Department of English Language and Literature
Self Study for
Academic Program Review
January 2010
(Compiled by Gail Turley Houston and LynnDianne Beene)
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Contents
General Characteristics of the English Department...... 1 Brief History…………………………………………………………………………………...... 3 History since 1996, Previous Academic Program Review………………………….4 English Department Mission Statement and Goals………………………………...10 Overview of Faculty, Staff, Students, and Community Participants………..12 Faculty…………………………………………………………………………………………12 Graduate Student/Teaching Assistants………………………………………..14 Staff……………………………………………………………………………………………..15 Students………………………………………………………………………………………17 New Mexico Communities…………………………………………………………..18 Program Comparisons……………………………………………………………………………………….20 Comparison of Programs Offered by Peer Institutions………………………………………21 University of Oklahoma…………………………………………………………………………..21 University of Utah…………………………………………………………………………………..23 University of Nebraska-Lincoln……………………………………………………………….24 Comparison of Tuition Remission, Fellowships, and Health Benefits……..26 Leadership, Governance, and Organizational Structure…………………………………….27 Overview of Department…………………………………………………………………………27 Committee Structure and Membership…………………………………………………..28 Overview of Academic Programs……………………………………………………………………….32 American Literary Studies………………………………………………………………………..32 British/Irish Literary Studies…………………………………………………………………….32 Creative Writing……………………………………………………………………………………….33 Rhetoric and Writing………………………………………………………………………………..35 Medieval Studies………………………………………………………………………………………36 Major and/or Creative Endeavors……………………………………………………………………….38 Faculty……………………………………………………………………………………………………..38
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Graduate Students……………………………………………………………………………………41 Institutional Contributions…………………………………………………………………………………44 Major Initiatives…………………………………………………………………………………………………49 Previous Program Review………………………………………………………………………………….51 Areas of Excellence…………………………………………………………………………………51 Areas of Concern…………………………………………………………………………………….52 Revisions in Program Requirements……………………………………………………….52 Revisions in Curricular Models………………………………………………………………..53 University Support………………………………………………………………………………….54 Degree Programs and Curriculum……………………………………………………………………..58 Core Curriculum……………………………………………………………………………………..58 Undergraduate Degree and Concentrations……………………………………………71 Graduate Degree and Concentrations…………………………………………………….81 Medieval Studies Program………………………………………………………………………97 Student Profile and Support Data…………………………………………………………………….102 Future Directions……………………………………………………………………………………………..138 Core Writing………………………………………………………………………………………….139 Medieval Studies…………………………………………………………………………………..142 Graduate Studies…………………………………………………………………………………..142 Rhetoric and Writing…………………………………………………………………………….143 Literary Studies……………………………………………………………………………………..144 Appendix 1 Summary of Faculty Publications………………………………………………….145 Tenure Stream Faculty Vitae………………………………………………………………….145 Full-time Lecturer Vitae…………………………………………………………………………259 Appendix 2 Curricula Descriptions for Graduate Program……………………………….266 Appendix 3 Outcomes Assessment Data…………………………………………………………..275 Appendix 4 Faculty and Resource Bases…………………………………………………………..296 Appendix 6 University of New Mexico Core Curriculum…………………………………..314 References………………………………………………………………………………………………………..316
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Figures and Illustrations
Figure 1: Post-1996 APR Tenure-Stream Faculty Status……………………………………………….5
Figure 2: Tenure-Stream Faculty: Voting Versus Teaching………………………………………….13
Figure 3: Non-Tenure-Stream Faculty: Fulltime Vs. Semester-to-Semester Lecturers.14
Figure 4: Teaching Assistantships: English and A&S……………………………………………………15
Figure 5: Tenure-Stream Faculty Teaching Assignments…………………………………………….56
Figure 6: Undergrads Receiving Honors……………………………………………………………………..79
Figure 7: Masters’ degrees awarded 2000-2009…………………………………………………………82
Figure 8: Terminal degrees awarded 2000-2009…………………………………………………………83
Figure 9: Department Administrative Offices, 2nd floor, Humanities Bldg…………………297
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Tables Table 1: Faculty Level Comparison with Peer Institutions……………………………………………20 Table 2: Tenure-stream Faculty/Lecturers Compared to Peer Institution Enrollments.21 Table 3: MFA Applications, Admissions, Acceptances………………………………………………….49 Table 4: 1996 Faculty Versus 2009 Faculty………………………………………………………………….55 Table 5: Core Writing Courses Outcome Goals…………………………………………………………….64 Table 6: Graduate Enrollment Trends 2005-2009………………………………………………………..89 Table 7: Graduate Enrollments Fall 2008……………………………………………………………………..89 Table 8: Gender/Ethnicity, Graduate Students, Fall 2008…………………………………………….89 Table 9: Overall Enrollment Percentages 2002-2007………………………………………………….102 Table 10: Enrollments by number of sections, students, and fields……………………………102 Table 11: Core Writing Enrollments, Fall 1997-Fall 2008……………………………………………103 Table 12: OIR Data: Undergraduate Declared Majors in English………………………………..104 Table 13: OIR: English Department Undergraduate Student Credit Hours…………………105 Table 14: OIR: Undergraduate Enrollments by Sex/Minority……………………………………..105 Table 15: OIR: Undergraduate Degree Recipients by Sex/Ethnicity……………………………106 Table 16: Graduate Enrollments 1999-2008………………………………………………………………107 Table 17: Graduate Enrollments, Fall 2008………………………………………………………………..108 Table 18: Demographics, Graduate Students, Fall 2008…………………………………………….108 Table 19: Graduate Programs’ Admissions Data………………………………………………………..109 Table 20: Graduate Programs’ Enrollment Numbers………………………………………………….110 Table 21: Overall Graduate Totals, 1998-2008…………………………………………………………..112 Table 22: MA Degrees by Ethnicity/Gender……………………………………………………………….113 Table 23: MFA Degrees by Ethnicity/Gender……………………………………………………………..114 Table 24: PhD Degrees by Ethnicity/Gender………………………………………………………………115 Table 25: Graduate Student Credit Hours Generated………………………………………………..115 Table 26: RPT Applications 2007-08…………………………………………………………………………..127 Table 27: RPT Awards Fall 2008…………………………………………………………………………………127 Table 28: RPT Awards for Spring 2009……………………………………………………………………….130
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Table 29: Carry-over Balances from 2008-2009…………………………………………………………310 Table 30: Department Awards and Account Balances……………………………………………….311 Table 31: Department Salaries…………………………………………………………………………………..312 Table 32: Operating Expenses Overview……………………………………………………………………312 Table 33: Faculty Expense Overview………………………………………………………………………….312
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Department of English Self Study 2008-2009
This report reviews and analyzes the history and current status of undergraduate, graduate, and service programs in language and literary studies sponsored by the Department of English at the University of New Mexico. Based on the analysis, the report discusses current issues and future directions. The report follows the Self-Study Guidelines for Academic Program Reviews distributed in September 2008 by the Office of the Provost/Executive Vice President for Academic Affairs. Further the report emphasizes changes in Department programs, resources, and missions that have come about since the 1996 Self Study. The Department sees this report as an honest assessment of 1.) its critical situation that must be rectified in order that it meet the heavy service demands of the University and retain its excellence in teaching and research, and 2.) its outstanding, committed faculty, programs, and students. Indeed, we are proud that our graduate program is ranked by U.S. News & World Report as no. 71, along with SUNY Stony Brook, George Washington University, University of Tennessee, University of Connecticut, University of Delaware, and Bryn Mawr.
1. General Characteristics of the English Department 1. Institutional Context
Enrolling over 25,000 students in 2008-2009, the University of New Mexico is the largest state Research Extensive institution in the state of New Mexico. As the state’s flagship institution, UNM boasts six colleges including Arts & Sciences, College of Education, and Fine Arts and six professional schools including Engineering, Law, Medicine, and Pharmacy. Offering more than 40 doctoral degree programs, UNM enjoys the classification as a Carnegie Foundation Research University with Very High Research Activity. Unlike other institutions across the country in this category, UNM can boast of its 32% Hispanic and 12% Native American enrollments.1
Drawing on a dedicated faculty of 28 tenure-stream faculty, five lecturers, and an extensive number of Graduate/Teaching Assistants (TAs) and part-time instructors (PTI), the Department of English Language and Literature makes significant contributions to UNM’s educational and research missions. Despite English’s diminished faculty and its increased reliance on TAs and PTIs, the Department generates on average more than 40,500 student credit hours per
1At UNM in general in 2008, the undergraduate population was 18,394, of which 599 (3.3%) were African American, 1231 (6.7%) American Indian, 732 (4%) Asian Pacific Islander, 6,687 (36.4%), Hispanic, 8258 (44.9%), White/Non-Hispanic, 198 (1.1%) international, 689 No response. Of 5711 graduate students, 124 (2.2%) were African American, 289 (5.2%) American Indian, 208 (2.8%) Asian Pacific Islander, 1,157 (17.7%) Hispanic, 3,088 (54.5%) White/Non-Hispanic, 596 (13.4%), International, and 249 no response. (5 year academic ledger). On the undergraduate level, of the 18,394 10,325 (56.1%) were female and 8,069 (43.9%) were male. On the graduate level, 5711, 3,215 (57.4%) were female and 2,496 (42.6%) male.
Academic Program Review, 2004-2009 Page 1 academic year and more than 40,710 student credit hours last year.2 The Department graduates the third highest number of undergraduate majors in the College of Arts & Sciences and is responsible for teaching the most number of courses in the University’s Core Curriculum. Certainly, if, metaphorically, we might be compared to a faculty member going up for promotion, it must be said that given our leadership, proven contributions to teaching, research, and service, we would most certainly receive “exceeds expectations” in all three areas.
2 Office of Instructional Research, Total Academic Year Student Credit Hours: English, 2000-2008.
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2. Brief History
Because English is the cornerstone of the humanities, unless The University of New Mexico plans to become mainly a technical school (and there are no signs that it does), it must restore the strength of the English Department and enhance its competitive edge (UNM English APR Report 1996, p. 3).
The University of New Mexico Department of English Language and Literature is over 120 years old and has been at the center of UNM’s teaching, research, and outreach missions since its inception. In particular, the English Department has taught basic writing skills and the literature and narratives of Western culture from the first semester UNM opened. No educational experience is more fundamental to higher education than the abilities to write clearly, read analytically, and think critically.
Since the early 20th century, the English Department rapidly became a pivotal contributor to the University’s mission by teaching not only English fundamentals but also literary and rhetorical studies. The Department graduated few majors (approximately 24/year) during the 1950s; by contrast, in the 21st century, English has graduated an average of 100 undergraduates in six concentrations3 and an average of 20+ MAs/MFAs/PhDs per year. Late in this decade, English faculty turned their attention to enriching the major and minor concentrations to encourage research experiences for undergraduates. By the 1960s, the Department faculty numbered 25 tenure-stream faculty who taught not only American and British literary studies but also American studies, writing, and linguistics.
The 1970s and 1980s saw major reviews in undergraduate curriculum, particularly the first-year writing program, and the reduction of undergraduate-graduate mixed courses. New undergraduate major concentrations were introduced that complement the College of Arts and Sciences’ mission; as well, new courses addressing African-American, Chicano/a, and Native American literatures became standard in the curricula that strengthened the Department’s major and minor and advanced the burgeoning programs in Native American, Latino, and Africana Studies. A new undergraduate major in Creative Writing was approved enthusiastically by Department faculty. The 1980s saw a considerable increase in the number of international outreach efforts by Department faculty, and the Department, with support from Arts & Sciences, joined a consortium of universities to sponsor a semester’s study in London, a continuing program housed in English. Scholarly research dominated this decade. The Department sponsored several NEH-funded summer seminars and, although the Department lost New Mexico Quarterly, it gained editorship of Shakespeare Studies, Blake Newsletter, American Poetry, and American Literary Realism.
3 Unfortunately the Office of Institutional Research (OIR) does not report number of minors as the English minor fields in writing are preferred minors across the University.
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3. History since 1996, Previous Academic Program Review
Since the Department’s last Academic Program Review in 1996, English has gained additional University responsibilities but lost resources. Starting in Fall 1999, UNM instituted a Core Curriculum for all undergraduates at the same time that New Mexico began a lottery scholarship program that guarantees tuition scholarship for New Mexico high school graduates attending any New Mexico public post-secondary institution of higher education. The enrollment increases put even greater pressure on the Department to staff Core Curriculum courses in English, the most frequently chosen courses in the Core. These courses include
• English 101: Expository Writing • English 102: Analytic and Argumentative Writing • English 150: The Study of Literature • English 219: Technical/Professional Writing • English 220: Advanced Expository Writing • English 292: World Literatures: Ancient World Through 16th Century • English 293: World Literatures: 17th Century Through the Present
This University Core adopts several of the courses mandated by the Arts & Sciences General Education Task Force. Simultaneously, University officials reaffirmed UNM’s status as a Carnegie Foundation Research University with Very High Research Activity institution and directed departments and programs to enhance graduate education opportunities.
These Core requirements, increased undergraduate enrollments, and the University’s commitment to quality education has increased UNM’s emphasis on Outcomes Assessment. This emphasis, in turn, resulted in the recruitment of a key Department writing professor to take over the Outcomes Assessments programs for all departments in Arts & Sciences and meant that a second English faculty member expanded her duties beyond directing the Core Curriculum Writing program to administering Outcomes Assessment for all Core Writing courses without providing extra assistance to these faculty members or providing the Department with faculty support to replace these professors.
Over the four years between 2002-03 and 2005-06, the annual enrollment in English 101, 102, 219, and 220 rose from 6632 to 7322, an increase of 10.4%. These courses regularly account for 70% of the total hours taken in English. Over the same four-year period, enrollments and student credit hours in English grew 13%. Increases were marked in Creative Writing (+ 24%), Professional Writing (+ 19%) and Literature (+ 18%). In the Core Writing curriculum, the notable increases are in English 219 (+ 38%) and English 220 (+ 210%). This year the University is touting the 6% increase in the incoming freshman class, yet it has frozen hiring for all intents and purposes. But increased enrollments and retention must be accompanied by a major increase of tenure-faculty hires to teach and advise the increased number of in students in order for the University to maintain its national ranking and status. The literature courses English 292 and English 293 also have large enrollments, with World Literature courses English
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292 and 293 regularly enrolling large sections of 50-75. Following on the 292/293 model, Houston has directed the Associate Chair for Undergraduate Studies to pilot a large section of English 250 for fall 2010, which will be followed by large sections of 294, 295, 296, 297 to deal with the lack of faculty to teach it in small settings.
A second major event that has hampered the Department since our last APR is the loss of faculty due to retirements and other separations.
Figure 1: Post-1996 APR Tenure-Stream Faculty Status
Overall from 1996-2009 English lost 37 tenure-line faculty and only gained 26 tenure-line faculty, several of which were appointments shared with other departments and programs. Clearly, given the numbers, the hiring authorized by the University between 1996 and 2009 could not make up for the deep losses experienced through retirements and resignations of tenure-line faculty.
With the dwindling number of full-time faculty come increased service demands—including University and Departmental administrative, and student/junior faculty mentoring and advising. Stagnating salaries4 make it difficult to attract and keep top tenure-line hires. As a specific example, of the 20 tenure-line faculty we hired between 1996 and 2005, seven have separated from UNM. Hence, as the field of English and its specializations have expanded dramatically over the last two decades, the UNM English faculty has been decimated, replaced by eight full- time lecturers in 1999-2000, a precipitous increase in part-time faculty, and the increasingly rare tenure-line assistant professor. Later, that number was raised to 10 lecturers, but by last year we only had 7 and 2 of those lecturers separated from our Department. We now only have 5 lecturers.
4 UNM is around 10% below its peer institutions in regards to overall faculty salaries; the humanities divisions, particularly English, see even lower averages than regional or national peers.
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Exacerbating the loss of hires is that in the recent past so many of our faculty were in administrative posts outside the Department, some of whom taught only a fourth to half time in the Department; others were faculty in our department in name only. The latest case is Prof. Harrison who served the Department as Associate Chair for two months before accepting a position, in October 2009, as Associate Dean of the Office of Graduate Studies, a much- deserved step up but which, again, is not compensated for with a new line.
The problem of keeping faculty on as voting members of the Department but who have no operational role in the Department is aggravated by the fact that these faculty administrators are still considered members of English and are still listed as paid from Department allocations but are currently not replaced by the University. A long-term example of this situation is Professor Peter White who has served the University as Associate Arts & Sciences Dean, Special Advisor to the Provost, Dean of University College and, most recently, New Mexico’s Secretary of Higher Education. Prof. White is the only Department faculty member qualified to teach graduate level courses in Colonial American Literature; hence, the literature, history, and culture of the U.S. from its founding to the mid-19th century has not been taught as a graduate study in over 15 years. White returns to our Department in spring 2010 as a .5 member of the program, and we are pleased by his return. More typical examples are Professors Reed Dasenbrock (former Arts & Sciences Dean, UNM Provost, Secretary of Higher Education, and now vice chancellor for academic affairs at University of Hawaii-Mānoa) and Finnie Coleman (Director of Africana Studies and now Interim Dean of University College). Each of these administrators taught one course in UNM’s English Department during their administrative “leaves.”
This trend is long-standing. From the mid-90s on, tenure-track numbers have included full-time administrators such as Michael Fischer (former Arts & Sciences Dean and Interim Provost) and external part-time administrators such as Wanda Martin (Associate Arts & Sciences Dean, now Associate Chair for Core Writing and Director of First-Year Writing), Gail Houston (former Women Studies Director, now English Chair), Anita Obermeier (current Feminist Research Institute Director and Associate Chair for Graduate Studies), and Greg Martin (current Curriculum Co-Director, BA-MD Program).
Upcoming known retirements also bode ill for the Department. Eight faculty members have expressed an interest in retiring soon; all are pivotal to the Department disciplines for which they teach and do research. Indeed, one of those eight, Susan Romano, unexpectedly retired in January 2010, effective immediately. She has been a key member of the Rhetoric & Writing Program. Essentially, these eight faculty make up more than 25% of our active tenure stream faculty (of 28) and come from primarily the Rhetoric/Writing and British/Irish Literary Studies disciplines. At least three of these senior faculty members have indicated that they could leave as early as spring 2010. One other plans to retire by spring 2011. The latest date for retirement for the other named faculty would be spring 2013.
Some of the potential retirements could be from the section that produces most of our service commitments: Rhetoric & Writing. These retirements, coupled with our loss of two lecturers
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from this section in 2008-09, starkly portend a catastrophic situation. By 2013, it is possible that only two faculty members would be left in Rhetoric & Writing and Core Writing who can supervise and teach the vast contingent of TAs and PTIs necessary to teach English 101, 102, 219, 220.
The remaining potential retirements come from the British/Irish Literary Studies (3) and from American Literary Studies. British/Irish Studies already staffs the Core’s suggested Humanities courses, World Literature English 292 and 293, as well as regularly staffs the pedagogical course for graduate students. English is grateful that the Dean is advocating for hires to replace our faculty losses but we simply cannot go another year in the same condition.
The English Department generated 9,274 graduate and 162,028 undergraduate credit hours in 2008-09. 83,910 of those credit hours are in first-year courses. The Writing and Speaking Core requires nine credit hours, which most students complete by taking Eng 101, 102, and an elective. Core Writing and Rhetoric & Writing regularly teach and supervise graduates students and PTIs teaching English 101, 102, 219, and 220. In fall 2009 we taught 189 sections of these Core Writing courses. About 66% of first-year students enroll in English 101, up to 25% of whom must take the course a second time. Enrollments in the other two Core Writing courses, English 219 and 220, have remained high, with 28 sections of English 219 and 15 sections of English 220 offered this fall.
Retirements (recent and potential) and arduous administrative duties outside our Department on the part of a cadre of faculty mean that by fall 2010, English will have to drastically reduce the sections it teaches of Core Writing courses (English 101, 102, 219, 220). These cutbacks will cause students, already struggling to complete their degree work in five years, to delay graduation even longer. Too, American Literary Studies (ALS) and British/Irish Literary Studies (BILS) will have to reduce the sections they teach of courses that fulfill requirements in the Core Curriculum: English 150, 250, 292, 293. Further, we will not be able to provide the courses necessary for our undergraduate majors and minors to complete their degrees in a timely fashion. We will also not be able to provide the courses necessary for our graduate students who provide the mainstay faculty for teaching English 101, 102, and, to a lesser degree, English 219 and 220.
At the same time as the Department lost key faculty members, the University announced its aspirations to strengthen its commitment to Diversity: We lift up our cultural and ethnic diversity as the unique strategic advantage it is, providing the environment in which our students learn with one another to generate new knowledge that helps the world’s people leverage and celebrate the value of difference. and Intercultural Competency: Actively deepen and share our understanding of the diverse cultures that come together at the University of New Mexico and the value they add to society. [Strategic Framework 2008]
To meet the University’s stated goals, the English Department has repeatedly sought to strengthen its course offerings and research commitments to Chicano/a, Africana, and Native
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American literatures. Currently, however, the Department has only 2.5 tenure stream faculty to meet these needs. Creating a much needed Southwest Literary Studies Concentration is a goal, but we will need 2-3 tenure-line faculty to ensure the stability of such a program.
A third major event since the last APR is the Department’s inauguration of a Master of Fine Arts in Creative Writing degree and events leading to the loss of that program’s internationally known Native American poet, Joy Harjo. After much research, work, and lobbying, the state approved in 2004 the MFA terminal degree program in Creative Writing for UNM. Since then the program has enjoyed robust enrollments and exceptional graduation rates. However, starting in Fall 2007 a traumatic set of events began in the Creative Writing program, quickly spread through all programs and into public (even national) view, and resulted in a schism in the Department and Prof. Harjo’s resignation.
Department members are still working through the tensions that erupted. Efforts to improve the situation continue on several fronts and on behalf of several groups of faculty involved. Virtually all faculty would like to proceed in a professional manner as we grapple with the residual difficulties. In 2008 several Department meetings focused on how to create guidelines for situations concerning sexual harassment, relationships between faculty and students, and bullying. As one step to mend the trauma, faculty voted to include in their syllabi the following statement: “The English Department affirms its commitment to the joint responsibility of instructors and students to foster and maintain a positive learning environment.” A Department Ad Hoc Respectful Campus Committee is now working to recommend policy and procedure on bullying, sexual harassment, and other matters that affect the working environment. While these steps in identifying and addressing such important issues are positive, the traumatic events and the time spent to address them robbed faculty of time otherwise needed for student advising, teaching, and research. Indeed, the timely completion of this report was affected by all of the difficulties noted above.
Despite our losses, challenges, and outsourced faculty members, the Department faculty are committed to providing the optimum educational experiences for undergraduates and graduates and to advancing research in the humanities. For example, Julie Shigekuni (Creative Writing Director) has proposed innovative ways to encourage graduate and undergraduate Creative Writing majors and minors to finish their writing. Wanda Martin functions as not only Associate Chair for Core Writing but also as Director of First-Year Writing: she supervises all the Teaching Assistants, semester-to-semester lecturers, and full-time lecturers who teach 189 sections of English 101, 102, 219, 220 and serves the newly established Research and Development Committee, helping colleagues to find research money. Marissa Greenberg and Chuck Paine started a Department Colloquia this year that is bringing faculty together for academic discussions. Jesse Alemán prepares junior professors for mid-probationary and tenure reviews by assisting these junior faculty in presenting regular discussions of their on-going research to the Department, something not done before. Scott Sanders leads a committee to establish a Department respectful campus statement while directing the Rhetoric/Writing field and directing the undergraduate internship program for professional writing majors. Aeron Hunt leads the newly established 19th-century Literary Studies Group that sponsors colloquia
Academic Program Review, 2004-2009 Page 8 nearly every month and that mentors the educational needs of 15 graduate students. Hector Torres started a theory group for grads and faculty. Helen Damico directs the Medieval Studies concentration and has also gathered the emails of the emeriti and keeps in touch with them (by phone and email) to remind them of upcoming events in the Department, something also never done before. Anita Obermeier prepares a Medievalist banquet for 50 students every semester while holding her directorships in the Feminist Research Institute and the all-important Graduate Studies. Sanders’s and Obermeier’s service contradicts the standing Department guideline that limits individual faculty members to one directorship. English simply lacks the faculty to continue this standard.
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4. English Department Mission Statement and Goals
The overall mission of the Department of English is to engage in writing, research, teaching, and public service that advance our understanding of English literature and our expanding heritage of literatures in English. Equally important is maintaining the graduate program that offers New Mexico’s only PhD program in English and American Literature.
The Department’s specific named goals are to:
• Educate students to read critically, write clearly and imaginatively, think logically, and speak articulately about literature and language. • Promote critical literacy, that is, the capacity to interpret, evaluate, and contextualize literary and social text. • Acquire and disseminate knowledge of our expanding literary and cultural heritages. • Teach a historical sense of language and literatures in English in all their diversity to the multicultural student body from the state. • Lead students to realize how the expressive and analytical skills they acquire and exercise in their study of English prepares them for a wide variety of meaningful professional employment opportunities upon graduation.
Our Programs also exhibit strong commitment to the following goals: • Attract exceptional graduate students and to train these students to research, teach, and administer effectively. To work with the University administration to provide these graduate/teaching students competitive stipends, health benefits, and research opportunities. • Collaborate with University officials to increase faculty and student diversity and increase the number of minority students completing degrees in the humanities. • Provide accurate and reliable advising for English majors, minors, and students completing Core Curriculum requirements and to increase retention and graduation rates. • Pursue outreach to other University components to develop academic programs and research projects. • Improve faculty interaction with students and provide defined outcomes assessment data for all faculty.
Our Department’s goals are in line with the University’s 2008 Strategic Framework that states that UNM will demonstrate its position as the state’s flagship institution of higher learning through its ongoing commitment to: • Educate and encourage students to develop the values, habits of mind, knowledge, and skills that they need to be enlightened citizens, contribute to the state and national economies, and lead satisfying lives.
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• Discover and disseminate new knowledge and creative endeavors that will enhance the overall well-being of society. . . . • Actively support social, cultural, and economic development in our communities to enhance the quality of life for all New Mexicans.
The English Department’s goals parallel the Strategic Framework in our efforts to • provide quality education to undergraduates, • raise the value and reputation of the graduate programs, • support and advance research opportunities, • extend Department expertise to New Mexico residents, • improve the transition from secondary school students into university studies, and • increase diversity in faculty and student recruitment and retention.
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5. Overview of Faculty, Staff, Students, and Community Participants
Students at both the graduate and undergraduate levels attest to the fact that faculty members are effective teachers, interested in and available to their students. . . . These student comments also consistently compared English Department faculty as superior to teaching staff from other units, in terms of intellect, pedagogy, and availability (UNM English APR Report 1996, p. 1).
1. Faculty Category Number Tenure-stream faculty Professors: 14 (including 1 fulltime administrator, 3 half-time administrators, 1 half-time appointment) Associate professors: 13 (including 6 half-time administrators) Assistant professors: 6 (including 3 half-time appointments)
Non-tenure-stream faculty Fulltime lecturers: 5 (including 3 part-time administrators) PT Instructors: 27 (Fall 2009 term) TAs-English: 66 TAs-A&S 13
Tenure-track Faculty: Currently, the Department lists 33 tenure-stream voting faculty, 1 of whom is a full-time administrator (Coleman), 9 are part-time administrators (W. Martin, G. Martin, Harrison, Obermeier, Houston, Mueller, Alemán, Paine, Shigekuni), 4 are half-time in English (Higgins, Nocentelli, Matthews, White), and 5 are on leave, sabbatical, or have just retired (Thiel, Jussawalla, Kells, Martin, Romano). Effectively, therefore, the Department has 14 tenure-stream faculty teaching full time and the remaining faculty are either teaching part-time and doing administrative work or on short- to long-term leave.
As listed in the 1995-1997 catalogue, the English Department featured 38 tenure-stream faculty. Of these faculty, only 15 remain as active faculty. Sixteen faculty retired, 5 left for better positions including full-time administrative positions at UNM, one received a negative mid-probationary review, and one left in a protest of University decisions. Turnover is even greater than these numbers indicate because eight faculty were hired and left for better positions during the interim from the last APR to this APR. Thus more than half of the faculty participating in this APR were not part of the last program review. In addition, of the 15 remaining active faculty, seven are eligible for immediate retirement.
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Figure 2: Tenure-Stream Faculty: Voting Versus Teaching5
Since the beginning of this decade, the trend toward losing faculty and, at best, gaining half- time assistance has been the norm. While the UNM Catalog numbers and the Office of Institutional Research numbers suggest a robust faculty of 32-36 members, the actual number of replacements versus administrators/faculty serving in University-wide positions but not teaching in English means our teaching staff has declined precipitously.
Non-Tenure-Stream Faculty: Fulltime Lecturers: While the Department employed no full-time lecturers or research professors at its last APR, it received permission to hire 10 lecturers in the early 2000s. Currently English employs five lecturers who teach 8-10 courses/year. Two of the non-tenure-track lecturers also serve as administrators, directing the Web-CT and ESL programs that serve the University. At the beginning of the decade we had ten lecturers, and last year we had seven, but two separated from the university in 2008-09 and have not been replaced, so we are trying to run our service unit (Rhetoric & Writing and Core Writing) with only half the lecturers we had at the beginning of the 2000s.
Non-Tenure-Stream Faculty: Part-time Instructors: In the late 1990s the English Department committed its resources to employing semester-to-semester, part-time instructors on a short- term basis from the pool of recent graduates. The reasoning was to provide newly minted MA/PhDs with a cushion while they searched for permanent employment. This strategy proved impossible to continue as the demand for Core courses increased and the available faculty decreased.
5 Excludes sabbatical leaves, LWOP, maternity leave, etc.
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Figure 3: Non-Tenure-Stream Faculty: Fulltime Versus Semester-to-Semester Lecturers
While advantageous to the University’s staffing needs, part-time instructors receive only $3,193/course, no health or retirement benefits, no secure office space, and may not serve on any Department or University committees. Even though semester-to-semester instructors account for 444 credit hours just for the Fall 2009 term, PTI employment is not without Department-wide consequences. For one, with fewer tenure-stream faculty and increased Department obligations, full time faculty serve on more committees and programs and are not as available as mentors for students. This decreased mentoring role impacts undergraduate majors and minors in particular.
