Clos 3. Barbara Ladner UMPI C 04 Composition) ed 0 0 ENG 101 LE 00 College Composition 20 22 0 Clos 3. Eric J Pelkey UMPI C 05 ed 0 0 ENG 101 LE 00 College Composition 20 20 0 Clos 3. Barbara Ladner UMPI C 06 ed 0 0 ENG 101 LE 00 College Composition 20 23 0 Clos 3. Eric J Pelkey UMPI C 08 ed 0 60

0 ENG 101 LE 00 College Composition 20 23 0 Clos 3. Nancy S Kilpatrick Houlto C 09 ed 0 n 0 ENG 151 LE 00 Introduction to Literature 18 19 0 Clos 3. Barbara Ladner UMPI C 01 ed 0 0 ENG 151 LE 00 Introduction to Literature 18 16 0 Ope 3. Jeffrey A Lovejoy UMPI C 02 n 0 0 ENG 201 LE 00 Advanced College 18 16 0 Ope 3. Michael D Amey UMPI C 01 Composition n 0 0 ENG 201 LE 00 Advanced College 18 19 0 Clos 3. Jeffrey A Lovejoy UMPI C 02 Composition ed 0 0 ENG 201 LE 00 Advanced College 18 19 0 Clos 3. Jeffrey A Lovejoy UMPI C 03 Composition ed 0 0 ENG 201 LE 00 Advanced College 18 17 0 Ope 3. Michael D Amey UMPI C 04 Composition n 0 0 ENG 201 LE 00 Advanced College 18 16 0 Ope 3. Deborah L Hodgkins UMPI C 06 Composition n 0 0 ENG 201 LE 00 Advanced College 20 16 0 Ope 3. Jeffrey A Lovejoy Houlto C 08 Composition n 0 n 0 ENG 212 LE 00 Journalism:News Report & 15 6 0 Ope 3. Jacquelyn Lowman UMPI C 01 Writi n 0 0 ENG 242 LE 00 Mod & Contemp Anglo- 20 14 0 Ope 3. Deborah L Hodgkins UMPI C 01 Am Lit n 0 0 ENG 312 LE 00 Fiction Writing Workshop 15 15 0 Clos 3. Richard Lee Zuras UMPI C 01 ed 0 0 ENG 314 LE 00 Screenwriting Workshop 20 9 0 Ope 3. Cathie Pelletier UMPI C 01 n 0 0 ENG 315 LE 00 Directed Study 1 1 0 Clos 3. Jacquelyn Lowman UMPI C 01 (Professional Writing) ed 0 0 ENG 356 LE 00 Studies in 19Th-Cent Brit 20 10 0 Ope 3. Raymond J Rice UMPI C 01 Lit n 0 0 ENG 356 LE 00 Studies in 19Th-Cent Brit 8 3 0 Ope 3. Raymond J Rice Houlto C 02 Lit n 0 n 0 ENG 386 WE 00 Crime and Punishment 25 11 0 Ope 3. Raymond J Rice WebO B 01 (Pilot Course) n 0 nLine 0 ENG 386 WE 00 Crime and Punishment 5 6 0 Clos 3. Raymond J Rice WebO B 02 (Pilot Course) ed 0 nLine 0 ENG 391 WE 00 Studies in English 30 19 0 Ope 3. Michael D Amey WebO B 01 Language n 0 nLine 0 ENG 393 LE 00 Writing Theory and 20 6 0 Ope 3. Deborah L Hodgkins UMPI C 01 Practice n 0 0 PBS 1 LE 00 Foundation for Coll 18 13 0 Ope 3. Karen M McCosker UMPI C 01 Compositio n 0 0 PBS 1 LE 00 Foundation for Coll 18 17 0 Ope 3. Karen M McCosker UMPI C 02 Compositio n 0 61

0 PBS 1 LE 00 Foundation for Coll 18 7 0 Ope 3. Eric J Pelkey UMPI C 03 Compositio n 0 0 PBS 5 LE 00 Foundation for Coll 20 21 0 Clos 3. Kasey Melissa Grieco UMPI C 01 Reading ed 0 McNeally 0 PBS 5 LE 00 Foundation for Coll 20 21 0 Clos 3. Kasey Melissa Grieco UMPI C 02 Reading ed 0 McNeally 0 PHI 151 LE 00 Introduction to Philosophy 18 18 0 Clos 3. Eric J Pelkey UMPI C 01 ed 0 0 PHI 151 LE 00 Introduction to Philosophy 18 16 0 Ope 3. Eric J Pelkey UMPI C 02 n 0 0

Spring 2010

Sub C Cm Se Title Cap Tot Wait Sta Min Cred Instructor Locati j rs pnt ct Enrl Enrl Tot tus Credi Hrs on e t EN LE 00 Foundations for Coll Comp 35 7 0 Op 3.00 21.00 Karen M McCosker UMPI G 11 C 01 en EN LE 00 College Composition 18 18 0 Clo 3.00 54.00 Jacquelyn Lowman UMPI G 10 C 01 sed 1 EN LE 00 College Composition 18 18 0 Clo 3.00 54.00 Jacquelyn Lowman UMPI G 10 C 02 sed 1 EN LE 00 College Composition 18 17 0 Op 3.00 51.00 Eric J Pelkey UMPI G 10 C 05 en 1 EN LE 00 College Composition 18 16 0 Op 3.00 48.00 Jeffrey A Lovejoy Houlto G 10 C 03 en n 1 EN LE 00 College Composition 30 16 0 Op 3.00 48.00 Jeffrey A Lovejoy UMPI G 10 C 06 en 1 EN LE 00 Introduction to Literature 18 18 0 Clo 3.00 54.00 Barbara Ladner UMPI G 15 C 01 sed 1 EN LE 00 Introduction to Literature 18 16 0 Op 3.00 48.00 Barbara Ladner UMPI G 15 C 02 en 1 EN LE 00 Introduction to Literature 30 27 0 Op 3.00 81.00 Jeffrey A Lovejoy WebO G 15 C 03 en nLine 1 EN LE 00 Introduction to Literature 18 17 0 Op 3.00 51.00 Karen M McCosker UMPI G 15 C 04 en 1 EN LE 00 Introduction to Literature 18 18 0 Clo 3.00 54.00 Eric J Pelkey UMPI G 15 C 05 sed 1 EN LE 00 Advanced College 20 20 0 Clo 3.00 60.00 Michael D Amey UMPI G 20 C 01 Composition sed 1 EN LE 00 Advanced College 20 21 0 Clo 3.00 63.00 Joy Cushman UMPI G 20 C 02 Composition sed 1 EN LE 00 Advanced College 20 20 0 Clo 3.00 60.00 Deborah L Hodgkins UMPI G 20 C 03 Composition sed 1 EN LE 00 Advanced College 20 20 0 Clo 3.00 60.00 Deborah L Hodgkins UMPI G 20 C 04 Composition sed 62

1 EN LE 00 Advanced College 25 17 0 Op 3.00 51.00 Nancy S Kilpatrick Houlto G 20 C 05 Composition en n 1 EN LE 00 Intro. to Creative Writing 18 18 0 Clo 3.00 54.00 Richard Lee Zuras UMPI G 21 C 01 sed 1 EN LE 00 Intro. to Creative Writing 20 21 0 Clo 3.00 63.00 Jeffrey A Lovejoy Houlto G 21 C 02 sed n 1 EN LE 00 Contemporary World Lit 20 19 0 Op 3.00 57.00 Raymond J Rice UMPI G 25 C 01 en 9 EN LE 00 Poetry Workshop 25 6 0 Op 3.00 18.00 Melissa M Crowe WebO G 31 C 01 en nLine 1 EN LE 00 Poetry Workshop 5 4 0 Op 3.00 12.00 Melissa M Crowe WebO G 31 C 02 en nLine 1 EN LE 00 Nonfiction Workshop 18 6 0 Op 3.00 18.00 Deborah L Hodgkins UMPI G 31 C 01 en 3 EN LE 00 Professional Writing 18 16 0 Op 3.00 48.00 Jacquelyn Lowman UMPI G 31 C 01 en 5 EN LE 00 Studies in Shakespeare 22 12 0 Op 3.00 36.00 Lea Knudsen Allen WebO G 36 C 01 en nLine 7 EN LE 00 Studies in Shakespeare 8 8 0 Clo 3.00 24.00 Lea Knudsen Allen WebO G 36 C 02 sed nLine 7 EN LE 00 Topics in Religion & 20 12 0 Op 3.00 36.00 Richard Lee Zuras UMPI G 36 C 01 Literatur en 9 EN LE 00 Newspaper Practicum (Pilot 18 5 0 Op 3.00 15.00 Jacquelyn Lowman UMPI G 38 C 01 Course) en 6 EN LE 00 Arthurian Legend Thru the 19 8 0 Op 3.00 24.00 Michael D Amey WebO G 38 C 02 Ages (Pilot Course) en nLine 6 EN LE 00 Arthurian Legend Thru the 8 8 0 Clo 3.00 24.00 Michael D Amey WebO G 38 C 03 Ages (Pilot Course) sed nLine 6 EN LE 00 Literary Theory/Critical 20 8 0 Op 3.00 24.00 Michael D Amey UMPI G 38 C 01 Pract en 8 EN IN 00 Journalism Practicum 1 1 0 Clo 3.00 3.00 Jacquelyn Lowman UMPI G 39 D 01 (Independent Study) sed 7 PHI LE 00 Introduction to Philosophy 20 21 0 Clo 3.00 63.00 Eric J Pelkey UMPI 15 C 01 sed 1

Summer 2010

EN 101 L 0003 College 20 9 0 Open 3.00 Jeffrey A Lovejoy UMP G E Composition I C EN 151 L 0001 Introduction to 30 7 0 Open 3.00 Michael D Amey Web G E Literature OnLi C ne EN 201 L 0001 Advanced 15 6 0 Open 3.00 Jeffrey A Lovejoy Houl G E College ton C Composition

EN 201 L 0002 Advanced 15 12 0 Open 3.00 Jeffrey A Lovejoy UMP G E College I C Composition EN 359 L 0001 Studies/20Th- 30 9 0 Open 3.00 Melissa M Crowe Web G E Cent Amer Lit OnLi C ne EN 372 L 0001 Modern Horror 30 11 0 Open 3.00 Raymond J Rice Web G E (Literature and OnLi C Film) ne EN 391 W 0001 Studies in English 2 2 0 Closed 3.00 Michael D Amey Web G E Language OnLi B ne PHI 151 L 0001 Introduction to 25 23 0 Open 3.00 Eric J Pelkey Web E Philosophy OnLi C ne

Fall 2010

ENG 14 LE 000 Found for College Read & 18 19 0 Close 4.0 Karen M UMPI C 1 Write d 0 McCosker ENG 14 LE 000 Found for College Read & 18 19 0 Close 4.0 Karen M UMPI C 1 Write d 0 McCosker ENG 14 LE 000 Found for College Read & 18 19 0 Close 4.0 Karen M UMPI C 2 Write d 0 McCosker ENG 14 LE 000 Found for College Read & 18 19 0 Close 4.0 Karen M UMPI C 2 Write d 0 McCosker ENG 14 LE 000 Found for College Read & 18 19 0 Close 4.0 UMPI C 3 Write d 0 ENG 14 LE 000 Found for College Read & 18 19 0 Close 4.0 UMPI C 3 Write d 0 ENG 14 LE 000 Found for College Read & 25 8 0 Open 4.0 Nancy S Houlton C 4 Write 0 Kilpatrick ENG 14 LE 000 Found for College Read & 18 18 0 Close 4.0 UMPI C 5 Write d 0 ENG 14 LE 000 Found for College Read & 18 18 0 Close 4.0 UMPI C 5 Write d 0 ENG 101 LE 000 College Composition 18 19 0 Close 3.0 Jacquelyn UMPI C 1 d 0 Lowman ENG 101 LE 000 College Composition 18 20 0 Close 3.0 Barbara Ladner UMPI C 2 d 0 ENG 101 LE 000 College Composition 18 22 0 Close 3.0 Barbara Ladner UMPI C 4 d 0 ENG 101 LE 000 College Composition 19 16 0 Open 3.0 Jeffrey A Lovejoy WebOn C 5 0 Line ENG 101 LE 000 College Composition 18 16 0 Open 3.0 Nancy S Houlton C 6 0 Kilpatrick ENG 101 LE 000 College Composition 18 18 0 Close 3.0 Jacquelyn UMPI C 7 d 0 Lowman ENG 101 LE 000 College Composition 18 17 0 Open 3.0 Michael D Amey UMPI C 8 0 ENG 116 ST 000 Introduction to Film 20 0 0 Open 3.0 Richard Lee Zuras UMPI U 1 0 ENG 151 LE 000 Introduction to Literature 18 18 0 Close 3.0 Richard Lee Zuras UMPI C 1 d 0 ENG 151 LE 000 Introduction to Literature 30 30 0 Close 3.0 Jeffrey A Lovejoy WebOn C 2 d 0 Line ENG 180 LE 000 Intro to Media/Prof Writing 18 12 0 Open 3.0 Jacquelyn UMPI C 1 0 Lowman ENG 201 LE 000 Advanced College 18 18 0 Close 3.0 Michael D Amey UMPI C 1 Composition d 0 ENG 201 LE 000 Advanced College 18 16 0 Open 3.0 Jeffrey A Lovejoy UMPI C 2 Composition 0 ENG 201 LE 000 Advanced College 18 19 0 Close 3.0 Jeffrey A Lovejoy UMPI C 3 Composition d 0

ENG 201 LE 000 Advanced College 18 18 0 Close 3.0 Deborah L UMPI C 4 Composition d 0 Hodgkins ENG 201 LE 000 Advanced College 18 15 0 Open 3.0 Deborah L UMPI C 5 Composition 0 Hodgkins ENG 211 LE 000 Intro. to Creative Writing 15 15 0 Close 3.0 Richard Lee Zuras UMPI C 1 d 0 ENG 211 LE 000 Intro. to Creative Writing 20 22 0 Close 3.0 Melissa M Crowe WebOn C 2 d 0 Line ENG 215 LE 000 Business Communication 18 12 0 Open 3.0 Jacquelyn UMPI C 1 0 Lowman ENG 240 LE 000 Med & Early Mod Literature 23 22 0 Open 3.0 Michael D Amey UMPI C 1 0 ENG 314 LE 000 Screenwriting Workshop 15 15 0 Close 3.0 Richard Lee Zuras UMPI C 1 d 0 ENG 374 LE 000 Topics in Philosophy & 29 17 0 Open 3.0 Michael D Amey WebOn C 1 Literat 0 Line ENG 386 LE 000 John Updike (Pilot Course) 29 18 0 Open 3.0 Raymond J Rice WebOn C 1 0 Line ENG 393 LE 000 Writing Theory and Practice 18 6 0 Open 3.0 Deborah L UMPI C 1 0 Hodgkins ENG 397 IN 000 Film: Mob Baby 3 4 0 Close 3.0 Cathie Pelletier UMPI D 1 (Independent Study) d 0 ENG 397 IN 000 Screen Play Adaptation 1 1 0 Close 3.0 Raymond J Rice UMPI D 2 (Independent Study) d 0 PHI 151 LE 000 Introduction to Philosophy 29 18 0 Open 3.0 Eric J Pelkey WebOn C 1 0 Line PHI 151 LE 000 Introduction to Philosophy 18 16 0 Open 3.0 Eric J Pelkey UMPI C 2 0 PHI 374 LE 001 Topics in Philosophy & 29 6 0 Open 3.0 Michael D Amey WebOn C Literat 0 Line

Spring 2011

AR 116 LE 00 Introduction to 2 1 0 18 18 Closed 3.0 Richard Lee UMPI T C 01 Film 0 1 0 Zuras AR 416 LE 00 The Coen 1 7 0 18 11 Open 3.0 Richard Lee UMPI T C 01 Brothers (Great 8 0 Zuras Film Directors Series) EN 14 LE 00 Found for 1 1 0 0 0 Open 4.0 Karen M UMPI G C 01 College Read & 8 4 0 McCosker Write EN 101 LE 00 College 1 1 4 0 0 Closed 3.0 Kasey Melissa WebOnLine G C 01 Composition 8 8 0 Grieco McNeally EN 101 LE 00 College 1 2 0 0 0 Closed 3.0 Jacquelyn UMPI G C 02 Composition 8 0 0 Lowman EN 101 LE 00 College 1 1 0 0 0 Closed 3.0 Barbara Ladner UMPI G C 03 Composition 8 8 0 EN 101 LE 00 College 1 1 1 0 0 Closed 3.0 Barbara Ladner UMPI G C 04 Composition 8 9 0 EN 101 LE 00 College 1 1 0 0 0 Closed 3.0 Nancy S Houlton G C 05 Composition 8 8 0 Kilpatrick EN 101 LE 00 Learning 1 1 0 0 0 Closed 3.0 John R Haley UMPI G C 06 Community 8 8 0 Section (College Composition) EN 116 LE 00 Introduction to 2 7 0 18 18 Closed 3.0 Richard Lee UMPI G C 01 Film 0 0 Zuras EN 151 LE 00 Introduction to 1 1 1 0 0 Closed 3.0 Melissa M WebOnLine G C 01 Literature 8 8 0 Crowe EN 151 LE 00 Introduction to 1 1 0 0 0 Closed 3.0 Deborah L WebOnLine G C 02 Literature 8 8 0 Hodgkins EN 151 LE 00 Introduction to 1 1 0 0 0 Open 3.0 Kasey Melissa UMPI G C 03 Literature 8 0 0 Grieco 65