2. Graduate Student/Teaching Assistants
Traditionally Teaching Assistantships of .5 FTE6 are awarded to graduate students who show continued advancement toward degree completion. These assistantships include a stipend and tuition waiver in exchange for teaching two sections (of first-year writing with 22 students/ section) each semester; the central administration has asked us to have 23 per section. This situation has somewhat changed since the last APR when the Review Committee noted that, “The NCTE (National Council of Teachers of English) recommends that TAs in comp teach no more than 30 students per semester.” This means no more than 30 combined in two classes; UNM-English Department TAs typically teach 44 students a semester.7
6 FTE is the University’s abbreviation for Full Time Equivalent. The Faculty Handbook defines FTE as “Faculty "teaching" assignments are measured in "load units" as defined and calculated in accordance with the University's load formula. . . . ‘Instructional faculty FTE’ measures the percentage of time charged to an instructional budget.” Policy C110, Teaching Assignments. 7 See discussion on pages 91-93 of this APR for details.
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Figure 4: Teaching Assistantships: English and A&S
One noteworthy change came about in 2001 when then-chair Scott P. Sanders, then Arts & Sciences Dean Reed Dasenbrock, and then Arts & Sciences Associate Dean Wanda Martin arranged for graduate students from other Arts & Sciences departments to receive assistantships in English. Since that time the number of Department and Arts & Sciences TAs has remained consistent despite increased University enrollments. While the experience and financial support that the students receive are important, the requirement to train and mentor students without backgrounds in English/Writing has increased the administrative workload in the Department.
3. Staff
Megan von Ackermann, Web Designer & Sr. Fiscal Sevices Tech Megan maintains and updates our websites, including the English Department’s site, Taos, Blue Mesa Review, and other related sites. She is also responsible for compiling and distributing the Department Directory that is available typically by the second week of classes this fall. Megan also complies and distributes the Department’s in-house newsletter, The First Friday News. She consults with faculty and staff on the design and production of flyers and announcements related to speakers, new courses, and special events. In the past Megan has been responsible for processing travel reimbursements and can assist with purchasing airline tickets and books using the Pcard. However, she will become a graduate student in the Rhetoric & Writing Program in spring 2010, and thus will only be working 20 hours a week, a major loss of staff support for us.
Barbara van Buskirk, Program Coordinator As part of her half-time appointment, Barbara is responsible for overseeing the administrative functions and financial databases for the Taos Summer Writers’ Conference.
Robert Castillo, Information Technology Specialist Robert maintains the Department’s computing equipment, including the equipment in the common computer room, the Media Room (HB 108), and the office computers and printers. He helps evaluate new computing systems and software, primarily consulting regarding requests for upgrades and new equipment.
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Linda Livingston, Department Administrator Linda oversees Department operations, including the processing of purchasing documents and reimbursements and tracking and reporting departmental budgets. She supervises the staff and student employees and provides administrative support to our faculty related to tenure and promotion, contracts, and hiring.
Dee Dee Lopez, Undergraduate Advisor Dee Dee performs undergraduate majors’ and minors’ degree checks and works with class scheduling, classroom changes (after the second week of classes), and office assignments (including key cards). She also coordinates IDEA student course evaluations, schedules special events that require a classroom (other than one of the self-scheduled Department meetings), and has copies of UNM forms related to drop/add and instructor-initiated grade changes.
Dee Meier, Program Coordinator Dee is responsible for working with faculty, graduate students, and staff to process purchasing and reimbursement paperwork. This includes travel, reimbursements for supplies, and purchasing of materials and services. Dee is also responsible for design, implementation and management of databases for the Department.
Ezra Meier, Graduate Program Assistant/Advisor Ezra maintains records related to the graduate program and its students. His office produces and distributes information about policies and procedures related to all our MA and PhD programs. Ezra has copies of most of the forms related to graduate study at UNM.
Deanna Montoya, Administrative Assistant I This position is now vacant. We are hoping to replace it and Megan von Ackerman’s 20 hours with a higher-level financial person. Deanna managed the front desk. She maintained the Department Event Calendar on the west wall just south of her office, which lists department committee meetings, readings, and other events. General physical plant problems (leaking pipes, problems with the phone service, and so on) were reported to Deanna. General office supplies, such as paper and envelopes, were also available from Deanna. These jobs now fall to work-study, with supervision by Dee Dee Lopez.
These Department staff are dedicated to providing excellent service to students and faculty. The Department staff currently numbers 6 full- and part-time staff members, all of whom are funded by state Instructional and General (I & G) funds.8 This limited number of employees advises undergraduate Core Curriculum students, undergraduate majors and minors, and graduate students; runs the Main Office; keeps track of and dispenses Department finances; monitors funds for special projects such as the Taos Summer Writers’ Conference; and creates and manages Department web pages and electronic data. The Department’s Administrator III joined the staff last May after a six-month hiring freeze prevented filling the position. The
8 See Appendix 4 for details.
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Department also has a half-time IT/media/ computer expert who spends the other half of his time in the College and a half-time web-designer.
In essence we have fewer staff than we did in 1996, at our last Academic Program Review, while our service commitments to the university have almost doubled. Increased bureaucratic demands (UNM Jobs) and new and cumbersome software (Banner) have, contrary to what was promised, increased the time it takes to finish tasks and made the flow of paper less efficient, to the frustration of many. Getting part-time instructors hired has become a nightmarish process. Likewise, getting faculty and staff reimbursed for travel and research now can take an inordinate amount of time. For a Department that provides so much service to the University, it would seem appropriate to provide more staffing so as to provide quality service.
4. Students
Overall University Student Population: The student community UNM serves is diverse, with a majority of the students being native New Mexicans. Many of the University’s students are the first in their families to go to college—a decision sometimes fraught with cultural changes. For example, some students from rural areas find it difficult to come to Albuquerque,9 the only city in New Mexico with a population larger than 100,000. Also, even with the New Mexico Lottery Scholarship, many students must find employment to cover educational and living expenses in a large city. In fact, 32% of freshmen and 50% of seniors at UNM work 16+ hours per week.
Moreover, a sizeable minority of entering students will not complete their degrees in the expected 4 years/8 semester cycle. Of a typical entering class of ~1800 students who complete four years, 500 of them (28%) will need additional years/semesters to complete their degrees. The University’s Research Office reports that over the past five years, only 43% of UNM students have finished a bachelor’s degree within 6 years (12 semesters). 35% of entering freshmen in recent years are required to take at least one “developmental” course in Mathematics (Math 100), Reading (Read 100), or writing (Eng. 100). Of those who enter needing one developmental class, about 31% finish a BA degree within that 6-year or 12 semester standard. Of those needing two developmental classes, the completion rate is 25%. Of those needing three such classes, the rate is 11-12%.
Department of English Majors: In 2003-2004 we had 406 majors; in 2004-2005 we had 506 majors, and in 2005-2006, 497 majors. The English Department database showed 658 majors at the start of Fall semester 2007, up from 533 majors at the end of spring 2006 and 506 majors at the end of spring 2005. A majority of our undergraduate majors and minors are women as are our graduate students: At nearly two to one, women outnumber men among the English
9 Albuquerque’s population according to the 2007-08 Bureau of Business and Economic Research was 526, 694. The next largest city is Las Cruces, home of New Mexico State University, with a population of 93,753.
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majors at UNM. 10 In 2008 38.7% of our female undergraduates were minority students. During that same time minority males in literature courses went from 31.4% to 41.1%. Combined, minorities made up 36.2% of literature classes in 2001 and rose to 39.6% in 2008. Degrees conferred between July 1, 2007 and June 30, 2008, English: 5.01% of all degrees.
Between 2003 and 2009 on average 29% of our graduate students are minorities. Graduate enrollment of female minorities went from 35% in 2006 to 40.7% in 2008. Annual Report of 2005-06 re grad enrollments: “The enrollment and admissions trends seem congruent with the trends noted for AY Fall 2004- spring 2005. Women continue to have a larger presence in the program than men—the numbers are even in the MFA program and disproportionate in the MA in literature program. Ethnic minorities comprise 17% of the graduate-student body (up from last year’s 10%), with the MA in Rhetoric and Writing holding the strongest minority ratio and the doctoral program the lowest.”
In regards to the (relatively small) African American and the (sizable) Latino/a and Native American student populations, English shares two faculty with Africana Studies, Finnie Colman (Interim Dean of University College) and the Department’s newest hire Kadeshia Matthews. English currently has only one faculty member in Native American literature and rhetoric, Kathleen Washburn, even though in the recent past that has been a thriving area of study in the Department. Further English has two faculty members who work in the area of Chicano/a literature, an area that brings in students of Hispanic origin as well as other racial groups to the classroom.
5. New Mexico Communities
The English Department has enjoyed participation from the Albuquerque/New Mexico community in several important venues. First the Department has benefited from local poets, novelists, and nonfiction writers presenting their insights into writing and publishing. Recent New Mexico-based writers who have presented at UNM include Arthur Sze, Alisa Valdes- Rodriguez, Levi Romero, Demetria Martinez, and Jimmy Santiago Baca among others. The Department has also had the opportunity to have UNM students study with some of the state’s prominent writers such as John Nichols, Rudolfo Anaya, Dana Levin, and James Rupert to name only a few.
Second, the Department’s Writing Across the Curriculum initiative brings us into contact with all the diverse communities in the state, and the Core Writing program’s Teacher’s Institute brings our faculty into contact with hundreds of high school teachers all across the state. Some faculty members teach in the Community Education program, which includes many emeriti, their spouses and partners, and autodidacts.
10 Statistics from the UNM Office of the Registrar, fall 2004. In the sentences giving these statistics, we use the Registrar’s categories for names of ethnic groups. The Registrar’s statistics further show that one “Foreign” student majors in English, and that 40 students listed “No Response” in answer to the question of ethnicity.
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Third, the Medieval Studies program brings in a regular and devoted group of retirees, emeriti, K-12 educators, and former students to its classes, colloquia, conferences and outreach programs. As will be noted in our section on institutional contributions, there are many other ways we interact with the community.
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2. Program Comparison
In 2001 UNM’s PH.D Program was listed as #79 tied with Arizona State University and George Washington University. In 2005, the PhD program in English at UNM was 89, tied with New Hampshire and Wayne State University. In 2009 the US News and World Report listed University of Berkeley, Stanford, Yale tied at number 1 and University of New Mexico was at 71, tied with other third tier schools such as University of Connecticut Storrs, University of Delaware, University of South Carolina, and University of Tennessee, Bryn Mawr, Fordham, George Washington University, and SUNY-Stony Brook.
UNM peer institutions are set by the New Mexico Higher Education Department (HED), after consultation with UNM, for use in the funding formula and for making salary comparisons. The following 16 public institutions were chosen as peer institutions because they have a similar mix of programs, are comparable in size, and their missions are close to that of UNM.
Table 1: Faculty Level Comparison with Peer Institutions
Academic Institution Faculty Members University of Arizona 72 University of Arkansas-Fayetteville 22 University of Colorado-Boulder 53 University of Iowa 57 University of Kansas 44 (Graduate faculty only) University of Kentucky 49 University of Missouri-Columbia 49 University of Nebraska-Lincoln 44 University Oklahoma 31 University of Oregon 45 University of Tennessee-Knoxville 44 University of Texas-Austin 118 University of Utah 35 University of Virginia-Main 75 University of Washington 54
If UNM English is deemed to be a peer with the above university departments of English, it is at the low end of the scale in terms of numbers of faculty: University of Arkansas has the least number of faculty (22 tenure-stream) with only one professor in Core Writing. The University of Oklahoma is tied with UNM for second lowest in faculty numbers.
If UNM is deemed a peer with the university departments listed below, UNM English has more faculty than two of the University of Texas branch campuses but far fewer faculty than its other 11 peer institutions.
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Table 2: Tenure-stream Faculty/Lecturers Compared to Peer Institution Enrollments
Department T-T Faculty11 Lecturers Total Enrollment
Oregon 40 4 20,000 Texas-Arlington 25 34 25,000 UNM 30 5 26,000 Oklahoma 33 27,000 Texas-San Antonio 19 27,000 Texas Tech 31 14 28,000 Nevada—Las Vegas 35 28,000 Colorado State 30 28,000 Utah 38 3 30,000 Arizona 39 1 37,000 Washington 58 10 39,000 Texas A&M <60 45,000 Texas 70 50,000 Arizona State 42 13 52,000
3. Comparison of Programs Offered by Peer Institutions
In this section, we compare ourselves to three of our peer institutions that have around the same number of faculty: University of Oklahoma (32), University of Utah (35), and University of Nebraska-Lincoln (which has 44 faculty, about 16 more than the UNM English Department has). University of Oklahoma is ranked 81, University of Utah and University of Nebraska are both ranked 63, and UNM is ranked 71 by the U. S. News & World Report (Jan. 17, 2010).
University of Oklahoma (31 faculty)
6. Undergraduate
UO has two undergraduate tracks, Literary and Cultural Studies and Writing. They also offer a “standard teaching certificate in language arts.”
Track One: Literary and Cultural Studies
15 hours of required courses:
11 Count includes on faculty in Literature, Rhetoric/Writing, and Creative Writing, not those in sub-departments that at UNM are separate departments or programs (i.e., Linguistics, Film/Media, and TESOL). Totals do not include emeriti although data from these peer institutions lists emeriti as equivalent to active faculty.
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A. 1 pair of methods courses at beginning of major (6 hours), Intro to Critical Reading and Writing, and Intro to Literary and Cultural Studies. B. One pair of survey courses at beginning of major (6 hours): World Lit to 1700, World Lit 1700-Present, English Lit from 1375-1700, English Lit 1700-Present, American Lit to 1865, American Lit since 1865. C. Capstone course at end of major (3 hrs). 21 hours electives, of which one may be a writing course. These seven courses must be distributed over at least 4 groups out of the following six groups: Group I Medieval/Renaissance, Group II Early Modern and Contemporary British Literature (17th-20th c), Group III American Literatures, Group IV World Literatures, Group V Genres and Media, Group VI Theory, Criticism, and Cultural Studies.
Track Two: Writing
15 hours of required courses (same as required of Literary and Cultural Studies). 21 hours electives: Of the electives, 3 courses must be in literary and cultural studies from two different groups and four courses must be writing courses, three of which must be upper division.
7. Graduate
On the graduate level, OU offers two MAs, one in Literary and Cultural Studies and the other in Composition/Rhetoric/Literacy; these master’s level programs mirror the undergraduate majors and thus seem to make good use of a smaller faculty. Further, the Ph.D. is only offered in these same two areas, a further indication of good use of resources. At the same time, the Ph.D. requires that students declare a primary and secondary area from the following list: American Studies, Gender Studies, Medieval and Early Modern Studies, Native American Studies, Theory and Media. This range is small enough not to overtax the faculty but broad enough that it represents current areas of study in the field.
OU currently has 56 students enrolled in the English graduate program. That breaks down to 27 MA students and 29 PhD students. This is somewhat lower than our normal enrollment, which has historically hovered around 65 to 70 students overall, but they have accepted fewer students in the last few years. This accounts for the fact that they offer only about 8-10 graduate courses a semester, but UofU, as will be noted presently, also only offers 8-10 grad classes a semester and they have around the same amount of students as we have, 93. This suggests that we should look very carefully at what graduate courses we are offering and why.
OU has a faculty that specializes in many fields: Medieval 5 Renaissance 4 Theory and Cultural Studies 14 Postcolonial 7 Gender 5 Composition/Rhetoric 5
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World Literature 1 Comparative Literature 1 American Literature 3 Creative Writing 1.
Clearly, they see their specialties through a different lens than we do. But we are the same in many ways. If UNM-English faculty were asked if any were specialists in Theory and Cultural Studies, at least 10 would say yes, but we don’t set up our rubric this way.
Conclusions: The UNM English Department could learn much from OU: they have a clarity and consistency as well as expansiveness that our sprawling course offerings and sub-groups do not have. They have two suggested undergraduate tracks (unlike our seven concentrations, some of which only have two or three students in them); at the same time, they have six groupings that cover the kinds of areas that our Department has wanted to make official but have never been able to do; these groupings also give clarity as well as expansiveness of approaches. In literature, we are trying to move away from a strict coverage model of the periods of literature, and OU’s groupings offer a way to do so by adding in theory and genre, which have become key to this field. Dividing the department between Writing and Literary Studies would also help us organizationally to move from a sprawling administrative rubric that loses sight that we are one department, not just a lot of disparate subgroups. Their writing track combines Rhetoric and Creative Writing, something UNM-English Department Chair Gail Houston has thought of doing to move the Department away from disparate groupings and to streamline administration of undergraduate studies. Finally, their rubric is much more realistic regarding how much a small faculty can do. The Department will take this into consideration as we work more intensively on becoming more lithe and focused as we meet in intensive meetings next year.
University of Utah (35 faculty)
1. Undergraduate Major and Minor
The English Department undergraduate degree at Utah requires 13 courses, which, like OU, includes requirements not only for period courses but also studies in form and genre, methods and theory.
There are three minors offered in Literature, Creative Writing, and Teaching.
Conclusions: Again this seems like a sleek and straightforward way to provide offerings to undergraduates that reflect the current state of the field, providing both coverage of literary fields but also recognizing the emergence of theories and genres as sites of study. This model seems to realistically reflect what their relatively small faculty can cover. Indeed, the website for the undergraduate major at Utah boasts that its undergraduate courses are, by and large, taught by tenure-line faculty. This is certainly not something we can assert, as more and more Part-Time Instructors teach our upper division courses.
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2. Graduate
Like the UNM-English Department, the University of Utah provides a number of graduate offerings. There are six areas of study under the MA Program: American Studies, British and American Literature, Creative Writing MFA, Modular MFA Program, Emphasis in Rhetoric and Composition, and Environmental Humanities. On the Ph.D. level, Utah offers 5 specialties: American Studies, British and American Literature, Creative Writing, Rhetoric and Composition, and a BA to Ph.D. track.
Faculty expertise: Like UNM, Utah only has two Medieval Studies tenure-line faculty, but has five Renaissance faculty where we only have 2.5. Where they have two 18th century British faculty, we only have one. Shockingly, where we have only two full-time 19th century British faculty, they have seven. Equally surprising, where UNM-English has, at best, about six faculty covering 20th century British and American literature, Utah boasts eleven. In contrast, where Utah-English has four faculty who specialize in ethnic literatures, UNM-English has 3.5.
This comparison illustrates how many of our faculty are .5 or on paper only. Further, it would seem a shame that one of the most homogeneous states in the country (92.9% of Utahans are white12) has more faculty with expertise in ethnic literatures than does UNM-English faculty, who teach at the flagship of the only majority-minority state in the union.
U of U currently has 93 active graduate students: 59 PhD candidates, and 34 MA and MFA candidates. They offer 8-10 graduate courses each semester. Our department on average offers 32 graduate classes a semester to around the same amount of graduate students; we should study whether we should reduce our graduate offerings.
Conclusions: It is difficult to understand how such a small faculty can cover this many fields. However, that in spring 2010, their graduate program is only offering eight courses, which is only half of what UNM-English tries to offer every semester to our graduate students who regularly complain that we don’t offer enough electives courses. Looking at the areas of specialization also makes apparent that they have a depth of faculty in most fields that can cover what is offered, whereas we are literally stretched to the limit. Likewise, they seem to have areas of focus, as, for instance, the 19th century British has 7 faculty, suggesting they see that area as one of their pillars of excellence.
University of Nebraska-Lincoln (44 faculty)
1. Undergraduate
UN-L offers five areas of concentration for the undergraduate major: Literary and Cultural Studies, Creative Writing, Writing/Rhetoric/Culture, Film Studies, and an Individualized Concentration. Like Utah and OU, UN-L requires an Intro to the Major course and period
12 Utah Quick Facts from the United States Census Bureau. http://quickfacts.census.gov/qfd/states/49000.html
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courses. But they also require courses in emergent fields of study, such as, Culture/Ethnicity/ Gender, Literary/Rhetorical Theory, and Linguistics/Writing/ Rhetoric, something we do not do.
Conclusions: Though UN-L has about sixteen more faculty than UNM-English does, their mix of requiring courses from the old period model as well as from emergent fields is what we aiming for in our British Literature Section, and have been working to establish over the last year and a half, with the goal of beginning the institution of programmatic changes in the fall of 2010. We have strong expertise across the periods in gender, narrative, and cultural studies, but we have not highlighted these in our PR nor in our major/minor or graduate requirements or programs. With the new programmatic changes in the British/Irish section, it is expected to have more organized offerings along the lines of our Medieval Studies and American Literary Studies. The overall response of Chair Houston to our three peers, is that Houston would like Creative Writing to make decisions about how much it can really offer on the graduate and undergraduate levels of the 3 genres they have been focused on: poetry, fiction, creative non- fiction; Houston would like British/Irish to continue its self-evaluation in order to telescope its offerings and programs based upon faculty expertise. Rhetoric and Writing is more difficult since the University makes such heavy service demands on it for Core Writing. As a result, Houston suggests that if we cannot get faculty lines replaced in RW we will certainly have to reduce what we can offer both in the Core Writing as well as on the graduate level. This would be a sore reduction to a program that has been very strong in the past.
2. Graduate
Perhaps in a savvy move, UN-L offers only three M.A./Ph.D. level programs: Literature Studies, Creative Writing, and Composition/Rhetoric. But to make up for the sparseness, they also allow and encourage students to obtain certificates in what they refer to as “affiliated interdisciplinary programs.” They also provide a practical Certificate in the Teaching of Writing, something our program could benefit from; we have a major opportunity to help train New Mexico high school English teachers through the College of Education,13 but, here again, the Rhetoric and Writing Program is the most depleted in terms of faculty losses.
The faculty at UN-L specialize in the following areas: Film (3), Theory (5), American Lit (9), Creative Writing/Fiction (4), Creative Writing/Poetry (5), CW/Creative Non-fiction (2), British Romanticism (4), Women Studies (8), Comp/Rhetoric (8), Renaissance (1), Ethnic (2), Modernism (2), Critical Race Theory (1), African American Lit (2), Comp Lit (1), Canadian Studies (1), Renaissance (2), Southwest Lit/ecocriticism (1), Chicano/a Lit (2), Afro-Caribbean Lit (1), Digital Humanities (1), Jewish American fiction (1), 18th century British (1), 19th and 20th century British (1).
This set of faculty suggests that a program does not need specialists in every literary period, and, further, that a program can choose pillars of excellence in the literary periods and not
13 UNM Associate Professor Wanda Martin has made some inroads on this possibility.
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offer expertise in other areas. For example, this faculty has strengths in British Romanticism but no faculty specializing in medieval literature. The depth of faculty in Creative Writing is stronger than ours: they have four tenure line faculty in fiction where we have three; they have five tenure line faculty in poetry where we have two; they have two tenure line faculty in creative non-fiction where we have .5. Essentially, as a successful program, UN-L’s program suggests that we can choose what pillars of excellence we want and focus on them without necessarily feeling the need to cover every period with depth, a process we are in the early stages of fulfilling.
Comparison of tuition remission, fellowships, health benefits offered
UNM virtually offers all incoming students financial support, 90% receiving tuition and stipend, with 66% being from TAships and 44% receiving tuition waivers. Students receive health benefits at no cost and some receive money for travel to research and for summer. Full fellowship support=tuition +13,645 (MLA Graduate Department Summary 2004). Compared with our peers (below) we offer a high rate of support exclusively through TAships and we seldom can offer support for travel for research or conferences or job searches. This aggravates the feeling that many graduates have here that they are perceived by the Department more as TAs than as graduate students.
UN-L offers 50% of its incoming students tuition and stipends for five years, including for summers. 44% receive TAships and 40% of their students receive either externally funded fellowships or internally funded tuition waivers, fellowships or stipends. Health benefits are available with a co-pay. Full fellowship support =tuition +$22,000. Only some students receive money for travel for research (MLA Graduate Department Summary 2004).
University of Oklahoma provides financial support to all its incoming students, 85% through TAships and 100% through tuition waivers, stipends or fellowships. Students receive health benefits at no cost and all receive financial support for travel for research and for job searches (MLA Graduate Department Summary 2004).
University of Utah offers all its students financial support through TAships and tuition waivers, fellowships, or stipends. Full fellowship support =tuition + $10,300. Health benefits are available with a co-payment. Most students receive some help for travel to research and conferences and all receive support for expenses for job searches (MLA Graduate Department Summary 2004).
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4. Leadership, Governance, and Organizational Structure
1. Overview of Department
In the past our organizational structure has consisted of the Chair (who is nominated by the faculty but chosen by and serves at the pleasure of the Dean), Directors for Core Writing, 3Undergraduate Studies, Graduate Studies, Creative Writing, and Medieval Studies, and field group leaders for American Literary Studies, British/Irish Literary Studies, and Rhetoric and Writing. The Chair appoints all faculty administrators, but individual faculty may nominate themselves for open positions.
Associate Chairs: This year, Chair Gail Houston changed the titles of the Directors of Core Writing, Undergraduate Studies, and Graduate Studies to that of Associate Chairs in order to consolidate and strengthen oversight of the different sub-groups. Chair Houston is working on reducing the role of Directors of the sub-groups. The only new position created is that of Associate Chair for Faculty Tenure and Promotion, now held by Prof. Jesse Alemán, a position that focuses explicitly on junior faculty mentoring and evaluating their progress toward tenure; creating regular colloquia at which junior professors can be evaluated by senior faculty; and formalizing teaching evaluations of junior faculty. This Associate Chair also works closely with University research officials to identify fellowships and other funding helpful to junior faculty. Alemán also advises junior faculty on the publication process.
Houston reaffirmed that the Associate Chair for Undergraduate Studies and the Associate Chair for Graduate Studies would take responsibility for coordinating outcomes assessment with the different area groups; with facilitating, coordinating, and overseeing any proposed curriculum changes; with organizing evaluation processes for proposed new courses; and with managing course scheduling for fall-summer terms, with Houston leading the scheduling process.
Associate Chairs: * Associate Chair for Faculty Tenure/Promotion: Jesse Alemán, Assoc Prof (American Literary Studies) • Associate Chair for Graduate Studies: Anita Obermeier, Associate Professor (Medieval) • Associate Chair for Undergraduate Studies: Dan Mueller, Associate Professor (Creative Writing/Fiction) • Associate Chair for Core Writing: Wanda Martin, Associate Professor (Rhetoric and Writing)
Discipline/Field Areas: Unlike the Associate Chairs for Faculty Tenure and Promotion, Core Writing, Graduate Studies, and Undergraduate Studies, discipline area directors are volunteers who convene meetings of their colleagues to discuss curricular matters, scheduling, conference and public events planning, and other issues of particular concern to their disciplines.
• Director of American Literary Studies: Gary Scharnhorst, Professor (19th century American)
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• Director of British/Irish Literary Studies: LynnDianne Beene, Professor (Modern) • Director of Creative Writing: Julie Shigekuni, Professor (Creative Writing/Fiction) • Director of Medieval Studies: Helen Damico, Professor (Medieval) • Director of Rhetoric & Writing: Scott Sanders, Professor (Professional Writing) • Director of the Taos Summer Writing: Sharon Warner, Professor (Creative Writing/Fiction) • Director of Writing Proficiency Portfolio, First-Year Writing program (held by Teaching Assistant) Department Committees: • Executive Committee • Undergraduate Committee • Graduate Committee • Research and Development • Gender Equity • Ad Hoc Committees o Respectful Campus • Discipline/Focus Area Committees14 o American Literary Studies o British/Irish Literary Studies o Medieval Studies o Creative Writing o Rhetoric/Writing . Core Writing Advisory Committee
2. Committee Structure and Membership
Committee Membership, 2009-2010:
Executive Committee Gail Houston, Chair Lynn Beene Barry Gaines Dan Mueller Anita Obermeier Aeron Hunt Kathleen Washburn Michael Cabot Stacy Kikendall, English Grad Student Assoc rep Charles Paine
Undergraduate Committee: Graduate Committee: Dan Mueller, Chair Anita Obermeier, Chair DeeDee Lopez, Staff Advisor Ezra Meier, Staff Advisor Kadeshia Matthews Lynn Beene Jack Trujillo Matt Hofer (Fall term for Scarlett Higgins) Sharon Oard Warner Charles Paine
14 See Overview of Academic Programs below (24).
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Carolyn Woodward Carmen Nocentelli Hector Torres Advisor Sigma Tau Delta: Marissa Greenberg Annarose Fitzgerald (EGSA representative)
Core Writing Advisory Committee Respectful Campus Committee Wanda Martin, Chair Scott Sanders, Chair Coordinator for 219 and 220 Anita Obermeier First-Year Graduate/Teaching Assistants (4) Mary Power Writing Proficiency Portfolio Director Jack Trujillo ESL Coordinator Sharon Oard Warner EGSA representative
Research and Development Committee Gail Houston, Chair Helen Damico Julie Shigekuni David Dunaway Sharon O. Warner Wanda Martin Mary Power
The Executive Committee: Elected by the voting faculty and representing each Department constituency, this committee includes two faculty members from each of the tenure-stream ranks, one from the lecturer rank, and one representative from the English Graduate Student Association. Tenure-stream faculty serve a two-year term, and the non-tenure-stream faculty serve a one-year term. This committee advises the Chair, initiates and arbitrates curricular matters and Departmental policies and procedures, and considers and votes upon requests to change policy and procedure. Actions approved by the Executive Committee are then referred to the full voting faculty for final consideration.
The Undergraduate Committee: The Associate Chair for Undergraduate Studies oversees the undergraduate program, assigns and reviews the work of the Undergraduate Staff Advisor, chairs the Undergraduate Committee, oversees the application process for independent studies and honors program, accepts petitions for substitution for major requirements, and works with the Associate Chair for Graduate Studies and Chair in assigning TAs to undergraduate courses other than Core Writing.
The Undergraduate Committee includes 4-7 faculty members from each discipline field. Each member serves a two-year term although many faculty stay on the Undergraduate Committee for two or more terms. The committee meets on a regular basis to discuss and administer the undergraduate program. The Associate Chair of Undergraduate Studies and committee review recommendations on curricular matters, approves faculty proposals for English 412: Honors Capstone course, supervises the undergraduate honors projects, and assigns level of honors for undergraduate Departmental honors, and coordinates the awarding of scholarships.
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The Undergraduate Staff Advisor, who works in tandem with Associate Chair for Undergraduate Studies, answers questions of undergraduates regarding major requirements and registration, maintains student records, and performs progress checks in the major. The Staff Advisor consults with the Associate Chair of Undergraduate Studies and the Undergraduate Committee concerning all areas of the undergraduate program. This advisor holds daily walk-in advising hours.