McNeally EN 151 LE 00 Introduction to 1 1 0 0 0 Open 3.0 Richard Lee UMPI G C 04 Literature 8 2 0 Zuras EN 151 LE 00 Introduction to 1 1 0 0 0 Open 3.0 Deborah L UMPI G C 05 Literature 8 4 0 Hodgkins EN 180 LE 00 Intro to 1 1 0 0 0 Open 3.0 Jacquelyn UMPI G C 01 Media/Prof 8 3 0 Lowman Writing EN 201 LE 00 Advanced 2 1 2 0 0 Closed 3.0 Jeffrey A WebOnLine G C 01 College 0 8 0 Lovejoy Composition EN 201 LE 00 Advanced 2 2 1 0 0 Closed 3.0 Jeffrey A WebOnLine G C 02 College 0 1 0 Lovejoy Composition EN 201 LE 00 Advanced 1 1 0 0 0 Closed 3.0 Karen M UMPI G C 03 College 8 8 0 McCosker Composition EN 201 LE 00 Advanced 1 1 1 0 0 Open 3.0 Richard Lee UMPI G C 04 College 8 6 0 Zuras Composition EN 201 LE 00 Advanced 1 2 1 0 0 Closed 3.0 John R Haley UMPI G C 05 College 8 2 0 Composition EN 201 LE 00 Advanced 1 2 0 0 0 Closed 3.0 John R Haley UMPI G C 06 College 8 1 0 Composition EN 201 LE 00 Advanced 1 1 0 0 0 Closed 3.0 Anthony D UMPI G C 07 College 8 8 0 Scott Composition EN 201 LE 00 Advanced 1 1 0 0 0 Open 3.0 Jeffrey A Houlton G C 08 College 8 1 0 Lovejoy Composition EN 201 LE 00 Advanced 1 1 0 0 0 Open 3.0 Karen M UMPI G C 09 College 8 4 0 McCosker Composition EN 211 LE 00 Intro. to Creative 1 1 0 0 0 Closed 3.0 Melissa M WebOnLine G C 01 Writing 8 8 0 Crowe EN 215 LE 00 Business 1 1 0 0 0 Closed 3.0 Jacquelyn UMPI G C 01 Communication 8 8 0 Lowman EN 259 LE 00 Contemporary 1 1 0 0 0 Open 3.0 Deborah L UMPI G C 01 World Lit 8 3 0 Hodgkins EN 312 LE 00 Fiction Writing 1 1 0 0 0 Open 3.0 Jeffrey A Houlton G C 01 Workshop 8 0 0 Lovejoy EN 314 LE 00 Screenwriting 1 1 0 0 0 Open 3.0 Richard Lee UMPI G C 01 Workshop 8 1 0 Zuras EN 316 LE 00 Advanced 1 1 0 0 0 Open 3.0 Jacquelyn UMPI G C 01 Professional 8 2 0 Lowman Writing EN 356 LE 00 Studies in 19Th- 2 1 0 0 0 Open 3.0 Michael D WebOnLine G C 01 Cent Brit Lit 0 9 0 Amey EN 388 LE 00 Literary 2 1 0 0 0 Open 3.0 Melissa M WebOnLine G C 01 Theory/Critical 0 8 0 Crowe Pract EN 416 LE 00 The Coen 1 4 0 18 11 Open 3.0 Richard Lee UMPI G C 01 Brothers (Great 8 0 Zuras Film Directors Series) PH 151 LE 00 Introduction to 3 3 0 0 0 Closed 3.0 Raymond J WebOnLine I C 01 Philosophy 0 1 0 Rice

Summer 2011

EN 101 LEC 00 College 1 9 0 0 3.00 Jacquelyn UMPI G 01 Composition 8 Lowman

EN 101 LEC 00 College 1 13 0 0 3.00 Jeffrey A Lovejoy WebOnLine G 01 Composition 8 EN 151 LEC 00 Introduction to 1 16 0 0 3.00 Raymond J Rice WebOnLine G 01 Literature 8 EN 201 LEC 00 Advanced College 2 21 1 0 3.00 Jeffrey A Lovejoy WebOnLine G 01 Composition 2 EN 211 LEC 00 Intro. to Creative 1 11 0 0 3.00 Melissa M Crowe WebOnLine G 01 Writing 6 EN 310 LEC 00 Studies in Poetry 2 14 0 0 3.00 Melissa M Crowe WebOnLine G 01 0 EN 311 LEC 00 Poetry Workshop 1 3 0 0 3.00 Melissa M Crowe WebOnLine G 01 8 EN 361 LEC 00 Crime and 1 10 0 0 3.00 Raymond J Rice WebOnLine G 01 Punishment 8 EN 374 LEC 00 Science Fiction and 4 4 0 5 3.00 Raymond J Rice WebOnLine G 01 Philosophy (Topics in Philoso PHI 151 LEC 00 Introduction to 2 15 0 0 3.00 Raymond J Rice WebOnLine 01 Philosophy 5 PHI 151 LEC 00 Introduction to 2 9 0 0 3.00 Eric J Pelkey WebOnLine 01 Philosophy 5 PHI 374 LEC 00 Science Fiction and 1 1 0 5 3.00 Raymond J Rice WebOnLine 01 Philosophy (Topics in Philoso

Fall 2011

EN 14 LEC 000 Learning Community 1 5 0 0 0 Open 4.00 Karen M G 1 Section (Found for 4 McCosker College Rea EN 14 LEC 000 Found for College 1 16 0 0 0 Open 4.00 Karen M G 2 Read & Write 8 McCosker EN 14 LEC 000 Learning Community 1 12 0 0 0 Open 4.00 John R Haley G 3 Section (Found for 4 College Rea EN 14 LEC 000 Found for College 1 10 0 0 0 Open 4.00 Ronald Henry G 4 Read & Write 8 Murray EN 14 LEC 000 Found for College 1 13 0 0 0 Open 4.00 Kasey Melissa G 5 Read & Write 4 Grieco McNeally EN 101 LEC 000 College Composition 1 17 0 0 0 Open 3.00 Kasey Melissa G 1 8 Grieco McNeally EN 101 LEC 000 College Composition 1 16 0 0 0 Open 3.00 Jeffrey A Lovejoy G 2 8 EN 101 LEC 000 Learning Community 1 20 0 0 0 Closed 3.00 Jacquelyn G 3 Section (College 8 Lowman Composition) EN 101 LEC 000 Honors Section 1 18 0 0 0 Closed 3.00 Deborah L G 4 (College 8 Hodgkins Composition) EN 101 LEC 000 College Composition 1 15 0 0 0 Open 3.00 Ronald Henry G 5 8 Murray EN 101 LEC 000 College Composition 1 19 0 0 0 Closed 3.00 Richard Lee Zuras G 7 8 EN 101 LEC 000 College Composition 1 18 0 0 0 Closed 3.00 Kasey Melissa G 8 8 Grieco McNeally EN 101 LEC 000 College Composition 1 18 0 0 0 Closed 3.00 John R Haley G 9 8 EN 101 LEC 001 College Composition 1 18 0 0 0 Closed 3.00 Karen M G 0 8 McCosker EN 101 LEC 001 College Composition 1 18 0 0 0 Closed 3.00 John R Haley G 1 8 EN 116 LEC 000 Introduction to Film 2 4 0 20 19 Open 3.00 E Clifton G 1 0 Boudman EN 116 LEC 000 Introduction to Film 1 5 0 18 11 Open 3.00 Richard Lee Zuras G 2 8 67

EN 151 LEC 000 Introduction to 1 8 0 0 0 Open 3.00 Jeffrey A Lovejoy G 1 Literature 8 EN 151 LEC 000 Introduction to 1 19 0 0 0 Closed 3.00 Melissa M Crowe G 2 Literature 8 EN 151 LEC 000 Introduction to 1 12 0 0 0 Open 3.00 Kasey Melissa G 3 Literature 8 Grieco McNeally EN 151 LEC 000 Introduction to 2 21 0 0 0 Open 3.00 Raymond J Rice G 4 Literature 4 EN 201 LEC 000 Advanced College 1 18 0 0 0 Closed 3.00 Richard Lee Zuras G 1 Composition 8 EN 201 LEC 000 Advanced College 1 18 0 0 0 Closed 3.00 Richard Lee Zuras G 2 Composition 8 EN 201 LEC 000 Advanced College 1 19 0 0 0 Closed 3.00 Anthony D Scott G 3 Composition 9 EN 201 LEC 000 Advanced College 1 19 0 0 0 Closed 3.00 Anthony D Scott G 4 Composition 9 EN 201 LEC 000 Advanced College 1 19 0 0 0 Closed 3.00 Jeffrey A Lovejoy G 5 Composition 9 EN 201 LEC 000 Advanced College 1 18 0 0 0 Closed 3.00 Jeffrey A Lovejoy G 6 Composition 8 EN 201 LEC 000 Advanced College 1 7 0 0 0 Open 3.00 Anthony D Scott G 7 Composition 8 EN 211 LEC 000 Intro. to Creative 1 16 0 0 0 Closed 3.00 Richard Lee Zuras G 1 Writing 5 EN 211 LEC 000 Intro. to Creative 1 12 0 0 0 Open 3.00 Melissa M Crowe G 2 Writing 5 EN 211 LEC 000 Intro. to Creative 1 8 0 0 0 Open 3.00 Jeffrey A Lovejoy G 3 Writing 5 EN 240 LEC 000 Med & Early Mod 2 24 0 0 0 Closed 3.00 Michael D Amey G 1 Literature 2 EN 300 LEC 000 Novels of Louise 2 17 0 0 0 Open 3.00 Melissa M Crowe G 1 Erdrich (Major 0 Authors) EN 311 LEC 000 Poetry Workshop 1 7 0 0 0 Open 3.00 Richard Lee Zuras G 1 5 EN 367 LEC 000 Studies in 2 9 0 0 0 Open 3.00 Lea Knudsen G 1 Shakespeare 0 Allen EN 374 LEC 000 Topics in Philosophy 1 1 0 0 0 Closed 3.00 Raymond J Rice G 1 & Literat EN 378 LEC 000 African-American 2 8 0 0 0 Open 3.00 Deborah L G 1 Literature 0 Hodgkins EN 391 LEC 000 Studies in English 2 18 0 0 0 Open 3.00 Lea Knudsen G 1 Language 0 Allen EN 393 LEC 000 Writing Theory and 1 3 0 18 6 Open 3.00 Deborah L G 1 Practice 8 Hodgkins EN 497 IND 000 Editorial Internship 1 2 0 0 0 Closed 1.00 Raymond J Rice G 1 (Independent Study) PCJ 214 LEC 000 Magazine and 1 9 0 0 0 Open 3.00 Jacquelyn 1 Feature Writing 8 Lowman PCJ 215 LEC 000 Business 1 18 1 0 0 Closed 3.00 Jacquelyn 1 Communication 8 Lowman PCJ 215 LEC 000 Business 1 8 0 0 0 Open 3.00 Tracy L Rockwell 2 Communication 8 PCJ 216 LEC 000 Editing 1 13 0 0 0 Open 3.00 Jacquelyn 1 8 Lowman PCJ 216 LEC 000 Editing 1 1 0 0 0 Closed 3.00 Jacquelyn 2 Lowman PCJ 396 LEC 000 Field Experience 2 3 0 0 0 Open 3.00 Jacquelyn 1 Practicum 0 Lowman PHI 151 LEC 000 Introduction to 3 35 0 0 0 Closed 3.00 Raymond J Rice 1 Philosophy 4 PHI 152 LEC 000 Introduction to Ethics 2 21 0 0 0 Open 3.00 Melissa M Crowe 1 5 PHI 210 LEC 000 Intro to World 2 15 0 0 0 Open 3.00 Kimberly R 1 Religions 0 Sebold

Spring 2012

ART 403 LEC 000 Horror Films Past 2 4 0 25 10 Open 3.00 Richard Lee 1 to Present (Film 5 Zuras Seminar) EN 100 LEC 000 Intro to College 1 9 0 0 0 Open 4.00 Karen M G 1 Read & Write 8 McCosker EN 101 LEC 000 College 1 18 0 0 0 Closed 3.00 Kasey Melissa G 1 Composition 8 Grieco McNeally EN 101 LEC 000 College 1 10 0 0 0 Open 3.00 Kasey Melissa G 2 Composition 8 Grieco McNeally EN 101 LEC 000 College 1 19 0 0 0 Closed 3.00 Ronald Henry G 3 Composition 8 Murray EN 101 LEC 000 College 1 18 0 0 0 Closed 3.00 Jacquelyn G 4 Composition 8 Lowman EN 101 LEC 000 Learning 1 14 0 0 0 Open 3.00 John R Haley G 5 Community 8 Section (College Composition) EN 101 LEC 000 College 1 18 0 0 0 Closed 3.00 John R Haley G 6 Composition 8 EN 101 LEC 000 College 2 14 0 0 0 Open 3.00 Ronald Henry G 7 Composition 0 Murray EN 116 LEC 000 Introduction to 1 2 0 18 16 Open 3.00 Heather G 1 Film 8 Sincavage EN 116 LEC 000 Introduction to 3 9 0 30 30 Open 3.00 E Clifton G 2 Film 0 Boudman EN 151 LEC 000 Introduction to 1 18 0 0 0 Closed 3.00 Melissa M G 1 Literature 8 Crowe EN 151 LEC 000 Introduction to 1 18 0 0 0 Closed 3.00 Lea Knudsen G 2 Literature 8 Allen EN 151 LEC 000 Introduction to 1 14 0 0 0 Open 3.00 Kasey Melissa G 3 Literature 8 Grieco McNeally EN 151 LEC 000 Introduction to 1 15 0 0 0 Open 3.00 Richard Lee G 4 Literature 8 Zuras EN 201 LEC 000 Advanced College 2 20 0 0 0 Closed 3.00 Jeffrey A G 1 Composition 0 Lovejoy EN 201 LEC 000 Advanced College 2 19 0 0 0 Open 3.00 Jeffrey A G 2 Composition 0 Lovejoy EN 201 LEC 000 Advanced College 1 18 0 0 0 Closed 3.00 Karen M G 3 Composition 8 McCosker EN 201 LEC 000 Advanced College 1 18 1 0 0 Closed 3.00 Anthony D Scott G 4 Composition 8 EN 201 LEC 000 Advanced College 1 17 0 0 0 Open 3.00 John R Haley G 5 Composition 8 EN 201 LEC 000 Advanced College 1 11 0 0 0 Open 3.00 Karen M G 6 Composition 8 McCosker EN 201 LEC 000 Advanced College 1 11 0 0 0 Open 3.00 Jeffrey A G 8 Composition 8 Lovejoy EN 201 LEC 000 Advanced College 1 13 0 0 0 Open 3.00 Karen M G 9 Composition 8 McCosker EN 201 LEC 001 Advanced College 1 16 0 0 0 Closed 3.00 John R Haley G 0 Composition 6 EN 211 LEC 000 Intro. to Creative 1 13 0 0 0 Open 3.00 Richard Lee G 1 Writing 6 Zuras EN 211 LEC 000 Intro. to Creative 1 18 0 0 0 Closed 3.00 Melissa M G 2 Writing 8 Crowe EN 240 LEC 000 Med & Early Mod 1 1 0 0 0 Closed 3.00 Raymond J Rice G 1 Literature EN 241 LEC 000 Enlightenment & 2 18 0 0 0 Open 3.00 Kasey Melissa G 1 Rise/Anglo-Ame 0 Grieco McNeally EN 241 LEC 000 Enlightenment & 1 6 0 0 0 Open 3.00 Kasey Melissa G 2 Rise/Anglo-Ame 8 Grieco McNeally EN 259 LEC 000 Contemporary 1 1 0 0 0 Closed 3.00 Raymond J Rice G 1 World Lit EN 300 LEC 000 Jane Austen and 2 14 0 0 0 Open 3.00 Lea Knudsen 69

G 1 (her) World (Major 0 Allen Authors) EN 309 LEC 000 End of Wrld 1 16 0 0 0 Open 3.00 Melissa M G 1 American Novels 8 Crowe (Studies in the Nov EN 311 LEC 000 Poetry Workshop 1 18 0 0 0 Closed 3.00 Melissa M G 1 8 Crowe EN 312 LEC 000 Fiction Writing 1 7 0 0 0 Open 3.00 Jeffrey A G 1 Workshop 8 Lovejoy EN 312 LEC 000 Fiction Writing 1 10 0 0 0 Open 3.00 Richard Lee G 2 Workshop 8 Zuras EN 313 LEC 000 Nonfiction 1 5 0 0 0 Open 3.00 Deborah L G 1 Workshop 8 Hodgkins EN 397 IND 000 Editing Internship 2 2 0 0 0 Closed 3.00 Raymond J Rice G 1 (Independent Study) EN 403 LEC 000 Horror Films Past 2 6 0 25 10 Open 3.00 Richard Lee G 1 to Present (Film 5 Zuras Seminar) PCJ 180 LEC 000 Intro to Prof Comm 1 7 0 0 0 Open 3.00 Jacquelyn 1 and Journal 8 Lowman PCJ 215 LEC 000 Business 2 24 0 0 0 Open 3.00 Tracy L 1 Communication 5 Rockwell PCJ 215 LEC 000 Business 2 22 1 0 0 Closed 3.00 Jacquelyn 2 Communication 0 Lowman PCJ 318 LEC 000 Evolving Media 1 14 0 0 0 Open 3.00 Jacquelyn 1 8 Lowman PCJ 396 LEC 000 Field Experience 2 0 0 0 0 Open 3.00 Jacquelyn 1 Practicum 0 Lowman PCJ 493 LEC 000 Communication 2 2 0 0 0 Open 1.00 Jacquelyn 1 Capstone 0 Lowman PHI 151 LEC 000 Introduction to 1 18 0 0 0 Closed 3.00 Richard Lee 1 Philosophy 8 Zuras PHI 151 LEC 000 Introduction to 2 29 0 0 0 Closed 3.00 Raymond J Rice 2 Philosophy 8 PHI 343 LEC 000 Marxism 2 10 0 25 16 Open 3.00 Raymond J Rice 1 5

Addendum C: Faculty Curriculum Vitae (Full Time)

Melissa Crowe 186 Frances St. Portland, ME 04102 (207) 699-4315 [email protected]

EDUCATION

Ph.D. in English, University of Georgia, 2004 Dissertation: Milk and Paper: New and Original Poems with a Manifesto, directed by Judith Ortiz Cofer M.F.A. in Creative Writing/Poetry, Sarah Lawrence College, 1999 Master’s Thesis: The Fish Inside: Poems, directed by Billy Collins B.A. in English, University of Maine at Orono, 1996 Summa Cum Laude, member Phi Kappa Phi and Sigma Tau Delta

AWARDS / HONORS

Betsy Sholl Award for Excellence in Poetry, USM, 2011 Barbara Deming/Money for Women Grant, 2006 Outstanding Teaching Assistant, University of Georgia, 2003 Nominee, Park Hall Graduate Student Essay Award, 2001 and 2003 Steve Grady Award Recipient, Fiction and Poetry, University of Maine, 1996 Finalist, Roger B. Hill Award for Outstanding Junior English Major, University of Maine, 1995

PUBLICATIONS

“Love Song with Vehophobia,” poem forthcoming in Lumina “Epithalamium with Humming Bird,” poem forthcoming in Maine Magazine “This River,” poem, Words and Images, Spring 2011 “Poker Night,” “Postnatal Epithalamium,” “Love Song to a Cashier,” “Epithalamium with Captives,” and “The end of summer, the fall of the year,” poems in From East to West: Bicoastal Verse, Fall 2009 “Presque Isle is Pentimento,” essay in Echoes, No. 86 “Orphan Looks a Gift Horse in the Mouth (or Why I Want to Quit the Circus),” poem in Clementine, Issue 2, 2009 Review of Lee Sharkey’s A Darker, Sweeter String, Café Review, Summer 2009 “Girl Giant,” “Epithalamium with Adultery,” and “These Two Eleanors,” poems in Words and Images, Spring 2009 “Epithalamium with Acrobats,” poem in The Café Review, Spring 2009 Cirque du Crève-Cœur, chapbook of poems, Dancing Girl Press, April 2008 “Labor Aubade,” poem in Crab Orchard Review, September, 2007 “Stabat Mater Dolorosa,” essay in The Seneca Review, May, 2007 “Old Man and Nurse,” poem in The Atlanta Review, Spring 2007 Scholarly Review of Sylvia Plath’s Ariel: The Restored Edition in The Georgia Review, Fall 2005 Review of Beth Ann Fennelly’s Tender Hooks in The Georgia Review, Fall 2004 “Bruise,” poem in Crab Orchard Review, Winter/Spring 2003 “Etching,” essay in Lifeboat: A Journal of Memoir, 2:2, Fall 2003 “I Watch Nature While Breastfeeding,” poem in Calyx: A Journal of Art and Literature by Women, 21:2, Summer 2003

PUBLIC READINGS / PRESENTATIONS

Words and Images release party/awards ceremony, USM, Spring 2011, Featured Reader Panel Discussion on Poetry, Betsy Sholl’s advanced poetry workshop, USM, Spring 2011, Panelist The Barn Gallery, Ogunquit, Maine, September 2009, Featured Reader Terry Plunket Maine Poetry Festival, Spring 2009, Featured Reader 72

Harlow Gallery Reading Series, Hallowell, Maine, October 2007, Featured Reader Terry Plunkett Maine Poetry Festival, Spring 2007, Featured Reader Voices in the North Country Reading Series, University of Maine at Presque Isle, Spring 2007, Opening Reader for poet Cynthia Cruz Full Circle Stage and Studio, Presque Isle, Maine, Spring 2006, Featured Reader Full Circle Stage and Studio, Presque Isle, Maine, Spring 2005, Featured Reader Center for Humanities and Arts “Night of Poetry,” Spring 2004, Georgia Museum of Art, Featured Reader (with Stephen Corey and Judith Ortiz Cofer) Brenau University, Spring 2004, Guest Lecturer/Reader Honors Literary Night, UGA, Fall 2003, Featured Speaker/Reader Women’s Studies Consortium, UGA, Spring 2003, Featured Reader Nonfiction Reading, Compadres, Athens, GA, Spring 2003 Stillpoint Release Party, Demosthenian Hall, Athens, GA, Spring 2003 Graduate Student Reading Series, Flicker Theater, Athens, GA, Fall 2002 Women’s Studies Consortium, UGA, Spring 2002, Featured Reader Poetry Reading, Barnes and Noble, Athens, GA, Fall 2001 Graduate Student Reading, The Globe, Athens, GA, Fall 2000 Karen McElmurry Book Launch, Tasty World, Athens, GA, Opening Reader, Fall 1999 Panel Discussion: “Writing and Class,” Sarah Lawrence College, 1998, Panelist/Reader

AREAS OF TEACHING / SCHOLARLY SPECIALIZATION

Creative Writing: Poetry, Fiction, and Nonfiction Modern and Contemporary American Poetry and Fiction Feminist Theory

PROFESSIONAL EXPERIENCE

Assistant Professor of English, University of Maine at Presque Isle, Fall 2004-Present Member, Editorial Board, Beloit Poetry Journal, 2010-Present Director, Honors Program, University of Maine Presque Isle, 2006-2008 Co-Editor, Upcountry: A Journal of Sights and Insights, UMPI’s Literary Journal, Spring 2007-2008 and at present English Instructor, Gifted and Talented Program for Aroostook County (Maine) High School Students, Spring 2007 Host/Organizer, Voices in the North Country Reading Series, March 2007-2008 Graduate Teaching Assistant, University of Georgia, Fall 1999-Spring 2004 Assistant Director, Writing Center, University of Georgia, Fall 2002-Spring 2004 Instructor of Poetry and Fiction, Firespark! Summer Camp for Gifted Teens, 2002 and 2003 Freelance Editor, The Georgia Review, Summer 2003 Assistant to the Editors, The Georgia Review, August 2001-August 2002 Judge, Georgia High School Literary Magazine Competition, 2002 Assistant to the Director, Maymester Writers Institute, University of Georgia, Summer 2000 Intern, Wendy Weil Literary Agency, NY, NY, September-December 1998

REFERENCES

Dr. Raymond Rice, Chair of Arts & Sciences, University of Maine at Presque Isle, (207) 768-9416 Dr. Susan Rosenbaum, Associate Professor of English, University of Georgia, (706) 542-2185 Dr. Anne Williams, Retired Professor and Chair of the Department of English, University of Georgia, (706) 208-8186 T.R. Hummer, Professor of Creative Writing, Arizona State University, (602) 325-3403 Donald Zillman, President, University of Maine at Presque Isle, (207) 768-9525 73

DEBORAH L. HODGKINS

Department of English University of Maine at Presque Isle 181 Main St. Presque Isle, ME 04769 (207) 768-9423 [email protected]

Education

 University of New Hampshire, Durham, New Hampshire. Ph.D. Composition and Literature, 1998. Dissertation: Constructive Texts: Theory, Practice, and the “Self" in Composition. Dissertation Director: Patricia A. Sullivan.

 University of Pittsburgh, Pittsburgh, Pennsylvania. M.A. English, 1989.

 College of the Holy Cross, Worcester, Massachusetts. B.A. English, 1987, cum laude.

Awards and Honors

 Distinguished Teaching Award Finalist, University of Maine at Presque Isle, 2001.

 Summer Fellowship for Graduate Teaching Assistants, University of New Hampshire, 1991.

 Distinguished Teaching Award, University of Pittsburgh, 1989.

Presentations and Publications

 “The Whole Writer, the Whole Tutor: What We Talk about When We Reflect on Practice,” with writing center tutors Martha Franklin-Wight and Taylor Ussery. Building from 9/11: Writing Centers ReImagine, ReInvent. Annual Northeast Writing Centers Association Conference, St. John’s University, Queens NY, April 14, 2012

 Presentation on the WPA, NCTE, NWP “Framework for Success in Postsecondary Writing.” Improving College and Career Readiness in Writing, University of Maine at Presque Isle, March 2, 2012. Organized and hosted conference.

 ”Identity, Perception and Leadership: Theory, Practice and the Role of the Writing Tutor,” with UMPI Writing Center Tutors Laura Hunter and Meg Lightbown. Leadership and Peer Tutoring: Hope, Vision, Collaboration, Action. National Council on Peer Tutoring in Writing, Mt. Holyoke College, South Hadley, MA, November 6-8, 2009.  “Starting up a Writing Center ‘North of Ordinary’ and Establishing a Transition Partnership with a Local High School,” with UMPI Writing Center Tutors Louise Hamlin and Judy Hudson. Making Connections: Conversations Among Communities. Annual Northeast Writing Centers Association Conference, Amherst, NH, April 8, 2006

 “Teaching Writing ‘North of Ordinary’: Rhetorics of Class and Location.” Composing Cultures: Diversity and the Teaching of Writing, 10th Biannual Composition Studies Conference, University of New Hampshire, October 2004.

 "Teaching Basic Writing 'North of Ordinary': Pedagogic Boundary Crossing(s) and Institutional Border Patrol." Conference on College Composition and Communication, March 2003.

 Annotation. Dickson, Marcia. It's Not Like That Here: Teaching Academic Writing and Reading to Novice Writers (Heinemann 1995). Bedford Bibliography for Teachers of Basic Writing. Boston: Bedford/St. Martin’s. 2002.

 "Constructions of the Self: A Critical Study of Reading and Writing Autobiography." Conference on College Composition and Communication (Washington D.C.), March 1995.

 "Constructive/Constructing Dialogue: Students, Teachers, and the "Self" in the Writing Classroom." Conference on College Composition and Communication (San Diego), April 1993. 74

 "Process, Product, Politics: Examining the Post-Structuralist Critique." The Writing Process: Retrospect and Prospect, University of New Hampshire, October 1992.

 "Nineteenth-Century Stories, Twentieth-Century Blues: A Historical Look at Women's Literacy and Popular Culture." Conference on College Composition and Communication (Cincinnati), March 1992.

 "The Rich/Freire Assignment: The Paradoxical Success of Honoring Complexity." University of Pittsburgh Composition Conference, 1988.

Teaching Experience

Assistant Professor of English, University of Maine at Presque Isle, 1999-present

Writing Theory and Practice African American Literature Maine Writers Twentieth Century American Literature American Literature before 1900 Writing of Creative Nonfiction World Literature Modern and Contemporary Anglo-American Literature Enlightenment and the Rise of Anglo-American Literature American Literature – Beginning to1865 American Literature – 1865 to present Contemporary World Literature Advanced Writing Introduction to Literature College Composition Foundations for College Composition First Year Seminar

University of New Hampshire American Literature from 1865-present Writing about Literature Introduction to Prose Writing Honors Freshman English Freshman English

University of Pittsburgh General Writing Basic Writing

College of the Holy Cross Tutor, Composition Tutorial Workshop

Academic and Administrative Service

 Member, Presidential Search Committee, November 2011 – April 2012.

 Director, UMPI Writing Center (September 2004 – present). Duties include hiring and training of peer writing consultants (tutors), scheduling, coordinating shared facilities with Student Support Services and Career Center in South Hall, promotion, faculty education, record keeping and data management, and assessment.

 Chair, Faculty Assembly. September 2009 – April 2012.

 Chair, College of Arts and Sciences Peer Evaluation Committee, November 2008 – present.

 Member, General Education Assessment Task Force, September 2010 – present. 75

 Chair, Academic Standards Committee, September 2007 – December 2009 (continued serving as member through May 2011 to finish revision of Academic Integrity Policy).

 Member, Program of Basic Studies Task Force, 2009-2010.

 Chair, School of English and Fine Art, August 2006 – June 2008. Responsible for budgets, schedules, hiring adjunct instructors, program review (Spring 2008), catalogue review and revision, representation of programs to administration, campus, and community, and other administrative duties.

 Coordinator, Department of English and Fine Art, January 2005 – July 2006.

 Member, Institutional Review Board (IRB), 2005 – 2009.

 UMPI Faculty Participant, Partnership for College Success with Caribou High School (Nellie Mae/ Woodrow Wilson Grant), 2004 -2009.

 Participant, Project Compass Community of Practice 2007 – 2008.

 Member, Academic Suspension and Dismissal Review Board, May 2002 – December 2005.

 Member, Academic Suspension and Dismissal Review Board.

 Workshop facilitator, “Writing to Learn, Learning to Write,” with Karen Hamer, UMPI Faculty Retreat, August 30, 2002. Follow-up workshop addressing assignment design and assessment December 16, 2002.

 Member, General Education Committee, a four member presidential committee charged with revising the General Education Program, 2002-2003.

 Faculty Senator, University Senate, 2002-present.

 Researcher and writer of feasibility study for starting up a Writing and Oral Communication Center at the University of Maine at Presque Isle, presented to President Nancy Hensel September 1, 2000.

Professional Development

 Common Core Summit, University of Maine, April 26, 2012.

 Maine Writing Centers Gathering, Husson University (cosponsored by Colby College), with UMPI Writing Center Tutors, March 31, 2012.

 Maine Writing Centers Gathering, University of Maine, with UMPI Writing Center Tutors, November 2009.

 The Assessment Underground: What Really Matters? Keynote, Deborah Grossman –Garber. Sponsored by the Maine Composition Coalition (conference organizing committee member). Central Maine Community College, April 3, 2009.

 Maine Writing Centers Gathering , Colby College, with UMPI Writing Center Tutors, November 2008.

 Engaged Evaluation: What we do and Why we Do it.” Maine Writing Center Gathering, Colby College, Waterville, Maine, November 15, 2008. Attended with UMPI Writing Center tutors Laura Mooney, Laura Hunter, and Andrea Zappone.

 NEEAN (New England Educational Assessment Network) Summer Assessment Institute, with members of the Maine Composition Coalition, Keene, NH, June 5-6 2008.

 “Bridging the Gap: A Conversation with High School and College Faculty about Math and English.” University of Maine at Fort Kent, May 15, 2008

 “Writing Across the Curriculum.” Maine Writing Center Gathering, Colby College, Waterville, Maine, November 10, 2007 76

 “Student Learning Outcomes: What they are, what they aren’t why they matter, and how to measure them.” Center for Teaching Excellence, University of Maine, March 6, 2007

 “The Writing Path: Transparent Transitions to Life After High School,” a professional retreat and workshop sponsored by the Maine Composition Coalition, at the Senator Inn , Augusta, July 26-27, 2006

 “Sharing What We Know—Conversations Among Writing Teachers.” Sponsored by the Maine Composition Coalition. University of Maine at Augusta, October, 2005

 Breaking the Mold: Experimenting with Nonfiction, 9th Biannual Composition Studies Conference, University of New Hampshire, September 27-28, 2002.

 Connecting the Text and the Street. Conference on College Composition and Communication (CCCC), Chicago, Illinois, March 20-23, 2002.

 Annual conference of the Northeast Writing Centers Association, Clark University, Worcester, Massachusetts, March 31, 2001.

 Fifth annual conference of the National Writing Centers Association, Baltimore, Maryland, November 2-4, 2000.

 “Reading Our Students, Reading Ourselves,” 9th Biannual Composition Studies Conference, University of New Hampshire, October 1-2, 1999.

 Conference organizing committee member: Writing Across . . . Disciplines, Genres, Cultures, University of New Hampshire, October 1996.

 The Craft of Teaching, University of New Hampshire, October 1994. Reading and Writing (in) the Academy: Power, Pedagogy, and Politics, University of New Hampshire, October 1990.

 Volunteer: Literacy: Myths and Lessons. New Hampshire Humanities Council, University of New Hampshire, 1991.

 Presenter and discussion leader at Composition Program staff meetings, University of New Hampshire.

Memberships

Maine Composition Coalition Modern Language Association National Council of Teachers of English Conference on College Composition and Communication Council of Writing Program Administrators International Writing Centers Association New England Writing Centers Association Conference on Basic Writing

Jacquelyn Lowman Work: Professional Communication and Journalism Concentration University of Maine at Presque Isle 181 Main Street 108 Normal Hall Presque Isle, Maine 04769 (207) 768-9745 (o) (207) 768-9433 (f) [email protected]

Home: 509 Washburn Road Washburn, Maine 04786 (207) 455-1025

EDUCATION

Ph.D., 2004; Mass Media; Michigan State University, East Lansing, MI. Areas of specialization include: professional communication, marketing, grassroots advocacy and public relations, explorations of community, helping the marginalized and voiceless find their voices, journalism, mass communication, public/civic journalism, media and society, ethnography, history, qualitative research, sociology. Honors and Awards: Connecticut College Phi Beta Kappa Scholarship; several Mass Media Ph.D. and College of Communication Arts and Sciences Scholarships; Graduate Office Fellowship; Graduate School Dissertation Completion Fellowship; election to Phi Kappa Phi Honor Society.

M.A., 1997; Ancient and Near Eastern Languages and Civilizations; University of Chicago, Chicago, IL.

Honors and Awards: Century Fellowship (full tuition and stipend) for four years.

B.A., 1993; Classics; Connecticut College, New London, CT. Honors and Awards: Awards for Outstanding Student in Classics (three years); tuition scholarship; Phi Beta Kappa; magna cum laude.