The Graduate Committee: The Associate Chair for Graduate Studies informs and consults students on applications, awards, program requirements, counseling, and general information about the graduate program. The Associate Chair of Graduate Studies represents the Graduate Committee, and so the Department, in dealings with the Office of Graduate Studies. Additionally the Associate Chair for Graduate Studies coordinates outcomes assessment, facilitates and oversees any proposed curriculum changes, and manages graduate course scheduling. Together with the Staff Advisor, the Associate Chair of Graduate Studies monitors the progress of each student in the graduate program, and coordinates the awarding of scholarships.
The Graduate Committee includes 5-7 faculty members from the various disciplines, the Staff Advisor, and a representative of the English Graduate Student Association. In general the Graduate Committee makes decisions and recommendations about applicants, graduate students, and the graduate program requirements. Specifically the Committee: • considers applications and recommends admissions to the Office of Graduate Studies; • recommends students for scholarships and fellowships; • serves as an advisory committee for students who have not yet submitted the portfolio or thesis proposals; • considers portfolios and proposals for approval; • recommends to the Chair graduate courses for the upcoming year; and • engages in planning for and development of the program.
The Graduate Program Advisor collects and prepares information on admissions, progress toward degrees, and graduation. This advisor also schedules examinations, corresponds with prospective applicants, receives documentation for applications, and ensures that files are circulated among the faculty members of the Graduate Committee towards committee decisions about admission. The advisor further prepares and maintains documentation and outcomes assessments concerning M.A. portfolios, M.F.A. theses, and Ph.D. dissertation examinations and graduation.
Committee on Research and Development: As Chair, Gail Houston established this ad hoc committee this academic year and it received approval as a standing committee in English. Research & Development will work with Department faculty to develop funding opportunities for creative and research projects and will sponsor an annual grants and external funding workshop for all English Department faculty. The Committee will collaborate with the Arts & Sciences Development Office and the UNM Development Office to develop grants and funding
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opportunities for the Department. Thus far the committee has helped complete two proposals for funding, one from the National Endowment for the Humanities and one from the McCune Foundation.
Committee on Gender Equity: The Department currently has an inactive Gender Equity Committee that was originally formed to educate our community on gender issues, to provide colloquia and information, and to advise the Chair on means to promote equity. We have asked that the newly appointed ad hoc Committee on a Respectful Campus make suggestions for how to improve this committee or combine it with a newly established standing committee on maintaining a respectful campus.
Ad Hoc Committee: Respectful Campus: Created in 2008 in response to a faculty/student incident occurring in 2007, this committee should work in consort with the Gender Equity Committee to draft policies about sexual harassment, bullying, and collegial behavior for Department discussion and possible implementation.
Despite the need for a Departmental Budget Committee, in fall 2009 the Executive Committee voted to table the idea until the Department has sufficient faculty to staff such an important committee.
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5. Overview of Academic Programs
1. American Literary Studies (ALS)
Faculty: Full Professors Gary Scharnhorst, Hector Torres, Peter White
Associate Professors Jesse Alemán, Finnie Coleman (University Honors Interim Dean)
Assistant Professors Kathleen Washburn, Matthew Hofer, Scarlett Higgins (.5), Kadeshia Matthews (.5)
Since the 1940s, UNM’s English Department has been nationally distinguished for its contributions to American literary scholarship—a distinction that increased during the 1970s, when the Department became the center of the Chicano/a and Native American literary renaissance. Through the 1970s into the late 1980s, many of the Department’s most successful M.A. and Ph.D. graduates came from American literary studies. Students benefited by studying with internationally recognized American literature specialists such as Leon Howard, author of over 12 books, and Hamlin Hill, expert on Mark Twain and American humor and the United States Information Agency's 1984-85 resident scholar in American Studies. Students taking courses in the Department from freshman writing through literary surveys gained perspective from linguists/folklorists Thomas M. Pearce and Ernie Baughman, literature specialists such as Edith Buchanan and James Barbour, who received the Norman Foerster Award for the best article published in American Literature in 1975. Editorship of the notable journal American Literary Realism came to the department in 1986, and Gary Scharnhorst, the first Department member promoted to the rank of Distinguished Professor, arrived at UNM in 1987.
Since the last APR, American Literary Studies has refocused its limited resources to emphasize multidisciplinary approaches to the nineteenth century (especially prose) and the twentieth century (especially poetry), coupled with a well-defined sense of the recent and evolving intersections among practices of criticism, history, and theory. Current areas of faculty research involve projects of recovery and canonicity, comparative studies of identity, U.S. and global political formations, poetry and poetics, and visual culture, especially film. Members of the American literature faculty edit and contribute to American Literary Scholarship and edit American Literary Realism, currently the leading journal in its field and have served the University’s international reputation by serving as Fulbright scholars in Stuttgart, Heidelberg, and Jena.
2. British and Irish Literary Studies (BILS) Faculty
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Full Professors LynnDianne Beene, Helen Damico, Barry Gaines, Gary Harrison (Associate Dean, Office of Graduate Studies), Gail Houston, David Jones, Mary Power
Associate Professors Anita Obermeier, Carolyn Woodward
Assistant Professors Marissa Greenberg, Matt Hofer (also in ALS), Aeron Hunt, Carmen Nocentelli (.5)
British/Irish Literary Studies has an equally prestigious history and provides the University community with essential foundational materials for majors and non-majors, including the study of the western cultural heritage, the history of the English language, illustrations of great intellectual and historical movements, and connections to and with other literatures in English as well as in other languages. Moreover, British/Irish Studies faculty have enjoyed astonishing accomplishments in research, funding, and national and international recognition despite limited resources. D. H. Lawrence scholar and prolific author, Ernest W. Tedlock accepted on behalf of UNM the D. H. Lawrence Ranch in Taos from Lawrence’s widow Frieda. The Ranch has hosted several conferences sponsored by the English Department and has housed several visiting writers. British/Irish scholars expanded the University’s and the nation’s reputations by participating in Fulbright exchanges to Yugoslavia and Heidelberg. Field specialists have not only edited several internationally known journals including Shakespeare Studies, but have also directed programs such as UNM’s Feminist Research Institute and the state’s only Medieval Studies program, an internationally recognized program. Field specialists have also hosted numerous international conferences such as the American Conference for Irish Studies West, 18th & 19th century British Women Writers Conference, and the Medieval Association of the Pacific Conference.
The 1980s also saw the beginning of survey courses in World Literature, pivotal entries in the University’s Core Curriculum, and advancement into theory and postcolonialism. The scholars who initiated this program went on to publish the multi-volume Bedford Anthology of World Literature. British/Irish Literary Studies faculty have published extensively in prestigious venues including university presses from California, Cambridge, Indiana, Oxford, Southern Illinois, and Wayne State. Research essays from UNM’s British Irish Literary Studies scholars have appeared in many journals such as Eighteenth-Century Fiction, Philological Quarterly, South Asian Review, Studies in English Literature, English Literary History, Nineteenth-Century Literature, and PMLA. In 2008-09 this group did some major self-evaluation, work on public relations’ materials, and three-year course rotations; during 2009-10, British Irish Literary Studies expects to do further work to consolidate its strengths and focus its curriculum.
3. Creative Writing (CW) Faculty
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Full Professors Julie Shigekuni, Sharon Warner
Associate Professors Lisa Chavez, Greg Martin, Dan Mueller, Diane Thiel
Visting Professor/Russo Endowed Chair Dana Levin
Lecturers Marisa Clark, Jack Trujillo
The Creative Writing program has a distinguished history at UNM going back to the 1950s and 1960s. Writers such as Robert Creeley, N. Scott Momaday, and Edward Abbey gave the university a reputation as a breeding ground of important American writing. The English Department became one of the first in the nation to offer a “creative MA” in which students could complete the degree by submitting a creative, rather than scholarly, thesis in 1952. Since then, several generations of writers have studied and taught in the Department’s creative writing program, including such important writers as Sandra Cisneros, Denise Chávez, Joy Harjo, Simon Ortíz, Louis Owens, and Luci Tapahonso. Writers associated with our program as students and/or teachers have won the Pulitzer Prize, a National Medal for the Arts, a MacArthur Foundation Fellowship, the Academy of American Poets Prize, the Before Columbus Book Award, the Josephine Miles Award for Excellence in Literature, the William Carlos Williams Award, and numerous National Endowment for the Arts Fellowships. No other university in the Southwest and no more than a handful of institutions in the nation have had such an illustrious gathering of artists associated with their program in creative writing. Under Sharon Oard Warner’s ten-year directorship, the internationally renowned Taos Conference was established as well as the MFA terminal degree, and major hiring of tenure-track faculty occurred.
Two years ago, this group experienced a schism that resulted in the loss of Joy Harjo and the filing of a lawsuit by one Creative Writing faculty member. Since that time other changes have resulted in a somewhat reduced Creative Writing faculty: Greg Martin has accepted a half-time appointment as Curriculum Co-Chair of the BA/MD Program; Diane Thiel was been on partial leave last year and has been on maternity leave, sabbatical, and a writer-in-residence honor at another university this year; and Dan Mueller has become the Associate Chair for Undergraduate Studies.
However, positive efforts of new director, Julie Shigekuni, have moved Creative Writing into a new phase, even with diminished participation of core faculty. In 2009, poet Dana Levin was hired as the Joseph M. Russo Endowed Chair in Creative Writing. Visiting writers/lecturers Julie Mars (fiction/ nonfiction), Michelle Otero (nonfiction), and Mark Behr (fiction/nonfiction) have taught graduate level workshops as visiting writers. A wide range of talented writers—Rebecca Aronson, Lawrence Goeckel, Debra Goldberg, Tamara Brenno, Michael Wolfe—many of whom
Academic Program Review, 2004-2009 Page 34 live in the Albuquerque area, have been brought in to teach creative writing workshops at the undergraduate level. These writers, along with the new director’s efforts, have helped to restore a sense of vitality to the creative writing program. The undergraduate program, which remained virtually unchanged during the period between 1996 and 2008, has undergone a review that has resulted in the implementation of an 11th Week Colloquium, a Lunchtime Reading Series, the development of databases including listservs to connect students to the writing community, credit bearing Community Service Projects, and MFA sponsored Tutorials for upper-division English majors concentrating in creative writing. Additionally, after extensive conversations with MFA participants, Director Shigekuni has implemented changes to the MFA that include stipend-bearing MFA Tutorials, an expanded Reading Series that includes workshops with visiting writers, and an annual MFA Retreat.
4. Rhetoric, Language Theory, and Writing (R/W) Faculty
Full Professors LynnDianne Beene (also in BILS), David Dunaway, Scott Sanders
Associate Professors Michelle Kells, Wanda Martin, Chuck Paine
Lecturers Mike Cabot, Marisa Clark, Jack Trujillo, Valerie Thomas
Core Writing: From its foundation, the English Department has served the entire University community by teaching the University’s required first-year writing courses. Department faculty—including tenure-stream professors, lecturers, and graduate student/teaching assistants—have trained new teachers and taught writing courses from English for Speakers of Other Languages through Analytic/Argumentative Writing and Advanced Expository Writing. During the 1980s the Department’s commitment to teaching writing skills embraced technical and professional writing with both classroom instruction and computer-assisted courses. Today Technical Writing courses enroll students who attend classes on the main campus but who also participate through internet/Web CT facilities from as far away as Florida, New York, and California. These ventures have lead to various textbooks, published by leading presses such as Houghton Mifflin and Scott Foresman, including Words and the Writer, The Riverside Handbook of Rhetoric and Grammar, Technical Communication Today, and Argument and Analysis. The Core Writing Program continues to serve the University’s need for literate writers by teaching an average of 5,000 students/year in various courses.
Language, Professional Writing, and Rhetoric: In the past two decades the study of Rhetoric was reinvigorated and attained a national profile in research and scholarship about teaching and administering composition. Lynn Beene, Mike Hogan (now emeritus), and Scott Sanders spearheaded this trajectory by establishing interdisciplinary undergraduate and graduate programs in Professional Writing, Language Theory, and Rhetorical Studies. Broadly understood
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the programs cover interests from rhetoric and writing through composition studies, discourse analysis and stylistics, to studies in Old and Middle English, English language history, language theory, and comparative cultural rhetorics. Honored in Rhetoric Review as one of the first and most comprehensive graduate curricula in Rhetoric and Language, the Rhetoric & Writing program enables students to enter careers as college-level writing teachers; as writers in any print or electronic media; or as editors in publishing, the humanities, or other print and digital media.
To practice what they teach, this faculty has published extensively both in practical applications (e.g., Lynn Beene’s Riverside Handbook of Rhetoric and Grammar) and theoretical treatises (e.g., Charles Paine’s The Resistant Writer: Rhetoric as Immunity, 1850 to the Present, Michelle Kells’ Héctor P. García: Everyday Rhetoric and Mexican American Civil Rights and Latino/A Discourses: On Language, Identity & Literacy Education). UNM has been a leader in the field, one of the very few flagship universities in the U.S. with so professional a program based in humanistic study. Whether it can maintain this status is questionable what with our loss of Rick Johnson-Sheehan, who was never replaced, the recent retirement of Susan Romano, and the loss of two important lecturers, Erin Labacqz and Phil Tietjen, who also were not replaced. Chuck Paine’s assessment duties in the College of Arts & Sciences also reduce his time in Rhetoric & Writing.
5. Medieval Studies (MedS)
The Medieval Studies program in English features graduate concentrations, collectively known as the Medieval Graduate Studies Program in English, one of the few interdisciplinary programs in operation at the University of New Mexico. The evolution of Medieval Studies progressed from an undergraduate minor that drew on an interdisciplinary collaborative faculty from some seven University units (1982-1992) to an expansion into undergraduate and graduate curricular entities to a further expansion (1998) into a Category I Institute of the University of New Mexico, The Institute for Medieval Studies. The Institute, now an independent Instruction & General entity (2002), advanced under the directorship of a British Irish Literary Studies faculty, Helen Damico. When Damico stepped down from Institute of Medieval Studies, the University agreed to staff the directorship with a new faculty line. Today the Director is a medieval historian who depends heavily on the English Department’s contributions to continue this Institute and its internationally recognized public programs and academics. The English Medieval Studies is also dependent on the IMS Director to meet its curricular obligations.
The Medieval Studies programs provide foundational instruction in the birth and development of the English language, impacted by the infusion of Old Norse, Latin, Norman, and French. Further Medieval Studies introduces the prose and poetic models that create the literary cultures of all IndoEuropean languages. For undergraduates the courses offer a means of approaching bodies of knowledge presently isolated in separate disciplines.15 The content-
15 The medieval English undergraduate courses are mainstay courses for the Medieval Studies Minor administered out of IMS.
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intensive graduate program offers students a multicultural and interdisciplinary foundation for the study of the Middle Ages and prepares them either for doctoral studies or for secondary- school teaching. Doctoral students secure proficiency not only in Old and Middle English language and literature but also competency in at least one other discipline and experience in computer-assisted bibliographic, pedagogical, and critical research. For nearly two decades advanced graduate students have served as interns in two venues. First, students work with the visiting scholar, in residence at UNM each spring term, in Viking Mythological studies. UNM has hosted such renowned scholars as Theodore M. Andersson (Stanford University), Lars Lönnroth (Götenburg, Sweden), and John McKinnell (Durham, England) who have not only advanced the program’s curricular commitment to multidisciplinarity and multiculturalism but also served as expert mentors for graduate interns. Second, graduate students have interned in the Albuquerque Public School system presenting curricular models of their own design on topics as various as making medieval manuscripts and Arthurian literature.
As there are only two Medieval Studies faculty left in the English Department, one close to retirement, it is important to maintain the program’s excellence by hiring two to three more faculty in this area and explore with the History and Philosophy Departments ways to collaborate on hiring Medieval historians and philosophy professors.
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6. Major Research and/or Creative Endeavors
The heart and soul of any University Department is its faculty, and we are proud of the accomplishments of our faculty. All tenure-stream faculty are engaged in research or creative activities in their areas of expertise. Since 2000, the faculty have published nearly a dozen books and over 150 scholarly articles in venues from Aztlán to Publications of the Modern Language Association, and dozens of essays in edited collections; they have presented at scholarly conferences from the American Literature Association Conference to the Modern Language Association Annual Conference to the Deutsch-Amerikanisches Zentrum in Stuttgart, Germany. In the last five years, five of our faculty have published single-authored books, three have published co-authored books and anthologies, three have published editions. In addition, our faculty have published over 120 articles, 18 book reviews, 43 encyclopedia entries, and over 80 works of creative non-fiction, poetry, and fiction. They also gave 147 scholarly presentations in that half-decade. Faculty working in the Creative Writing program have published not only poems, essays, and stories in publications from American Poetry Review, The Paris Review, Prairie Schooner, Legitimate Dangers: American Poets of the New Century, and Playboy College Fiction but also well-received books of poetry and fiction.16
Our faculty have won NEH Grants (Dunaway, Greenberg, Nocentelli), NEA Awards (Thiel, Gaines), the UNM Presidential Teaching Fellow (Damico, Harrison), numerous UNM Teaching Awards (Houston, Harrison, Obermeier, J. Gaines, G. Martin). We have a Distinguished Faculty Member (Scharnhorst) who repeatedly receives Fulbright Awards, and members of our faculty have brought in over 1 million dollars in grant money (W. Martin, Dunaway). Our faculty sit on the boards of the MLA (Alemán), TEAMS (Obermeier), MELUS (Alemán), the Anglo-Saxon (Damico) and on the Executive Committee of the American Theatre Critics Association (Gaines), have won the “Best Radio Documentary” from the Broadcast Education Association, as well as receiving an LBJ Presidential Library Research Grant (Kells). Our distinguished colleague Helen Damico has had a festschrift written in her honor. Carmen Nocentelli has an article forthcoming in the premier journal in the field of English Literature, PMLA, entitled “Spice Race: The Island Princess and the Politics of Transnational Appropriation,” Publications of the Modern Language Association.
While complete Curriculum Vitae are to be found in the Appendix, the following are just some of the major research/publishing achievements of our faculty over the last five years:
Damico, Helen. Beowulf and the Grendel-Kin: Politics and Poetry in Eleventh-Century England. Woodbridge: Boydell & Brewer.
Dunaway, David, Felicia Karas, and Molly Beer. More Than a Song: An Oral History of America’s Folk Music Revivals. Forthcoming.
16 For faculty publication details, see Appendix 4.
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Houston, Gail Turley. From Dickens to Dracula: Economics, Gothic, and Victorian Fiction. Cambridge, MA: Cambridge U P, 2005.
Scharnhorst, Gary. Kate Field: The Many Lives of a Nineteenth-Century American Journalist. Syracuse: Syracuse U P, 2008.
Co-authored books and anthologies
Alemán, Jesse and Shelley Streeby, eds. Empire and the Literature of Sensation: An Anthology of Nineteenth-Century Popular Fiction. Camden, NJ: Rutgers UP, 2007.
Harrison, Gary, et al. Resources for Teaching The Bedford Anthology of World Literature,Beginnings-The Present. Boston, MA: Bedford/St. Martin's, 2009. ---, et al., eds. The Bedford Anthology of World Literature. Compact Edition. 2 vols. Boston, MA: Bedford/St. Martin's, 2009. ---, et al., eds. The Bedford Anthology of World Literature. 6 vols. Boston, MA: Bedford/St. Martin's, 2004.
Obermeier, Anita and Georgiana Donavin, eds. Romance and Rhetoric: In Honor of Dhira B. Mahoney. Forthcoming from Brepols’ Disputatio Series 19, May-June 2010.
Editions
Damico, Helen and Catherine E. Karkov, eds. "Aedificia nova." Studies in Honor of Rosemary Cramp. Kalamazoo, MI: Medieval Institute Publications, 2008.
Hofer, Matthew and Gary Scharnhorst, eds. Remembering Sinclair Lewis. U Alabama P, forthcoming, 2011.
Scharnhorst, Gary and James Barbour, eds. Liebling’s War: The World War II Dispatches of A. J. Liebling. Albuquerque: U of New Mexico P, forthcoming 2010. ---, ed. Mostly the Truth: Interviews with Mark Twain. Tuscaloosa and London: U of Alabama P, 2009. --- and Matthew Hofer, eds. Oscar Wilde in America: Interviews. Champagne: U of Illinois P, 2009. ---, ed. John Ermine of the Yellowstone by Frederic Remington. Lincoln: U of Nebraska P, 2008. ---, ed.. The Wayward Bus by John Steinbeck. New York: Penguin, 2006. --- and Lawrence I. Berkov, eds. The Old West in the Old World: Lost Plays by Bret Harte and Sam Davis. Albuquerque: U of New Mexico P, 2006. ---. and Tom Quick, eds. American History through Literature, 1870-1920. New York: Scribner’s, 2006. ---, ed. Mark Twain: The Complete Interviews. Tuscaloosa and London: U of Alabama P, 2006). ---, ed. The Red Badge of Courage and Other Writings by Stephen Crane. New York Penguin, 2005.
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Creative works
Chavez, Lisa. ‘My Mother’s House.’ Mentor and Muse. An Angle of Vision. Ed. Lorraine López. U. of Michigan P. Forthcoming, 2010. [essay] ---. The Why and ‘How’ of Narrative Poetry. U of Southern Illinois P. Forthcoming, 2010. [essay] ---. The Long Road Home. in The Other Latina/os. Eds. Blas Falconer and Lorraine López. U. of Arizona P. Forthcoming. [essay] ---. “Independence Day: Manley Hot Springs, Alaska, 1975,” in Writing True: the Art and Craft of Creative Nonfiction. Eds., Schwartz and Perl. New York: Houghton Mifflin, 2005. Rpt in Fearless Confessions: A Writer’s Guide to Memoir. Ed. Silverman. Athens: U. of Georgia P, 2009. [essay]
Levin, Dana. Wedding Day, Copper Canyon Press, 2005 Poetry in • From the Fishouse: An Anthology of Poems That Sing, Rhyme, Resound, Syncopate, Alliterate, and Just Plain Sound Great. Ed. Damille T. Dungy, et al. New York: Persea, 2009. • Legitimate Dangers: American Poets of the New Century. Eds. Michael Dumanis and Cate Marvin. Louisville, KY: Sarabande, 2006.
Mueller, Daniel. “Red Cinquefoil.” The Surreal South. Eds. Laura Benedict & Pinckney Benedict. Winston-Salem, NC: Press 53. Forthcoming October 2009. ---.“Say Anything and Everything.” The Cincinnati Review 5,1 (Spring 2008): 81-101. ---.“Connected.” Prairie Schooner 81,4 (Winter 2007): 118-133. ---.“Red Cinquefoil.” CutBank 67 (Spring 2007): 123-139. ---.“The Night My Brother Worked the Header.” Playboy College Fiction. Ed. Alice K. Turner. Hanover NH: Steerforth Press, 2007. 60-76.
Shigekuni, Julie. Unending Nora. Granada Hills, CA: Red Hen Press, 2008. “The Problem with Eating Japanese.” Red Hen Press anthology for high school students. Granada Hills, CA: Red Hen Press, 2008. “Elephant Story.” Red Hen Press anthology for middle school students. Granada Hills, CA: Red Hen Press, 2008. “Natural History.” The Los Angeles Review (Fall 2008).
Thiel, Diane. Winding Roads: Exercises in Writing Creative Nonfiction. New York: Longman;, 2008. --- and Constantine Hadjilambrinos, trans. American Fugue by Alexis Stamatis. Wilkes-Barre, PA: Etruscan Press, 2008. Received 2007 NEA International Literature Award. ---. Crossroads: Creative Writing Exercises in Four Genres. New York: Longman, 2005.
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---. Open Roads: Creative Writing Exercises in Poetry. New York: Longman, 2005.
Warner, Sharon Oard. “Dream Man.” Telling Stories Out of Court: Narratives about Women and Workplace Discrimination. Ed. Ruth O’Brien. Ithaca, NY: Cornell UP, 2008. 21-28. ---. “Love Child.” The Laurel Review 40.1 (Winter 2006): 44-54. [story] ---.“A Simple Matter of Hunger.” Crossroads: Creative Writing in Four Genres. New York: Longman, 2005.
Graduate Student Publications
The following are just some of the accomplishments of our current students.
Scholarship
Molly Beer, Singing Out: An Oral History of America’s Folk Music Revivals. With David Dunaway. Oxford University Press. Forthcoming May 2010.
----.“Yak Meditations: A Traveler’s Burden.” Room Magazine. Forthcoming summer 2010.
----.“Coatepeque Nightswimming.” Nimrod International Journal. Spring 2008.
----.“Review of The Next Rodeo, by William Kittredge,” Blue Mesa Review, Spring 2008.
----.“Review of Born in the Big Rains, by Fadumo Korn.” Calyx Journal of Art and Literature by Women, Winter 2008.
Lucy DuPertuis, Review of Between Breaths: A Teacher in the Alaskan Bush, by Sandra K. Mathew (Albuquerque: University of New Mexico Press, 2006) and Good Company: A Mining Family in Fairbanks, Alaska by Sarah Crawford Isto (University of Alaska Press, Fairbanks, 2007). Montana: The Magazine of Western History: Nov/Dec, 2007.
----.Review of Between Breaths: A Teacher in the Alaskan Bush, by Sandra K. Mathews (Albuquerque: University of New Mexico Press, 2006). Education Review: December, 2006.
Annarose Fitzgerald. “’Following the Fashion’”: Women, Work, and Class Construction in East Lynne. Cambridge Scholars’ Publishing. Women and Work: The Labors of Self-Fashiong. Ed. Susanne Weil and Christine Mower. Forthcoming 2010.
Lindsey Ives. “The Narcissism of Bipartisanship: Accessing Ann Coulter on the Internet.” Studies in Popular Cullture 32.1 (2009): 21-35.
Erin Murrah-Mandril. “Jovita Gonzalez and Margaret Elmer’s Caballero as Memory-Site.” Arizona Quarterly. Forthcoming 2010.
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----.“Miguel Antonio Otero: Destabilizing Identity in the West.” Western American summer 2008.
Diana N. Rivera. “Dime con quien andas”: Toward the Construction of a Dicho Paradigm and its Significance in Chicano/a Literature. Journal of the American Studies Association of Texas. 39 (2008): 39-53.
----. “Quinto Sol.” Texas Folklore Society Texas Folklore Society.” Forthcoming. "Américo
----. “América Paredes” Encyclopedia of Latino Folklore.
LEAH SNEIDER. Reviews. Beardslee, Lois. The Women’s Warrior Society. (University of Arizona Press). American Indian Culture and Research Journal 32.4 (2008): 198-200.
----. Sawhney, Brajesh ed. Studies in the Literary Achievement of Louise Erdrich, Native American Writer. (Edwin Mellon Press). American Indian Culture and Research Journal (forthcoming)
---. Nelson, Robert M. Leslie Marmon Silko’s Ceremony: The Recovery of Tradition. (Peter Lang Publishing). Studies in American Indian Literatures (forthcoming)
Marisa Sikes and Anita Obermeier. “Augustine’s Retractationes.” A Guide to the HIsotrical Reception of Augustine. Ed. Karla Pollmann and Willemien Otten. Oxford: Oxford University press. Forthcoming 2011.
----. “The Wife of Bath’s Prologue and Tale.” The Literary Encyclopedia (online) (online) http://www.litencyc.com/index. php. Forthcoming October 2008.
Douglas.VanBenthuysen. "Seamus Heaney’s Audio Beowulf: An Analysis of the Omissions." Studies in Medievalism XVII (2009): 161-184.
Creative Work Molly Beer,“26 Parallel” and “It Is Not Permissible To Photograph The Friendship Bridge. Contemporary Verse 2. Fall 2008.
Lucy DuPertuis, “Stone Money Won’t Buy You a Beer.” Rosebud Magazine: 39. Summer, 2007. Runner-up in the fourth biennial X. J. Kennedy Award for Creative Nonfiction.
Emily Morelli, “Elvis' Stained Glass Peacocks," Prairie Schooner, Volume 83, No. 1, Spring 2009, pp 68-69.
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Jennifer Simpson, "Our House is Like Switzerland." Bartleby Snopes http://www.bartlebysnopes.com/ourhouseislikeswitzerland.htm
Dawn Sperber, "You Could Measure It Perfectly," Hunger Mountain, Winter 2008-2009, Issue 13. "If the River Men Take You," Annalemma, online on December 23, 2009. "Youth," currently in flashquake, chosen as an Editor's Pick in the Winter 2009-2010 issue, Volume 9, Issue 2.
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7. Institutional Contributions
The English Department has a distinguished record of serving the university and the community in ways that have transformed New Mexican culture. In addition to the individual efforts in public service, Department faculty provide guest lectures in other University courses as well as local high schools, civic organizations, and public forums particularly when community members seek information on literary trends or on the planning and development of professional documents. The Core Writing program works closely with the local high schools, sending Teaching Assistants into senior English classes to observe and welcoming high school teachers into first-year writing classes.
1. Service and Administration Faculty in English called upon for university-wide service and teaching because of our expertise in curriculum coordination, assessment, and instruction: Co-Curriculum Coordinators, HMHV (BA/MD) Program: Gary Harrison, Greg Martin Assistant to Arts & Sciences Dean on Assessment: Chuck Paine WAC; Core Curriculum Task force, Higher Education Department: Michelle Hall Kells Associate Dean of Arts & Sciences; Core Writing Director: Wanda Martin Associate Dean of Office of Graduate Studies: Gary Harrison Dean, University College: Barry Gaines Associate Dean of Bachelor of University Studies; Dean, University College; Secretary Higher Education Department: Peter White Director, Africana Studies; Interim Dean of University College: Finnie Coleman Director, Women Studies: Gail Houston Director, Feminist Research Institute: Anita Obermeier
2. Teaching Excellence Presidential Teaching Fellows Helen Damico (1998-2000), Gary Harrison (2008-10) Outstanding Teachers of the Year: Gail Houston 1999-2000, Anita Obermeier (2004-05), Greg Martin (2008-09) Outstanding Adjunct Teachers/Lecturers of the Year Marisa Clark (2002-03) Outstanding Teaching Assistant of the Year: Jana Giles, Mary Rooks, Scott Rode (all 2002-03) Lisa Ragsdale (2004-05) Susan Deese-Roberts Outstanding Teaching Assistant of the Year Robin Runia (2006-07)
Core Writing
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The Department of English Language and Literature teaches more of the University’s required Core Curriculum courses than any other department. English staffs • Core Writing courses • Shakespeare is a required course for Theatre majors and Education majors as well as English majors; we offer two-four Shakespeare courses a semester to meet this demand. • Freshman Learning Communities an innovative program established by Peter White as University College Dean, attaches first-year writing courses with departments outside English. From four pilot sections, English is staffing 16 sections of English 101, 102, and 150 for Fall 2009. • BA to MD Program: Professor Gary Harrison and Associate Professor Greg Martin serve as Program Evaluation/Student Outcomes Assessment Coordinator and Co-Director of Curriculum for the Health, Medicine and Human Values program, the undergraduate component of UNM’s BA/MD program, a joint venture of the College of Arts and Sciences (A&S) and the UNM School of Medicine (SOM). Now beginning its fourth year, the HMHV program enrolls 112 pre-medical students, selected from applicants graduating at the top of their classes from broad geographical areas of the state of New Mexico. Involved with the program from its earliest planning stages and one of the architects of the undergraduate program, Dr. Harrison worked in collaboration with deans, faculty and staff from Arts & Sciences and School of Medicine to develop, write, win approval for, and launch the HMHV curriculum, which offers an enriched liberal arts approach to pre-medical education and features five special seminars that bring together the Humanities, Social Sciences, and Fine Arts with studies in medicine and health. Because of Harrison and Martin’s involvement, the program also features an ongoing e-portfolio of student writing that is used for formative student and summative program evaluation. Harrison was the first Curriculum Director of the program, and co- authored an essay on the BA/MD program at UNM published in Academic Medicine: Journal of the Association of American Medical Colleges. 82.12 (December 2007): 1152- 57. Harrison and Martin on a rotating basis teach HMHV201, the seminar in “Literature, Fine Arts and Medicine,” and both participate actively in committee work on curriculum, evaluation, and management of the program. By all measures the program has been a success, with a very low attrition rate. The first class to move on to the medical school will graduate in Spring 2010. BA/MD program pays portions of Harrison and Martin’s base salary, as well as stipends depending upon their workload for each academic year. • Writing Across the Communities/Curriculum
The UNM Writing Across Communities Initiative advances cross-community dialogue and literacy education across academic, professional, and civic contexts. Literacy is the principal practice of what we do in our daily lives at the University; it is also a deeply held core value of American citizenship and belonging. Civic literacy is the concept around which we fashion our system of self-governance. Deliberative literacy is the one core value around which we in our exponential national diversity can concur. Discursive democracy is not only a way of governing, but a way of learning. We invite faculty, staff, students, and community leaders to join this extended conversation on civic engagement and literacy education at the University of New Mexico.
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Writing Across Communities at UNM supports, connects, and enhances the intellectual life of students and faculty engaged in the academic mission of creating and circulating knowledge. WAC asserts that literacy education is both a civil right and civic responsibility. WAC promotes student-faculty engagement through writing for the benefit of diverse disciplinary, cultural, civic, and professional communities across the University.
The goal of the WAC Alliance is to engage and help University faculty, graduate teaching instructors, administrators, and staff understand the many contexts in which students need to read and write effectively, and to provide instruction to meet those needs. We provide opportunities for dialogue regarding writing-to-learn and writing-to-communicate while addressing the changing needs of the student body to ensure academic as well as professional success at all levels.
UNM students come from many backgrounds with discourse practices that express differences of language, ethnicity, culture, class, and generation. The presence of diverse discourse communities represents a source of strength in our classrooms as we educate students for global lives in the new century, lives in which the ability communicate fluently across boundaries is essential.
WAC has been conducted without a director or budget for five years.
3. Conferences, Readings, Open Lectures
WAC Civic Literacy Colloquia Series 2008-2010 will feature a series of roundtable discussions exploring the role of community literacy programs in promoting deliberative democratic practices across academic, public, and civic spheres. Events include: • 2008 Civil Rights Symposium: “Civic Literacy Across Communities: A Public Forum” September 25-26, 2008. Featured Speaker: Keith Gilyard (Distinguished Professor, Pennsylvania State University). • Assessment Workshop Friday, April 24th and Monday April 27th Using Writing for Assessment: Practices, Challenges, and Benefits.Linda Adler-Kassner, Ph.D. spring 2008 • “Writing Across Communities and Place-Based Learning” October 15, 2008. Featured Speaker: Kent Ryden (Professor American Studies, University of Southern Maine). • “Latino Youth Write Their Lives” March 2009. Featured Speaker: Sarah Cortez (Poet and Arte Público Editor). • “DiverseCity and Possibilities of the Community Writing Center.” September 25, 2009 Featured Speaker: Tiffany Rousculp (Founder and Director, Salt Lake Community Writing Center). • “Language Diversity and Writing Across the Curriculum.” March 2010. Featured Speaker: Paul Kei Matsuda (Professor Arizona State University, Editor “Second Language Writing).
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Teacher’s Institute Made possible through a grant secured by Wanda Martin, The Albuquerque Teacher's Institute contributes to the state-wide effort to improve the quality of teachers and teaching by providing high-quality, credit-bearing professional development seminars to teachers currently working in Albuquerque middle and high schools with the highest dropout and poverty rates. Seminars support teachers in acquiring the skills and knowledge needed to provide quality instruction and curriculum development in content areas including those of the Humanities, Sciences and Fine Arts, and in the literacy skills related to these content areas. The Institute is a member of the National Teachers Institute Association and a demonstration site of the Yale-New Haven Teachers Institute. Examples of previous Institute topics: a multi- disciplinary series of one-day workshops on climate change, and Luci Tapahonso presenting a keynote poetry reading and speech on "Writing Poetry: Vignettes to Preserve Daily Experience and Preserve Family Histories."
2004 Irish Lecture Series. Mary Power and (emeritus professor) Hugh Witemeyer put on the Irish Lecture Series accompanying a class for graduates and undergraduates on the Irish Renaissance. The series featured talks on· "From Renaissance to Revolution: The Politics of Culture in Ireland, 1880-1916," by Elizabeth Cullingford, Univ. of Texas at Austin; "Staging Ireland: Contested Images from the Renewal to the Rising," by Nicholas Grene, Trinity College, Dublin; "Music and Politics: The Arts and Irish Rebellion," by Zack Bowen, University of Miami; and "The Irish Renaissance and African-American Writers," Tracy Mishkin, Georgia College & State University. Enhancing the series is a Jonson Gallery exhibition of photographs, books, posters and other materials of the Irish Renaissance from UNM collections. The exhibit was on display throughout the month of October.
2004 Gloria Anzaldúa Conference: A one-day UNM conference 8 October 2004 honored and served as a memorial for Gloria Anzaldúa, prominent feminist, theorist, Chicana lesbian activist and writer. The free event was be held from 10 a.m. to 3 p.m. in the UNM SUB Fiesta Room. The UNM Women Studies Program, under English Professor and Director Gail Houston, Feminist Research Institute (Director and English Professor Anita Obermeier), Southwest Hispanic Research Institute, English Department, the UNM Center for the Southwest and the Women’s Resource Center sponsored the event. give detailsIndividual papers, presentations, panels and performances, many by English Department faculty, were presented. This conference resulted in an anthology of the papers that will be submitted to the UNM Press.
2005 The Tricentennial Matanza in Honor of Rudolfo A. Anaya: The Rudolfo A. Anaya Scholarship for creative writing students in our MFA program was inaugurated at the “Matanza for Rudolfo Anaya” in Bernalillo on 26 February. Four to five hundred people ate, drank, and listened in a large tent on the Wine Festival grounds. Mariachis, folklorico dancers, and New Mexican musicians entertained a crowd that combined residents of Bernalillo, fans of Rudy Anaya’s fiction, and University people. Speakers included Provost Reed Dasenbrock, A&S Interim Dean Vera Norwood, UNM Press director Luther Wilson, Center for Southwest Research director Mike Kelly, and writers Ana Baca, E.A. Mares, Demetria Martinez, Levi Romero, and Diane Thiel. The public presentation ended with Anaya awarding the first scholarship to current MFA student Jennifer Schaller.
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2005 Creative Writing student Carson Bennett was one of the principal organizers of A Marathon Reading of Almanac of the Dead by author Leslie Marmon Silko, along with faculty, student, and guest readers. The event took place on 22 September 2005 in the Fiesta Room of the SUB. Silko, a UNM alumna and former UNM instructor, opened the event.
2005 Jacques Derrida: A Symposium took place 4-5 April 2005. The event honors Derrida, who died in October 2004. Dominick La Capra, director of the School of Criticism and Theory in the Department of History at Cornell University, will deliver the keynote, “Toward a Critique of Violence.” This conference resulted in an anthology of the papers that will be submitted to Farleigh-Dickinson Press.
2009 The New Mexico Musical Heritage Project The Albuquerque Art Business Association named UNM Professor of English and American Studies labeled English professor and administrator Peter White a “local treasure” for his directing of the New Mexico Musical Heritage Project, which provides violins and musical training for the students enrolled at the Public Academy for the Performing Arts in Albuquerque.
Peter White teaches the violin-making course without compensation while he is on leave to the state of New Mexico. White and his students plan to travel to Italy for the Stradivari Contest in October. One of his violins has been accepted into this international triennial contest. He and his students will deliver a lecture and perform New Mexican violin music at the contest on Sept. 26 to Oct. 4, 2009.
Outreach to Native Communities In the past, we have collaborated with certain faculty, especially Native faculty, in the College of Education to initiate a new kind of “summer bridge” program for high school students on the Navajo reservation. This month-long program would send UNM personnel to the reservation, bring the Diné students to campus for 10-14 days, and cover the subject of “writing” in an organic manner ranging from self-expression to college essays. In an expanded version, the program would include students from other tribes and schools and offer graduate students in our composition and creative writing programs an opportunity to engage in very distinctive outreach activities. The current version of the program, which is not particularly expensive, is eminently workable but requires funding.
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8. Major Initiatives
The English Department has been involved in numerous initiatives both within the Department and for the larger UNM community. As a Department, English faculty identified four central initiatives that demand attention: to institute annual graduate student “self-assessment”; to survey the undergraduate majors and minors for assessment; to revise the procedures for awarding assistantships in order to distribute them equitably among discipline fields; and to make its mission goals more broadly known.
At the graduate level within English, the Graduate program began a review of the masters’ and doctoral degree programs’ requirements and has made recommendations for distinguishing the three concentrations for the M.A. (i.e., Creative Writing, Literature and Language, and Professional Writing). The most recent initiative the graduate program now features is the Master of Fine Arts in Creative Writing, a terminal degree program awarded to UNM in 2003 and that now enrolls 38 students. Hence we have phased out the M.A. in Creative Writing.
Table 3: MFA Applications, Admissions, Acceptances
2005-06 2006-07 2007-08 2009 Number of Applications MFA MFA MFA MFA 110 110 85 97 Number Offered Admission 14 15 21 15 Number Accepted Admission 14 15 8 6
Two additional Creative Writing initiatives are now taking place. Creative Writing faculty are supplementing the workshops, genre studies seminars, literature courses, professional preparation, and independent work with a range of opportunities for students to meet nationally recognized writers, attend readings, and read from and critique their own work. Also, Creative Writing, like other areas in the Department, are devising outcomes assessment procedures that will review both undergraduate and graduate writers’ work and will interview students to determine how their experience of the program can help implement changes to the program. Creative Writing is just beginning this assessment process.
At the undergraduate level, several interdisciplinary projects promise to strengthen not only language and literature studies but also the healthcare system in New Mexico. Professors Gary Harrison and Greg Martin worked to shape the partnership program between the Arts & Sciences College and the School of Medicine, Health, Medicine & Human Values. Students first earn a baccalaureate degree and move into the School of Medicine to complete their MD degree.
Undergraduate education for all UNM students benefit from three initiatives in First-Year Writing:
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• Second-8-week sections of English 101 (Fall) and English 102 (Spring) for students who begin their semesters poorly. • Intersession workshops in which marginally failing students can raise their grades to a C, retain their scholarships, and continue to make progress. • A major study of how to deliver online content in both English 101 and 102, involving the use of outside consultants and a site visit to Colorado State University to study the state of this particular art. Under discussion this academic year are proposals with University-wide implications. One design would allow students without adequate writing skills for university study to enroll in English 101 and agree to a program of supplemental instruction. A second initiative would change the Writing-Speaking core requirements, substituting the requirement of English 102 with a requirement of either English 102, 219, or a third course, in the planning stage, that emphasizes writing across the curriculum/disciplines.
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9. Previous Program Review and Subsequent Changes
The APR for 1988-199517 expressed considerable praise for some aspects of the Department and recommended some internal improvements and changes that required much needed University support. Department faculty initially viewed the APR panel’s review positively, hoping such support would materialize; however, faculty could only accomplish internal changes. Changes requiring University support did not take place and, unfortunately, areas of excellence have eroded as University demands have increased without accompanying resources.
1. Previous APR: Areas of Excellence
Reviewers in the 1996 Report on the Evaluation of the Department of English identified the following aspects of the Department as exceptional. • Teaching excellence with a “talented and productive faculty, most of whom are working cooperatively with unit and college leadership” and who are judged by undergraduates and graduates as “effective teachers, interested in and available to their students.” • Balance between teaching and research commitments with many of the faculty serving as “productive scholars as well as strong teachers.” • Forward-looking academic direction with the Department’s hiring of “strong new faculty members” who strengthen faculty and curriculum (Southwestern literature, Chicano/a literature, gay and lesbian literature). • Student-centered attitude with the Department’s varied course offerings and “genuine willingness to respond to legitimate student interests.” The Department, it was noted, “produces a high number of student credit hours; has few “small or under-enrolled classes,” and offers exceptional advisement from first-year composition through graduate degrees. Of particular note was the graduate program’s efforts to attend to student professional development, address curricular needs, give attention to students roles as TAs, help students with job market, reduce number of grad students to a manageable size • Commitment to University-wide pedagogy from the excellent training graduate students receive in teaching composition and for the Department contribution to “teaching hundreds of other students in classes. . . for enjoyment or to satisfy general education requirements, and several thousand more in writing courses.” • Growth in interdisciplinary programs with the undergraduate Professional Writing program, the graduate concentration in Rhetoric and Writing, and a faculty that has achieved “a national reputation through publication and through leadership in journal editing and professional organizations.”
17 Review Committee: Linda Wagner-Martin (Chair, University of North Carolina); Professor Jack Hicks , UCDavis, Shirley Nelson Garner, University of Minnesota, Jimmie Killingsworth Texas A&M, Professor Nancy Uscher , Music, internal reviewer ).
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• Extension of both the Creative Writing program and the Medieval Studies as pillars of excellence that could be used as a model to the rest of the department for self-evaluation and coherence of programming and curriculum.
2. Previous APR: Areas of Concern
a. Program Concerns
The 1996 APR team warned the Department • that teaching and administrative workloads jeopardized the remaining “full-time departmental faculty [ability]. . .to offer coverage on a systematic basis” or the quality of education and the scholarly requirements expected of faculty; • that University demands threatened to turn the English Department into “largely a service unit”; • that inadequate University resources (e.g., salaries, research support, financial aid, technology upgrades) endangered faculty, staff, and student morale and the Department’s ability to retain quality faculty; • that the master’s and doctoral examinations, respectively, were unduly tied to coursework and too numerous;
The common thread running through all of the 1996 APR Reviewers’ assessment was staffing. The reviewers noted that Department faculty not only advised and taught a large numbers of undergraduate majors and minors but also hundreds of non-majors “in classes they take for enjoyment or to satisfy general education requirements, and several thousand more in writing courses.” Likewise the Department in 1996 had robust graduate programs in literary studies and Rhetoric & Writing as well as an expanding Creative Writing program. Yet moving faculty into administrative lines depleted “a relatively small faculty even further.” Arguing anew to replace open faculty lines continues the “herculean effort of individual faculty members [that] is, in the long run, short-sighted.”
b. Revisions in Program Requirements
To mitigate these concerns, the APR team recommended several internal improvements, particularly in curricular matters, and several reasons for increased University resources. And their recommendations for curricular changes in particular proved insightful and led to positive changes. Largely the Department has completed or taken serious steps forward with changes that faculty could make.
Within the Department the APR team specifically suggested graduate curricular changes, reduced TA workloads and enhanced TA training programs, and careful strategic planning. The team also urged the University to address issues such as the insufficient number of faculty, the need for resources from other departments to fund University mandated endeavors, the improvement of faculty salaries (tenure-stream to TAs), and the provision of more resources such as computer classrooms, materials, funds for research travel.
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The master’s degree concentrations have gained greater clarity. Currently graduate students may follow a concentration in Medieval Studies, one in Literature and Language, or one in Rhetoric and Writing with further emphases on either composition studies or professional Writing. The interdisciplinary Medieval Studies concentration stresses a multicultural emphasis in medieval English literature and culminates in a focused examination. The MA—Literature/ Language requires training in theory and pedagogy and delineates broader areas for elective courses. Likewise the MA—Rhetoric & Writing requires rhetorical/language theory and pedagogy and an increased number of workshop classes. Both MA degrees replace broad- based examinations with a portfolio of written work and a public defense of that work. The portfolio’s reflective preface, which cites academic and other sources, demonstrates how candidates engage in the most pertinent theoretical and critical practices in their fields(s) and better prepares these students for future academic or professional objectives.
In 2004 the master’s degree program in Creative Writing became a terminal, 54-hour Master of Fine Arts that balances workshop experience with genre and literary studies and that culminates in a creative dissertation.
The PhD program reassessed the chronological model, focused the examinations toward students’ dissertation work, and created opportunities for candidates to direct their studies toward research, writing, and publishing in addition to expanded teaching experiences.
c. Revisions in Curricular Models
One of the main challenges for the literary studies groups has been the need to grapple with the issue of coverage—chronological versus genre, historical versus regional strengths. For graduate education, American Literary Studies group consciously decided to focus its curriculum and hires around mid-19th and 20th century literature. The British/Irish Literary Studies group last year began a full evaluation of its resources and goals, proposing a model of literary studies based in four overlapping areas rather than discrete chronological field coverage. Nevertheless, competing visions of the place British/Irish literature holds for other literary studies require that this group continue its efforts to focus its goals.
Recognizing its strengths in 19th Century literary studies, British/Irish Literary Studies faculty in this area combined with American Literary Studies faculty to form a Nineteenth Century Literature Group; one goal of this combined faculty develops the 1996 APR suggestion for cooperation in “feminist analysis, comparative studies of British and American literature, crossing interests between the creative writing and literature programs, further development of both understood and explicit interests in Native American and Chicano/a literature, and ties with other departments.” In 2007, Nineteenth Century Group Lecture Series began with "Science, Technology, and Aesthetics in the Nineteenth Century" that featured presentations by invited speakers George Levine, Kate Flint, and Paul Gilmore on topics such as Darwin and scientific enchantment; flash photography and perception; and telegraphy, the nervous system, and Melville. The New Mexico Humanities Council supported the event with a grant, and
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departments from across the university contributed support. The series was widely publicized throughout the community, and approximately 250 people from many different academic disciplines and walks of life attended the three nights of lectures.
Like the British Irish Literary Studies Group, Rhetoric/Writing and Creative Writing met during the 2008-2009 academic year to evaluate, given the number of faculty and administrative workloads, how they can consolidate their individual programs, and how they can enlist assistance from their literature colleagues and resources in other departments. Rhetoric & Writing has made impressive advances in not only Core Curriculum issues but also in engaging University and community participation in Writing Across the Curriculum initiatives, Civil Rights Symposia, professional training for writers, and administrative experience for TAs. Nevertheless, of the six full-time faculty in Rhetoric & Writing, five are administrators.
Creative Writing has experienced impressive advances and daunting challenges since the 1996 review. The APR team then praised the program’s strong national reputation but expressed disappointment that Creative Writing too often had professors on paper only. The team also encouraged the Department to pursue an MFA program to replace a master’s level concentration in creative writing. In 2004 the state legislature approved the MFA; however, the program has even fewer tenure-stream faculty now than when the recommendation was made. Difficulties over the last two years resulted in some Creative Writing faculty finding it all but impossible to work with their colleagues. Such animosity weakens all aspects of the MFA.
d. University Support and English Department Missions
Although the Department has accomplished impressive curricular revisions, the major problems identified in 1996 APR as University-based are now more severe. For one, the prospect of English as a “largely service unit” continues. Our Department worries that University priorities focus on undergraduate recruitment and basic skills courses rather than the criteria that make UNM a flagship, Carnegie Foundation Research University with Very High Research Activity institution. For English this funding principle still mandates that the Department make arguments for hiring based on enrollment numbers rather than educational goals or the need to adequately train, supervise, and assess the apprentice staff required to teach basic skills’ courses. Thus while in 1996 English had no fulltime lecturers, 38 tenure-stream faculty, and 70 TAs, in 2009 English employs five fulltime lecturers, 28 tenure-stream teaching faculty, and 79 TAs, and over 35 part-time instructors. As Table 4 (below) charts, the Department’s tenure-line faculty numbers have declined while the non-tenure-line instructors, including teaching assistants, has dramatically increased.
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Table 4: 1996 Faculty Versus 2009 Faculty
Certainly the fulltime and part-time instructors are able teachers particularly for lower-division and Core Writing courses; however, because of heavy teaching duties, lecturers can do little towards helping the University or Department by way of innovative programs, advanced research, grants and other outside funding, or enhanced reputation of existing degree programs. These areas are typically judged by the work of tenure-line faculty.
When University officials acknowledge the Department’s hiring priorities, new faculty must be shared with other programs or departments; this situation doubles the new faculty member’s work demands and decreases the Department’s ability to provide quality education to New Mexico citizens. Coupled with the decline noted in Figure 5 (below) shows the drop in tenure- stream faculty actually teaching in the Department versus those with reduced or no teaching responsibilities in English. Moreover, the slight rise in the 2009 figures for faculty with reduced teaching loads reflects tenure-stream faculty who are teaching and functioning as administrators with no compensation or Department assistance. For example, Helen Damico not only teaches her full complement of courses but has held two directorships, one of which typically merits a course reduction for administrative work.
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Figure 5: Tenure-Stream Faculty Teaching Assignments
Nonetheless, annual reports from Rhetoric & Writing chronicle a series of efforts to develop first-year curricula that address not just numbers but the full breadth of student interests and help them develop the reading and writing skills they need to succeed and persist in college. The current pedagogical outline for English 101, 102, 219, and 220 reflects success in the Department’s long-term project of integrating all four Core Writing courses to a single conceptual scheme that focuses attention on the kinds of documents students need to read and write and the diverse rhetorical situations that govern those documents.
University outreach efforts to recruit more students, particularly in light of the state’s generous lottery scholarship program, have also led to UNM’s chronic shortage of classrooms and the limited availability of sophisticated course-management software. Again, Core Writing and, by extension, the entire English Department, bear the brunt of this situation. Rhetoric & Writing faculty have worked tirelessly to keep instructional quality high by taking a leading role in developing online and hybrid (half online/half classroom) courses. Since spring 2004, when four “pilot” sections of Technical Writing were offered online, Department faculty have consistently increased these offerings in cooperation with New Media and Extended University. Even though students largely adapt to these courses and though the process of developing the classes has generated substantial conversation about how we teach and what we expect of students, the advent of media-enhanced courses means additional training workshops, oversight, and assessment.
As the 1996 APR report clearly states, the fundamental problems center on faculty numbers and workload. Salaries have collapsed, never rising to meet even the Cost of Living Index. Faculty are pressured by UNM officials to manage more students in more skills-based courses and to staff more unfunded mandates (e.g., extensive outcomes assessment reports, new UNM Rio Rancho18). Responding to these pressures, some faculty agree to administrative appointments because they know only administrators’ compensation will increase. Or individuals seek job offers elsewhere in order to receive counter offers as another way to obtain a substantive pay increase, despite the fact that this is a time-consuming process for all concerned. In 1996 the APR team correctly observed that ”salary savings from faculty members on leave or working shared time in administration often do not revert to the department.” The
18 See pages 276-277 for further information on UNM-West, Rio Rancho City.
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Department of English in essence was subsidizing the University by paying the salary of a faculty member when that person is doing administrative work exclusively. Teaching Assistants—with still high teaching loads and large class enrollments but without benefits or healthcare—still experience financial stress forcing some to take on outside jobs. This situation has not changed.
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10. Degree Programs and Curriculum
Below, each of the Sections discusses its curriculum and forms of assessment. In terms of assessment, as will be seen by the many assessment forms in the Appendix, in some areas we have made major progress in creating meticulous instruments for assessment; it is an uneven process, however; other sections, such as Creative Writing, are still in the beginning stages of that process. The Associate Chair for Undergraduate Studies has made a commitment to work closely with Chuck Paine, Assessment Specialist for the Dean, to help establish more accurate assessment processes.
1. Core Curriculum and Core Courses from English 1. Core Curriculum
In the Fall1999 term, the University adopted a Core Curriculum that all undergraduate students must complete as part of their baccalaureate program. Since that time, various University and state officials have suggested refinements to the Core and extensions of it to all New Mexico institutions of higher learning. However, over the last decade, UNM’s Core Curriculum has remained stable.19 Associate Prof. Michelle Hall Kells is working on a UNM Core Curriculum Task Force. This UNM Task Force is to gather information from UNM departments and programs, identify key faculty members concerned with issues connected to a core curriculum.
The UNM Core Curriculum Task Force began in August 2009 and will continue through January 2011. In taking on the UNM Task Force, Kells intends to • examine proposed changes to the core curriculum; • generate feedback from across the University through an open and deliberative process; • involve diverse UNM stakeholders (e.g., Provost Office, Faculty Senate, all Colleges serving undergraduate students, ASUNM, and UNM student support services); and • evaluate approaches to reconfiguring the UNM Core Curriculum in ways that will • improve the quality of higher education, • increase graduation and retention of undergraduates, and • enhance student satisfaction.
UNM President David Schmidly fully supports this process internal to UNM.
Associate Professors Wanda Martin and Chuck Paine are affiliated with this committee. This UNM Task Force is to gather information from UNM departments and programs, identify key faculty members concerned with issues connected to a core curriculum, and to draft proposals for a revision of the state-wide core curriculum.
19 For a sample worksheet for UNM’s Core Curriculum, see Appendix 7.
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2. Core Writing Program
The Core Writing program, part of the University's general education Core Curriculum, offers four lower-division writing courses, English 101, 102, 219 (Technical and Professional Writing), and 220 (Expository Writing). These are four of the six courses undergraduates can take to satisfy the Core Curriculum’s three-course Writing and Speaking requirement. English 101 and 102 are required of most first year students; many disciplines recommend English 219 or 220 as the third course; some colleges (Anderson School of Management, School of Engineering, College of Fine Arts, School of Nursing) require one or the other.
Students place into English 101 or 102 on the basis of ACT English or SAT Verbal skills. About sixty percent of each entering class places directly into English 101; 13% score 26 or higher on the ACT and go directly into 102 or are exempt from first-year writing; the remaining 27% must take and pass Introductory Studies English 100 before enrolling in English 101. In addition to these courses, the department offers the Writing Proficiency Portfolio program, which is designed to allow transfer students and others with well-developed writing skills to bypass English 102. This program, begun in 1997, remains underdeveloped and under the radar in 2009.
Each semester, Core Writing offers between 150 and 190 sections with capacities at or near 23 students. For Fall 2009, we have 89 sections of English 101, 55 of 102, 29 of 219, and 15 of English 220—a total of 189 sections of Core Writing. Thirteen of these sections are offered fully online; twenty-five in a hybrid (half online) format. All four courses are enrolled at 96% or more of capacity.
a. Program Curricula and Educational Goals
The Core Writing program helps students develop the reading, writing, and critical thinking skills they will need for success in college and in professional contexts: formulating a problem or question, finding information, evaluating it for relevance and usefulness, and composing an effective document within the context of a defined rhetorical situation.
English 101: Introduction to College Writing
English 101 introduces students to many kinds of writing that are used in academic and professional situations and helps students learn to analyze and address the different purposes and audiences they’ll encounter in their work at UNM and in their subsequent careers. Students develop reading and writing skills that will transfer to their own fields of study. They learn to read complex nonfiction texts and to summarize, interpret, and draw inferences from them. They make observations, conduct surveys, and collect information from primary sources and from assigned readings. They write summaries, reports, evaluations, profiles, letters, memos, narratives, essays, blogs, or analyses, choosing their genres and making rhetorical choices according to the purpose of the writing and its audience. And they edit their work to be grammatically correct, with appropriate syntax and diction.
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English 102: Analysis and Argument
English 102 students learn to analyze other writers’ arguments, conduct research, and create their own arguments. Students learn the major strategies writers use to analyze a text or situation and make a convincing argument about it. They conduct source-based research and learn to assess arguments and information they encounter online, through directed readings, and through journal-based library searches. All English 102 classes include at least one library visit, during which students learn to use the university’s information resources. Students write letters to the editor, opinion pieces, essays, reviews, proposals and other forms that convince readers by providing analysis, evidence, and reasoning. In addition to editing for correctness, students learn to incorporate quoted material effectively and to cite sources appropriately.
English 101 and 102 Course Outcomes: Both English 101 and 102 develop students’ skills in finding and evaluating information, in planning effective writing, and in communicating and presenting information successfully. Both courses require students to achieve the English 101 outcomes; English 102 adds to and expands on these outcomes.
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English 101 English 102 Finding Information Finding Information Students will find information about a Students will gather information and ideas specified subject by reading, observing, about chosen topics by reading interviewing, and surveying informants. argumentative texts and conducting research in the library and on the internet. ▼ ▼ Evaluating Information Evaluating Information Students will evaluate the information Students will apply principles of argument found by summarizing, analyzing, and to analyze and evaluate readings and interpreting texts and data. sources. ▼ ▼ Planning Effective Writing Planning Effective Writing Students will consider audience, genre, Students will construct an argument that purpose, and context, and plan their addresses a defined audience and writing accordingly. purpose. ▼ ▼ Communicating & Presenting Communicating & Presenting Information Information Students will state a problem or main Students will incorporate source material idea, provide supporting discussion, and effectively. conclude regarding significance. Students will cite sources in accord with a Students will revise their writing to system appropriate to the argument’s improve clarity, organization, and purpose. support. Students will edit their writing to achieve appropriate diction, grammar, and mechanics.