RELEVANT WORK EXPERIENCE

Assistant Professor, 2008-present, English, Professional Communication/Journalism Program, University of Maine at Presque Isle, 181 Main Street, Presque Isle, Maine, 04769. Main mission and mandate to create and make viable an innovative, outstanding professional communication program. This includes such traditional elements as journalism and PR, but is so much more. The program is very interactive, pairing students with real world partners and giving them experience creating marketing materials, practicing advocacy, conducting focus groups, developing grant proposals. A key to the program’s success is that the partners actually use what the students produce. Thus, they get professional experience and build a portfolio while still in school. This gives them a significant advantage for life after UMPI; it separates them from the pack immediately. It also sets our program apart from other professional communication undergraduate programs. Service to the campus includes advising the University Times (the student newspaper) and WUPI (the student radio station), being a member of the Project Compass Community of Practice, being a member of the planning group for the UMPI Teaching and Learning Center, participating in the pilot Learning Communities, being on the PBS and General Education Taskforces, Coordinating FYS, and being a member of the Academic Appeals, University Day and Engaged Learning committees. Service within the System and within academia includes being UMPI’s member on the System Marketing Committee and becoming a member of the Project Compass Facilitator Corps. Service to the community includes working with high school students on their writing as they gain a venue and outlet through the University Times, serving as an advocate for disability rights and speaking in community settings on the power of education to transcend disability.

Assistant Professor, Temporary, 2005-2008, School of Communication, University of North Dakota, O’Kelly 209, 221 Centennial Drive Stop 7169, Grand Forks, ND 58202-7169. Included teaching classes in journalism, public relations, communication; building bridges to and contacts with local communities and media professionals to create beneficial, rewarding relationships for those in the university community and those in the greater society; investigating and seeking to ameliorate the effects on journalists of covering trauma; interweaving experiential learning into all aspects of teaching to enhance the learning and benefit for all concerned; developing learning modules and entire courses that helped students and media professionals hone writing and overall communication skills; creating a journalism practicum that tapped media support and expertise and enabled students to experience all stages in the journalism process, from conception, research, data gathering, and writing to production, distribution, evaluation, adjustment; pursuing opportunities with people in local communities and groups to provide training and skills in communication, organization, and advocacy 78

so that they can more effectively conceptualize, articulate, and advocate for themselves. Particular teaching strengths involved courses with an intensive writing component and covered such topics as: Advocacy and Communication; Community Journalism; Editing; Introduction to Media Writing; Journalism Practicum-Herald U; Perspectives on Media Writing; Reporting and Feature Writing; Senior Portfolio, our capstone course; Writing for Electronic Media; Writing for Public Relations. Additional teaching and student support came through offering independent studies, supervising honors theses, supervising and mentoring the graduate students who taught Introduction to Media Writing, serving as faculty adviser for the student chapter of the Society of Professional Journalists (SPJ), serving as faculty adviser for the School of Communication Student Council, giving individual and collective guidance in writing resumes and cover letters, and writing letters of recommendation. Service included creating and leading an annual conference that brought media professionals and other leaders to Grand Forks to engage in discussions with our students, faculty, and the greater community about significant issues. Further service entailed serving on department and university committees

Columnist and Feature Writer, 2001-2005, various community newspapers (weekly and daily), Calhoun County, MI. During this span, I wrote columns and feature articles for area newspapers. They dealt primarily with various aspects of community: renewal, sustenance, celebrations of empowerment.

Consultant, Michigan Grange, 2001-2005, various chapters, Marshall, Haslett, Mosherville, Ann Arbor, MI. While in this position, I performed communication audits and developed and helped implement communication strategies. This entailed such continually expanding functions as:  Facilitate brainstorming sessions.  Give presentations on Grange history, contemporary Grange events, future Grange potential.  Hold communication workshops.  Write articles and press releases.  Research, develop, moderate, analyze, report focus groups.  Help Granges assess needs, develop strategies to fulfill needs, set goals, implement solutions, reevaluate, and revise as necessary.  Conduct, record, transcribe, write up oral history interviews.  Arrange, design, moderate, facilitate opportunities for Grange members to communicate their messages in different venues.

Freelance Copyeditor for University Press, 2004, Rutgers University Press, 100 Joyce Kilmer Avenue, Piscataway, NJ 08854-8099. Included editing books for content, context, clarity, consistency, grammar, style, tone, spelling.

Researcher, Writer, and Editor for College of Nursing, 2003–2004, Michigan State University. Included conducting research, synthesizing data, writing reports, and making recommendations on telehealth; writing and editing content and conducting interviews for nursing magazines and websites.

Dissertation Editor for the College of Communication Arts and Sciences, 2003, Michigan State University. Included editing dissertation for content, context, consistency, grammar, style, tone.

Manuscript and Speech Editor for the Provost Communication Project, 1999-2004, Michigan State University, College of Communication Arts and Sciences. Included such duties as:  Worked with provost to make her a more effective communicator with both internal (faculty, staff, board of trustees, and current students) and external (members of general communities on the local, state, regional, national, and international levels; government personnel; business leaders; academic/administrative colleagues; alumni; prospective students; parents of current and prospective students) audiences, using a broad spectrum of media, messages.  Edited variety of written communication generated by various segments of Provost Office—often under extreme time constraints.  Critiqued materials for content, tone, style—stand in for intended audience.  Created some original documents for communication needs, such as acknowledgments of outstanding achievements.  Gathered background information and prepared talking points for provost addresses.  Prepared summaries, analysis, comments, suggestions from conferences and presentations in such areas as Study Abroad, Developing Leadership, and New Faculty Orientation.

Editor, October 2001, SK Telecom, Seoul, South Korea. Edited a book giving an overview of the company and detailing new ventures such as Wireless Internet, Mobile Portals, Multimedia Services, Platform Architecture, Networks, Globalization, and Business Ventures. Intended audience included potential business partners and investors.

Writer/Editor, 1981-1993, The Bureau of Business Practice, Division of Simon & Schuster, Waterford and Old Lyme, CT. After work as sales correspondent and order editor, promoted to Copy Editor, responsible for editing all types of content company produced. Promoted to Copy Editor Supervisor, responsible for department of eight to 10 people. Promoted to Writer/Editor. Researched and created 79

new content; edited freelance material; prepared indices for publications. Gained extensive experience working on broad variety of technical and business publications, such as books, workshops, videos, periodicals, newsletters, in areas that included law, health, safety, human resources, management, customer service, clerical, warehousing, transportation. Communication skills honed through work with audiences ranging from high-level executives to front-line employees.

Born with ink, not blood in my veins. Emerged from womb with pen in hand. I got my first printing press at age 7. Within days, I was putting out the family newspaper. That began my lifelong love of and work with professional communication. Everything I’ve achieved in my life has come from my ability to communicate. Although many deny it, all people are communicators. My mission is to help people realize that and to help them acquire the confidence and skills to tap their inherent natural gifts.

ACADEMIC PAPERS, PRESENTATIONS, PUBLICATIONS

Lowman, Jacquelyn A. “A Place for Everyone: Using Inclusiveness to Promote Student Retention and Success.” 2011 Project Compass Diversity & Retention in Education Mini-Grant Final Report, July 2011.

Lowman, Jacquelyn A. “Reflections on Sentipensante Pedagogy: Blending the Personal with the Professional.” Remarks made at the Project Compass spring meeting in Portsmouth, N.H., Feb. 2011.

Lowman, Jacquelyn A. “Comprehensive Faculty Development Focused on Inclusive Excellence: Three Campus Stories.” Participant (via video) in a panel discussion at the AAC&U Meeting, “Facing the Divides: Diversity, Learning, and Pathways to Inclusive Excellence,” in Houston Texas, Oct. 2010.

Lowman, Jacquelyn A. “From Campus to Community: Reimagining News Coverage.” Pub Aux (Publishers’ Auxiliary: The Newspaper Industry’s Oldest Newspaper), August 2010.

Lowman, Jacquelyn A. “Asking Why Not Instead of Why.” A paper presented at the 35th Annual Institute for Rural Social Work and Human Services in Presque Isle, Maine, July 2010.

Lowman, Jacquelyn A. “From Campus to Community: Reimagining News Coverage.” A paper presented for the Newspapers and Community- Building Symposium XV at the National Newspaper Association’s 123rd annual convention in Mobile, Ala., Sept. 2009.

Lowman, Jacquelyn A. “Seeking the Essence: Community Journalism Meets the Digital Age.” Grassroots Editor, volume 49, no. 4, winter 2008.

Lowman, Jacquelyn A. “Seeking the Essence: Community Journalism Meets the Digital Age.” A paper presented at the Newspapers and Community-Building Symposium XIV at the National Newspaper Association’s 122nd annual convention in St. Paul, MN, Sept. 2008.

Lowman, Jacquelyn A. “The Effects on Journalists of Covering Trauma.” A research talk presented at a symposium at the University of South Dakota Department of Contemporary Media and Journalism, Vermillion, SD, March 25, 2008.

Lowman, Jacquelyn A. and Rosanne B. McBride. “Wounded Messengers: Journalists as First Responders and Their Hidden Trauma.” A paper presented at Work, Stress, and Health 2008: Health and Safe Work through Research, Practice, and Partnerships, in Washington, DC, March 2008.

Lowman, Jacquelyn A. “The Effects on Journalists of Covering Trauma.” A research talk presented at an agora at the University of North Dakota School of Communication, Grand Forks, ND, January 22, 2008.

Lowman, Jacquelyn A. “Bringing Students into Community Journalism: Building Community—And the Future.” Grassroots Editor, forthcoming.

Lowman, Jacquelyn A. and Anita L. Herold. “Editing and Accuracy.” A workshop presented at the fall Native Community Studio at the University of North Dakota School of Communication Native Media Center, Grand Forks, ND, November 8, 2007.

Lowman, Jacquelyn A. “Zen and the Art of Interviewing.” A workshop presented at the annual Northern Interscholastic Press Association fall conference at the University of North Dakota, Grand Forks, ND, October 1, 2007.

Lowman, Jacquelyn A. “Bringing Students into Community Journalism: Building Community—And the Future.” A paper presented at the Newspapers and Community-Building Symposium XIII at the National Newspaper Association’s 121st annual convention in Norfolk, VA, Sept. 2007.

Lowman, Jacquelyn A. and Anita L. Herold. “Accuracy, Editing and Ethics.” A workshop presented at the spring Native Community Studio at the University of North Dakota School of Communication Native Media Center, Grand Forks, ND, April 7, 2007.

Lowman, Jacquelyn A. “Interviewing in Action.” A two-part workshop presented at the annual Northern Interscholastic Press Association fall conference at the University of North Dakota, Grand Forks, ND, October 23, 2006.

Lowman, Jacquelyn A. “Interviewing in Action.” A workshop presented at the annual Northern Interscholastic Press Association fall conference at the University of North Dakota, Grand Forks, ND, October 3, 2005.

Lowman, Jacquelyn A. “‘You Can Do It! You Can Do It!’ Lessons from Michigan Grangers.” A paper presented at the annual Michigan Oral History Association Conference in Lansing, MI, October 2004.

Lowman, Jacquelyn A. “‘Do Not Let the Grange Die!’ Michigan Grangers’ Struggle for Continued Relevance in the Twenty-First Century.” Journal of Agricultural and Food Information, volume 5, number 4, 2003.

Lowman, Jacquelyn A. “‘Reap What You Sow:’ How the Michigan State Grange and Its Grange Visitor Gave Rural Women an Opportunity to Realize Their Truest Selves.” Journal of Agricultural and Food Information, volume 5, number 2, 2003.

Lowman, Jacquelyn A. “‘You Can Do It!’ Impressions of the Grange—Past and Present.” Reflections on Grange research presented at the Michigan State University Libraries’ Colloquia Series in East Lansing, MI, November 4, 2003.

Lowman, Jacquelyn A. “‘You Can Do It, You Can Do It!’ Helen Peck: A Life of Work, Leadership, and Encouragement in the Grange.” A paper presented at the triennial Rural Women’s Studies’ Association Conference in Las Cruces, NM, February 2003.

Lowman, Jacquelyn A. and Lucinda D. Davenport. “A Woman’s Place: Newspaper Advice Columns in the Wake of the Nineteenth Amendment—A Case Study.” A paper presented at the annual national Association for Education in Journalism and Mass Communication Conference in Phoenix, AZ, August 2000.

Guest Teaching

Lowman, Jacquelyn A. “Life as a Vulture.” Guest teacher for William Breton’s education class, Teaching Children with Special Needs, University of Maine at Presque Isle, March 14, 2012.

Lowman, Jacquelyn A. “Not Dead Yet: People With Disabilities Still Want and Need Recreation.” Guest teacher for Amanda Baker’s introductory Recreation class, University of Maine at Presque isle, November 2011.

Lowman, Jacquelyn A. “The Geography of Disability.” Guest teacher for Kim Sebold’s Geography class, University of Maine at Presque Isle, October 2010.

Lowman, Jacquelyn A. “Walking a Fine Line: Remaining Empathetic, Fair, Ethical and Professional When Doing Participant Observation, Oral Histories, and Focus Groups.” Guest teacher for Lucinda Davenport’s graduate Qualitative Research Methods class, Michigan State University College of Communication Arts and Sciences, April 2008.

Lowman, Jacquelyn A. “The Effects of Covering Trauma: Victims’ Perspective.” Teaching demonstration presented for a journalism class at the University of South Dakota Department of Contemporary Media and Journalism, Vermillion, SD, March 26, 2008.

Lowman, Jacquelyn A. “The Effects of Covering Trauma: Victims’ Perspective.” Teaching demonstration presented for a general audience at the University of North Dakota School of Communication, Grand Forks, ND, January 23, 2008.

Lowman, Jacquelyn A. “News Writing.” Workshop presented at the NIPA Spring Conference, Grand Forks, ND, April 22, 2007. Also served as a judge in various journalism categories before and during the event.

Lowman, Jacquelyn A. “Close But Not Too Close: Being Fair and Ethical When Doing Participant Observation, Oral Histories, and Focus Groups.” Guest teacher for Lucinda Davenport’s graduate Qualitative Research Methods class, Michigan State University College of Communication Arts and Sciences, March 29, 2007.

Lowman, Jacquelyn A. “Ethics in Journalism.” An interactive presentation given to Michael Eshkibok’s Introduction to Media Writing class in the UND School of Communication, Grand Forks, ND, November, 2006.

Lowman, Jacquelyn A. Guest teaching/coaching in Dr. Tricia Traynor’s Writing for Public Relations class; feedback on a public relations campaign, at the UND School of Communication, Grand Forks, ND, October 2005.

NONACADEMIC PAPERS, PRESENTATIONS, PUBLICATIONS

Columns and Feature Articles1

Lowman, Jacquelyn A. “North Dakota journalism students come to aid of rural newspaper and town devastated by tornado.” AEJMC Community Journalism Interest Group, 15 October 2007: http://comjig.blogspot.com/.

Lowman, Jacquelyn A. “North Dakota journalism students come to aid of rural newspaper and town devastated by tornado.” Institute for Rural Journalism and Community Issues, 14 October 2007: http://www.ruraljournalism.org/.

Lowman, Jacquelyn A. “Fredonia Grange Hosts Inner-City School Teacher.” Battle Creek Shopper News, 2 October 2003, 60.

Lowman, Jacquelyn A. “Fredonia Grange Launches New Era at the Fair.” Marshall Community Advisor, 13 August 2003, 48.

Lowman, Jacquelyn A. “For Fredonia Grange, ‘Fair’ Is Excellent.” Marshall Community Advisor, 6 August 2003, 19.

Lowman, Jacquelyn A. “Fredonia Grange Hosts Youth Camps.” Battle Creek Shopper News, 31 July 2003, 41.

Lowman, Jacquelyn A. “Fredonia Grange Helps Save Butterflies.” Battle Creek Shopper News, 31 July 2003, 29.

Lowman, Jacquelyn A. “Fredonia Grange Unveils New Food Booth at Cruise to the Fountain.” Marshall Community Advisor, 2 July 2003, 43.

Lowman, Jacquelyn A. “Ewe Can Learn About Sheep, Wool, and Spinning This Saturday.” Marshall Community Advisor, 4 June 2003, 40.

Lowman, Jacquelyn A. “Fredonia Grange Helps Youngsters Travel Back in Time.” Marshall Community Advisor, 28 May 2003, 41.

Lowman, Jacquelyn A. “Fredonia Grange to Host Humane Society Program.” Marshall Community Advisor, 14 May 2003, 69.

Lowman, Jacquelyn A. “Fredonia Grange to Host Grange Preservation Workshop.” Michigan Grange News, XI (May 2003): 1.

Lowman, Jacquelyn A. “Fredonia Grange to Host Program on Cross Symbolism This Saturday.” Marshall Community Advisor, 2 April 2003.

Lowman, Jacquelyn A. “Family Night Out Encore! at Fredonia.” Marshall Community Advisor, 19 March 2003.

Lowman, Jacquelyn A. “Pancake Brunch Set for Sunday.” Marshall Community Advisor, 5 March 2003.

Lowman, Jacquelyn A. “Fredonia Grange Works to House Homeless Bluebirds.” Battle Creek Shopper News, 27 February 2003.

Lowman, Jacquelyn A. “‘Outdoor Family Safety Day’ to Feature Variety of Activities.” Marshall Community Advisor, 26 February 2003.

Lowman, Jacquelyn A. “Fredonia Grange Gives Thanks for Huge Success.” Michigan Grange News, XI (February 2003): 2.

Lowman, Jacquelyn A. “Upcoming Grange Program to Present ‘Food Facts’ Everyone Needs to Know,” Marshall Community Advisor, 29 January 2003.

1 This is only a fraction of the published pieces. This provides a representative sample, but a fuller list is available upon request. 82

Lowman, Jacquelyn A. “Fredonia Grange Draws a Crowd to ‘Family Night Out’ Event,” Marshall Community Advisor, 29 January 2003.