The Portfolio in First-Year Writing: To demonstrate that they’ve achieved the course outcomes, each English 101 and 102 student submits a final portfolio that includes revised versions of work done throughout the semester and a reflective cover letter that explains the student’s understanding of the outcomes and presents evidence that he or she has achieved them. The revised work shows how the student performs college-level reading and writing tasks. The reflection shows that the student understands what he or she has learned and could apply this knowledge in other situations.
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English 219: Technical and Professional Writing
English 219 introduces students to the different types of documents found in the workplace Students focus on how to analyze and understand readers’ needs as well as develop a coherent structure, clear style, and compelling page layout. Students learn useful writing and research strategies they can use as they write correspondence, procedures, resumes, presentations, proposals, and multi-page reports.
English 219 Course Outcomes Finding Information Students will gather and evaluate information from professional, academic, and governmental sources that are appropriate to the type of workplace document they are creating. Evaluating Information Students will evaluate information for quality, validity, and appropriateness for their purpose, audience, and context. Planning Effective Writing Students will develop strategies for generating content and organizing it into a logical structure that is appropriate for users in workplace documents. They will also work with others to share information and ideas, and. Communicating & Presenting Information Students will use software effectively to develop documents that exhibit an overall design that enhances readability and shows professionalism.
English 220: Expository Writing
English 220 is an intermediate writing course designed for students who have passed English 101 and 102, and who wish to improve their writing skills to meet the demands of academic writing across the disciplines. Course readings and assignments should provide students with opportunities to study and practice various rhetorical forms, and teach students the rhetorical foundations necessary for adapting writing to any situation.
Students in English 220 will continue to develop the research and writing skills that they began to practice in English 101/102, with an emphasis on developing independent thought and analysis within a genre or academic discipline as chosen by the individual instructor. Students will engage this genre or subject through writing, and learn how to develop an effective plan for researching, and the rhetorical strategies necessary for writing to an audience associated with that genre or subject. Students may engage a variety of writing genres, including essays, articles, analyses, narratives, reports, and presentations. Students will also learn effective document design, paragraph structure, and genre conventions to create rhetorically complete document.
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English 220 Course Outcomes Finding Information Students will gather and evaluate information from professional and academic sources that are appropriate to the genre and audience of their task. Evaluating Information Students will analyze, evaluate, and assess sources in academic disciplines for quality, validity, and appropriateness for their purpose, audience, and genre. Planning Effective Writing Students will develop strategies for analyzing their writing situation, and using rhetorical strategies to address the needs of their audience within particular academic disciplines. Communicating & Presenting Information Students will use effective document and paragraph structure, genre conventions, and document design to complete a rhetorically complete presentation.
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b. Student Performance Measures
As described above, and shown in the unified table below, all four courses share a common core of outcome goals, with each course building on the outcomes of the previous one:
Table 4: Core Writing Courses Outcome Goals
Finding Information Evaluating Composing in Expressing Information a rhetorical Information and context Arguments 101 Directed reading, Analyze, interpret, Frame a Produce a document interviewing, summarize info and problem, with correct and observing, surveying texts Choose a appropriate grammar, genre, mechanics, and diction Organize information AND AND AND AND 102 Directed, source- Analyze arguments, Construct a Cite sources based research evaluate sources, compelling accurately, incorporate assess levels of argument for quoted material authority a defined audience AND AND AND AND 219 Conduct self-directed Evaluate information Analyze and Use written, oral, and research for user- in light of user needs address visual formats as centered projects readers’ appropriate to context context of use of use OR OR OR OR 220 Conduct self-directed Analyze and Analyze Use document and research for evaluate sources in situation, use paragraph structure, academic/profession academic or rhetorical genre conventions, al projects professional fields strategies to and document design address to create a rhetorically audience complete needs. presentation.
The first-year writing program instituted the Department’s first formal outcomes assessment program in 1996, and Core Writing continues to lead the Department in this work. The annual reports reflect several successive revisions of course outcome statements for English 101 and 102. The integrated course framework shown above constitutes an integrated set of student learning outcomes.
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For each course, in one semester each year, a body of samples consisting of one or two randomly chosen portfolios per section (c. 5%) is evaluated by a panel of faculty members. We evaluate both the direct evidence of the student papers and the indirect evidence of the reflective cover memo against a rubric that scores achievement of the published course outcomes. This scoring is taken to meetings of the entire course faculty, who consider what, if any changes in curriculum and teaching it suggests.
Summary: Core Writing Assessment Reports, 200820: Samples were collected and assessed for all four Core Writing courses, English 101, 102, 219, and 220, during calendar year 2008, as provided in the Core Curriculum Writing Assessment Process. As the program’s Student Learning Outcomes were undergoing revision during spring 2008, different courses were assessed on slightly different bases.
English 101 samples (c. 5%, or one portfolio per section) were collected at the end of fall 2007 and assessed on three Student Learning Outcomes then in effect: Problem Posing, Writing Decisions and Strategies, Clarity and Surface Features. Scorers read each sample’s reflective letter for discussion of the target outcomes and referred to the actual papers for supporting evidence, using a scale of 0 (no discussion, no evidence) to 3 (adequate discussion and relevant evidence). Fifty-four percent scored 2 or 3 on Problem Posing, 53% on Writing Decisions, and 46% on Clarity and Surface Features. Assessors noted that many students discussed outdated outcomes. They concluded that the Problem Posing Student Learning Outcomes was widely misunderstood by teachers and students, that the Writing Decisions outcome was too broadly stated, and that only a few students successfully discussed the Clarity and Surface Features Outcome. They recommended, in addition to revised Student Learning Outcomes, more work to make instructors aware of the assessment process, further development of the genre-based approach to 101, and greater attention to reflective writing in all 101 sections. These recommendations were incorporated in August Orientation meetings and in Core Writing Instructor Guidelines for 2008-2009.
English 102 samples were collected at the end of spring 2008 and assessed on three Student Learning Outcomes then in effect: Argument and Analysis, Focus and Development, and Research, following the same scoring procedure as in English 101. As in English 101, a significant number of students discussed outdated outcomes. Only 40% were scored as successful (3 or 4) on Argument and Analysis, 38% on Focus and Development, and 30% on Research. Reader consensus on scores was quite low. Recommendations focused on making the (then newly) revised Student Learning Outcomes well known to instructors and on improving the assessment reading process to generate more useful data on student performance. The assessment findings were reviewed with instructors in August Orientation meetings and further in a November meeting/workshop.
English 219 samples were collected in fall 2007 and assessed on the four Student Learning Outcomes (SLOs) of the current program-wide matrix, using a four-point scale from 0-3. Eighty-
20 For sample outcomes’ forms, see Appendix 2.
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six per cent of portfolios were scored 2 or 3 on Finding Information, 77% on Evaluating Information, 73% on Composing in a Rhetorical Context, and 71% on Communicating Information. The assessors concluded that students are generally writing at an acceptable level for this course. They recommended changes to improve the assessment process. Additionally, they recommended faculty discussion of three points: definition of primary and secondary research; practice with the reflective memo; improving professional quality of final copy.
English 220 samples were collected in spring 2008 and assessed in September, using the current Student Learning Outcomes and a scale of 0-3. Sixty-five per cent of students scored 2 0r 3 on Finding; 62.5% on Evaluating, 75% on Composing, and 70% on Communicating. Readers (and instructors in a later discussion) observed that the definitions for “research” and “evaluation” were insufficient or not well adapted to the purposes of English 220, specifically that “academic disciplines” is too narrow for the kinds of investigations useful to this student population. Assessors and instructors agreed that the purpose and place of English 220 in the curriculum should be more clearly defined.
Data from English 101 and 219 (Fall 2008) and English 102 and 220 (Spring 2009) assessments using current outcomes will be reported in October 2009.
c. Program Resources: Strengths and Challenges
Strengths: The Core Writing program is led by a dedicated faculty of creative and competent specialists in Rhetoric and Writing who work together effectively to articulate program goals, develop interesting and relevant curriculum, coordinate resources, educate and supervise graduate teachers and administrative interns, and teach undergraduate courses. Their expertise ranges across the subfields of Rhetoric; one of us has knowledge applicable to just about any question or initiative that comes our way.
The integrated framework of content and outcomes for Core Writing courses achieves a goal we’ve been working on since the 1990s, and while it is certainly imperfect and will unquestionably change from year to year as we assess and rethink what we’re doing, it will support us in making change systematically and in response to evidence.
Because we thoughtfully and consistently train our Teaching Assistants and provide a range of professional opportunities for them outside the classroom, we have a deeply capable pool of graduate instructors who contribute to curriculum development, administration, training, and mentorship in the program. This rich education, in turn contributes to the success of our doctoral graduates in the academic job market and that of our MA graduates in admission to doctoral programs of their choice.
Enrollment and Staffing: Two factors have critically affected enrollments in Core Writing courses since 1997. The advent of the Lottery and Bridge to Success scholarships increased the size of the entering class from 1600 in Fall 1996 to over 3100 in Fall 2004, and with the current recession, to 3400 in Fall 2009. Since we are committed to providing a seat in 101 for every
Academic Program Review, 2004-2009 Page 66 student in his or her first semester, this meant increasing 101 sections from 77 in Fall 1997 to 103 in Fall 2004. Enrollments dropped from that peak in the early 2000s, but in Fall 2008 we experienced an unexpected 10% increase in new freshmen, which we met partly by temporarily increasing class caps from 22 to 23. In 2009 there was a 6% increase in the Freshman contingent.
The adoption, in 1999, of the university’s Core Curriculum drove significant increases in demand for English 219 and 220. In the annual report for 2002-2003, the chair reports that, “As late as six years ago we offered 4-5 sections of English 219 in the fall and 3-4 sections in the spring. In 2002-03, we offered 20 sections of English 219 in both the fall and spring terms, an increase of two sections each semester over the year before.”
We’ve met this demand in three ways: increasing staffing with full time lecturers (2 VAPs, Fall 1998; 8 Lecturers in 1999-2000; 10 lecturer lines in 2001-2002; 5-6 continuing lecturer lines since 2002) who also contribute to other department programs; adding Arts & Sciences TAs, graduate students from other A&S departments paid with “part-time instruction” money from the College; increasing use of part-time instructors. In the late 90s, all sections were covered by TAs, full-time lecturers, and faculty. In Fall 2008, 18 part-time instructors taught 52 sections of Core Writing courses. In Fall 2009, 28 part-time instructors teach 73 sections of Core Writing.
Instructor Education and Training: An important secondary purpose of Core Writing is to provide education and apprenticeship in teaching to graduate students. Incoming Teaching Assistants take a required three-hour course in their initial semester. In about 2004, we were able to reduce the first-semester TA workload to one course, paying students for taking the training course, which counts toward the pedagogy requirement in our graduate programs. This change partially accounts for our increased use of part-timers, who cover the released English 101 sections in fall semesters.
Since 2002, we have hosted up to 14 Teaching Assistants each year from other Arts & Sciences departments through the Arts & Sciences TA program, which diverts part-time instruction funds to support graduate students in disciplines that cannot offer adequate financial support. This program enables the College to provide more stable support to graduate students in underfunded disciplines. English benefits from the addition of talented graduate instructors who bring non-English perspectives to the classroom, helping us to address the need to offer writing instruction that works for students in all disciplines. These graduate students also learn strategies for teaching in small, actively engaged, collaborative classes that they take back to their home departments. No other department in Arts & Sciences offers such substantial education for teaching, and departments eagerly send their graduate students to us for this experience.
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In addition to English 537, TAs learn from a week-long orientation each August, from TA mentors who work closely with the first-year TA cohort, from other graduate assistants who lead staff meetings, assessment processes, and training for specialized tasks such as online teaching, and from faculty and peer observation in the classroom.
The Department provides opportunities for its graduate students to teach a wide range of courses. After a year’s apprenticeship in English 101 and 102, TAs are eligible to apply for assignments in English 219, 220, 200-level creative writing, and a range of English 200-level literature surveys. In addition to the introductory English 537, pedagogy courses are offered for technical writing, creative writing, and literature.
Challenges: The Rhetoric and Writing faculty is chronically understaffed. Our last tenure-track hire was in 2004. Since then, we have lost Rick Johnson-Sheehan to another university and Mike Hogan, Jerry Shea, and Susan Romano to retirement. Lecturer Erin Lebacqz, who contributed mightily to administration of Core Writing, left to become a Dean at CNM. Her position was replaced with a one-semester hire for Spring 2009 but her ongoing salary could not be replaced because of the current economic crisis. In summer 2009 Lecturer Phil Tietjen, who contributed in technical writing and online instruction, left to pursue his Ph.D. He has been replaced on a one-year basis, and it’s unclear if we will retain that line. The Associate Chair for Core Writing supervises the work of 104 TAs and PTI with the assistance of four graduate assistants each receiving less than ten hours’ compensation per week. If Core Writing is to continue contributing at a high level to the persistence and success of all UNM undergraduates, it must be supported by adequate faculty.
Instability of faculty commitments is a part of this challenge. Rhetoric & Writing faculty carry significant administrative responsibility within our programs, and we are often called on for administrative appointments elsewhere: Chair, Assistant to the Dean, Associate Dean, Associate Chair for Graduate Studies, etc. When combined with retirements, resignations, and sabbaticals, this has created a climate of continual change in administrative posts that works against sound planning and consistent progress.
It is difficult to plan offerings and staffing in an environment of fluctuating enrollments, particularly because English cannot add another section and should not increase capacities in the writing courses. We need to devise a strategy for better balancing fall and spring semester enrollments to reduce the fluctuation in the size (and quality) of the teaching staff.
d. Internships, experiential learning, and community outreach
Internships and Experiential Learning: Some students in first-year writing and in the sophomore sequence do benefit from experiential learning situations. Each semester about 20- 22 sections of English 101 and 102 take part in the Freshman Learning Communities program, which links the writing course with one from another discipline. In this way students read and write assignments around the materials of the linked course while addressing Core Writing outcomes. The linked/Freshman Learning Community course is often an "experiential" one.
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One noteworthy example linked improvisational theatre with reading and writing skills. Another Freshman Learning Community brings together core writing skills with a focus on the design and development of a new business. Students explored a new venture launch process that included feasibility assessment, market research, business plan development, raising seed money, and market launch. Yet another addresses the needs of students entering the health/medical field by basics of diseases through case study and problem based learning—all within the context of a writing intensive environment.
Students from English 219 and 220 often go on to investigate the undergraduate major or minor in Professional Writing or to take additional writing courses in the Professional Writing catalog where internships and community projects are central. Some sections of English 219 offer client projects through which students research problems presented by organizations mostly on campus and write proposals, directions, or other documents aimed at solving those problems.
A few sections of English 219 and 220 incorporate service-learning placements in which students produce documents to address specified community problems. This direction is at the instructor's discretion and often focuses on campus organizations and problems.
Community Outreach: Faculty teaching English 102 have enjoyed a long-standing collaborative relationship with faculty in the University Libraries, who provide library instruction to all sections of English 102, customized to each instructor’s plan and timing for library research. The Associate Chair for Core Writing conducts ongoing research with library faculty to understand how students find and use sources and how we can best introduce library resources to support their inquiries.
Core Writing cooperates with Writing Across Communities/Curriculum (WAC) to provide the Write On Workshops (WOW) each December where as many as 200 students bring their work for consultation with volunteer tutors from our program, Center for Academic Program Support, and other University-based support programs.
Core Writing instructors are encouraged to integrate writing projects that include attendance at campus events such as the Civil Rights Symposium, organized and chaired by English Department faculty, and the University Art Museum’s openings and exhibits.
On 21 October 2009, Core Writing will launch the Celebration of Student Writing, in which students from the 23 101 sections taught by new TAs will display their work in the SUB Ballroom. If this trial run is successful, faculty will try to sustain and extend it to more students and courses in subsequent years.
Core Writing faculty are also encouraging TAs to participate in the Lobo Reading Experience. This program, instituted from the UNM President’s office, encourages freshman to read a recommended book, this year San Quinones’ Antonio’s Gun and Delfino’s Dream, and, later, to hear the author speak. Unfortunately, first-year writing is primarily staffed by TAs who must
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maintain adequate progress toward their graduate degrees while teaching writing. Hence, few faculty members have expressed interest in this inaugural attempt.
Collaborations within the University have advanced under the Core Writing’s leadership. Working to bring Writing Across Communities to other departments, Prof. Martin has worked with the interested faculty from Philosophy, Women Studies, Economics, Biology, Language, Literacy & Sociocultural Studies, Anderson School of Management, Engineering, Linguistics and Sign Language, and Zimmerman Library.
Colloquia, Conferences, Speaker Series, Performances, Etc.: While the Department’s graduate students would benefit in their current teaching situations and in their professional work from colloquia, speakers, and the opportunities to attend conferences, English’s budget does not permit such events. The result is no surprise: TAs’ demands for more access to pertinent training are steady. Until University funding matches University demands, we are unable to support the Core Writing Program needs as they should be.
3. Core Humanities/Literature Courses
The University’s Core Curriculum includes a Humanities requirement of six credit hours that can be completed with various courses, the most popular of which are English 150: Introduction to Literature, English 292: World Literatures: Ancient World Through the 16th Century, and English 293: World Literatures: Eighteenth Century to the Present.21 English 292 and 293 typically enroll up to 75 students a semester. The Department can only offer one section of 292 in the fall term and one section of English 293 in the spring term although a second section of each course could probably also attract a large enrollment. However, English simply does not have the faculty to cover these courses. Currently Gary Harrison, the newly appointed Office of Graduate Studies Associate Dean, is our only faculty member regularly covering English 292 and 293.
English 292 and 293 are core courses that introduce students to some of the greatest and most influential poems, plays, and works of fiction from around the world. In addition, the course offers a critical discussion of questions about translation and the global diffusion and cross- dissemination of cultural and literary themes, motifs, styles, and structures. This two-semester sequence extends from the earliest literatures of the ancient world to the most innovative works of the 21st century. By studying these works, and many more, students begin to recognize that from the earliest times literary and non-literary texts reflect the increasingly interdependent and complex web of relations among nations and cultures. Moreover, students discover that world literatures not only hold out the promise of a global community united through common interests but also represent ways nations preserve their unique cultural characters and national/local traditions. Ideally, the study of world literatures enables students
21 For a review of English 292 and 293 and how the courses fulfill the New Mexico Higher Education Department criteria, see Appendix 7.
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On a more pragmatic level, the study of world literatures in English 292 and 293 prepares students for advanced studies in literature and culture, history and philosophy, as well as for the world of business, industry, government, and education. Students in English 292 and 293 may go on to major or minor in fields that emphasize cross-cultural study and the understanding of global differences and similarities. These fields include Asian Studies, Comparative Literature, English, European Studies, International Studies, International Business, as well as the study of languages and literatures in Chinese, French, German, Japanese, Russian, Spanish and Portuguese, and other languages.
The teaching of world literatures has a strong foundation at the University of New Mexico, where this course has been taught since the mid 1980s. Moreover, the people who developed this course, including Paul Davis, Patricia Clark Smith, David Johnson, and Gary Harrison, are the editors of the six-volume Bedford Anthology of World Literature, a foundational anthology that is being used at many college campuses across the United States. Currently, Harrison, one of the original members of the teaching and editorial team, has been working with faculty in Comparative Literature and Foreign Languages and Literatures to revise course descriptions and add new courses in those departments and in English in order to strengthen the ties among those departments in order to lay the foundation for advanced studies at the Undergraduate level in world literatures in translation. Harrison is also planning to involve more graduate students to assist in teaching this course by offering sections of English 592, Teaching Literature, focused on the teaching of world literatures.
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2. Undergraduate Degree and Concentrations 1. Educational Objectives
The English Department offers a B.A. in English with six concentrations—Creative Writing, English-Philosophy, Liberal Arts, Pre-Graduate, Pre-Professional, and Professional Writing—and three minors—English, Period Studies, and Professional Writing. Each major encourages students to focus their programs of study, even as they take courses broadly across the curriculum.
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Major Concentrations Minors Creative Writing focuses on the writing of English focuses on British and American poetry, fiction, creative nonfiction. literature, along with writing, rhetoric, and/or criticism and theory. English-Philosophy double major focuses on writing, critical thinking, literary and philosophical analysis, research, and the study of the history of philosophy and literature.
Liberal Arts focuses on developing skills in Period Studies focuses on individually writing, critical thinking, and literary analysis, structured program of study for students as well as to gain a sense of the history of who wish to take an interdisciplinary English, American, or World Literature. approach to the literature and culture of a particular historical period. Pre-Graduate focuses on language, research, and analysis in English and American literature, including foundational studies in early literature and in the work of major authors and complemented by courses in rhetoric, criticism and theory, and/or the history of English.
Pre-Professional focuses on oral and written Professional Writing focuses on skills in communication, critical analysis, and writing and editing, documentation, website scholarly research, providing guided practice design, scientific and nature writing, medical in the kinds of skill important to the practice writing, and/or biographical writing. of law, medicine, business, and other professional fields.
Professional Writing focuses on editing, publishing, web-site development, technical writing, documentation, and proposal writing, among other practical skills.
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Students in English’s undergraduate program, whether majors or minors, will attain fundamental knowledge of literary studies, rhetorical strategies, and writing skills.22 Specifically students should achieve: • a basic knowledge of literary trends, of rhetorical strategies for communicative writing, and of fundamental elements of fiction, poetry and other literary genres; • a critical awareness of the research and databases needed in the study of literature and writing and the venues for professional publication; • an understanding of the interplay of literary texts and critical theory; • a familiarity with literary history; • an appreciation of the how different genres give voice to human identity; • a knowledge essential to the development of conscientious citizenry; and • an understanding of how social conditions and cultural contexts determine the shape of texts.
Students should attain skills such as • the ability to think critically about different kinds of discourse • the ability to understand and use evidence and argument, • the ability to research, analyze, and write effectively about a variety of texts, • the ability to enter graduate or professional study or to enter positions in private industry, government, or independent employment as editors, teachers, managers, publishers, or writers.
The Undergraduate program anticipates that students will graduate not only with the targeted knowledge and skills but also with favorable evaluations of their professors and overall satisfaction with their University experience.
2. Methods and Results of Assessment of the Effectiveness of the Program in Meeting its Educational Objectives
Starting in 2006, the Undergraduate Committee committed its resources to identifying the learning outcomes and student achievement levels for its various concentrations. The Creative Writing program decided on a set of Outcomes Assessments questions that a lecturer asked students as they completed English 421: Creative Writing: Fiction Writing during the Spring 2009 term. The faculty involved with assessment are discussing the information garnered from this survey.
The Rhetoric & Writing faculty began a review of the professional writing portfolio during Spring 2009 to see if these documents could serve as an assessment procedure. Unfortunately, the lecturer charged with coordinating this assessment left UNM. The Rhetoric & Writing faculty have determined that each February, starting in 2010, they will review and assess portfolios gathered from the previous May and December semesters. The analytic method will
22 For sample outcomes assessments’ forms, see Appendix 2.
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center on an in-depth discussion by Rhetoric & Writing faculty of how the materials in the portfolios meet their educational goals.
The efforts of Creative Writing and Rhetoric & Writing left the Undergraduate Committee to set assessment guidelines for the remaining concentrations: Liberal Arts, English-Philosophy, and Pre-Graduate and the Departmental Honors program.23 The Undergraduate Committee agreed on a preliminary outcomes assessment approach for the Pre-Graduate concentration that outlines broad program goals and measurable student learning outcomes (Student Learning Outcomes), that sets up a procedure to evaluate these goals and outcomes, and that suggests evaluative levels to measure Student Learning Outcomes.
The broadly stated program goals target the capacities to • understand works of literature as they appear in the context of historical literary periods and movements, • understand works of literature as belonging to different genres, • understand and apply theoretical critical methods of literary interpretation, • understand and use the best bibliographic practices, including the use of specialized libraries, electronic media, and tools for discovery; • conduct research that engages the current debates within the profession; and • practice writing that demonstrates mastery of the critical essay, including and going beyond such basic skills as stating a thesis, supporting a thesis, demonstrating control of grammar, syntax, and usage, integrating research into critical essays, and citing sources correctly in the essays and their accompanying bibliographies;
Originally, the Undergraduate Committee decided that it would evaluate writing by graduating seniors in literary studies focusing on the following specific SLOs (student learning outcomes) : • ability to demonstrate an understanding of literary periods or movements; • ability to analyze literary texts employing appropriate literary theory or criticism as an instrument of analysis; • ability to integrate primary and, if required, secondary research to support an argument (where appropriate); • ability to demonstrate control of grammar, syntax, and usage; and • ability to cite sources with a formal essay and in concluding bibliography.
Over a three-semester sequence the UGC collected and evaluated randomized samples of student essays from a sample of 400-level literature courses. A subcommittee of the UGC read and scored these essays during the following semester. The subcommittee initially used a five- point scale:
23 For samples of the assessment forms, see Appendix 2.
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0 = no evidence of Student Learning Outcomes 1 = some evidence of Student Learning Outcomes 2 = adequate evidence and/or passable understanding and use of Student Learning Outcomes 3 = good evidence and some extended understanding and facility with Student Learning Outcomes 4 = strong evidence and extensive understanding and mastery of Student Learning Outcomes
The pilot assessments clearly indicate that the outcomes program needs revision and refinement. Some of the questions that came from the subcommittee’s discussion are • For assessment purposes, should the committee examine essays from the entry-level required course (English 250: Analysis and Interpretation of Literature) to those from 400- level courses? • Does the evaluative point scale replicate a traditional grading scale too closely? • Should some goals and Student Learning Outcomes s be reformed so that assessments are not intimately tied to course assignments? • Are outcomes assessments served by including basic grammatical and discourse standards? • What do the goals and Student Learning Outcomes s suggest about curricular changes, about individual course outlines, or about the sequencing of degree requirements?
The preliminary results of the committee’s holistic grading suggested consistency from the graders in applying the criteria but inconsistency from the student essays in meeting the Student Learning Outcomes. For example, for the Student Learning Outcomes “to one of the SLOs, ability to analyze literary texts employing appropriate literary theory or criticism as an instrument of analysis,” only 40% of the essays exhibited good evidence and some extended understanding and facility with SLO (level 3), while 60% fell below this standard. In the Committee’s discussions, the members acknowledged that having the exact assignment for a response essay is vital to assessing the outcomes. For example, the 60% figure could well mean the assignment did not require such secondary sources or critical models
3. Changes that have occurred and that are planned based on the results of assessments.
Under new Associate Chair for Undergraduate Studies Dan Mueller, the Undergraduate Committee will return to outcomes assessment with these preliminary results to re-examine and redesign its outcomes assessment. One major curricular change happened in the Creative Writing concentration when the sophomore-level workshops in fiction, poetry, and creative nonfiction were combined into one introductory course to the field. Among other changes under consideration based directly on outcomes assessments are moves to expand the pool of essays for evaluation, to initiate a portfolio system for evaluation, and to consider assignments other than formal academic essays in the assessment process. The Associate Chair for
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Undergraduate Studies intends to institute an assessment procedure for English 250, the gateway course for all concentrations, in order to see what conclusions the Undergraduate Committee can draw by comparing these data with the assessments done for the 400-level literature courses. Additional changes under consideration include a reconsideration of the requirements in individual concentrations to pinpoint requirements basic to all concentrations and to individualize further the concentrations.
4. Internships, experiential learning, or community outreach
All students who are English majors or minors, regardless of their area of concentration, are invited to take advantage of the opportunities that an internship placement offers; however, neither the Department nor the Undergraduate program has a formal program for internships. The directors and faculty of the Department’s disciplinary units, not the Associate Chair for Undergraduate Studies, administer any internships, experiential learning opportunities, and community outreach programs. The following summary highlights information noted in the descriptions of these disciplinary components.
• Creative Writing: Taos Summer Writers Conference is open to students, faculty, and other professionals. Now in its 10th year, the Conference has provided undergraduates with opportunities to meet and learn from nationally and internationally recognized writers. • Creative Writing: The Poets and Writers Series features monthly readings by undergraduate and graduate students and by current visiting writers. The Works-in-Progress Series invites undergraduates to three public faculty and graduate student readings each month. The Undergraduate Mentoring program pairs graduate and undergraduate writers to work together on their individual projects in fiction, poetry, or creative nonfiction • Professional Writing: Part of the required concentration is a long-standing internship program in which students work for area companies to gain editing and writing experience and for which they receive one-credit hour for their degree program. • Pre-Graduate: Conference sponsored by English and affiliated departments encourage undergraduate participation. Recent conferences include Irish Renaissance Series, the Institute for Medieval Studies Spring Lecture Series, the Aphra Behn Conference, the 18th & 19th century Conference on British Women Writers, and the Southwest Popular Culture Conference.
5. Analyses of information provided by the Office of Institutional Research relative to degree program
The analyses of student enrollments, including information on graduation rates by concentration, ethnicity, gender, and other factors appear in the section Student Profile and Support Data.
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6. Collaborations with other UNM academic units
Because the profession has extended its reach into cultural, cross-disciplinary, and multi- disciplinary fields, Undergraduate English studies in all concentrations are frequently tied to other departments’ courses. Further, at times, faculty from other departments seek permission to offer a topics course using an English Department course number. A sample of the cross- listed courses outlines how diverse our degree concentrations are:
English Cross-listed 281: African American Lit Africana Studies: 251 381: Black Books Africana Studies: 381 306: Arthurian Legends/ Romance COMP24: 306 330 Comparative Lit Topics COMP: 330 331: Asian Lit/Culture Topics COMP: 331 332: African Lit/Culture Topics COMP: 332 333: Latin Lit/Culture Topics COMP: 333 CLST25 333 334: Greek Lit/Culture Topics COMP: 334 CLST 334 335: French Lit/Culture Topics COMP: 335 FREN 335 336: German Lit/Culture Topics COMP: 336 GRMN 336 337: Italian Lit/Culture Topics COMP: 337 ITAL 337 338: Russian Lit/Culture Topics COMP: 338 RUSS 338 339: Japanese Lit/Culture Topics COMP: 339 JAPN 339 350: Medieval Tales/Wonder COMP: 350 364: Native American Literature American Studies 450 432: Lit/Culture Topics COMP: 432 FREN 432 308: Jewish Experience Religious Studies: 308 441: English Grammars LING: 441 447: Old English/Norse LING: 447 449: Middle English Language LING: 449
This sample of cross-listed inadequately represents the number of undergraduate courses shared with other academic disciplines. American Studies, for example, was at one time a part of the English Department and has, even as an autonomous unit, advised students to take relevant courses in English to complete their degrees. Much the same is true for Communication and Journalism, Cinematic Arts, Native American Studies, Women Studies, and Chicano/Hispano/Mexicano Studies. Some of the departments and programs English cross-lists courses with include American Studies, Anthropology, Women Studies, Native American Studies, Africana Studies, and the University’s Honor’s program.