Lowman, Jacquelyn A. “Fredonia Grange Asks You to ‘Listen Up.’” Marshall Community Advisor, 22 January 2003.

Lowman, Jacquelyn A. “Fredonia Grange Hosts ‘Family Night Out.’” Marshall Community Advisor, 15 January 2003.

Lowman, Jacquelyn A. “Fredonia Community Grange Finds the Perfect Gift.” Michigan Grange News, X (December 2002): 10.

Lowman, Jacquelyn A. “Fredonia Community Grange Helping Calhoun County to Take a Monarch to Lunch.” Michigan Grange News, X (December 2002): 10.

Lowman, Jacquelyn A. “Fredonia Grange Helps Keep Monarch Butterflies ‘In Flight.’” Marshall Community Advisor, 22 November 2002.

Lowman, Jacquelyn A. “Fredonia Grange Goes ‘Whole Hog’ at Annual Brunch.” Marshall Community Advisor, 16 October 2002.

Lowman, Jacquelyn A. “Fredonia Grange Library Donation Remembers Life of Helen Peck.” Marshall Community Advisor, 2 October 2002.

Lowman, Jacquelyn A. “Fredonia Grange Extends Gratitude to the Community.” Marshall Community Advisor, 28 August 2002.

Lowman, Jacquelyn A. “Bluebirds Have Increased Number of Residential Choices.” Marshall Community Advisor, 26 June 2002.

Lowman, Jacquelyn A. “Grange Bluebird House Makers Plan Outdoor Expo Presence.” Marshall Community Advisor, 12 June 2002.

Workshops

Lowman, Jacquelyn A. “Trauma and Journalism.” A two-part workshop presented to Dr. Tricia Traynor’s Media Consequences and Effects class in the UND School of Communication, Grand Forks, ND, October 31, 2006 and November 2, 2006.

Lowman, Jacquelyn A. “Everything Your Grange Does Is a Communication Opportunity—A Chance to Spread the Good Word.” A workshop presented at the annual Michigan State Grange Membership Conference in Haslett, MI, April 2003.

Presentations

Lowman, Jacquelyn A. “Names Can Hurt You.” Speaker for Everyone Counts event, Presque Isle, Maine, March 2012.

Lowman, Jacquelyn A. “Information Overload: How Do You Find the Truth?” Moderator for a panel discussion in Presque Isle, Maine, February 2012.

Lowman, Jacquelyn A. “Getting My Life Back.” A talk presented to note Disability Awareness Month in Presque Isle, Maine, Sept. 2010.

Lowman, Jacquelyn A. “The Good News about Journalism in North Dakota: And the Best Is Yet to Come.” A talk presented at the North Dakota Newspaper Association annual convention, Fargo, ND, May 4, 2007.

Lowman, Jacquelyn A. “Journalism Education in North Dakota.” A talk presented at the North Dakota Newspaper Association annual convention, Bismarck, ND, May 5, 2006.

Lowman, Jacquelyn A. “What Makes a Victim: The Choice to Be Empowered.” A program presented at the UND Women’s Center “Eat, Meet, and Learn” monthly gathering, Grand Forks, ND, December 1, 2005.

Lowman, Jacquelyn A. “Victims and the Media.” An interactive presentation for Dr. Tricia Traynor’s Media Consequences and Effects class in the UND School of Communication, Grand Forks, ND, October 26, 2005.

Lowman, Jacquelyn A. “Victims and the Media.” An interactive presentation for Dr. Pamela Kalbfleisch’s Mentoring class, UND School of Communication, Grand Forks, ND, October 2005.

Lowman, Jacquelyn A. “Remarks on the Action Grange Program.” A talk presented at the annual Michigan State Grange Convention in Lansing, MI, October 2002.

Lowman, Jacquelyn A. “Michigan Grange Historic Publications: Perspectives on Past, Present, and Future.” A talk presented to Mosherville Grange, Mosherville, MI, September 2002.

Lowman, Jacquelyn A. “Michigan Grange Historic Publications: Perspectives on Past, Present, and Future.” A talk presented to Pittsfield-Union Grange, Ann Arbor, MI, May 2002.

PROFESSIONAL DEVELOPMENT

Morrison, David C., Ph.D. “Writing Winning Grants.” A workshop presented at the University of North Dakota, Grand Forks, ND, December 10, 2007.

Iseminger, Gordon, UND history professor; Ross Rosholven, private investigator; Pattie Sele and Tammy Knudson, Grand Forks County Social Services case workers; Officer Derik Zimmel, Grand Forks Police. “Honing Those Interview Skills.” A workshop presented to journalists at the Grand Forks Herald, Grand Forks, ND, November 28, 2007.

Lauterer, Jock. “Relentlessly Local.” The first NDNA Education Foundation seminar, Bismarck, ND, June 14, 2007.

TEACHING: CURRICULUM DEVELOPMENT

I came to UMPI with a mandate to start a journalism program. But given changes in journalism and the way that people use and regard media, it became apparent that the original ideas had to be adapted and adjusted. In order to best serve our students and our society, we need to educate them for current and future realities. All of our students need to be able read and listen critically, to process, synthesize, analyze, critique. They need to be able to write and speak well, eloquently, effectively, persuasively. They need to be able to problem solve and think critically, complexly. These are all facets of a well developed Professional Communication program. Such a program would still allow students to focus on journalism if they so desired. But it would be equally valid and viable for students who want to work in marketing, advocacy, planning, organizing…. Communication is the Rome of its day: all roads lead to it. People with this degree are able to move into a broad array of managerial and executive positions that require clear thinking, decision making, organization.

The courses in the program plan entail much hands-on learning. After building a solid foundation in the classroom, students get out into the world to apply what they’ve learned. They work with nonprofit partners who need and use the students’ work. That sets our students apart as professionals when they graduate and prepare to fully enter the world. They gain confidence and a better sense of who they are and what they’re capable of. Further, they build portfolios of accomplished work that demonstrates to themselves and the world what they’re capable of creating. Many of the courses include the benefits of internships without the downsides. There are no experiences of sharpening pencils or making coffee. We team up with nonprofits who need the work that the students produce and who will, thus, use it. The students stretch, grow and do amazing things that they never imagined they were capable of.

The changes in emphasis and focus required changes in curriculum. In the spring of 2011, I put through a major reimagining of my program. All of the courses are firmly grounded in reality and the possible. Many are based on courses that I successfully taught in North Dakota. I’ve already offered many others with good results at UMPI. These are construed broadly enough that they can be easily adjusted and fine-tuned to current conditions and demands. One common thread that runs through all is that they help students develop the tools to work well in the current field and to adapt easily and move fluidly as the field continues to evolve. In order to better reflect course content, the courses will be designated with the prefix PCJ: Professional Communication and Journalism.

There follows a list and brief descriptions of the courses that now make up the program. They provide an indication of what the courses entail. Longer descriptions and syllabi are available upon request.

PROFESSIONAL COMMUNICATION AND JOURNALISM CURRICULUM

Introduction to Professional Communication and Journalism. This is a course in “popular communication.” It teaches students about message and audience, hooking and keeping readers, viewers and listeners, writing the way they talk—only better. This is a standard course for programs in professional communication and journalism. It lays a solid foundation for later specialization and refinement. Students get exposure to PR and advertising as well as journalism. The major out-of-class experience is writing for the University Times.

Electronic Communication. Students will learn the basics of audio and video communication. Then they’ll get outside the classroom to apply what they’ve learned, creating content for such outlets as the campus radio station. In the process, students will learn to communicate clearly,

relate well to people, think on their feet, adapt. This course taps our great campus resource, WUPI. Students produce content for the radio. They’ve already produced a news interview show. We have the flexibility to add more audio or video components.

Magazine and Feature Writing. Class will help students tap into the infinite and lucrative magazine and newspaper feature writing market. Students will learn how to answer readers’ needs and find story ideas in everything. They’ll be out of the classroom, taking the community pulse. They’ll write for the U Times, Upcountry and other opportunities. This course might be better called: “Story Telling.” Students will feed campus markets and get encouragement to find other outlets.

Business Communication. This course is offered as a service to disciplines in the College of Professional Programs: Business, Criminal Justice, Recreation, although students in other fields can take it. It is offered every term and always fills to the cap. The majority of the students in it don’t view themselves as communicators, so they enter the course with a sense of panic. They have to create a product for a nonprofit partner. They get a broad outline with a topic and goal and have to figure out the problem, what will resolve it, and how they can tap their communicative gifts to do so. There are some big humps/mountains for people to climb in order to successfully complete the class. Among the biggest is overcoming people’s preconceptions of what effective writing is. Midway through the term, there’s the sense of being in a hockey fight: people flailing away blindly at each other. But in the end, everyone makes—not just surviving, but thriving.

Editing. Editing is an art form. Those who can edit are always in demand. This course will help students gain critical evaluation and practical skills. They’ll learn to blend new technologies with traditional editing skills. Then they’ll team with academic and community partners to apply their skills. Editing is a skill that transcends journalism. There’s a need for people who can edit in a broad spectrum of venues: across hardcopy and digital, from print to aural and visual. Some of our students who do not have a professional communication focus would like to pursue careers in publishing. All of our students would benefit from being able to better edit their own work.

Professional Communication. Focus on writing as a profession. Review of such basics as e-mail, memos, phone etiquette, reports, proposals. Progress into more complex venues such as advocacy communication, communication audits, and focus groups. Students will work with clients producing communication products the organizations will use and enhance student profiles. This is one of the courses that really separates the UMPI program from other undergraduate offerings. It’s unusual for students at this level to undertake such complex communication projects. Gaining these skills definitely gives our students a point of distinction.

Advanced Professional Communication. Further development of professional communication skills for those with targeted career goals. Course focus varies: will emphasize advanced communication such as grant writing and other proposals, annual reports, overarching communication plans, and sophisticated presentation skills. Will work with real world partners. This is the sibling of Professional Communication. Students put together complex communication skills, problem solving, critical thinking. They take on a project, a client and advocate for it. They ascertain the communication problems, research the solutions, and help bring resolution through their ability to tell the story, raise awareness, find the resources and bring it all together. This course is explicitly about advocacy.

Workshop in Journalism. Journalism has fascinating specializations. They include sports, the environment, investigative reporting. This course will help students become an expert in at least one of these. They’ll also produce and publish this type of journalism. This expertise in research and communication is applicable throughout professions as well as personally. In larger programs, the previously mentioned topics, as well as such areas as religion, health/medicine, business, and politics have specialized classes that are standard parts of the curriculum. At this point, our program isn’t big enough for dedicated courses in these areas. This course will give us the flexibility and agility to offer emphases according to wants and needs.

Evolving Media. Students will examine evolving media: past, present and future. They’ll examine its ethical, legal and social implications. Then they’ll use it to create published projects and learn to adapt to a continually changing media world. Although media will continually evolve, the value of adaptability will be constant throughout their careers. This course is what other campuses often call “new media.” The problem with that term is that by the time people start to become familiar with something, it’s no longer new. “Evolving media” or “digital media” are probably more accurate terms. We’ll be doing more than writing in this class. We’ll try to use contemporary media to produce content. We’ll try whatever communication technology has evolved at that point. The goal is not to wed students to any particular venue or genre. Rather, students will emerge with the skills, confidence, flexibility to work with agility through the decades. They’ll be able to adapt to any media evolution: and they’ll know this.

Marketing Communication. How do you find the essence of a message and communicate it to others? This class will help students gain that skill. We’ll study lessons and best practices from the world’s greatest companies. We’ll put the lessons to work through strategic plans and marketing campaigns. This is a key class for communication entrepreneurs. It offers a bridge to business success.

Why is marketing so important? People sometimes ask, What’s the difference between PR, advertising and marketing? There really isn’t a tidy answer for that. The lines have gotten increasingly blurred. You can take exception to any definition. But let’s try. PR, like journalism, tends to be reactive: it deals with incidents and events, something out of the ordinary. It can be a tool of marketing, but it doesn’t compose all of

marketing. Advertising can also be a marketing tool. But it, too, tends to be for some specific event: a month where we waive the application fee or promoting an upcoming national conference, for example.

Marketing takes the long view, looks at the big picture. It figures out what the products are, then brings message and audience together. Marketing is not ad hoc: it’s about a philosophy, a way of life.

The opportunities for marketing communication are infinite. Every organization that has something to sell/offer to others – including the usual for-profit companies, but also most nonprofits and governments – needs marketing communication. So the possibilities of plying the skills, making a difference and making a good living are also infinite.

Field Experience Practicum. To serve more students, I broadened the practicum. Students may work in such traditional journalism areas as newspapers, news sites, radio, TV, evolving media. They may also focus on the marketing/advertising/PR aspects of professional communication. They can use such tools as focus groups, strategic plans, mission statements, vision statements, grant writing. These are just some of the possibilities. The common thread is that students will work as semi-autonomous communication entrepreneurs. The instructor will provide guidance and make sure that students are accountable. But the students will have to have commitment, a sense of responsibility, maturity, motivation, organization – as well as professional communication skills. The students will produce professional quality work for partners. This will be their field experience that demonstrates that they’re ready to become successful communication practitioners.

Communication Capstone. Content for all Professional Communication and Journalism classes revolves around five goals that are reflected in the acronym MASEV: Message, Audience, Support, Ethics, Venue. Throughout the program’s classes, we discuss the principles. Students also save best examples of their work – clips that exemplify their skills. In this final class of the program, we’ll dissect the principles. We’ll have broad-ranging discussions and presentations. Students will exhibit deep understanding of the goals, demonstrating that they have processed and internalized the values, made them their own, and are able to apply them in differing situations. They’ll also produce a professional portfolio. They’ll illustrate each goal with samples of work and write an essay for each goal that reveals nuanced knowledge and that supports their use of their particular clips to illustrate the goal. At the front/top of their portfolios, students will place an effective, updated cover letter and resume for the job they want to attain. (Students will get coaching on the fine art of cover letters, resumes and interviewing.) The front of the portfolio will also contain a sample of what students consider their best work. A goal is for students to produce the portfolios electronically, in a venue to which they can give prospective employers access. This class is the place where all the goals come together – if they haven’t already. It’s the place where the students reflect on what they’ve gained from the program and where they gather themselves to hit the ground running for life after UMPI. These goals, these values are the points of distinction of the program and should position our graduates with a highly valuable and marketable brand.

COURSES DEVELOPED AT UND SCHOOL OF COMMUNICATION

Writing for Electronic Media

This was a challenging class because the subject area was so broad. Students entered it expecting everything from broadcast to Internet applications. During the fall of 2006, my students wrote a weekly blog, the first student blog, for the Grand Forks Herald online edition. This was a fabulous teaching tool. My students were excited about this weekly assignment and wrote at a higher level than in their other assignments. The partnership also enhanced the Herald’s online content. So we expanded our collaboration. For fall of 2007, each student adopted an outlying community that the Herald served, although not in-depth. The students immersed themselves in their communities, took the community pulse, learned about the issues and personalities. They chronicled their journeys in weekly blogs. Their work culminated in multimedia packages of video, audio, stills, and text that the Herald reverse published, first online, then in print. This tapped voices often unheard, prepared my students for a future of continually adapting and evolving media, and gave the Herald something extra. It also taught the students one of the eternal truths of journalism: there is no substitution for getting out, listening to and observing people, and telling their stories well. The students also continued with popular activities from previous terms: writing radio copy, videos, and Web sites for community and university partners. I have found it difficult to find an appropriate text for this class, above all others. Anything professing to deal with the “new” is, by definition, old before you get it. I am working to develop materials that will provide a history of and solid foundation in telecommunications upon which we can easily erect our continually evolving, adaptive, real-world projects. The praxis will always have a strong service-learning component that enables students to draw upon the many strengths and skills they have acquired and refined in the course.

Community Journalism

The manifestation of this course grew out of desires to help students realize some of the opportunities that abound in journalism and to help community newspapers renew themselves and their communities. Too many of our students felt that their only option for a journalism career was to leave the area and gravitate to a large city. Most had never considered the possibilities of community journalism. On the other hand, many of our community papers were atrophying for lack of infusion of fresh ideas and enthusiasm. This class sought to address this in part. It forged partnerships between the class and its students and area community newspapers. The students then all visited the partner papers, touring their 86

facilities and getting feature article assignments. Most of these entailed interviewing local people, visiting and researching local places. The students next wrote the articles. I worked with them on drafts, which were then submitted to the partner papers. After editing exchanges between the papers and the students, the articles got published. This class was a great stretch for students. They had to leave the classroom and do community journalism, traveling to unfamiliar places, tapping or developing uncustomary skills. They learned much about perseverance, deadlines—and themselves. The class did make students aware that journalism has many possibilities. It also helped stimulate greater interest and involvement by area journalists in journalism education and journalism itself. The class was very successful. It brought a number of our students into successful careers as community journalists. Beyond that, the features written by our student contributing editors enhanced the quality of the partner papers and the partner communities themselves. The students’ work and energy made possible coverage that the partners would not otherwise have the resources to provide.

The fall 2007 class got a heightened dose of reality. On August 26, 2007, an F-4 tornado, with winds exceeding 200 mph, slammed into Northwood, ND, a small city 40 miles west of Grand Forks. Miraculously, there were only one fatality and 18 injuries, but there was enormous property destruction. As the city struggled to right itself, its residents needed something to cling to, a reliable source of information, an affirmation that they were still there and that life would return to normal. They needed their weekly paper, The Gleaner. The staff of The Gleaner, all community residents and victims themselves, needed extra hands and minds to help get the paper out. Enter my students. They adopted The Gleaner and throughout the semester provided coverage—stories of survival, struggle, and triumph—that helped keep the paper and the city going. This was hard on the students. Most had never been exposed to anything like this. Getting the stories out of them often took much hand-holding and cajoling. But, ultimately, they all grew enormously through the process. They also witnessed firsthand the profound power of communication to make a dramatic difference in people’s lives.