24 Department of Comparative Literature and Cultural Studies 25 Department of Comparative Literature and Cultural Studies, Classics
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7. Extracurricular activities related to the program's educational objectives.
Department Honors Program: Primary among the Undergraduate Program’s activities is the opportunity for majors and minors from all concentrations to take Department Honors in English. Eligible students have obtained a 3.2 cumulative GPA based on at least 75 hours of college credit, including a minimum of 9 hours of credit in English courses numbered 200 and above and a 3.5 GPA in English courses at UNM based on at least 9 hours of courses taken in English at UNM numbered 200 and above. To receive Honors in English, students complete a capstone course and write a prospectus and thesis—a critical, creative, or professional writing project—under the guidance of a thesis advisor. Both the prospectus and the thesis are evaluated by the Undergraduate Committee. The level of honors a student receives—cum laude, magna cum laude, or summa cum laude—is based on the student’s honors thesis and the recommendations of the student’s thesis advisor and the Undergraduate Committee. Since 2000, 51 majors have received Departmental Honors. Of this number 61% have written theses on literature and 39% have presented creative writing theses.
Figure 6: Undergrads Receiving Honors
Sigma Tau Delta, Alpha Epsilon chapter: The Undergraduate Program is also honored to sponsor the Alpha Epsilon chapter of the international honor society Sigma Tau Delta. The fraternity, the second largest honor society in the nation, offers undergraduate students a myriad of benefits, including lifetime membership, scholarship and publishing opportunities, fellowship with other English students, community service, and the chance to attend national and international English conferences. Since 2000 the University has graduated 147 students as members of this honors society and, in 2004-05, Sigma Tau Delta members represented 20% of all graduating seniors in English.
For the last several years, the Undergraduate Committee has been able to offer limited travel funds to undergraduate Honors’ candidates who present a research program that complements their Honors thesis. Despite very limited resources, in 2007 the Undergraduate Committee was able to augment the travel expenses for six students to attend and present their poetry, short, fiction, and critical essays at the 2007 Sigma Tau Delta national convention in Pittsburgh, PA. Travel funds in 2008 allowed three students to travel to major research libraries to read and study primary documents for their honors theses.
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Undergraduate Outreach: One of the Committee’s on-going activities is its program “Connecting with Majors.” For this program committee members have organized, promoted, and maintained several events for undergraduate majors and minors such as:
• an interactive listserv and chatroom that announce events and news items of concern to undergraduate majors and minors, • a section on the English Department’s website that features Undergraduate News, • a monthly newsletter to majors (now inactive), • a well-attended spring Career Day Luncheon that featured reports from past Professional Writing interns now working in business, • a highly successful Honors Thesis Works-in-Progress evening at the Flying Star restaurant: standing-room only, with students’ friends and family, and faculty from other departments, in attendance.
Continuing Needs in Undergraduate Program: The Undergraduate program continues to work for specific improvements in the undergraduate study of language, literature, and culture. The program’s future goals are
• to devise and implement a working outcomes assessment instrument that surveys all undergraduate concentrations, • to increase the amount of and the use of travel funding to research collections by Honors students, • to identify more students eligible for enrollment in Department Honors and Sigma Tau Delta, • to find ways to help honors students remain in their degree program, and • to attract Department faculty to participating in the McNair Program.
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3. Graduate Degree and Concentrations
1. Educational Objectives and Desired Outcomes of the Graduate Degree Program in English
The Department of English at UNM offers a Master of Arts degree with three concentrations, a Master of Fine Arts in Creative Writing, and a Doctor of Philosophy degree with various possible majors.26 At its broadest, the Department trains teachers, critics, scholars, and public practitioners who share a common fascination with the English language. The overall program includes the educational objectives of • refining students’ research, bibliographic, and writing skills; • studying the nature and uses of language; • acquiring greater theoretical and practical perspectives on writing and literature; • studying literary trends, movements, genres, or selected authors in depth; • examining literary periods, styles, or movements in detail; • developing students’ problem solving skills, cultural awareness, and intellectual and social maturity; and • preparing students for careers in education, publishing, management, or research.
Regardless of the content of particular courses or the specific degree sought, degree candidates should have the ability to use • general knowledge of significant trends, conditions, and problems in literary history, creative discourse, or rhetorical/language theory; • a global perspective of literature, publishing, and theoretical trends as well as the ways in which cultural and historical factors influence these trends; • an in-depth study of specific areas including creative writing, rhetoric/language theory, British/American literature, or Medieval studies and their interrelationships, and • an identification of the factors, values, and policies that might bear on successful, responsible, and intellectually honest performance as a professional.
The Graduate program anticipates that students will complete their studies not only with the targeted knowledge and skills but also with favorable evaluations of their professors and overall satisfaction with their University experience.
The Master of Arts, Concentration in Language and Literature (MA-Lit), emphasizes research and writing, originality and tradition to promote well-rounded scholars in British and American literature, literary history and criticism, and theory. The degree prepares students for future PhD study or professional development in other fields.
26 For full descriptions of these degree programs, see Appendix 1.
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The Master of Arts, Concentration in Medieval Studies (MA-MedS), emphasizes the interdisciplinary, multicultural nature of medieval English literature and offers students a chance to continue their studies of the Middle Ages beyond the BA level and/or in preparation for PhD study. It also appeals to secondary-school teachers who seek a multidisciplinary graduate degree rich in content.
The Master of Arts, Concentration in Rhetoric and Writing (MA-RW) prepares graduates for careers in professional writing and post-secondary teaching. The degree study offers students interested in teaching the opportunity to study pedagogical theories and to develop practical applications in traditional classrooms and in online or tutoring venues. It offers students interested in professional writing the opportunity to enroll in writing workshops, where they strengthen existing abilities and sharpen technical expertise in a variety of genres. The degree program offers an optional internship placements in workplace professional writing venues.
Figure 7: Masters' degrees awarded 2000-200927
The Master of Fine Arts in Creative Writing (MFA), the highest terminal degree awarded for creative writing, emphasizes fiction, poetry, and creative nonfiction. The degree program grounds serious apprentice writers in a multi-faceted approach to professional study. Students complete their work along three pedagogical models: a studio model in which writing workshops focus on the processes of generating and revising creative texts; a humanistic, academic model focused on the study of literary tradition and theory; and a pre-professional model that offers focused study and practical experience in arts administration, publishing, and teaching.
The Doctor of Philosophy (PhD) degree, the highest terminal research degree, encompasses the broad objectives stated above. Additionally the program seeks to enhance individual’s knowledge of specific disciplinary material and to prepare scholars for a lifetime of research,
27The MA-CW became the MFA in 2005 and MedS MAs are included in MA-Literature.
Academic Program Review, 2004-2009 Page 82 writing, and engagement in professional practice. PhD candidates develop their scholarly acumen, ability to integrate theoretical approaches with textual evidence, enhance their capacity to write for scholarly and public audiences.
The Doctor of Philosophy, Medieval Studies, the only interdisciplinary medieval graduate program at UNM, emphasizes the multicultural and interdisciplinary materials that tie together historical, literary, artistic, architectural, and other aspects of the Middle Ages. The PhD in Medieval Studies provides foundational instruction in the birth and development of the English language, impacted by the infusion of Old Norse, Latin, Norman, and French and foundational structures for the prose and poetic models of the literary culture of later centuries in the flowering of its early literature from a multicultural and multilingual prospective.
Figure 8: Terminal degrees awarded 2000-2009
Reviewing the program’s challenges, changes, and history for the last ten years makes understanding the current situations faced by graduate students and faculty unmistakable. The following is a review prepared in December 2008 that contextualizes the current program changes, needs, and future based upon a review of the last ten years.
Historical Overview of Graduate Program by Goals and Objectives
The four categories listed below were identified by Associate Chair for Graduate Studies as areas of primary concern in which to develop new policies and procedures as well as new goals and objectives: a.) Graduate Curricula, b.) Information and Program Management c.) Communication d.) Graduate Student Funding and Support. Over the last ten years, most Associate Chairs for Graduate Studies and Graduate Committees have focused primarily upon curriculum, admissions, and progress toward graduation. Now the Associate Chair and Graduate Committee are re-orienting their focus from curriculum to program management and funding initiatives. The graduate program must implement an efficient database and reporting system to improve continuity and consistency in conducting program management, analysis, and outcomes assessment. Further the Associate Chair and Graduate Committee are working
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to work to let graduate students spend less time teaching and more time studying, researching, and gaining scholarship and fellowship opportunities.
a. Graduate Curriculum
In 1998-99 the goals of the Graduate Program were to implement the new MA-Literature curriculum (50-item exam, colloquium, and portfolio). Those goals were accomplished, and the MA-Lit curriculum and outcomes assessment practices used through Fall 2008 have undergone only minor modifications since their implementation. Thus, in Fall 1998 the Portfolio option began, and in Spring the first colloquium was taught. In 2006-2007 the colloquium was dropped and substituted with a second seminar for the MA-Lit.28 The colloquium, a capstone course that aimed to address topics broad enough to reach students with divergent interests and preparation in literary studies and in rhetoric and writing, did not serve the educational objectives already outlined. At the end of 2007, the Graduate Committee discussed a complete overhaul of the MA-Lit program, and that overhaul took place during 2007-2008. A new MA-Lit program ends the 50-item examination, refines the requirements for the portfolio, and requires an oral presentation/defense of the portfolio. These changes took effect in Fall 2008.
The Graduate Committee also continually modifies the PhD program, particularly with respect to examinations, foreign language requirements, and procedures. In 2001-2002 the Option II (take home) examination was dropped, and all PhD examinations now are taken on site over three consecutive weeks in February and September, one examination/week for each of a student’s declared fields.29 The reading lists for the field exams have been revised, and new individualized reading lists have been added over the last decade. Effective in Fall 2008, PhD students are encouraged to work with their Committee on Studies to design one of their field examinations on an individualized reading list that will accelerate focused work on their dissertation topic.
In 2003-2004 the Graduate Committee revised foreign language requirement for Rhetoric & Writing to allow statistics or computer language to count as a foreign language.
In 2005-2006 the Graduate Committee increased the seminar requirements from two to three (reversing the opposite move made in 1996-97) to increase exposure of our PhD students to intense research-oriented courses. The theory and philology requirements were changed to provide more emphasis upon theories of language, rhetoric, and literature than possible under the old requirements. Both of these moves aimed to make the PhD program more rigorous. That same year, doctoral candidates were required to complete their prospectuses within six months after completing their examinations.
In 2004-2005 the MFA program was approved and superseded the former MA in Creative Writing. In Fall 2005 the first MFA class matriculated. That same year a revised MA in Rhetoric
28 The MA-R/W requires one seminar, a change accepted by the Graduate Committee. 29 See Appendix 1 for curricula descriptions for graduate degrees.
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& Writing was approved by the Department; the new MA-Rhetoric & Writing launched in Spring 2006. As discussed below, the MA and PhD programs added pedagogy requirements to their curricula, and the foreign language requirements were also modified so that six credit hours of Old English could satisfy one of the “competency” areas for the PhD but not for the MA.
At present the Associate Chair of Graduate Studies and Graduate Committee believe the new programs need time to be assessed before making further changes. While minor changes may be called for, the Associate Chair and Graduate Committee are now developing more effective strategies for funding graduate students and managing it.
Curricular Initiatives: Graduate Committees over the 1998-2008 decade (and before) have struggled to bring more definition to the Graduate Program—to unify the overall mission to create a particular identity for the graduate program. While the rubrics have changed—Border Studies; Cultural Studies; Southwest Studies; Chicano/a & Native American Studies; Transatlantic or Hemispheric Studies—the common thread has been to develop a program of national and international standing that would take advantage of the UNM’s location at the geographical and cultural intersection of a particular, but not exclusive, Anglo, Chicano/a, and Native American literatures, languages, and cultural-historical legacies. Unfortunately, none of these initiatives has moved much past the initial stage of inception and discussion, although faculty have certainly bolstered our offerings at the graduate level in Chicano/a, Native American, and Southwestern literature and culture. Efforts to link such a focused graduate program across departments and disciplines were initiated in Fall 2009 by ALS.
In addition, although ties have strengthened (in part due to interdepartmental hires between English and Comparative Literature/Cultural Studies) between English and CLCS, much more collaboration is possible and desirable. Already English 510, “Criticism and Theory,” is routinely cross-listed with CLCS 500 “Introduction to Graduate Study in Comparative Literature,” and Gary Harrison, Hector Torres, and Pamela Cheek, in particular, have collaborated on making these courses interchangeable and permanently listing them together. Our graduate students frequently are encouraged to take CLCS or Foreign Languages and Literatures (FLL) graduate courses, and vice versa. Thus, an area of future development could involve emphasizing the Hemispheric Studies connections possible between these departments, as well as Spanish and Portuguese and American Studies. Collaborations at the undergraduate level that are developing around the teaching of World Literature could also be extended to the Graduate program.
There has been a Departmental (and interdepartmental) discussion of mission and goals of the graduate program. Currently, Houston is encouraging each of the sections to examine its programs carefully so as to more narrowly focus on faculty expertise rather than broad areas of study that cannot be covered because of our loss of faculty and because of changes in the field. The Department looks forward to suggestions from the APR Team to help us in this endeavor. The BILS section, as noted earlier, has made strides, as has the ALS. The lack of continuity in graduate program leadership—eight graduate directors (including three interim) in just ten
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years—has made it virtually impossible to articulate, develop, lobby for, and realize any comprehensive mission plan.
Pedagogy Courses: In 1999-2000 the Graduate Committee developed what is now English 592, Teaching Literature and Literary Studies, emphasizing the need for better training in pedagogy for our graduate students. English already had in place English 537: Teaching Composition and 539: Teaching Technical Writing. In 2003-2004, English 535: Teaching Creative Writing was added, and in 2004-2005 the Graduate Committee made taking pedagogy courses a requirement for all MA concentrations and for the PhD. As of Fall 2008, these courses are preferred pre-requisites for teaching at the 200 level. The Core Writing program does hold mandatory training sessions for all graduate Teaching Assistants, as well as concurrent enrollment in English 537 during the first semester of teaching. Our graduate program places a strong emphasis upon training students in pedagogical practices and theory, and many of our students have benefited on the job market from their training as well as their considerable experience (all TAs teach a 2/2 load after the first year) in teaching Core Writing, as well as up to sophomore level courses in their fields.
b. Information and Program Management
Another 1998-99 goal was to develop and implement an efficient and effective database system, that would enable the Associate Chair of Graduate Studies to collect, manage, and generate reports in such categories as enrollment, graduation, awards, admissions, ethnicity, and gender. In the following year, the Graduate Advisor and Associate Chair began using an Access database to track admissions, enrollment, and graduation data. This database does not have reporting functions, and in order to discover the information necessary to assess the graduate program, the data must be converted to Excel or factored out by hand. As of Fall 2008, we were still using the same Access database, with the result that the Graduate Advisor and Associate Chair spend inordinate amounts of time factoring through lists and compiling numbers and ratios (such as those found in this report) basically by hand. The graduate program—and the Department—need a database system that can generate such reports automatically, and the Graduate Advisor needs advanced training in database systems in order to facilitate effective gathering and processing of data.
Echoing the call for better data management first voiced in 1998-99, in 2004-2005 the Associate Chair Graduate Studies noted the need for better tracking of PhDs after graduation for such purposes as alumni relations, fundraising, and an understanding of the program’s effectiveness. We also need to do a much better job of tracking our MA student success, since many of these students go on to excellent PhD programs and find first-rate jobs in technical and professional writing and publishing. In 2007-2008 the British/Irish Literature, American Literary Studies, and the Rhetoric and Writing groups collected data on their PhD students. The English graduate office compiled this information on an Excel spreadsheet. We need a systematic process by which to update this alumni database and to use it for fund raising, outcomes assessment, and advertising. Arts & Sciences has allowed its IT person, Sterling Coke, to help us upgrade our database and that is currently in process; we look forward to the results.
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In 2006-2007 the Graduate Committee devised protocols and a form for an annual Academic Progress Report that students will complete and that their committee chairs’ will review annually. The data from this report will be collected electronically, and we have planned for the form itself to be made available electronically so that the students can complete the forms on-line. Ultimately, the data should be transferred into a permanent database that can generate reports to help manage student academic progress and help to measure learning outcomes and program outcomes. Students were to complete the form for the first time in February 2009; however, the Interim Associate Chair Graduate Studies could not complete this goal.
c. Communication
In 1999-2001 one of the key goals of the graduate program was to improve communication among graduate students and between graduate students and faculty, including the improvement of advising and community building activities. To that end, the Director of Graduate Studies worked with the English Graduate Student Association (EGSA) to sponsor brown-bag lectures (which had begun in the late 1990s), colloquia, and to promote the Southwest Symposium. The Associate Chair and Graduate Advisor also developed and maintain the Graduate List-serv and the graduate pages of the English Department website that have been modified since 1997. At present all Department web pages are being redesigned and revised.30 In Fall 2007 and 2008 time was set aside for both new and returning graduate student orientation, and the Associate Chair and Associate Chair for Core Writing held open meetings with the graduate students to communicate new policies and take questions about the programs from the students.
The Southwest Symposium, as at least two Graduate Annual Reports show, suffered from a lack of participation, particularly faculty, but also graduate student, participation. To rectify that, the EGSA in Spring 2007 and in Spring 2008 held the Symposium on two consecutive Fridays instead of on a single Friday/Saturday as in the past, and they encouraged graduate students from other programs, including Comparative Literature/Cultural Studies, American Studies, and Spanish/Portuguese (as well as faculty from those programs) to participate. Unfortunately, these measures did not help much, and in Fall 2008 the English Graduate Student Association decided to suspend indefinitely the Southwest Symposium and instead work with the English Department to sponsor colloquia and lectures.
The English Graduate Student Association in 2005-06 began hosting bi-weekly pizza nights, which have continued; and in Fall 2005 they organized a marathon reading of Leslie Silko’s Almanac of the Dead, with the first reader being Leslie Silko. English Graduate Student Association also has co-hosted the orientation reception, and hosted parties for graduate students. These have met with varying degrees of success. It appears that as the Department
30 When complete, these web pages will present data consistent with that found in the Departmental graduate handbook and the UNM Catalog.
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has grown, the Rhetoric & Writing, MFA, and Literature programs and their students have grown more independent from each other; as a result, a sense of Departmental unity has suffered. English Graduate Student Association and the Associate Chair of Graduate Studies have discussed holding colloquia on such topics as “What is English?” or “The (Dis)Unity of English as a Discipline” to open conversations about what the various programs and fields hold in common.
d. Graduate Student Funding and Support
As mentioned in several Annual Reports from past Associate Chairs of Graduate Studies, Department of English funding for graduate students remains comparatively low with respect to some peer institutions, and we have documented cases where students have not accepted our offers for admission because of better stipends, lower teaching loads, or fellowship supplemental support at other institutions. Because so much time and energy has been spent on curriculum development and changes, not enough time has been spent on development and funding. Nonetheless, some Graduate Directors have actively worked to get money to support our programs. In Spring 2000 and again in 2001, for example, then Graduate Director Gail Houston applied for a McCune Foundation grant, though it was not funded. In 2000, Houston even wrote to director Steven Spielberg to fund a Native American literature hire, a request that he acknowledged but did not grant. Houston also worked with Development Director Eric Sedillos to propose graduate projects for donors to fund but, again, with no results.
In Spring 2000 the Director of Graduate Studies and Department Chair raised the stipend for doctoral candidates by $500 per annum, and in the following year the chair implemented a one-time doctoral candidate course release so that candidates could work on their dissertations. The stipend increase should continue through 2009-2010, provided the Department can budget them in Spring. The Director of Graduate Studies in 2003-2004 lobbied to continue the course release initiative for doctoral candidates, but current budgetary and teaching needs threaten that research opportunity. In Spring 2008, graduate students could be Graduate Assistants for literature faculty; this opportunity provided another venue for graduate students to gain valuable research experience and ideally publishing experience. Continued funding woes prevent the Department from continuing this advantageous opportunity. Thus, graduate student funding remains an area that needs immediate and sustained attention.
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Recent Grad Enrollments
Numbers of those seeking admission are highest in the MFA program recently.
Table 5: Graduate Enrollment Trends 2005-2009
2005-06 2006-07 2007-08 2009 PhD/MFA/MA PhD/MFA/MA PhD/MFA/MA PhD/MFA/MA Number of 46 / 110 / 20 44 / 110 / 26 31 / 85 / 30 43 / 97 / 44 Applications Number Offered 9 / 14 / 7 16 / 15 / 13 21 / 21 / 22 14 / 15 / 21 Admission Number Who 9 / 14 / 7 8 / 15 / 10 11 / 8 / 10 6 / 6 / 12 Accepted Admission
As of Fall 2008, the total enrollment for the graduate program in English was 109 students in the following degree program:
Table 6: Graduate Enrollments Fall 2008
Graduate Program Enrollment Fall 2008 Field of Study Master of Arts 23 1 CW; 10 Lit/Lang; 2 Med Studies; 10 R/W Master of Fine Arts 38 15 fiction, 14 poetry, 9 creative nonfiction PhD 48 31 Lit/Lang; 6 Med Studies; 11 R/W Excluding one international student and those with undeclared ethnicity, 25% of our students in Fall 2008 represent ethnic minority populations.
Table 7: Gender/Ethnicity, Graduate Students, Fall 2008
Gender Ethnicity Male: 25 (23%) White: 72 (66%) Female: 84 (77%) Hispanic: 16 (15%) Native American: 5 ( 5%) Asian American: 2 ( 2%) African American: 1 ( 1%) Undeclared: 12 (11%) International: 1 (China)( 1%)
2. Methods and results of assessment of the effectiveness of the program in meeting its educational goals.
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Outcomes Assessment31: In 1998-99 the Associate Chair of Graduate Studies implemented an Outcomes Assessment plan, drawn up and approved the previous year, for the graduate program. Still in use today although undergoing some revisions, this plan calls for direct assessment of examinations, portfolios and dissertations using ranked evaluation forms with a set of numbered evaluation criteria. Readers of examinations, portfolios and dissertations submit these forms for every examination, portfolio and dissertation, and at the end of the academic year the Associate Chair tallies the cumulative scores for each criterion to determine whether or not we need to make some improvements to achieve our outcomes. In Fall 2008, a subcommittee started work on revising the evaluation criteria, turning them into Student Learning Outcomes, and writing rubrics to better achieve inter-rater reliability. These revisions and rubrics should be completed by the end of Spring 2010. The Graduate Program has been one of the sections at the forefront of our assessment efforts in the Department. See some of its assessment materials in the Appendix. Other sections are still in the earlier phases of this process.
Since 2000 outcomes assessments forms have been required of faculty serving on all MA, MFA, and PhD examinations and thesis/dissertation defenses. A data review was performed in 2007, evaluating outcomes assessment data from 2000 to 2006, and the Associate Chair for Graduate Studies and English Graduate Advisor have continued through 2007-2008 to collect data. Across the PhD dissertation and comprehensive exam, MA in Rhetoric and Writing Defense and MA Comprehensive exams, our assessment indicates that our graduate students have consistently scored lowest in the area of knowledge of secondary criticism and literary theory or, for the MA Comps, basic knowledge of literary analytical terminology.
The outcomes assessment analyses performed June-Aug 2009 for assessment forms completed in Fall 2007 through Summer 2008 show similar weakness in the evaluation of students’ knowledge and use of critical theory.
When they complete their degree programs, graduate students are asked to complete assessment forms by the Office of Graduate Studies and by the English Department. Department evaluations have not been systematically reviewed; however, a cursory review of these forms suggests that students are satisfied with their educational experience although most would prefer fewer courses shared with undergraduate students, more information about and input to future scheduling of graduate courses, and greater opportunities to publish or present at relevant conferences.
Of the many possible conclusions drawn from current data, two stand out. First, English faculty as a whole need to take completing these assessments more seriously. Because the form (see Appendix 2) centers on numerical assessment, some professors may be assigning either high evaluations or average-to-low evaluations without full deliberation. This explanation would, to some degree, explain differing rankings from members of the same committee and the lack of substantive comments about the rankings. Another conclusion deserves attention and
31 For sample outcomes assessments’ forms, see Appendix 2.
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discussion by not only the Graduate Committee but also the entire faculty. Given the nature of graduate study in literature, rhetoric, language, and creative writing, a numerically centered assessment instruments are inappropriate for humanities programs. Numerical data may be limited to considerations such as continuation of graduate/professional education, job placement, conference presentations or other publications, or satisfaction with their educational experience. Certainly a part of future assessments should include a periodic follow-up on recent graduates.
3. Changes that have occurred and that are planned based on the results of these assessments.
The major curricular change came about from a reexamination of the MA-Literature and Language. After studying alternative models of coursework and final projects, the Graduate Committee redefined the literary fields, added a pedagogical requirement, eliminated the comprehensive examination, and added a portfolio requirement. The current Graduate Committee plans to review the other MA concentrations and attempt to standardize the designation of literary fields.
The problems outlined above in III. History since 1996, last Academic Program Review affect the Graduate program profoundly. The lack of faculty, for example, has compromised the program’s ability to offer courses in literary theory (English 510 and 511) consistently. This academic year the absence of 510 forced the Associate Chair of Graduate Studies to advise students to take Comparative Literature 500, taught by Professor Pamela Cheek, as that course offers a comprehensive introduction to contemporary literary criticism and theory. Two graduate students—a PhD and an MA student—who took that course have recently added Criticism and Theory to their examination lists—an indicator of the value of that course to our English Department students. However, the role theory plays in all graduate degree programs in English demands more than a one-semester, introductory course no matter how inclusive that single class may be.
The scarcity of faculty has also prompted the Graduate Committee and the various disciplines within the Department to reassess how degree programs are designed. It has become impractical, for instance, to follow a comprehensive coverage model for the MA-Literature and Language because the Department lacks faculty to teach in all fields of British and American Literary Studies. By extension, the Associate Chair for Spring 2009 requested a three-year rotation of courses from each disciplinary field.
Most importantly, the Graduate Committee will turn attention to outcomes assessment issues. With time and much research, the Associate Chair for Graduate Studies believes the assessment forms can be improved and the data from these forms can advance the program’s educational objectives.
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4. Internships, experiential learning, or community outreach
Most graduate students receive financial aid in the form of Teaching Assistantships that require part-time work in teaching or Department or program administration while pursuing their degree programs. TAs receive stipends and a tuition remission for up to 12 credit hours per semester. During their first semester, first-year TAs teach only one section in the writing program and are required to take English 537: Teaching Composition, a graded practicum course that counts towards the required pedagogy or professional studies hours of the MA degree programs. After their first semester, TAs teach two sections per semester, mostly sections of the writing courses in the Core Curriculum, English 101, 102, 219, and 220. The award of a Teaching Assistantship also includes graduate student health insurance.
Approved three years ago by the Graduate Committee, teaching assistantships are limited to five semesters for MA students; six semesters for MFA students and MA students in the interdisciplinary Medieval Studies concentration; 10 semesters for PhD students; and 11 semesters for PhD students in the interdisciplinary Medieval Studies concentration. Students in the Medieval Studies concentration at the MA and PhD levels receive an added semester of funding because the concentration requires an interdisciplinary course load that exceeds the credit hours for MA and PhD literature students.
The Department of English offers a limited number of prizes, scholarships, internships, and fellowships to its students as well as paid opportunities to work on journals and other projects. Awards carry small financial rewards in the form of University credit toward tuition, books, and supplies. These awards include:
• Arms Endowed Fellowship • Buchanan-Arms Award; • Carl Grabo Memorial Dissertation Award • Graduate Award in Professional Writing • Graduate Student Service Award • Howard Dean Everett Scholarship • Irene B. Kimball Scholarship • Katherine Mather Simms Prize • Mary M. McDonald Award • Mark E. Everett Scholarship • Dale and Ivan Melada Scholarship in Professional Writing • American Academy of Poets Award • D.H. Lawrence Fiction Award • New Mexico Folklore Prize • Rudolfo Anaya Scholarship • Vicente Ximenes Scholarship
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Several University venues provide support to graduate students for research projects, conference participation, and related travel costs:
32 • Student Research Allocations Committee (SRAC ) grant • Specialized Travel (ST) grant • Graduate Research and Development (GRD) grant 33 • OGS Research Project and Travel (OGS-RPT ) grant • MLA graduate student travel grant • Department of English Research Project and Travel (RPT) grant • Medieval Studies Travel, Research, and Study Award
Although providing support for graduate students is the backbone of a Carnegie Foundation Research University with Very High Research Activity institution, UNM’s English Department has lost students to other universities that were able to offer better stipends, reduced teaching assignments, and more financial opportunities for research. Since the 1980s the Department has not had adequate scholarship and fellowship support for graduate students; therefore, graduate stipends that are primarily limited to assistantships have stagnated. The Associate Chair of Graduate Studies knows that many of our graduate students who must take jobs outside the Department to support themselves during graduate school. This situation should not be true at a Carnegie Foundation Research University with Very High Research Activity institution.
In the English Department, graduate students also have noted that often they feel that their role as TAs is attended to more than their role as graduate students; this is the result of our unique position as a department providing core writing courses for UNM at large. Without more funding for graduate students as graduate students, this circumstance will continue.
Community outreach: Much of the outreach to the community comes from the disciplinary groups rather than from the graduate program per se. For example, the Rhetoric & Writing faculty have included graduate students in their efforts to recruit community participation in Writing Across the Curriculum initiatives and the Civil Rights Symposia. Rhetoric & Writing also provides professional training for graduate students aiming at careers as writers and administrative experience for TAs. Further the Department encourages graduate students to participate actively in the Freshman Learning communities because these students learn from the tenure-stream faculty of other departments not only where writing fits into these other disciplines but how they as experts in language could fit into these fields.