Journalism Practicum

This course grew out of student need and requests. Although there were PR and broadcast practica, there was none for journalism. Students asked if I could develop one. The course was on the books, but had never been implemented. So during the spring and summer of 2006, I created it. I already had a good working relationship with the local daily newspaper, the Grand Forks Herald. I approached the staff about working with them on this vehicle. They were receptive, so I worked out the logistics. The course realized a unique partnership between the School of Communication and the Grand Forks Herald. It was a hybrid: a course and an internship. The students had class time in the School of Communication and at the Herald. They had weekly writing assignments for me upon which they got detailed feedback to develop their writing skills. As a class, they learned about the various aspects of a newsroom: each week a Herald professional explained his or her area of expertise. So collectively we learned about the duties of: managing editor; assigning editor; copy desk; reporting; photo; sports; graphics; agricultural journalism; IT; opinion; online; circulation; marketing; advertising; the role of the publisher. As individuals, they each worked a number of hours a week in the various departments of the newsroom. Each student worked in two distinct areas during the semester, half a semester in a writing area and half in a nonwriting role. I coordinated and supervised these hours, observing each student during part of his or her work time, meeting with each individually weekly, conferring with the students’ supervisors to ensure that all was going smoothly. The students had a priceless and unprecedented opportunity to experience a real newspaper and to make meaningful contributions to it. Their work was utilized on a daily basis. They also worked on at least one distinct, discrete project during the term that was published and disseminated by the paper but that was theirs alone. The class was very demanding; it was a major commitment on all sides. But its unique rewards and benefits were worth it.

RESEARCH

During summer 2011, funded by a Project Compass mini-grant, I did research, along with student Donna DeLong, on UMPI syllabi. Our intent was to exhaustively examine syllabi from AY 2010-2011 for the College of Arts and Sciences. We were unable to do this, however, since all the needed syllabi were not available. So we moved to Plan B. We found that the college with the most complete set of syllabi was Professional Programs. So we worked with those. We built upon work done in previous summers. We refined the rubric that I had used in the past. Besides honing what had been done before, we added new elements based on recent work done by the Lumina Foundation. The foundation is proposing “a new direction for American higher education to be tested and developed in partnership with faculty, students, leaders and stakeholders.” Its rubric contains five main areas of learning: Broad, Integrative Knowledge; Specialized Knowledge; Intellectual Skills; Applied Learning; Civic Learning. Within each area, there are levels of learning: what, in the ideal, students would attain in that area at the Associate, Bachelor or Master’s level. It puts forward a vision of what it means to be well educated at each of these levels. It emphasizes cross-fertilization and multi- disciplinarity. It has several components of hands-on, get-of-the-classroom learning. These categories, added to those of our existing rubric: Course Name; Description; Match to Catalogue Description; Goals/Outcomes; Assignments/Objectives; Suggested Steps; Inclusiveness Index.

All these elements made for a rich analytical tool that revealed fine nuances of the syllabi considered. A full report, “A Place for Everyone: Using Inclusiveness to Promote Student Retention and Success,” is included in my portfolio. I also have a detailed spreadsheet applying the rubric to every class, available upon request.

This was slow, painstaking work. We each read every syllabus carefully, looking for all the categories. Then we discussed our conclusions. Finally, we entered our data into our spreadsheet after reaching consensus. We attained considerable knowledge of and respect for the teaching 87

being done at UMPI. We also had many suggestions of how syllabi could better serve the courses and be more effective documents and tools. Our hope was to be able to present our findings in a Project Compass venue to interested faculty. But the departure of Eddy Ruiz brought about considerable change.

We continued to work on the project into August. Then it was time for AY 2011-2012. We have not done much new work on the project. I have been able to draw on it considerably, however. I have shared some of the insights with a number of colleagues. It has informed my work on the General Education Taskforce and as Project Compass moves ahead on our Center for Teaching and Learning. I am hoping that as the center develops, I can find opportunities there to share some of my findings. At this point, my research has had its greatest impact on my view of education and teaching. It has had a profound effect on the way I envision and approach each class, what I plan for it to accomplish, how I work with students. It has made me more effective at reaching them and helping them find ways to be successful. I will continue to use and refresh the understandings I have gained from this work always.

During spring and fall 2011 I was able to do research for the University of Maine System and involve some of my students in the project. The System wanted to develop a branding and image campaign aimed at the people of the state to help them realize the value of a four-year degree generally and a University of Maine System degree in particular. The System formed a committee with representatives from all the campuses and the central office. Because marketing communication is my area, I am UMPI’s representative. We wrote a job description, advertised nationally, reviewed applications and ultimately recommended hire of a national educational marketing consultant. The chancellor agreed with our decision. Media campaigns are expensive and our SIF money was relatively modest. We looked for ways to stretch our funds. We wanted to take the pulse of the system campuses. But having our marketing firm, MindPower, visit every campus would be expensive. So I volunteered some of my students, who had learned how to do focus groups in a class the previous fall. They had already done focus groups for real world partners. They were ready to take this to another level.

During spring break 2011, a little band of students and I crisscrossed the state, going to the “remote” campuses: Farmington, Machias, Fort Kent and UMPI. At each campus we did three focus groups: one each for faculty, staff and students. Then we did one additional focus group for each campus, by telephone, with community members (usually members of the board of visitors and alumni board). Our purpose was to get to know each campus, through its people. We were trying to capture each campus’s essence. It was a fascinating experience.

We developed questions/scripts in cooperation with MindPower. We taped each group, doing literal transcriptions afterwards. We did extensive debriefing, analyzing our data and deciding what the true essence of each place is. Because of our advantage of visiting and gaining insights from so many campuses, we had a rare opportunity to compare. EVERY campus said that it was unique because it is caring, has small classes, has environmental programs, is green. But as we carefully listened, we did hear things that made each place special and unique. We forwarded our work along to MindPower along with executive summaries, suggestions, insights. This work played a vital role in the branding campaign currently running in Maine.

In fall 2011, we did another series of focus groups for the System. This time we wanted to assess the success of the campaign. We wanted to visit a campus and community in the three tiers of Maine: south, middle and north. So we went to USM, Augusta and Machias.

Working on an initiative with the System has complications that we would not encounter if working alone. System wanted to coordinate all efforts. We did not have direct contact with the campuses before the groups. So recruitment for the second round was problematic. Also, we wanted to pull in members of the community. But the System’s way of doing so is to tap the boards of alumni. Many of these alums now currently work for the schools. Others are on the boards of visitors. So they are hardly disinterested community members. They are also not the people that the campaign is targeting.

We had a number of suggestions for how this could be improved. To truly tap the community, we could approach local service groups such as Rotary and Kiwanis to do a program. We could reach out to chambers of commerce. To reach some of the people without college degrees, we could work with different literacy and career entities. These were all parts of our recommendation.

We did get valuable feedback from the second round of groups. Although our groups were smaller than during our first round, the quality and depth of the information was extremely good. We got very astute comments on how to improve the campaign.

The push on the campaign is at rest now, while the new chancellor gets acclimated. If it resumes, I will look for further ways to do more of this applied research with my students.

We have had positive outgrowths from this initiative. Some of my students have found new career direction. Some of the group who have worked with the System will be presenting their applied research for University Day. They want to help clarify that although everyone talks about doing focus groups, there is an art and science to them that few practice. But when you do, you can obtain amazing insights and data. One of the students, Donna DeLong, presented on our research at Undergraduate Research Day in Augusta on March 23.

There are a couple of areas that I am digging into and that I plan to pursue over the summer and coming academic year. These areas involve further work with my students and outside partners. I am very excited that the proposed Center for Teaching and Learning may help me share this work by giving some guidance on the scholarship of teaching.

All of my classes beyond English 101 involve engaged and /or service learning. A number of them involve working with nonprofit organizations. One of the most challenging, but also most rewarding, of these classes is Business Communication: PCJ 215. I have described, under Teaching documentation, the nonprofit projects that all students complete. They do good and sometimes complex projects in a 14-week semester. The way that they are able to do these is through continual guidance and feedback. They give me weekly progress reports that have very specific guidelines for what students should include: what their projects are, why they matter, who they will benefit, what they have done over the past week, what they have left to do, when they plan to do it, what they have learned, how they will draw on it. They also lay out a timeline so that they can see their deadlines and can fill in with how they will get from one to the next to the finish line. When I showed some of the projects to a colleague, he made a number of comments. He said that it was a heck of a lot of work. But then he asked if I had shared my methods. When I told him that I had done so only informally through conversations, he suggested writing an article on this. I am interested in pursuing this.

The other area that I will be working on and researching involves advocacy. That is one of my first loves. I did a hybrid course involving advocacy communication last year. It was successful: so much so that I decided to revamp the course, making it more explicitly about advocacy communication. I will be offering the course again in spring 2013. I will work on this over the summer, pulling scholarship from across a broad area to use in the course. Then we will put it into action in the course, tackling a local issue, figuring out an aspect of it that we can change in our finite semester, assessing, researching, understanding, devising solutions, implementing them, evaluating success and potential for long-term change. We will expand upon existing applications and make this a niche for my program and for UMPI. Again, I am eager for guidance on the scholarship of teaching to share this work.

SERVICE

Although I give a small laundry list of involvements at the end of this section, I wanted to talk about a few areas that are especially meaningful. When I came to interview for my present position, a now colleague asked me, why me: What was it that I could offer that no one else could? I replied that I never give up. I will find a way to persevere, to reach people, to get the word out. That is embodied in the service areas dearest my heart.

Some of my colleagues lament that our students come in poorly prepared and point a finger at the high schools. Working with the high schools to alleviate this is a worthy goal. But we also need to serve the students we accept and not just wish for them to be “better.” So I have been and continue to be involved in a variety of taskforces and projects to meet our students where they are and help them develop and progress. I have been involved with our Program of Basic Studies (PBS) Taskforce, looking to see how we can streamline the offerings and make those we retain more effective and a better value for students. I continue to be involved with Learning Communities. We started by linking several classes together, met with good results and now are looking into modifying the communities (linking as few as two classes) so that more students can gain the support, relationships, connections. I have also been a part of a group working with the General Education curriculum, looking at ways those courses (and, ultimately, all courses) will have clear Essential Learning Outcomes and objectives that are assessable. I coordinate First Year Seminar (FYS). We are looking for ways to develop this uniquely important course, fully exploiting its academic and nurturing aspects, making its value more apparent. We need to do a better job marketing its worth to students, faculty, administration.

I am involved with a number of other committees, including Diversity, Engaged Learning (not currently active as a committee), University Day. I have just begun, this year, to serve on the Academic Appeals Committee. I try to help out during orientation and registration events. My students and I also participate at Accepted Students Day. All these are important. None of these take huge amounts of time always: they have periodically intense demands.

Far more generally demanding is my work advising the student media: the University Times (the student newspaper) and the campus radio station, WUPI. These student organizations are the Statues of Liberty for campus: they welcome everyone, even people with no prior experience. It is true that no club that takes student activities funding can deny membership. But, realistically, the majority of students who belong to the Criminal Justice club are CJ majors, those in the Student Organization of Social Workers are social work majors, etc. We welcome anyone with desire. Some of our best writers are science majors. Being involved with the University Times teaches many lessons. It teaches about teamwork, about being involved with something that can be greater than oneself, about the necessity of meeting deadlines.

I am involved with a few off-campus initiatives that bring back service to UMPI, inform my teaching, enrich my life. I have been a member of the Project Compass Community of Practice for several years now. That involvement has led me to new research, perspectives and made it impossible for me to do a quick syllabus. I have also been tapped to become a member of the Project Compass Facilitator Corps. This training will make it possible for me to facilitate among groups both at UMPI and at other institutions, representing UMPI. I am the UMPI representative to the University of Maine System Marketing Committee. Our committee interviewed and recommended an outside consultant to develop a branding campaign to show the people of Maine the value of the UMS. The committee will continue to supervise the process and be conduits of

information for our campuses. Further, a group of my advanced students has conducted focus groups to help with the effort (gaining priceless experience and contacts).

Ever since I have come to UMPI, I have been fortunate in being able to host a Journalist/Professional Communicator in Residence each year. Our inaugural was Darrell Dorgan, who came then as a University Distinguished Lecturer. Since then he has come every year, although he now pays his own way. He does it because he has fallen in love with UMPI and delights in working with the students. This past academic year, he came in February. (Only someone from North Dakota would consider coming to northern Maine during February a trip to a warm climate.) Darrell spent several days visiting and guest-teaching classes. On the last night he was here, he was part of a panel discussion: Information Overload: How Do You Find the Truth? The panel also included Shawn Cunningham of WAGM and Jen Lynds of the Bangor Daily News. The seminar focused on the changing media landscape: how people are getting their news nowadays, how that shifts and blurs the lines of what news is, and why this matters to all of us as news consumers. It was a terrific discussion and Darrell is already planning his next visit to us. This time we will work on getting more people to his event.

SERVICE WHILE AT UND

As I said, the foundation for my approach to service was laid during my time in North Dakota. What follows gives some of the highlights of what I did there that involved the School of Communication , UND, the profession, journalism, and various communities.

I have worked with students on individual reading projects. One of these led to the student winning the top awards for the honors program and for SCOMM during 2006. Another (after four drafts) produced a research proposal that gave the student a jumpstart on his dissertation. I have worked with a number of students on their resumes and cover letters. I have written a number of letters of recommendation for students for everything from grad school to scholarships to jobs. Many of these have been very successful. I have worked with students on their applications for these positions.

I have helped students find jobs at area media institutions. Seven of my students got jobs at the Grand Forks Herald (GFH). Several students are editors for regional weekly papers. Many have had internships at area daily and weekly papers. Other former students have communication jobs in related businesses. I know this for the ones who have stayed in touch and with whom I specifically and explicitly worked to help them land jobs.

I believe that my work with the GFH and area weekly newspapers, as well as with NDNA and NDBA on curriculum and student opportunities, among other things, is a service to the profession and the greater community. The closer we get to helping journalism fulfill its highest potential, the better off we all will be.

I developed and coordinated the School of Communication’s Communicators’ Days. This two-day conference brought members of the media and leaders of business and government together with various constituents—students, members of the public, academics—to discuss the state of media, and in particular, such topics as: international perspectives on issues that transcend borders; combating Internet crime (including predators); the role of media in advocacy/lobbying; assessing the functions and merits of public information offices across the spectrum (government, military, academic, private); FOIA/open records/open meetings; what is news; the effects on journalists of covering trauma; the roles of media in crises; ownership and the media; media and identity; and the state of media in North Dakota. It also served as a forum for political discussions and debates. It began an ongoing dialogue among those with an interest in the media. This was not the typical talking-head conference; its format was akin to town-hall meetings. Panelists did not dominate the discussions, but served as catalysts to conversation. After making opening statements of a few minutes each about the topic and their backgrounds, panelists, and particularly the moderators, invited the participatory audience to enter the debate. This succeeded beyond our wildest dreams; there were large, spirited, engaged conversations. As soon as the October event ended, plans began for next year’s event. I wound up working on this intensively during the summer and right up until the event. The goal was to continue to develop and expand it. The School of Communication recognized my work in this area with a special award for Outstanding Service.

PROFESSIONAL AFFILIATIONS

Member, Association for Education in Journalism and Mass Communication.

Member, Association for Business Communication.

Member, Steering Committee, Institute for Rural Journalism and Community Issues.

SCHOOL AND UNIVERSITY SERVICE

Adviser, University Times. 2008-present.

Adviser, WUPI. 2009-present.

Member, UMPI University Day Committee. 2008-present.

Member, Engaged Learning Committee. 2008-present.

Member, PBS Taskforce. 2009-2010.

Member Project Compass Community of Practice. 2009-present.

Member, UMPI Diversity Committee. 2009-present.

Advisor at SOAR. 2009-present.

Participant in Accepted Students’ Day. 2009-present.

Chair, FYS Taskforce. 2010-present.

Member, General Education Taskforce. 2010-present.

Member, University of Maine System Marketing Committee 2010-present.

Member, UMPI Innovation Engineering Team 2010-2011.

Member, Project Compass Facilitator Corps 2011-present.

Member, Academic Appeals Committee. 2011-present.

Member, UND ADA Advisory Committee. 2005-2008.

Member, UND ADA Facilities Subcommittee. 2005-2008.

Member, Student Affairs Committee, UND School of Comm. 2007-2008.

Secretary, UND School of Communication Ad Hoc Accreditation Preparedness Committee. 2006-2007.

Member, UND School of Communication Search Committee for Temporary PR Faculty. Fall 2006.

Faculty Adviser, UND Society of Professional Journalists (SPJ). 2005-2008.

Faculty Adviser, UND School of Communication Student Council. 2007-2008.

Member, UND School of Communication Diversity Committee. 2005-2006.

Member, President’s Advisory Committee on Disability Issues (MSU). 1998-1999.

Member, Communications & Computer Systems Advisory Committee (MSU). 1998-1999.

COMMUNITY SERVICE

Partnering with Local Organizations 2009-present. 91

All of the classes that I teach other than English 101 and FYS involve a large component of service and engaged learning. With many of the courses, my students produce communication products or perform communication tasks for local, regional and national organizations. Since 2009, my classes have partnered with Healthy Aroostook, producing professional quality materials to help the County and which the organization could have no other way. We have also partnered with NEADS, a national nonprofit organization that trains assistance dogs; Canines for Disabled Kids, another national nonprofit that practices advocacy and distributes information about the many things assistance dogs can do for children with disabilities; many different departments at UMPI. We are always looking for good partners: that means people who will actually use the excellent work that my students produce. I am currently working on cultivating partnerships with the area hospitals and some of the entities connected to the Northern Maine Development Commission. I also have out feelers to the area chamber of commerce.

Outreach to the Voiceless and Marginalized. 2010-present. Among the more marginalized groups in society in general and Aroostook County in particular are elders and people with disability. These are among the more powerless segments of society: because they do not have the communication facility and technology of other groups, they tend to be fragmented, not mobilized. So they lack clout and the ability to make their needs known and get them met. By training and predilection, I am an advocate. I have nibbled away on this area for years. But in the last few years, I have begun working in a more organized, concerted way to raise awareness of some of the issues and to bring about solutions to them.

Outreach to Schools. 2010-present. Since 2010, I have guest taught about the power of education to transform one’s life. Disability is a very scary thing to many. With the able assistance of my service dog Saint, however, I have been able to show that there are few things that education – and will – cannot overcome. We have found receptive audiences in colleagues’ classrooms, within the greater community, and in elementary schools. In March 2011, we spoke at the Easton schools. In January 2012, we spoke to Van Buren students, K-8. In our society, we cannot afford to throw anyone away: we have no disposable people. We need to find ways to tap everyone’s talents, to help them realize their truest selves, to find their ability, not disability. I am eager to find additional opportunities to share and reassure.

Community-service in greater Marshall, MI. 2001-2005. Work with Grange on variety of community-service projects such as Relay for Life, Family Night Out, scholarship fund, historic one-room Houston Schoolhouse restoration, clothing drives for the In-as-Much House and the Haven of Rest, Calhoun County Fair, Calhoun County Farm and Outdoor Expo., Cruise to the Fountain, Marshall Historical Society Historic Home Tour, the Dictionary Project (a program to provide dictionaries and a love of learning to third-graders).

Member, Charlotte Shopping Guide Editorial Review Board. 2001-2005.

References Available upon request.

KAREN MCCOSKER University of Maine at Presque Isle 350 Carvell Road 181 Main Street, Presque Isle, ME 04769-2888 Mapleton, ME. 04757 Telephone: (207) 768-9468, Telephone: (207) 764-3869 E-mail: [email protected]

PROFESSIONAL EXPERIENCE:

9/10-present University of Maine at Presque Isle, Presque Isle, Maine, Lecturer of English in the College of Arts and Sciences

9/93-9/10 University of Maine at Presque Isle, Presque Isle, Maine, dual position: Position (1): Student Support Services Professional Tutor in Language Arts Position (2): University Lecturer of Language Arts

1/91-5/91 University of Maine at Presque Isle, Presque Isle, Maine Position: Student Support Services Writing Specialist, temporary, part-time

9/90-12/90 University of Maine at Presque Isle, Presque Isle, Maine Position: University Learning Center Tutor, paraprofessional (Title 3, defunded position)

1/88-6/88 Vernon Verona Sherrill High School, Vernon, New York Position: Substitute teacher in English and History

11/82-5/86 Heather Gallery, Aspen, Colorado Position: Manager

5/79-10/82 The Red Hedgehog, Ogunquit, Maine Position: Manager

1/76-6/76 Lansdowne, Ltd., Paris, France Position: Secretary

9/71-6/72 Peirce College High School for Girls, Athens, Greece Position: Teacher, English as a foreign language

ADDITIONAL PAST AND CURRENT EXPERIENCE:

Beyond my regular contracted hours, I have performed the following tasks for the University of Maine at Presque Isle:

9/91-9/:93 Position: Reading, Composition, and Creative Writing Instructor

EDUCATIONAL BACKGROUND:

1971 MA in Creative Writing, Syracuse University, Syracuse, New York 1969 BA in American Literature and Philosophy, Syracuse University, Syracuse, New York

HONORS: Leonard O. Brown Fellowship in Creative Writing Whiffen Poetry Prize Philosophy Honorary Dean's List—junior and senior year

PUBLICATIONS -Intro; Harvard Review; The Wisconsin Review; A Poem a Day; AND READINGS: Many Mountains Moving; The South Carolina Review; The Isle Review; Never Before: Poems about First Experiences; Blues for Bill, a Tribute to Williams Matthews; The Maine Times; and Bangor Metro -Poetry Reading, Portland Historical Society, Portland, Maine, 2005 -Voices Poetry Reading, University of Maine at Presque Isle, 2006 93

-Children’s Poetry Reading, Presque Isle Rotary Club, 2011

PROFESSIONAL -Maine Educational Opportunity Association (MEEOA), AND CAMPUS Secretary, 1991-1994 AFFILIATIONS: -VOICES, a U.S./Canadian conference of writers, Coordinator, 2000 -Associated faculties of the University of Maine (AFUM) Chapter Secretary, 1999 Chapter President, 2000

SKILLS: - A Poem A Day (1999,1996), Steerforth Press, Editor - College Board's Advanced Placement Examination in English Literature, Reader and Table Leader, 1995-2010 - Scholastic Assessment Test, Reader, 1998 -Audit of the Advanced Placement Literature Program for the College Board, Reviewer, 2007

INSTITUTIONAL -Bookstore Committee, 1995 SERVICE -O’Brien Poetry Bequest Committee, Chairperson, 2001-present -Search Committee for faculty position in English, 2005 -Bridging the Gap Conference, Fort Kent, Maine, 2008 -University Senator, 2008-present -UpCountry, campus literary journal, advisor, 2008 -Campus Quality Improvement Work Group, 2008 -Improving College and Career Readiness in Writing Conference, Panelist, Presque Isle, 2012

COMMUNTY -Battered Women’s Project, Board Member, 1996-present SERVICE: -Personnel Committee of Battered Women's Project, Chairperson, 1998 -Board of the Battered Women's Project, Chairperson, 1999 -Scholar/Facilitator for New Books, New Readers, a literacy initiative of the Maine Humanities Council, 2000-2010

RAYMOND J. RICE Professor of English Chair of the College of Arts and Sciences University of Maine at Presque Isle Presque Isle, ME 04769 207-768-9416 [email protected]

EDUCATION

Ph.D. English, University of Connecticut, Storrs. May, 1998.

Specializing in the English Renaissance, and in Literary Theory and Rhetoric and Composition Theory.

Dissertation: The Politics of Gender in John Marston’s Plays.

M. A. English, University of Connecticut, 1992.

B. A. English and Latin; secondary school certification (PA), Dickinson College, 1989.

TEACHING AND RESEARCH INTERESTS

Renaissance dramatic and non-dramatic literature to 1660, including Shakespeare; Marxist theory and materialist critical approaches to literature; Psychoanalytic theory; Postcolonial theory and literature; Philosophy; Science Fiction.

PROFESSIONAL SOCIETY MEMBERSHIPS

Modern Language Association of America Shakespeare Association of America

TEACHING EXPERIENCE

Associate Professor of English, Department of English, Communication and Fine Arts, University of Maine at Presque Isle, September 1997 to present.

Traditional delivery courses:

English 101: College Composition English 151: Introduction to Literature (as well as Honors iterations) English 201: Advanced Writing English 212: News Reporting and Writing English 343: The English Neoclassical Tradition English 240: Medieval and Early Modern Literature English 241: Enlightenment and the Rise of Anglo-American Literatures English 257: World literature I English 258: Contemporary World Literature English 309: Studies in the Novel (the Rise and Fall of the British Empire; Heroes and Quests; Novels of Jane Austen) English 355: Studies in Earlier English Literature English 356: Studies in Nineteenth Century English Literature English 360: Literature of the Sea (developed course) English 362: Crime and Punishment English 367: Shakespeare 95

English 368: Renaissance Drama English 372: Literature and Film English 376: Native American Narratives (developed course) English 378: African-American Literature (Harlem Renaissance – Present) English 388: Literary Theory and Critical Practice (developed course) FYS 100 (Honors): First Year Seminar (developed course) Philosophy 151: Introduction to Philosophy Philosophy 152: Introduction to Ethics Philosophy 343: Marxism Honors 300: various Honors seminars, including “Peace and War,” “Ecodemia,” “Reinventing the University,” “Marx, Revolution, and the Spaghetti Western,” “Film Noir, Pulp Fiction, and American Postwar Anxiety,” “Contemporary Feminist Theory,” “Ethics” Numerous independent studies, including “Marxism and Literature,” “Renaissance Drama,” “Utopian Literature,” “Film Theory,” and “Teaching of Writing” (for English Secondary Education majors)

Online courses (Blackboard):

English 151: Introduction to Literature English 186: Introduction to Science Fiction (Spring 2008) English 258: Contemporary World Literature English 360: Literature of the Sea English 361: Crime and Punishment English 367 and 368: Shakespeare and Shakespeare: Colonial Possessions English 372: Literature and Film English 374: Science Fiction and Philosophy English 391: Studies in the English Language Philosophy 151: Introduction to Philosophy Philosophy 343: Marxism

Faculty member, English and Comparative Literature Graduate Programs, The University of Connecticut, Storrs, CT, Fall 2006-present.

Serving on the dissertation committee of Theodore Van Alst (Ph.D. candidate in Comparative Literature with specialization in Native American Literature; secondary concentrations in Literary and Film Theory); directing an independent study in Contemporary Film Theory in Spring 2008. Participated in construction and grading of both M.A. and Ph.D. examinations.

Teaching Assistant, Department of English, University of Connecticut, Storrs, CT, 1991 to 1997.

English 105: College Composition in Computer-Networked and Traditional Classrooms English 109: Literature and Composition English 212: Modern Novel (teaching assistant) English 249: Advanced Expository Writing

Adjunct Faculty, Humanities Department, Three Rivers Community-Technical College, Norwich, CT, 1993 to 1997.

English 103: Word Processing Lab for College Writing English 108: Reading/Writing Connection (preparation for English 111) English 111: College Composition English 112: Literature and Composition English 221: Special Topics: Literature and the Modern Cinema English 221: Special Topics: Shakespeare and Film

New London County Opportunities Industrialization Center (urban outreach program of Three Rivers Community-Technical College), New London, CT, 1995 to 1997.

English 111 and 112

Instructor, Red Land Area High School, Lewisberry, PA, September-December 1990.

Latin I-IV; Responsible for curriculum development and textbook adoption. 96

Instructor, Middletown Area High School, Middletown, PA, 1989-1990.

Sophomore English Latin I-III

HONORS AND FELLOWSHIPS

Faculty Writing Award from The Maine Scholar (interdisciplinary journal of the University of Maine system) for “Politically Conscious: Towards a Redefinition of (Global) Literary Studies” (Spring 2003).

Distinguished Teaching Award Finalist, UMPI: 1999-2008, 2010.

Finalist, Gant Scholarship Award for Outstanding Graduate Student Scholarship, University of Connecticut, 1994.

Predoctoral Fellowship, University of Connecticut, 1993.

Aetna Graduate Critical Essay Prizes, University of Connecticut, 1993.

Awarded for the following papers:

“An “Inconstant” Woman: Criseyde, Bakhtin, and the Politics of Discourse” “(Re)Constructing the “Self”: Bakhtinian Dialogics in Woolf's To the Lighthouse”

PROFESSIONAL SERVICE

System Service.

President, AFUM (Associated Faculty of the University of Maine System), UMPI chapter, 2003-2007 terms.

Contract Negotiator representing UMPI faculty to the negotiated bargaining agreements between the University of Maine System and the Associated Faculties of the University of Maine System, MEA/NEA, 2003-2008.

Emerging Leaders Academy of the National Education Association, 2007-2008. Nominated by the Maine Education Association and selected to represent higher education faculty at the NEA Emerging Leaders Academy, a year-long program providing hands-on training to new and future leaders of higher education locals to strengthen the long-term viability and effectiveness of these locals and their state associations. ELA also provides emerging leaders an opportunity to become part of a national network of ELA participants and graduates. Fully funded by NEA grants. Training held in Washington, Chicago, and Philadelphia.

Delegate of the Associated Faculties of the University of Maine System, Maine Education Association Representative Assembly. Portland, 2006- present.

Member, Teaching Through Technology Committee of the Associated Faculties of the University of Maine, 2007-present.

Member, Distance Education Committee; a standing committee of the University of Maine System and the Associated Faculties of the University of Maine (one of three faculty members representing the seven UMaine campuses), 2007-present.

Center for the Study and Prevention of Hate Violence: Campus Civility Project: attended and successfully completed training workshop at Bethel, ME, August 2000.

Departmental Service

Chair, College of Arts and Sciences (Sumer 2008-present)

English program activity summary: Participated in overall revisions of the English program (1999 and 2005), evaluation of the first year writing sequence, initiating a WAC program including first-year as well as upper division courses (2001), and revising the Philosophy Minor (2007), 97

which included the development and teaching of new courses, such as Introduction to Ethics. Also developed a sequence of on-line courses designed to reach off-campus students (7 courses currently, with plans for at least 2 further classes). Chaired three departmental searches.

Campus Service

Advisory Board, Contemporary Philosophy. Campus liaison to the peer-reviewed journal and member of the advisory board. Co-authored plan to initiate partnership with Realia, the independent philosophical organization responsible for publishing journal and planning an annual conference. Also oversees student internships to the journal. Duties commenced Fall 2007.

Director, Honors Program, 1999-2006 (one introductory and two 3-year terms). Held general administrative responsibilities including coordination of course scheduling, student assistantships, faculty compensation, and budget management. Served as liaison to national and state Honors organizations; contact person for Honors recruitment; coordinated interdisciplinary Honors Seminars and directed Honors projects. Organized state-wide Honors Weekend (including budget management) in November 2001; organized student involvement at national conferences (such as National Undergraduate Literature Conference).

Chair, Curriculum Committee, 2007-2008. Member from 2004-2009.

Chair, General Education Curriculum Committee (2006-2008) (a standing committee of the Curriculum Committee). Responsible for maintaining guidelines and evaluating and making recommendations upon proposed changes to the General Education Curriculum. Also served as Chair of the ad-hoc Faculty Assembly General Education Committee that produced the current General Education Curriculum and wrote final course catalogue copy (2006-08).

Member, Instructional Technology Task Force, reporting to the Vice President of Academic Affairs (UMPI), 2007-2009.

Chair, Search Committee for the Vice President of Academic Affairs. Spring 2007.

University Senate. President, 2002-2003 term. Vice-President, University Senate, 2001-2002 and 2003-2005 terms. Senator, 1999-2004.

Member, Faculty Evaluation Committee, 1998-2000 and 2004-2007.

Invited faculty participant, Faculty Summit of the Strategic Plan of the University of Maine System, July 2004. Member, ad hoc Faculty Shared Governance Committee. Responded to Strategic Plan (draft); drafted proposal for institutionalized shared governance principles and procedures within the UMaine System.

Faculty Advisor, Maine Policy Scholars Program (2001-2005). Oversaw a student researcher (Rita Williamson [2001], Dawn Schillinger [2002], Jessica Loranger [2003]) pursuing a rigorous program of study and applied research in the area of Maine public policy. Final copies of student policy projects submitted to each of the University of Maine campus libraries.

“University Day Planning Committee.” Coordinator (Spring 2002 and 2004). Coordinated planning, scheduling, and execution of first annual “University Day” event (April 2002); included over 30 presentations, breakfast and lunch setups, and first performance of The Taming of the Shrew.

Chair, Library Committee of the University Senate, 2002-2003 and 2004-2005.

Chair, University Diversity Curriculum Sub-Committee, 1999-2000.

 Speaker: Dr. Ed Neal, UNC Chapel Hill, April 2000  Directed faculty workshop: “Diversity and the Curriculum,” May 2000

Member, Voices of the North Country Conference planning committee, Summer and Fall 2000.

Faculty advisor, University Times, 1998-2004.

Member, University Diversity Committee, 1998-2000, 2002-2003.

Member, Student Life Committee, 1998-2000.

Faculty representative, Student Technology Fee Budget Committee, Spring 1999.

Member, Adjunct Faculty Evaluation Committee, 1998. (William Davidshofer, Chair) 98

Panel member, “Censorship on the Internet.” UMPI Tech Fair 2003 (April 2003). Invited faculty member to panel discussion of recent internet censorship legislation and initiatives.

Conference Coordinator. Computers and Community: Bridging Boundaries, Spanning Disciplines. November 14-15, 1997.

Community Service

Human, Civil Rights, and Cultural Affairs Committee of the Maine Education Association. Appointed as a higher education representative to the committee by Chris Galgay, President of the MEA. 2007-2008 term.

Instructor, Aroostook Regional Gifted and Talented Program. Developed and instructed annual eight week sessions focusing on English literature and writing to G&T high school students from Ashland, Caribou, Easton, Limestone, and Washburn. 2003-present.

Departmental and University Service. University of Connecticut, Storrs. 1993-1997.

Computer Classroom Administrator, University of Connecticut, 1994 to 1997.

Designed curriculum; trained graduate student instructors; organized conference presentations; coordinated, upgraded, and developed budgets for maintaining technical (Macintosh networked computer classroom) facilities.

Committee member, Graduate Student Teaching Award Committee, University of Connecticut, 1994 to 1997.

President, English Department Graduate Student Association, University of Connecticut, 1993-1994.

Departmental and University Service. Three Rivers Community-Technical College, Norwich, CT. 1996-1997.

Humanities Department Steering Committee member, Three Rivers Community-Technical College, Norwich, CT, 1996 to 1997.

Elected as adjunct faculty representative. Responsibilities include oversight of curriculum development, job search procedures, faculty development, networked computer-classroom initiatives, and general departmental policy.