32 UNM’s Graduate and Professional Student Association funds SRAC grants. SRAC funds research related to the completion of a degree as well as other research relevant to the applicant's field. SRAC also funds travel to conferences to present research. 33 The Office of Graduate Studies funds these grants to defray the costs of materials or equipment necessary to your research, and/or for travel required to collect data or to present the results of research at professional meetings. Because of the limited availability of funding, the selection process will be extremely competitive.
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The Creative Writing program sponsors the Poets and Writers series with monthly readings by students and by current visiting writers. The Works-in-Progress Series further holds readings each month. The M.F.A. includes a studies component that provides Creative Writing graduate students with the opportunity to teach creative writing at local high schools and other venues. Importantly, the Taos Summer Writers Conference, now in its tenth year, included in its faculty 2008 Pulitzer Prize winner Elizabeth Strout, along with Robert Boswell, Antonya Nelson, Jonis Agee, and Jesse Lee Kercheval. Much of the conference’s infrastructure was provided by a group of graduate and undergraduate interns.
English Graduate Student Association (EGSA) actively builds community in various ways including sponsoring brown-bag lectures (begun in the late 1990s) and various colloquia. For many years EGSA organized and promoted the Southwest Symposium, conference that until 2005 brought in speakers from across the nation. English Graduate Student Association in 2005-06 began hosting bi-weekly pizza nights, which have continued through Fall 2008. In Fall 2005 they organized a marathon reading, open to the public, of Leslie Silko’s Almanac of the Dead, with the first reader being Leslie Silko.
University Awards and Scholarships since 200034 Research/Scholarship: 2000: Ann Van Arsdall, Dean’s Dissertation Fellowship Jennifer Timoner, Graduate Dean’s Dissertation Award 2001 Mary Rooks, Graduate Dean’s Dissertation Award Jason Fichtel, Faulkner Society Award Mary Rooks and Shari Evans, American Society for 18th Century Studies Andy Smith, Fulbright lectureship to Germany (for 2002-2003), declined Paul Bogard, NM Folklore Prize 2005: Karmen Lenz, Tom L. Popejoy Dissertation Prize 2008: Maria Szasz, Tom L. Popejoy Dissertation Prize Danizete Martinez, Center for Regional Studies Graduate Fellowship 2008-09
Teaching 2000: Martha Ninneman, Outstanding Teaching Assistant of the Year Award (3 others nominated from English) 2001: Mary Rooks, Gunter Starkey Award Jason Fichtel, Carl Grabo Award Mary Rooks and Shari Evans, ASECS Teaching Award 2002: Scott Rode, Outstanding Teaching Assistant of the Year 2003: Lisa Ragsdale, Outstanding Teaching Assistant of the Year 2005: Lisa Ragsdale, Outstanding Teaching Assistant of the Year Award 2009: Leigh Johnson, College of Arts & Sciences Teaching Award
34 Does not include Creative Writing or Departmental awards.
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5. Analyses of information provided by the Office of Institutional Research and the Office of Graduate Studies relative to degree programs
The analyses of student enrollments, including information on graduation rates by concentration, ethnicity, gender, and other factors appear in the next section, Student Profile and Support Data.
6. Collaborations with other UNM academic units
As is true of the Undergraduate program, English offers many courses for graduate students in allied departments. Of particular note are the interdisciplinary graduate programs in Medieval Studies that require collaboration with History, Art History, and Foreign Languages and Literatures, as well as with the Institute for Medieval Studies. Candidates for the Graduate Certificate program in Women’s Studies may also take graduate English courses for credit in their program. Some of the courses English lists with other departments include
English Cross-listed 528: Studies in Reading & Literature for Teachers LLSS:35 528 541: English Grammars LING: 541 547: Old English/Norse LING:547 549: Middle English Language LING: 549 551: Uppity Medieval Women WMS: 479 COMP-L: 551
English Department graduate students have also taken advantage of the new Graduate Certificate in Women’s Studies, which was formally established in 2007. Approximately 12 English graduate students are co-enrolled in this program seeking this certification.
7. Extracurricular activities related to the program’s educational objectives
Even with restricted funding and limited human resources, the English Department and its Graduate programs have sought multiple opportunities to expand students’ engagement with the Albuquerque and New Mexico state communities. A sampling of the opportunities created for students includes:
• Regularly scheduled English Department Colloquia where faculty present works in progress for discussions with faculty and graduate students.
35 Language, Literacy, and Sociocultural Studies program, College of Education.
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• Teachers’ Institute: Bringing Writing into the Classroom, Creatively. A two-day institute for middle school and high school teachers of English and language arts in which participants have time to read, write, think, and talk with other teachers and writers. • University of New Mexico Spring 2009 Civil Rights Colloquium, Significant Voices: Women on Equal Rights and Sexual Justice. • Taos Summer Writers’ Conference and the Taos Teachers Institute. Held annually, the Conference offers a week of presentations, group discussions, and classroom instruction. The Institute offers classroom/workshop opportunities for participants. • The 18th and 19th century British Women Writers Conference returns to UNM in 2013. Many graduate students will present their work in progress at this national conference. • Medieval Studies Student Association is hosting Vagantes, a traveling graduate student conference founded in the Ivy League schools, in March 2010. • Writing Across the Communities/Curriculum (WAC) holds periodic conferences with individuals sharing pedagogical obligations within the English department, across the university system, and among New Mexico communities. WAC intends to build knowledge about the language and discourse backgrounds students bring to UNM. The annual meeting of the Medieval Association of the Pacific took place in March 2009 at UNM. About 15 UNM Graduate students presented papers at the conference—five of them from English. Another five were engaged in provide audio-visual services and registration assistance to conference participants. • Various grant agencies have provided financial support for English graduate students. Among these foundations are the Furthermore Foundation, the Puffin Foundation, the National Foundation for the Humanities, the New Mexico Foundation for the Humanities, the UNM Graduate Student Research Allocation Committee, and others. • Freshman Learning Communities offer graduate teaching assistants the opportunity to combine a first-year writing course with a course, typically taught by a tenure-stream professor, from a department outside English. • Medieval Studies (see below) offers numerous internships and outreach programs for graduate students.
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4. Medieval Studies Program
1. Educational objectives
The Medieval Studies programs in English consist of an undergraduate study minor and graduate concentrations.
At all degree levels, Medieval Studies makes available to students alternative means of approaching bodies of knowledge presently isolated in separate disciplines. At a graduate level Medieval Studies differs from the typical degrees in medieval English language and literature in that its course of study integrates diverse disciplines (e.g., History, Art History, Foreign Languages and Literatures), as well as targeting provocative points of intersections between the literatures and cultures of the Middle Ages and those of the present. Medieval Studies targets abilities such as the close reading of texts and the identification of rhetorical devices in various artistic media including history, art, science, and literature. The composite educational goals of Medieval Studies accentuate the program’s interdisciplinary nature.
Specifically, the graduate program targets a multicultural and interdisciplinary foundation for the study of the Middle Ages, preparing students either for future degree work or for teaching in the secondary schools. The doctoral program ensures that students have proficiency in Old and Middle English as well as considerable experience working in electronic media. This extensive traditional and forward-thinking preparation, encompassing both language and literature as well as computer-assisted pedagogies from visual and interactive programs, enhances the instructional flexibility of the program’s graduates.
Another important goal of Medieval Studies links it to other relevant disciplines such as Rhetoric, Professional Writing, Cultural Studies, and Computational Linguistics. For example, Medieval Studies students prepare editions of works from individual poems to Beowulf for traditional and electronic publication; these editions include definitive versions of the work, contemporary translations, introductions, annotations, critical interpretations, indices, and discussions of linguistic, literary, and cultural challenges found in each text.
2. Methods and results of assessment of the effectiveness of the program at meeting the educational goals
Like the field groups in literature (British Irish Literary Studies and American Literary Studies), Medieval Studies does not have its own formal assessment rubrics but rather depends on the Graduate and Undergraduate Assessment tools. It should be noted that, aside from the Graduate Program and Core Writing, the Department is in the initial stages of doing substantive assessment for all its programs.
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However, Medieval Studies does employ some specific assessment techniques that speak directly to the program’s educational goals. For example, doctoral students should be able to translate 60 lines of Old English in 60 minutes to confirm their proficiency in the language. For Middle English, students must be able to place various texts in their appropriate dialect areas as evidence of proficiency. Because Medieval Studies is a program with limited enrollment, the results of the program’s assessments have been holistic rather than quantitative. Overall since the last APR, Medieval Studies students have met the educational objectives at an expected level.
3. Changes that have occurred and that are planned based on the results of those assessments
Based on its history and periodic self appraisals, Medieval Studies stabilized and formalized its graduate degree program into two tracks: the traditional graduate degree in medieval literature and the more demanding interdisciplinary concentration degree in Medieval Studies. These curricular changes required • restructuring of the course offerings to illustrate advancement in the course of study, • implementing a new topics course as a response and accommodation to changes in the field, • introducing courses in manuscript and paleographic study, and • creating catalog copy and renumbering of course offerings as well as devising advisement sheets that permit cross-listings of medieval English courses with the Departments of Linguistics, Foreign Languages and Literatures, History, and with the program in Comparative Literature and Culture.
4. Internships, experiential learning, or community outreach
As a part of the curricular changes outlined above, the program established two annual and one-semester internships for graduate students: • Outreach internships for the Secondary Schools, • Webmaster internship for the Medieval Studies, and • Internship for the Visiting Scholar Program. In addition the program set up an endowed scholarship for scholarly achievement by alumni of the medieval studies graduate programs in English and for doctoral dissertations of distinction.
Outreach Program to the Secondary Schools: Founded in 1992, the Outreach Program to the Secondary Schools was originally in two parts: (1) an Annual Fall teachers' seminar, and (2) graduate student internship in the Albuquerque Secondary Schools. The Annual Fall Teachers' Seminar brought together secondary school teachers from New Mexico schools for a full day seminar/discussion of various topics. Previous Seminars focused on Dante, Viking migrations, Chaucer, Sir Gawain and the Green Knight among other topics. The internship, the Outreach Fellow, both works with administering the Fall Seminar and with staffing and presenting curricular modules in the secondary school system. Outreach Fellows have visited
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Cibola, Del Norte, Bosque Preparatory, Manzano, and Valley High Schools and visit Albuquerque Academy annually. The Outreach to the Secondary Schools is a program that has achieved national recognition by CARA and the Medieval Academy (now administered by IMS).
MEGSE Website: a research-oriented website for the advancement of the professional and scholarly lives of the Graduate Medieval Students in English, boasts such components as a research portal, an alumni segment, and blogs on public events and visiting faculty. The Webmaster intern created and maintains the MEGSE site. In the two years of its operation, the MEGSE site has been successful according to search engine results. In February 2009, the three major search engines (Google, Microsoft Live, and Yahoo) showed the MEGSE site as first in a search for "Medieval Graduate English.” For a "Medieval Graduate Students" search, MEGSE comes up first on Microsoft Live, second on Google, and fourth on Yahoo. That the site is reaching students internationally was suggested by an inquiry for admissions from an applicant in Jordan.
Visiting Scholar Internship: The intern holds study/review sessions for the visiting scholar’s courses, grades the students’ work, posts instructional materials to the Web CT course sites, orders course materials for the scholars’ courses, and lectures under the visiting scholar’s direction on specific topics for the courses.
5. Analyses of information provided by the Office of Institutional Research and the Office of Graduate Studies relative to degree program
The analyses of student enrollments, including information on graduation rates by concentration, ethnicity, gender, and other factors appear in the section Student Profile and Support Data (79-96). The numbers for doctoral students in Medieval Studies are included in the doctoral numbers provided by Office Institutional Research and Office of Graduate Studies.
6. Collaborations with other UNM academic units
As an interdisciplinary program, the Medieval Studies degree relies heavily on the talents of faculty in several other areas. The major contributors to this program are what ensure this program’s noteworthy success.
Department of History: Until 2007, the second strongest teaching component was in History, with Dr. Timothy C. Graham (Director of IMS) covering such important areas as manuscript studies, research and bibliography, and paleography, as well as teaching Anglo-Saxon History and the Christianity survey. As of Fall 2009, we are operating with three fewer faculty members in History. With the loss of Professors Jay Rubenstein (in the High Middle Ages) and Tom Sizgorich (Byzantine and Late Roman Periods), and with the retirement of Professor Richard Robbins (Russian History), the offerings in History have been drastically curtailed, although offerings in Medieval Islam continue (Professor Patricia Risso). The English Department is down
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to two members from having had 3 previously. It is hoped that the hiring freeze will be lifted so that academic programs can continue developing their charge as part of a Carnegie Foundation Research University with Very High Research Activity search One University.
Department of Art History: The offerings in Art History are steady on course and are developing, thanks to the efforts of Professor Justine Andrews whose expertise is in the Late Byzantine period, but who is able to teach the graduate survey courses in Early and Late Medieval Art. However, the program needs expertise in northern medieval Art and Architecture to be able to offer a complete complement of the study of Medieval Art.
Department of Foreign Languages and Literatures: The offerings in medieval languages are few in FLL, except for Latin and Greek; however this year Classical Latin/Greek Professor Warren Smith retired, and it is difficult to know if he will be replaced. At one time we did have a faculty member in Old French, but he was never replaced, and only a part-time instructor to teach Italian and an accelerated course in Dante, and this rarely. Our offerings in Advanced German (and in readings in Medieval German) are on a request basis, by which students gather the enrollment necessary and petition the Dean's Office for the class to be offered, hardly the desired state of a department at a Carnegie Foundation Research University with Very High Research Activity University.
Department of Spanish and Portuguese. A small but important representation in Medieval Spanish taught under Professor Anthony Cardenas who teaches the traditional and essential canon, as well as a course in Medieval Spanish paleography.
Department of Music: With the retirement of Professor Susan Patrick, our music offerings have disappeared from the roster of courses we can proffer to our students. Again it is difficult to know when she might be replaced, for a recent search for a replacement unfortunately failed.
Department of Philosophy: The lack of a permanent faculty member in medieval philosophy, one who specializes in the subject matter from Augustine to Descartes, is, next to the losses we've incurred in History, the most serious deprivation UNM students, who are attending a Carnegie Foundation Research University with Very High Research Activity university that is supposed to offer them a first rate graduate degree, must bear.
7. Extracurricular activities related to the program’s educational goals
Medieval Studies Student Association (MSSA) is an official ASUNM chartered UNM student organization comprised of students from a variety of disciplines and majors who have a common interest: medieval studies and related topics. At least half of Medieval Studies Student Association members are students in the Department of English. MSSA, advised since 2001 by Prof. Anita Obermeier, offers a mix of academic and social activities: medieval movie nights; pre-professionalization workshops on writing abstracts for conferences, CVs, publishing in the field of medieval studies, to name a few; semiannual colloquia where students present papers written for their classes, practice papers they are going to present at national conferences, and
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hone their session chairing skills; co-sponsoring the Institute for Medieval Studies’ Works in Progress Series and providing support at Institute of Medieval Studies Outreach events, such as the annual Spring Lecture Series . MSSA students raise funds through book and bake sales as well as Medieval Studies Student Association branded merchandise. They have devoted some of their funds to buy scholarly books and journals to donate to Zimmerman library to shore up gaps in the library’s collection. In March 2010, MSSA is the official host for Vagantes, a prestigious traveling graduate student conference that originated in the Ivy League and is co- sponsored by the Medieval Academy. The students have raised more than $10,000 to pay for Vagantes.
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11. Student Profile and Support Data 1. Enrollment figures 1. Overall Enrollment
In a report done by the English Chair in 2007, covering the period of 2002-07, the following information was identified regarding the different programs in regards to combined graduate and undergraduate enrollment patterns:
Table 8: Overall Enrollment Percentages 2002-2007
Courses/Field Enrollment Specific enrollment percentage percentages Core Writing courses 101, 102, 219, 220 66% Creative Writing 221-660 7% Literature 4 % ALS 150-660 18.5 7% BILS 7% misc Rhetoric/Writing 6% 240-660
In terms of numbers of sections of courses offered, English listings from 2002-2007 were
Table 9: Enrollments by number of sections, students, and fields
Core Creative Rhetoric/ Total Writing Literature Writing Writing Enrollment #sect total #sect total #sect total #sect. total AY 02-3 298 6632 107 1767 39 614 40 527 9861 AY 03-4 313 6835 108 1894 42 615 35 491 10,235 AY 04-5 324 7091 116 1977 53 764 47 712 10.925 AY 05-6 338 7522 110 2043 49 766 51 638 11,165 AY 06-7 324 6806 111 2171 52 761 51 679 10,814
5Yr avg 319 6977 110 1962 47 704 45 609 10,600 3Yr avg 329 7137 112 2084 51 764 50 676 10,968 % all 66% 7% 6% % w/o core writing 54% 19% 17%
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2. Core Writing Enrollments
Table 10: Core Writing Enrollments, Fall 1997-Fall 2008
Core Writing Enrollments Fall 1997-Fall 200836
101 102 219 220 Semester #sect enrolled #sect enrolled #sect enrolled #sect enrolled Fall 97 77 1665 39 716 Spring 98 25 505 62 1202 Fall 98 91 1946 34 603 Spring 99 31 630 66 1266 Fall 99 93 2137 41 873 9 4 Spring 00 Fall 00 100 2065 44 878 Spring 01 31 627 68 1410 Fall 01 85 1870 44 872 Spring 02 30 616 70 1445 Fall 02 97 2154 44 948 19 424 6 128 Spring 03 29 653 75 1694 20 436 9 195 Fall 03 101 2241 45 972 25 539 8 175 Spring 04 30 638 73 1603 21 449 10 218 Fall 04 103 2243 45 990 28 571 13 287 Spring 05 30 655 72 1613 22 492 11 240 Fall 05 94 1986 56 1224 29 641 15 339 Spring 06 27 596 76 1648 26 550 15 338 Fall 06 89 1858 51 1124 26 570 15 331 Spring 07 29 586 78 1554 22 476 14 307 Fall 07 90 1900 51 1109 27 573 11 235 Spring 08 25 510 80 1638 21 451 15 335 Fall 08 85 1870 52 1092 25 576 14 305
3. Undergraduate enrollments
Over the four years between 2002-03 and 2005-06, the annual enrollment in English 101, 102, 219, and 220 rose from 6632 to 7322, an increase of 10.4%. These courses regularly account for 70% of the total hours taken in English. Over the five years, from 2002-07, there was an increase in students in 101 of 13%, in 102 of 1%, in 219 of 22% and in 220 of 98%. In literature, British Irish Literary Studies experienced 15% growth, American Literary Studies remained flat37
36 Incomplete data. 37 ALS growth was 21% from 02-03 to 04-05, but numbers fell in the next two years.
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and miscellaneous increased 41%.38 Creative Writing experienced a 24% increase in students over the five-year period, and Rhetoric and Writing experienced a 29% increase.
Total students enrolled and student credit hours in English grew 13%. Increases were marked in Creative Writing (+ 24%), Professional Writing (+ 19%) and Literature (+ 18%). In the Core Writing curriculum, the notable increases are in English 219 (+ 38%) and English 220 (+ 210%). In Spring 1996, Office of Institutional Research notes English had 354 majors. Eight years later (2003-04), the number had risen to 406. In 2005, according to Office of Institutional Research English had 497 majors; Department figures record 533 majors, an increase of 40% over ten years.
Slightly more than half our majors choose the two concentrations that focus on literary study. Another quarter to third entered Creative Writing.
Official enrollment in English requires that a student follow the Arts & Sciences core curriculum that designates fields and courses beyond the University’s Core. Students who do not want to complete Arts & Sciences core but do want the English curricula will finish their degrees through University College, which does not designate majors. Therefore, English undergraduate major numbers should be over 500 as opposed to Office of Institutional Research data.
Table 11: OIR Data: Undergraduate Declared Major in English
Declared Major: English
Undergraduate Students in Undergraduate Studies with Declared Major in Discipline 2000 2001 2002 2003 2004 2005 2006 2007 2008 Freshman 36 28 29 25 27 41 46 57 81 Sophomore 24 21 24 23 19 43 39 55 56 Junior 2 5 3 7 2 11 11 6 Senior 1 2 2 1 2 Total 63 54 56 48 55 86 98 124 145
Undergraduate Students with Declared Major Admitted to Major College 2000 2001 2002 2003 2004 2005 2006 2007 2008 Freshman 2 8 4 8 5 5 Sophomore 21 21 25 29 67 62 38 55 63 Junior 60 46 62 66 125 155 124 146 175 Senior 97 66 78 85 166 180 208 231 209 Total 180 141 169 188 363 402 370 432 447
38 “Miscellaneous Literature” includes 150, 250, 292-293, 315, and other non-national courses.
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Table 12: OIR: English Department Undergraduate Student Credit Hours
2004-05 2005-06 2006-07 2007-08 2008-9 Freshman 88620 87090 80595 81780 83910 Sophomore 42305 48414 45745 45280 45140 Junior 17475 16080 18405 18090 18420 Senior 12901 15359 16366 17142 15368
As can be seen in Table 14 below, minority students accounted for an average of 36% of Department enrollments from 2004-08. Women accounted for about 68% of enrollments. Table 14 documents that, over the period 2004-08, an average of 38.5% of English major graduates were minorities and 68.5% were women.
Table 13: OIR: Undergraduate Enrollments by Sex/Minority
Af/Am Am Ind Asian Hisp White NR Total Minority 2004 F 8 18 4 60 133 16 37.5% M 2 9 4 30 62 16 36.6% Total Minority Combined: 37.2% 2005 F 9 16 3 57 155 22 32.4% M 2 5 5 31 80 17 30.7% Total Minority Combined: 31.8% 2006 F 4 14 1 64 145 17 33.9% M 4 10 4 33 65 9 36.2% Total Minority Combined: 36.2% 2007 F 8 17 3 73 154 16 37.3% M 4 14 2 39 89 13 36.6% Total Minority Combined: 37.0% 2008 F 12 12 7 77 157 14 38.7% M 3 12 3 51 89 0 41.1% Total Minority Combined: 39.6%
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Table 14: OIR: Undergraduate Degree Recipients by Sex/Ethnicity
Af/Am Am Ind Asian Hisp White NR 2004 F 0 3 0 12 38 3 M 0 0 1 10 17 2 % Minority Combined: 36% % Female: 65% 2005 F 4 2 0 12 47 4 M 0 0 0 7 18 3 %Minority combined: 32.9% % Female: 71% 2006 F 1 1 1 21 47 5 M 0 2 2 11 18 5 % Minority combined: 37.5% % Female: 73% 2007 F 1 2 1 19 36 8 M 2 1 0 12 24 4 % Minority combined: 47.2% % Female: 66% 2008 F 2 3 0 9 24 2 M 0 1 0 5 12 1 %Minority combined: 38.9% % Female: 67.7%
4. Graduate enrollments
a. Enrollment, admissions, recruitment, and retention
Enrollments: A key concern in 1998-99 was the high number of PhD students in the program who advanced to candidacy and the inordinately high ratio (74%) of doctoral/dissertating candidates to doctoral students. In following years, Directors of Graduate Studies reduced these numbers by holding dissertation writing boot camps over intercession, setting up writing workshops, and distributing information on how to write a prospectus and navigate the dissertation. In 2001-2002 English 593: Academic Publishing was launched to help students become more effective academic writers. As explained in the history of the graduate program (56-60), new requirements for MA examinations and portfolios and PhD reading lists have been implemented to accelerate students to the portfolio and the dissertation.
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Table 15: Graduate Enrollments 1999-2008
1998- 1999- 2000- 2001- 2002- 2003- 2004- 2005- 2006- 2007- 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 PhD 63 64 57 46 42 45 42 34 40 44 PhD/ABD 63/47 64/40 57/37 46/24 42/15 42/21 42/21 34/15 40/16 44/25 %ABD 74% 62% 65% 52% 36% 50% 50% 44% 40% 57% MFA or ** ** ** ** ** ** ** 24 38 37 MA/CW 24 22 20 23 30 38 37 ** ** ** MA Lit 23 25 17 16 20 23 23 10 13 11 MA-R/W 4 12 13 16 17 19 18 14 20 19 Totals 114 123 107 101 109 130 120 82 111 111
As Table 16 shows, English has been effective in reducing the numbers of dissertating students from 47 in 1998-99 to as low as 34 in 2005-2006, reducing the ratio from high in 1998 of 74% to as low as 36%. Since 2005-06 that ratio has increased to the current 57%, but the total number of students is 25 doctoral candidates out of a total PhD enrollment of 69.
Table 16 also shows that our total enrollments have remained fairly steady over the last eight years, although proportionately we have seen a decline in the enrollments in the MA in Literature, a rise in enrollments to the MA in Rhetoric and Writing (which included Professional Writing), and a relatively steady average of about 42 PhD students. One of the goals of 1998-99 was to reduce the number of PhD students and increase enrollments for the various MA concentrations; we seem to have accomplished that goal.
Recent Graduate Enrollment: Enrollment trends have remained stable with one exception: the MFA program’s application and enrollment figures indicate that it is the most highly competitive program.
2005-06 2006-07 2007-08 2009 PhD/MFA/MA PhD/MFA/MA PhD/MFA/MA PhD/MFA/MA Number of 46 / 110 / 20 44 / 110 / 26 31 / 85 / 30 43 / 97 / 44 Applications Number Offered 9 / 14 / 7 16 / 15 / 13 21 / 21 / 22 14 / 15 / 21 Admission Number Who 9 / 14 / 7 8 / 15 / 10 11 / 8 / 10 6 / 6 / 12 Accepted Admission
As of Fall 2008, the total enrollment for the graduate program in English was 109 students in the following degree programs:
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Table 16: Graduate Enrollments, Fall 2008
Graduate Program Enrollment Fall 2008 Field of Study Master of Arts 23 1 CW; 10 Lit/Lang; 2 Med Studies; 10 R/W Master of Fine Arts 38 15 fiction, 14 poetry, 9 creative nonfiction PhD 48 31 Lit/Lang; 6 Med Studies; 11 R/W
Excluding one international student and those with undeclared ethnicity, 25% of our students in Fall 2008 represent ethnic minority populations.
Table 17: Demographics, Graduate Students, Fall 2008
Gender Ethnicity Male: 25 (23%) White: 72 (66%) Female: 84 (77%) Hispanic: 16 ( 15%) Native American: 5 ( 5%) Asian American: 2 ( 2%) African American: 1 ( 1%) Undeclared: 12 (11%) International: 1 (China)( 1%)
b. Admissions
In 2003-2204 Spring admissions were permanently suspended and the deadline for applications moved to February 1; this deadline has now been moved up to January 1 to account for delays in processing applications by the Admissions office. We continue to admit only PhD students whom we are willing—and financially able—to offer assistantships.
In 2004-2005, the Graduate Committee recommended holding PhD admissions to a maximum of 8 per annum, so that we would have a good balance between our admissions and our job placement. As Table 13 shows, our PhD acceptance rates have fluctuated from a low of three in 2001-2002 to a high of 11 in 2007-2008. The average has pushed up, rather than down, from 2004-2005, so we need to be careful to keep our PhD admissions nearer eight in the near future. As Table 3 shows, our PhD acceptance ratio has increased over previous years, so we should perhaps initially offer fewer PhD students admission.
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Table 18: Graduate Programs’ Admissions Data by Numbers of Applicants, Offers, and Acceptances
1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 PhD Apply 39 23 22 28 28 38 #39 46 44 31 Admit 14 13 19 9 9 17 # # 16 21 Accept 6 6 10 3 3 8 # 9 8 11 MFA or **40 ** ** ** ** ** ** ** ** MA-CW ** Apply 31 33 28 36 36 45 # 110 110 85 Admit 9 14 10 13 13 14 # # # 21 Accept 5 10 5 7 7 13 # 14 15 8 MA-Lit41 Apply 29 22 20 34 34 14 # 20 # 34 Admit 18 12 13 20 20 9 # # # 16 Accept 12 8 8 9 9 5 # 742 5 11 MA- R/W43 8 7 10 1144 11 8 # 10 # 9 Apply 5 4 8 7 7 5 # # # 6 Admit 5 2 5 3 3 5 # 5 5 3 Accept
39 Data missing. 40 Department records data for MA-CW until 2004/05; after this date, English admits only to MFA. 41 Includes applicants to Medieval Studies MA concentration. 42 AY 2005-2006. Total number of MA applicants (27) was not broken down by subcategories in the report. 43 MA Rhetoric and Writing (R/W) includes Professional Writing (PW) 44 AY 2002-2003: The numbers for admissions in AY 2001-2002 and 2002-2003 are identical; it appears the AY 2002-2003 report used the same table as 2001- 2002 without entering changes for AY 2002-2003.
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Table 19: Graduate Program’s Enrollment Numbers: Admissions, Acceptances, Ratio Admit:Accept) (MedS is listed under MA Lit)
1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 PhD Admit 14 13 19 9 9 17 #45 # 16 21 Accept 6 6 10 3 3 8 7 9 8 11 Ratio 42% 46% 52% 33% 33% 47% # # 50% 52% MFA or **46 ** ** ** ** ** MACW ** ** ** ** Admit 9 14 10 13 13 14 # # # 21 Accept 5 10 5 7 7 13 6 14 15 8 Ratio 55% 71% 50% %47 % % 3 3 # 38% MA: Accept 13 MA Lit48 Admit 18 12 13 20 20 9 # # # 16 Accept 12 8 8 9 9 5 # 749 5 11 Ratio 66% 66% 61% 45% 45% 55% # # # 68% MA-R/W°50 Admit 5 4 8 751 7 5 # # # 6 Accept 5 2 5 3 3 5 # 5 5 3 Ratio 100% 50% 62% 43% 43% 100% # 50%
45 Missing data. 46 Department records data for MA-CW until 2004/05; after this date, English admits only to MFA. 47 These ratios differ from those reported in some annual reports because the annual reports calculated acceptance ratios based on the total number of applicants, not on the total number of applicants offered admission. 48 Includes MA in Medieval Studies 49 AY 2005-2006. Total number of MA applicants (27) was not broken down by subcategories in the report. 50 MA Rhetoric and Writing (R/W) includes Professional Writing (PW) 51 AY 2002-2003: The numbers for admissions in AY 2001-2002 and 2002-2003 are identical; it appears the AY 2002-2003 report used the same table as 2001- 2002 without entering changes for AY 2002-2003.