ACADEMIC SCHOLARSHIP AND PRESENTATIONS

Publications (refereed journals or collections)

“The Challenge of Philosophy at ‘Service U.’” Contemporary Philosophy. Fall, 2008.

“Anton Bruckner, Hegelian Dialectics, and the Politics of the Academy.” The Bruckner Journal (solicited article), 10:3 (November 2006).

“Cannibalism and the Act of Revenge in Jacobean and Stuart Drama.” Studies in English Literature. Spring 2004.

“Politically Conscious: Towards a Redefinition of (Global) Literary Studies.” The Maine Scholar, Spring 2003. Recipient of Award for Outstanding Essay.

Review (solicited by journal). The Drama of John Marston: Critical Re-Visions, ed. T. F. Wharton (CUP, 2000) for Early Theatre . Spring 2002.

“‘Never Lose Control’: The Technology of Postmodern Masculinity.” The Maine Scholar. Autumn 2000.

Reviews of Edward II, Chimes at Midnight, and Othello. Critical essays of film adaptations (by Derek Jarman and Orson Welles, respectively) in Video Versions: Film Adaptations of Plays on Video. James Welch, editor. January 2000.

Current Book-Length Projects

The Good, the Bad, and the Left: Gringo/Meticcio Dialectics in the Spaghetti Western. Co-authored with Theodore Van Alst (University of Connecticut). Under review by Peter Lang Publishing, an international independent academic press (who solicited the manuscript for potential publication in their Framing Film series).

Anxious Subjects: Revenge and the Market Place in Jacobean Drama. Future sabbatical project (Fall 2009); two chapters currently completed.

Conference Presentations

“Ever Greater Need, Ever Fewer Resources: The Challenge of Philosophy at “Service U.” Version presented at the annual Realia International Philosophy Conference. Ithaca, NY, August, 2007.

““Little Heart But Lots of Money” or, as George Bush would say, “Bring it On!”: Revisiting the Dialectics of Violence and the Zapata-Spaghetti Western Post 9-11.” Accepted for presentation at the Northeast Popular Culture Association annual conference. Nashua, NH, October, 2006.

“Il Grande Duello: Franco Solinas Has a Bullet for You, Gringo.” Co-authored with Theodore Van Alst, University of Connecticut. Presented at the 3rd Annual Robert Dombroski Italian Conference. Storrs, Connecticut, October 2006.

“George Lucas’ Fetishistic Universe, or, Why There are No Labor Laws in a Galaxy Far, Far Away.” Presented at the Northeast Popular Culture Association annual conference. New London, Connecticut, October, 2006.

“In Search of “Affirmative Desire”: Reading the “Otherness of the Other” in Wong Kar-wai’s In the Mood for Love and 2046.” Presented at the PCA/ACA annual conference. San Diego, March, 2005.

“News Too Much for Christian Understanding”—or—How Imperialism, Colonialism, and the Patriarchy Can Reinvigorate Your Shakespeare Class, Too.” Presented at the PCA/ACA annual conference. San Antonio, March, 2004.

Panel chair of session: ““The Brim of Full Revenge”: Representing the End(s) of Vengeance in Popular Renaissance Drama” at the 32nd Annual National Conference of the Popular Culture Association (Elizabethan and Renaissance Area). Delivered a paper entitled: “From Hamlet to Hannibal: Revisiting the Act of the Revenger’s Madness.” Toronto, March, 2002.

“Recreating the Academy: Re-Inventing the University Student Style.” Roundtable discussion member. Association of American Colleges and Universities, 88th Annual Meeting, Washington, D.C. January, 2002.

“Politically Conscious: Redefining the Cultural Logic of ‘The British Novel’ in (Global) Literary Studies.” COPRED Annual Justice and Peace Conference, Evergreen College. October, 2001.

Panel coordinator and presenter at the Annual Conference of Maine System Honors Programs. Fort Kent. October 1999.

“‘Wee are not currant till wee passe from one man to another’: Domestic Anxiety and Theatrical Success in the Ho! Plays.” Sixth Annual Meeting of the Group for Early Modern Cultural Studies. Newport, RI. November 1998.

“Never Lose Control: The Postmodern Sexual Politics of Neil Labute’s In the Company of Men.” Annual Literature/Film Association Conference. Towson University, MD. November 1998.

“Antonio’s Rite of Passage: (En)Gendering Community in Marston’s Antonio Plays.” Paper; also served as panel organizer and chair. Sixteenth- Century Studies Conference. Atlanta, GA. October 1997.

“Cultural Exchanges: Nations, Classes, and Genders in the Early Modern Period.” Massachusetts Center for Renaissance Studies. Amherst, MA. November 1996. Participant in workshop discussion led by Arthur F. Kinney, entitled “Cultural Transactions: Exchanging Literary Form.”

“Discourse Communities, Discursive Conventions: Interrogating Academic Discourse(s).” “Writing Across…Disciplines, Genres, Cultures”: Seventh in a series of biennial conferences in Composition. University of New Hampshire, Durham, New Hampshire. October 1996.

“Coming to Terms with Interpretive Vertigo: Incorporating Visual Technologies in the Composition Classroom.” 31st Annual Northeast Regional Conference on English in the Two-Year College. Rochester, NY. October 1996.

“Theory in Practice or Practical Theory: Encouraging Divergent Voices in the Introductory Literature Classroom.” 30th Annual Northeast Regional Conference on English in the Two-Year College. Portsmouth, NH. October 1995. 100

“Composition and the Networked Computer Classroom.” Coordinated presentations and demonstrations. Annual High School Writing Program Cooperative, English Department, University of Connecticut. April 1995.

“Fashioning the “Self”: Reflective Dialogics in Freshman Writing.” Paper; also served as panel coordinator. Computers and Teaching in the Humanities Conference. Glasgow University, Scotland. September 1994.

“Student-Centered or Technology-Centered? The Uses and Abuses of Computers in the Basic Writing Classroom.” Tenth Annual Computers and Writing Conference, University of Missouri. Columbia, MO. May 1994.

“Criseyde's “Slydynge” Discourse: (Re)Negotiating Gender in Chaucer's Troilus.” 29th International Congress on Medieval Studies, Western Michigan University. Kalamazoo, MI. May 1994.

“Re-evaluating Chaucer's Criseyde.” Plenary speaker, Twelfth Annual Graduate Student Medieval Studies Conference, University of Connecticut. April 1993.

“Critical Fashioning or Fashionable Criticism: Reexamining the Text, the Critic, and the Discipline.” Paper; also served as panel chair. Medieval-Renaissance Conference VII, Clinch Valley College of the University of Virginia. September 1993.

“(Re)Fashioning the Self: Bakhtinian Dialogics in To the Lighthouse.” Third International Virginia Woolf Conference, Lincoln University. Jefferson City, MO. June 1993.

“Three Teachers in Search of a Self.” Brown University Writing Fellows Conference, Brown University. April 1993.

“‘Dancing Through Minefields’: Identity, Postmodernism, and Bakhtin in Woolf’s To the Lighthouse.” Women’s Studies Conference, University of Connecticut. April 1993.

“An ‘Inconstant’ Woman: Criseyde, Bakhtin, and the Politics of Discourse.” 11th Annual Graduate Medieval Studies Conference, Yale University. April 1993.

Editorials, Columns, and Letters (non-academic writing)

Faculty columnist, University Times, 1998-present. (“Notes from a Mad English Professor”)

Letters to the Editor. Submitted to and published in Bangor Daily News, Star-Herald, Aroostook Republican, and Pioneer Times on topics including collective bargaining, faculty salaries, environmental hazards, protesting the Iraq War.

References:

Dr. Nancy Hensel, Executive Officer, Council on Undergraduate Research, Association of American Colleges and Universities; former President of the University of Maine at Presque Isle.

Dr. Lynn Z. Bloom, Aetna Chair of Writing, University of Connecticut.

Dr. Scott Brickman, Professor of Music. University of Maine at Fort Kent.

Dr. Jeffrey P. Cain, Associate Professor of English. Sacred Heart University.

Dr. Kenneth Elliot, Professor of Psychology. University of Maine at Augusta.

Dr. Deborah Hodgkins, Associate Professor of English. University of Maine at Presque Isle.

Dr. JoAnne Putnam, Professor of Education. University of Maine at Presque Isle.

Dr. Theodore Van Alst, Assistant Dean of Yale College. Yale University.

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Richard Lee Zuras

Professor of English & Creative Writing/Film Studies Advisor (Art/English)

College of Arts and Sciences 64 Lombard St. University of Maine at Presque Isle Presque Isle, ME 04769 PO Box 247 phone (207) 764-5160 (H) Presque Isle, ME 04769 (207) 768-9403 (O) e-mail [email protected]

Education

McNeese State University, Lake Charles, Louisiana

M.F.A. in Creative Writing (60 hour program w/M.A.)

Thesis: Auspices of Love: Stories

Committee: Professors Robert Olen Butler, Carol Wood, and John Wood

M.A. in English

George Mason University, Fairfax, Virginia

B.A. in English (with writing emphasis)

Publications

--The Bastard Year: A Novel (Brandylane Press, Virginia. March 2012)

In Manuscript

Untitled Novel

Publications in Fiction

“Four Daily Do’s” in Coe Review 2009, volume 39, #2, pp. 1-6 “Runaway” in StoryQuarterly volume 41, 2005 pp. 432-443 “The Kidnapping” Finalist, Glimmer Train Short Story Award for New Writers Fall 2005 “Your Father and Mine” in Chicago Quarterly Review Winter 2004, Volume 7, pp. 15-24 “A Photo of my Dad” in The Best of The First Line: The First Three Years, (Anthology) 2003, pp. 39-40 “Gestures” in South Dakota Review 40th Anniversary Issue, Spring/Summer 2003, Volume 41, Numbers 1 & 2, pp. 64-76 “Outside Beach” in Weber Studies Spring 2003, Volume 20, Number 2, pp. 94-104 “The Wrestlers of Evangeline Parish” in Big Muddy Spring 2003, Volume 3, Issue 1, pp. 31-36 “Selling Off” in Lake Effect Spring 2003, Volume 7, pp. 68-76 “So Mother Left Father” in The Laurel Review Spring 2002, Volume 26, Number 2, pp. 81-92 “The Clipping of Maynard Jax” in Passages North Winter/Spring 2002, Volume 23, Number 1, pp. 29-34 “Physician Referral, Karen Speaking” in Yemassee Winter/Spring 2001, Volume 8, Number 2, pp. 26-34 “The Meter is Running: Confessions of a Cabbie” in S.L.U.G. fest Ltd. Winter/Spring 2000-2001, Volume 11, Numbers 3, 4, pp. 45-47 “1954” in Xavier Review Winter 2000, Volume 20, Number 2, pp. 100-103 “A Photo of my Dad” in The First Line Spring 2000, Volume 2, Number 1, p. 9 “The Last Drive Out” in North Country Spring 1999, The Resurrection Issue, pp. 40-45 “Tonight, I’ll Tell Him I’m Invisible” in Arena Spring 1998, Volume XXIX, pp. 25-29 “With These Words” in Arena Spring 1998, Volume XXIX, pp. 30-35 102

“Absence” in Rock Springs Review Summer 1997, Volume 1, Issue 3, pp. 14-18 “Growing Up Pong” in The Review Summer 1997, pp. 83-86

Publications in Poetry “Fontinel” in Red Rock Review (Summer 2005 Issue 17) “House Hunting” in Confrontation Spring/Summer 2005, Volume 90/91, pp. 300-301 “The Recycling Men” in Futures Magazine Spring 2002, Volume V, Issue XXV, p. 103 “First Christmas Without My Father” in Milkwood Review (on-line) Fall 2001 “What Chekhov Said About a Man, a Woman, and an Ashtray” in Jabberwock Review Spring 2001, Volume 22.2, p. 22 “Feike Feikema” in South Dakota Review Fall 2000, Volume 38, Number 3, pp. 12-13 “Sixty Degrees Latitude” in North Country Spring 2000, p. 58

Publications in Film

Box-Office reviews of: Public Enemies, Doubt, Gran Torino, Inglorious Basterds as well as more than two dozen other films at www.fusedwire.com Oct. 2008-Oct. 2009

Fellowships and Awards

2008-2009 UMPI Distinguished Teacher Award (sole/awarded by Student Senate)

2008-2009 UMPI Trustee Professor (sole)

2008 Who’s Who in American Education

2006 Who’s Who in America

2006 UMPI Sabbatical

2005 Who’s Who in Education

2005 Who’s Who Among America’s Teachers

2004 Who’s Who Among America’s Teachers

2004 Bread Loaf Fiction Scholarship (Bernard O’Keefe) Competitive scholarship to waive conference tuition

2004 Wesleyan Fiction Scholarship Competitive scholarship to waive conference tuition

2001 Yemassee Writers Award for Fiction

1998 Perfect Words Scholarship Recipient Competitive scholarship to waive William Faulkner Writing Conference fees

1997-1998 McNeese Foundation Graduate Fellowship Recipient Year long competitive fellowship for outstanding graduate work

University Teaching Experience: Creative Writing, Comp., Film, and Literature Courses

I had the sole responsibility for all courses listed below (English/Art (film))

University of Maine at Presque Isle 2001 – present Professor of English and Creative Writing/Film Studies Advisor (Art/Eng) 103

416 Great Directors:Coen Brothers Designed film course that traces the oeuvre of the Coen Brothers through the matrix of auteur theory

403 Film Seminar: Horror Films: Past to Present Designed a course that studies the major sub-genres of Horror including the slasher film, the zombie film, and the monster film

376 Native American Narratives (Hollywood’s Indian) Designed film course exploring the image(s) of Native Americans throughout history

369 Religion and Film (Topics in Religion) Designed film course that explores the cultural/spiritual effects of Hollywood & Religion

358 Studies in American Literature Before 1900 Designed with a focus on the emergence of American Realism/Naturalism (short fiction)

316 Contemporary Film Designed course on the phenomenon of Cult Film in American Cinema

314 Screenwriting Designed courses in the writing of feature length screenplays/short films/adaptations and television pilots

312 The Writing of Fiction Instructive/workshop courses in the writing of fiction—emphasis on literary story/publishing

311 The Writing of Poetry Instructive/workshop courses in the writing of poetry both free-verse and formal

310 Studies in Poetry Course in the study of poetry elements and various schools of criticism

308 Studies in Short Fiction Course in the study of short story elements and various schools of criticism

211 The Writing of Fiction and Poetry Instructive/workshop courses in the fundamentals of creative writing

H201 Honors Advanced College Composition Seminar style version of Advanced Composition with focus on media

201 Advanced College Composition Designed and taught several sections of research/position-taking courses that incorporate a broad range of issues across the college curriculum, often including Film, Business, Sociology, Psychology, Science, Ethics, Education, and Criminal Justice / Designed and taught several sections centered around our common culture with focus on student response/drafting process

Phi 151 Introduction to Philosophy Designed a course that integrates popular television/film and Aristotle, Kierkegaard, and other renowned philosophers

H151 Honors Introduction to Literature Designed and taught close reading courses that vigorously applied criticism to Drama, Fiction, Essay and Poetry

151 Introduction to Literature Designed and taught several sections of literature encompassing Drama, Poetry, and Fiction, as well as introduction to various modes of criticism

116 Introduction to Film Designed and taught courses in the analysis of film with an emphasis on genres/principles/criticism/response/

101 Composition I Designed and taught several sections of beginning college composition emphasizing a diversity of readings as well as the drafting process

University of North Dakota 1998 – 2001 Ph. D. level Graduate Teaching Assistant

305 Creative Writing Designed and taught courses combining the writing of fiction and poetry

224 Introduction to Fiction Designed and taught several sections in the principles of reading fiction

125 Business and Technical Writing Designed and taught several sections in the writing of workplace documents and workplace reports

104

120 Advanced Composition Designed and taught several sections of topic-centered/research composition

110 Beginning Composition Designed and taught several sections of beginning composition

McNeese State University 1995 – 1998 M.F.A. level Graduate Teaching Assistant

102 Final Composition Designed and taught several sections of humanities-centered final composition/research

101 Beginning Composition Designed and taught several sections of beginning composition

090 Developmental Writing/Lab Designed and taught several sections of 5 credit developmental writing focusing on sentence combining, drafting, and computer-assisted programs such as Daedalus and Expressway

Administrative and University Service Experience

University of Maine at Presque Isle

Advisor/Creator: Film Studies Program Fall 2008 (inception)-

Green Committee Committee Member 2007 (inception)-

English Department Search Committee Committee Member AY 2008-2009 AY 2007-2008 AY 2005-2006 AY 2004-2005

Academic Standards Committee Committee Member 2004-2008

Library Committee Committee Member 2002-2006

Katharine O’Brien Memorial Poetry Committee Committee Member Fall 2001 (inception)-

University of North Dakota

Business and Technical Writing Assessment Leading Committee Member Fall 2000

Thirty-first Annual Writers Conference Participant March 2000

McNeese State University

Teachers for a Brighter Future Conference Assistant to the Director Summer 1997

Editorial and Journalism Experience

Faculty Columnist 2002-2005/2009 105

University Times (UMPI)

Fiction Reader 1998 – 1999 North Country University of North Dakota

Co-Editor 1994 – 1995 Sniper Logic University of Colorado at Boulder

REFERENCES

Prof. Robert Olen Butler Frances Eppes Professor/Michael Shaara Chair in Creative Writing Florida State University Tallahassee, Florida (850) 664-0238 Office [email protected]

Dr. Michael Beard Chester Fritz Distinguished Professor University of North Dakota Grand Forks, North Dakota (701) 777-2775 [email protected]

Dr. Raymond Rice Chair of Arts & Sciences Professor of English University of Maine at Presque Isle (207) 768-9416 [email protected]

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