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c. Recruitment
The Graduate Advisor and Associate Chair of Graduate Studies coordinate advertising and recruitment activities. In addition to maintaining program information on the graduate pages of the Departmental Website and mailing out posters to selected universities and colleges, the Associate Chair has routinely participated in Evening Weekend Degree Program recruitment events, when these are held. After applicants have been accepted, the Associate Chair and Graduate Advisor, along with English Graduate Students Association, have organized faculty/graduate student phone banks to contact first-choice applicants. The Associate Chair has given presentations to or organized departmental tours of the department in conjunction with the McNair Scholars Program, and in 2000-2001 the Associate Chair wrote a set of guidelines to help applicants assemble a strong application to the graduate program. As we see in Table 2, after a rise in applications in 2005 through 2007, the Department saw a drop in overall applications, including to the MFA program, in 2007-2008.
From 1997 on, Annual Reports note the Department of English must reduce teaching loads and increase funding for higher salaries and for fellowships or scholarships in order to attract and recruit the best students into our program. As some reports show, UNM often loses out to other peer institutions who can offer little or no teaching in the first year, lower teaching loads, or higher pay.
d. Retention
Although we have not collected accurate figures, our attrition rate from the MA and PhD programs is quite low. On average over the last four or five years, we have seen at most 3 to 5 students a year leave the program without a degree. Thus, attrition is less than 1.5%. Many students who leave do so because of personal rather than academic reasons.
To retain students in 1999-2000 the Director of Graduate Studies prepared guidelines for MA students taking exams and writing portfolios and dissertations. In that year a full time staff Graduate Program Advisor was appointed and an emphasis placed upon improving advisement for graduate students. All Directors of Graduate Studies have lobbied directly and indirectly for better funding for our students and while some modest improvements have been made (e.g., course release for dissertating students, opportunities for SACs in Freshman Learning Communities) no real advances have been made over the last five years.
In 2000 and 2001, the Associate Chair of Graduate Studies held a Scholar’s Retreat during intercession to help stalled dissertation writers jumpstart their writing. All Associate Chairs of Graduate Studies have worked with the Graduate Program Advisor and the English Graduate Student Association to improve communication within the Department. Still, a Fall 2008 survey by EGSA shows that graduate students still want more effective advisement, more contact with their committee chairs, and better communication within the Department overall.
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The English Department Graduate Handbook has been continually revised to keep students well informed about their program requirements as well as Departmental and Office of Graduate Studies policies and procedures. In 2007-2008 the Associate Chair of Graduate Studies, Core Writing Director, and Graduate Committee set clear policies on TA renewals and extensions, leaves of absence; redefined doctoral candidacy to be consistent with the Office of Graduate Studies definition for purposes of departmental ABD raise requests and one-time course release to students who complete their PhD examinations.
Table 20: Overall Graduation Totals, 1998-2008 (MedS is listed under MA Lit)
1998- 1999- 2000- 2001- 2002- 2003- 2004- 2005- 2006- 2007- 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 PhD 13 7 12 12 2 8 10 4 3 5 MFA or ** ** ** ** ** ** ** 9 11 6 MA/CW * * * 8 8 5 6 3 MA 13 13 16 MA Lit * * * 4 12 3 14 5 3 5 MA - * * * 2 2 2 5 6 9 8 R/W°
Ethnic and gender diversity: The 2003-2004 Annual Graduate Program Report includes an analysis of ethnic and gender diversity, noting that percentage of graduate students from ethnically diverse populations rose from 10% to 20% of the graduate population from Fall 2003 to Fall 2004. As of Fall 2008, that figure has increased to 25% among those reporting ethnicity. More consistency and accuracy in how we gather and report this information is needed. The number of women enrolled in the program has steadily remained high relative to the number of men; as of Fall 2008 77% of our graduate students are women, compared to 71% from the previous year. The following tables provide a breakdown of incoming enrollments for MAs, MFAs, and PhDs for 2004-08.
Academic Program Review, 2004-2009 Page 112
Table 21: MA Degrees by Ethnicity/Gender52
Af/Am Am Ind Asian Hisp White NR Total Minority 2004 F 0 0 1 2 14 0 3 M 0 0 0 2 7 0 2 % Minority: 19% % Female: 65.3% 2005 F 0 0 1 1 7 0 2 M 0 0 0 0 5 9 0 % Minority: 47% % Female: 39% 2006 F 0 0 0 1 4 0 M 0 0 0 0 1 0 % Minority: 16% % Female: 83% 2007 F 1 0 2 5 6 0 M 0 0 0 0 0 2 % Minority: 62.5% % Female: 87.5% 2008 F 0 0 0 0 1 0 M 0 0 0 0 0 0 % Minority: 0 % Female: 100%
52 Data supplied by OIR.
Academic Program Review, 2004-2009 Page 113
Table 22: MFA Degrees by Ethnicity/Gender53
Af/Am Am Ind Asian Hisp White NR 2005 F 0 0 0 0 0 5 M 0 0 0 0 1 3 % Minority: Indeterminable % Female: 55% 2006 F 0 0 0 0 2 1 M 0 0 0 0 1 6 % Minority: Indeterminable % Female: 30% 2007 F 0 0 0 0 0 5 M 1 1 0 0 0 0 % Minority: Indeterminable % Female: 71.4% 2008 F NA NA NA NA NA NA M NA NA NA NA NA NA
53 Data supplied by OIR.
Academic Program Review, 2004-2009 Page 114
Table 23: PhD Degrees by Ethnicity/Gender54
Af/Am Am Ind Asian Hisp White NR 2004 F 1 0 0 1 7 0 M 0 0 0 0 2 0 % Minority: 18% % Female: 81.8% 2005 F 0 0 0 0 2 0 M 0 0 0 0 2 0 % Minority: 0 % Female: 50% 2006 F 0 0 1 0 1 0 M 0 0 0 1 0 1 % Minority: 75% % Female: 50% 2007 F 0 0 0 0 2 0 M 0 0 0 0 0 0 % Minority: 0 % Female: 100% 2008 F 0 0 0 0 3 0 M 0 0 0 0 1 0 % Minority: 0 % Female: 75%
Table 24: Graduate Student Credit Hours Generated55
04/05 05/06 06/07 07/08 08/09
Grad 11284 10046 10039 9511 9274
Graduate Courses Offered
We have data for the following listed semesters. Typically the Department offers 31-33 graduate courses a semester, balancing between the different sections. University of Oklahoma had 9 graduate courses for spring 2009, 8 in fall 2009, 8 in spring 2010. University of Utah is close to our graduate enrollment (UNM=109, UofU=93), and they also offer 8-10 courses a
54 Data supplied by OIR. 55 Data supplied by OIR.
Academic Program Review, 2004-2009 Page 115 semester. What is also surprising is how many of our graduate courses are taught by part-time staff or lecturers over time: 7 in fall 2006, 10 in fall 2007, 11 in spring 2008, 7 in fall 2008, 5 spring 2009, 3 fall 2009, 10 spring 2010. Many of the graduate course listed below were also offered as slash courses with the undergraduate 400-level equivalent; the graduate students have repeatedly made known their dislike of graduate courses.
Fall 2006 ENGL 500 Intro to Prof Study of English Jesse Alemán ENGL 501 Intro Profession for Writers Sharon Warner ENGL 511A ST: Indigenous Feminism Elizabeth Archuleta ENGL 511B ST: Intro Fem Theory Ann Cacoullos ENGL 514 Documentation Jonathan Price ENGL 517 Editing Lynndianne Beene ENGL 518 Proposal & Grant Writing Valerie Thomas ENGL 518 Proposal & Grant Writing Valerie Thomas ENGL 519 Visual Rhetoric Scott Sanders ENGL 520A T: Writing With Class Tropes Jerome Shea ENGL 520B T: Communicating Sci Diana Northup ENGL 520C T: Blue Mesa Editoral Joan Schweighardt ENGL 520D T: Writers in School Levi Romero ENGL 521 Creative Writ Wrk Fiction Julie Shigekuni ENGL 522 Creative Writing Wkshp Poetry Diane Thiel ENGL 523 Creative Writ Wrk Non-fiction Joy Harjo ENGL 537 Teaching Composition Susan Romano ENGL 537 Teaching Composition Michelle Kells ENGL 540C T: Intro to Old Irish Bettina Kimpton ENGL 542 Major Texts in Rhetoric Charles Paine ENGL 547 Old English Helen Damico ENGL 551A T: Vikings and Viking Women Helen Damico ENGL 554 Restoration & Early 18C Carolyn Woodward ENGL 556 British Romanticism Gary Harrison ENGL 559 Irish Literature Mary Power ENGL 559 Irish Literature Mary Power ENGL 561 American Romanticism Gary Scharnhorst ENGL 571 20th Century Drama David Jones ENGL 572 Contemporary Literature Feroza Jussawalla ENGL 580A T: V.S. Naipal Feroza Jussawalla ENGL 586 British Fiction Lynndianne Beene ENGL 587 Genre Studies Gregory Martin ENGL 587 Genre Studies Joy Harjo ENGL 650A Sem: Chaucer and Friends Anita Obermeier ENGL 660A Sem: Trans Atl Moderism Matthew Hofer ENGL 664A Sem: Studies in Am Lit Gerald Vizenor ENGL 582 Shakespeare Carolyn Woodward
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ENGL 587 Genre Studies Carolyn Woodward
Fall 2007 ENGL 500 Intro to Prof Study of English Gary Harrison ENGL 501 Intro Profession for Writers Sharon Warner ENGL 511 ST: Post Structural Fem Theory Kathryn Wichelns ENGL 511B ST: Feminist Theory Rinita Mazumdar ENGL 513 Scientific Envir Medical Writ Janet Yagoda-Shagam ENGL 518 Proposal & Grant Writing Wanda Martin ENGL 518 Proposal & Grant Writing Philip Tietjen ENGL 519 Visual Rhetoric Valerie Thomas ENGL 520 T: Tutoring College Writing Michelle Kells ENGL 520A T: Writing With Class Tropes Jerome Shea ENGL 520B T: Writing for the Web Jonathan Price ENGL 520C T: Writing for Non-Profits Kathleen Sandner ENGL 520D T: Writers in School Levi Romero ENGL 521 Creative Writ Wrk Fiction Daniel Mueller ENGL 522 Creative Writing Wkshp Poetry Joy Harjo ENGL 523 Creative Writ Wrk Non-fiction Gregory Martin ENGL 537 Teaching Composition Wanda Martin ENGL 540 T: Rhet of 20th C Civil Rights Michelle Kells ENGL 541 English Grammars Hector Torres ENGL 542 Major Texts in Rhetoric Susan Romano ENGL 547 Old English Helen Damico ENGL 559 Irish Literature Mary Power ENGL 559 Irish Literature Mary Power ENGL 564 Adv Study in Native Lit & Rhet Joy Harjo ENGL 564 Adv Study in Native Lit & Rhet Susan Scarberry-Garcia ENGL 568 T: History of America Drama David Jones ENGL 568 T: 19th C Amer Women Writers Gary Scharnhorst ENGL 568 T: Hip Hop Finnie Coleman ENGL 572 Contemporary Literature Scarlett Higgins ENGL 587 Genre Studies Diane Thiel ENGL 610 Sem: Globalization & Lit Study Hector Torres
Spring 2008 ENGL 510 Criticism & Theory Pamela Cheek ENGL 513 Scientific Envir Medical Writ Michele Marsee ENGL 514 Documentation Erin Lebacqz ENGL 516 Biography & Autobiography David Dunaway ENGL 517 Editing Susan Hines ENGL 517 Editing James Burbank ENGL 518 Proposal & Grant Writing Philip Tietjen ENGL 518 Proposal & Grant Writing Valerie Thomas
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ENGL 518 Proposal & Grant Writing Richard Marchese ENGL 519 Visual Rhetoric Valerie Thomas ENGL 520 T: Writing for the Web Philip Tietjen ENGL 520 T: Ethics James Burbank ENGL 520 T: Intercult Rhetort & PW Michelle Kells ENGL 521 Creative Writ Wrk Fiction Julie Shigekuni ENGL 522 Creative Writing Wkshp Poetry Amy Beeder ENGL 523 Creative Writ Wrk Non-fiction Diane Thiel ENGL 535 Teaching Creative Writing Gregory Martin ENGL 538 Writing Theory for Teachers Wanda Martin ENGL 540 T: Rhetoric & Identity Cheryl Glenn ENGL 543 Contemp Texts in Rhetoric Michelle Kells ENGL 545 History English Lang Lynndianne Beene ENGL 548 Beowulf & Other Topics Helen Damico ENGL 551 T: Medieval Research & Biblo Timothy Graham ENGL 562 American Realism & Naturalis Gary Scharnhorst ENGL 565 Chicano-a Literature Jesse Aleman ENGL 568 T: African Diaspora in Film Dorothea Fischer-Hornung ENGL 572 Contemporary Literature David Jones ENGL 579 Postcolonial Literatures Rajeshwari Vallury ENGL 581 Chaucer Anita Obermeier ENGL 582 Shakespeare Marissa Greenberg ENGL 587 T: Spoken Word Levi Romero ENGL 587 T: Stylistics Analysis Jerome Shea ENGL 587 T: Theory of Fiction Daniel Mueller ENGL 640 Sem: Engl Study and Tech Susan Romano ENGL 650 Sem: Dickens & the Deranged Gail Houston ENGL 660 Sem: Identity Politics 20 C Finnie Coleman
Fall 2008 ENGL 500 Intro to Prof Study of English Gary Harrison ENGL 511 ST: Feminist Theory Ann Cacoullos ENGL 515 Publishing David Dunaway ENGL 517 Editing James Burbank ENGL 518 Proposal & Grant Writing Richard Marchese ENGL 518 Proposal & Grant Writing Valerie Thomas ENGL 518 Proposal & Grant Writing Philip Tietjen ENGL 519 Visual Rhetoric Valerie Thomas ENGL 520 T: Writing With Class Tropes Jerome Shea ENGL 520 T: Writing for the Web Philip Tietjen ENGL 520 T: Writing & Culture Studies Michelle Kells ENGL 521 Creative Writ Wrk Fiction Julie Shigekuni ENGL 522 Creative Writing Wkshp Fiction Joy Harjo ENGL 523 Creative Writ Wrk Non-fiction Gregory Martin
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ENGL 537 Teaching Composition Wanda Martin ENGL 540 T: Lit & Culture Am English LynnDianne Beene ENGL 542 Major Texts in Rhetoric Michelle Kells ENGL 549 Middle English Lang Anita Obermeier ENGL 555 Middle to Late 18C Pamela Cheek ENGL 556 British Romanticism Gary Harrison ENGL 557 Victorian Studies Aeron Hunt ENGL 559 Irish Literature Mary Power ENGL 568 T: Asian American Literature Shirley Louis ENGL 568 T: The Sixites in America David Jones ENGL 574 Contemp Southwest Literature Jesse Alemán ENGL 586 British Fiction Lynndianne Beene ENGL 587 Genre Studies Matthew Hofer ENGL 592 Teaching Lit& Literary Studies Gail Houston ENGL 610 Sem: Narrative Theory Hector Torres ENGL 650 Sem: Beowulf & Old Testament Helen Damico ENGL 660 Sem: Amer Literary Naturalism Gary Scharnhorst
Spring 2009 ENGL 501 Intro Profession for Writers Sharon Warner ENGL 510 Criticism & Theory Pamela Cheek ENGL 510 Criticism & Theory Kathryn Wichelns ENGL 513 Scientific Envir Medical Writ Janet Yagoda-Shagam ENGL 518 Proposal & Grant Writing Wanda Martin ENGL 521 Creative Writ Wrk Fiction Julie Mars ENGL 522 Creative Writing Wkshp Poetry Lisa Chavez ENGL 523 Creative Writ Wrk Non-fiction Karen Otero ENGL 535 Teaching Creative Writing Julie Shigekuni ENGL 539 Teaching Professional Writing Valerie Thomas ENGL 540 T:Language or Rhetoric Susan Romano ENGL 543 Contemp Texts in Rhetoric Charles Paine ENGL 545 History English Lang Helen Damico ENGL 547 Old English Helen Damico ENGL 551 T: Genesis Helen Damico ENGL 551 T: Uppity Medieval Women Anita Obermeier ENGL 558 Modern British Literature Matthew Hofer ENGL 559 Irish Literature Mary Power ENGL 563 Modern American Literature Sean Murphy ENGL 568 T: Freaky C19 Narratives Jesse Aleman ENGL 579 Postcolonial Literatures Rajeshwari Vallury ENGL 587 T: Stylistics Analysis Jerome Shea ENGL 587 T: Theory of Non Fiction Gregory Martin ENGL 640 Sem: Studies Lang or Rhetoric Michelle Kells ENGL 650 Sem: Post Colonial-London Feroza Jussawalla
Academic Program Review, 2004-2009 Page 119
ENGL 650 Sem: Gothic Sensations Gail Houston ENGL 660 Sem: Invention of Mexican Am Jesse Alemán
Fall 2009 ENGL 500 Intro to Prof Study of English Gail Houston ENGL 501 Intro Profession for Writers Sharon Warner ENGL 511 ST: Zoophilosophy Walter Putnam ENGL 511 ST: Lit Topog: Land, Lit &Hist Gary Harrison ENGL 515 Publishing David Dunaway ENGL 518 Proposal & Grant Writing Richard Marchese ENGL 518 Proposal & Grant Writing Scott Sanders ENGL 520 T: Blue Mesa Review Julie Shigekuni ENGL 520 T: Writing With Class Trope Jerome Shea ENGL 521 Creative Writ Wrk Fiction Daniel Mueller ENGL 522 Creative Writing Wkshp Poetry Dana Levin ENGL 523 Creative Writ Wrk Non-fiction Mark Behr ENGL 537 Teaching Composition Wanda Martin ENGL 540 T: Art of the Popular Essay LynnDianne Beene ENGL 542 Major Texts in Rhetoric Charles Paine ENGL 547 Old English Helen Damico ENGL 551 T: Genesis A Helen Damico ENGL 551 T: Old Norse Lang & Lit Helen Damico ENGL 552 The Renaissance Carmen Nocentelli ENGL 557 Victorian Studies Gail Houston ENGL 559 Irish Literature Mary Power ENGL 561 American Romanticism Gary Scharnhorst ENGL 564 Adv Study in Native Lit & Rhet Kathleen Washburn ENGL 571 20th Century Drama David Jones ENGL 572 Contemporary Literature Lynndianne Beene ENGL 574 Contemp Southwest Literature Jesse Alemán ENGL 587 Genre Studies Lisa Chavez ENGL 650 Sem: Ulysses &Pop Cult of 190 Mary Power ENGL 660 Sem: T.S. Eliot &W.C. Williams Matthew Hofer ENGL 670 Sem: Creative Writing Daniel Mueller ENGL 680 Sem: Malory's Morte Darthur Anita Obermeier
Spring 2010 ENGL 510 Criticism & Theory Hector Torres ENGL 513 Scientific Envir Medical Writ Michele Marsee ENGL 517 Editing James Burbank ENGL 518 Proposal & Grant Writing Valerie Thomas ENGL 518 Proposal & Grant Writing Kyle Fiore ENGL 519 Visual Rhetoric Valerie Thomas ENGL 520 T: Information Architecture Jonathan Price
Academic Program Review, 2004-2009 Page 120
ENGL 520 T: Blue Mesa Review Julie Shigekuni ENGL 521 Creative Writ Wrk Fiction Mark Behr ENGL 522 Creative Writing Wkshp Poetry Lisa Chavez ENGL 523 Creative Writ Wrk Non-fiction Julie Mars ENGL 535 Teaching Creative Writing Julie Shigekuni ENGL 538 Writing Theory for Teachers Wanda Martin ENGL 540 T: Queer Texts Marisa Clark ENGL 543 Contemp Texts in Rhetoric Lynndianne Beene ENGL 545 History English Lang Lynndianne Beene ENGL 548 Beowulf & Other Topics Helen Damico ENGL 551 T: Genesis Helen Damico ENGL 552 The Renaissance Carmen Nocentelli ENGL 557 Victorian Studies Gail Houston ENGL 559 Irish Literature Mary Power ENGL 562 American Realism & Naturalism Gary Scharnhorst ENGL 568 ST: African American Lit Kadeshia Matthews ENGL 570 Modernist Literature Matthew Hofer ENGL 581 Chaucer ENGL 587 T: 13 Ways of the Novel Sharon Warner ENGL 587 T: Stylistics Analysis Jerome Shea ENGL 587 T: Writing Nature Vera Norwood ENGL 640 Sem: Genre: Theory & Practice Charles Paine ENGL 650 Sem: Theatre & Jane Austen Carolyn Woodward ENGL 660 Sem: C19 American Literature Jesse Alemán
PhD Job Placement Rates: on the market / offered / accepted positions
As can be seen by the trending below, we provide outstanding preparation for our graduate students, particularly in regards to the profession and to job searches. While the current placement of newly minted Ph.D.s is at 49.7%, since 2001, we have, more often than not achieved 100% placement of our students (MLA statistics).
1998-1999 6 / 2 / 1 = 16% (+ 4 from previous year got jobs) 1999-2000 7 / 3 / 3 = 42.8% (+ 4 from previous years got jobs) 2000-2001 6 / 4 / 4 = 55.5% (+ 2 from previous years got jobs) 2001-2002 10 / 10 / 10 = 100% 2002-2003 6 / 6 / 6 = 100% 2003-2004 8 / 8 / 8 = 100% 2004-2005 3 / 3 / 3 = 100% 2005-2006 4 / 1 / 1 = 25% 2006-2007 3 / 2 / 2 = 66% 2007-2008 3 / 3 / 3 = 100% (+ 1 from previous years got a job) Total 48 grads / 33 job = 68.7% placement rate over 10 years
Academic Program Review, 2004-2009 Page 121
MA graduates (incomplete data) 2000: accepted into PhD programs at: University of Washington University of Texas, Austin University of California, Santa Barbara
Academic/Professional Job Placement for PhD Graduates (incomplete data) UNM PhD graduates have attained tenure-track positions at the following 1998-99: Oklahoma State University Marion College University of South Alabama (Jan Wellington; now at Utah Valley State College) North Carolina State University, Pembroke University of Alaska
Professional IBM
1999-2000: University of Miami Penn State, Hazelton (Liz Wright) Prairie State College, Chicago Heights, IL (Alana Cotch) Lafayette College University North Carolina-Penbroke (Susan Cannata)
2000-01: Mesa State College, Grand Junction, CO (Kristen Hague) New Mexico Institute of Mining and Technology (Richard Mott) Olympic College Northwestern Missouri State (William Waters) University of Pennsylvania, Lock Haven (SueAnn Schatz)
2001-02: Albuquerque TVI (now CNM) Texas Tech University (Craig Baehr) Joliet Community College (Jason Fichtel) San Juan College (Andrea Penner) Cal Poly/San Luis Obispo Truckee College, Reno, NV (Richard Waters) University of Nebraska Jackson State University, MS
2002-03: University of Texas-Pan American (Robert Affeldt) Kalamazoo Valley Community College (Gloria Larrieu University of Mary, Bismarck, ND (Rebecca Chalmers) Bowling Green State U (Andrew Mara; now at University of North Dakota) Ohio Northern U (Miriam Mara; now at University of North Dakota)
Academic Program Review, 2004-2009 Page 122
Bosque Preparatory School (Laura Matter)
2003-04: Verizon Corporation (Carin Bigrigg) Albuquerque Technical-Vocational Institute (now Central New Mexico Community College) Bowling Green University Ohio Northern University James Madison University
Professional National Defense University
2004-05: University of Massachusetts Peninsula College (Matthew Teory) Macon State College (Karmen Lenz)
2005-06: University of Wisconsin (Dennis Lensing)
2007-08: Virginia Wesleyan University (Rebecca Hooker) Wofford College (John Miles) Texas Wesleyan (Whitney Myers) San Juan College Virgil Matthes
2008-09: Nanjing, China, branch, New York Institute of Technology (Katyna Johnson) UNM, Valencia (Dani Martinez) Angelo State University (Robin Runia) Middle Tennessee State University (Cynthia Murillo) Postdoctoral Fellowship, Georgia Institute of Technology (Candice Welhausen)
2. Student Advising and Mentoring
As noted under Curricular Programs, the following sections include extensive and well- established methods for advising and mentoring of students: Undergraduate and Graduate Programs, Medieval Studies, and Creative Writing, as well as Core Writing’s mentoring of TAs. The literature sections need to establish more consistent ways of mentoring graduate and undergraduate students. For the most part, its faculty are very good one-on-one with students they mentor but need to find an overall rubric that supports students better.
At times lines of communication between interrelated programs (for example, between the Associate Chair of Undergraduate Studies and the field groups) regarding who is the final authority on advising of students can become diffuse. Chair Houston has stated to the Associate Chair of Graduate Studies and Associate Chair of Undergraduate Studies that they are the final arbiters for advisement regarding students in their purview.
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3. Effectiveness of English’s Support Services for Students
1. Undergraduate
The Honors Program provides outstanding students with a rigorous program for research, reflection, and writing to help them imagine and achieve excellence in their preparations for graduate school or the workplace. Honors students maintain at least a 3.2 grade point average (GPA) overall and a 3.5 GPA in English, and they enroll in three special courses. The Honors Thesis—a critical, creative, or professional writing project—is a work that lays the groundwork for further research and writing at the graduate or professional level. Since 1991, we have graduated more than 100 students with departmental honors. Some of these graduates have gone—many with fellowship support—to top graduate schools in English, and others have been admitted to our graduate program at UNM. In addition, Honors graduates have gone on to law schools, or into careers in creative writing, professional writing, and editing.
The English Department has supported an active chapter of the international English Honors society Sigma Tau Delta since 1995. Thus far, we have graduated 147 students as members of this honors society and, in 2004-05, Sigma Tau Delta members represented 20% of all graduating seniors. Members organize fund-raising events, colloquia, readers’ theatre, and lectures; they publish a newsletter, maintain a website, staff the department library, and provide community service. They participate in the national conference and in governance of the national organization and contribute articles and creative work to the society’s annual journal. They serve in Teach for America, as well: Todd Allison (BA 2002) taught 9th-grade English and coached basketball in rural Arkansas, and Isaac Cardona (BA 2005) will teach middle school English in Houston. Our chapter of Sigma Tau Delta represents a particularly effective example of how a departmental honor society should run. Through service projects and scholarly accomplishments, Sigma Tau Delta is a powerful indicator of excellence in undergraduate education—on the Departmental, University, community, and national level.
Sigma Tau Delta has graduated 20 members as UNM English majors during 2006-07, or just under 7% of total graduates in the Department. In their final year, many of these members participated in movie nights and a spring induction ceremony. Several also attended the 2007 STD national convention in Pittsburgh, PA—an activity made possible by partial travel funding from the English department. Austin Hansell, Nichole Romero, and Jennifer Sawayda presented poetry and short fiction, and Alexandra Aceves, Austin Hansell, and Jennifer Sawayda presented critical papers.
Academic Program Review, 2004-2009 Page 124
During 2006-07, eight students graduated with Honors in English: cum laude • Austin Hansell for her literary studies thesis A Little Bit of Celluloid • Lane McConnell for his professional writing: rhetoric & stylistics thesis Turning the Screw on Henry James's Ambiguity: A Stylistic Analysis of Selected Shorter Fiction • Adam Henneke for his creative writing thesis Bob magna cum laude • Jill Domschot for her literary studies thesis A Body of Souls: The Ideal of Friendship in the Writing of Mary Astell and Sor Juana Ines de la Cruz • Maria DeBlassie for her literary studies thesis Getting Naughty with Jane: The Masquerade of Courtship in Jane Austen's Novels • Joe Buffaloe for his creative writing thesis x, y, z. summa cum laude • Laurel Bastian for her creative writing thesis Animal & Mineral • Alexandra Aceves for her literary studies thesis 'Jamais que des acteurs': Sensibility & Artifice in Later Enlightenment Fiction of England & France
With “Connecting with Majors” as an ongoing priority, we managed our Undergraduate News features on the department website, sent monthly Newsletters to majors, and hosted a well- attended spring Career Day Luncheon that featured reports from past Professional Writing interns now working in business, Honors student Alexandra Aceves on her use of Travel to Collections funding to travel to Brotherton Library, University of Leeds; and notes from faculty on how to prepare for graduate school. We hosted a highly successful Honors Thesis Works-in- Progress evening at the Flying Star downtown: standing room only, with students’ friends and family, and faculty from other departments, in attendance. The director and graduate assistant created and managed London Semester pages for the department’s web site, as a way to widen interest in our June travel-abroad program. As a part of ongoing work in Outcomes Assessment, we developed Learning Objectives and Outcomes, and evaluation techniques, for English 150, as well as a rubric for use on Outcomes Assessment in English 250.
2. Graduate
Teaching Assistantships, as a financial award, are given to a graduate student for part-time work in teaching, arts administration or research while the student pursues study toward an advanced degree. Teaching Assistants earn a stipend and receive a tuition remission up to 12 hours per semester. During their first semester, first-year TAs teach only one section in the writing program and are required to take English 537 (Teaching Composition), a graded practicum course that counts towards the required pedagogy or professional studies hours of your degree program. After their first semester, TAs teach two sections per semester. The award of a Teaching Assistantship also includes graduate student health insurance.
The Department holds an orientation and runs a training program and an evaluation process so that its Teaching Assistants will teach effectively. This orientation also covers graduate student
Academic Program Review, 2004-2009 Page 125 matters. Teaching Assistants must be registered for 6 hours of graduate credit in both Fall and Spring semesters and 3 hours if they teach during the Summer term. In the English Department, graduate students also have noted that often they feel that their role as TAs is attended to more than their role as graduate students; this is the result of our unique position as a department providing core writing courses for UNM at large. Without more funding for graduate students as graduate students this will continue to occur.
Arts & Sciences Teaching Assistantships in English: The English Department also awards TAs to graduate students from disciplines other than English. Teaching Assistants in English teach most sections of the writing courses in the Core Curriculum, English 101, 102, 219, and 220.
Providing strong graduate education is the backbone of a Carnegie Foundation Research University with Very High Research Activity institution. One of our challenges has been graduate recruitment and funding. We have lost students to other universities that were able to offer sweeter deals. Since the 1980s we have not had adequate scholarship and fellowship support for graduate students, so as you know our graduate offers are pretty much limited to assistantships. Thus, a real plan and implementation of a plan to support graduate students would be high on my list. We need more “packages” that cover the needs of the best graduate students so they are not lured elsewhere. We find that many of our graduate students have two-three other jobs to support themselves during graduate school—this should not be true at a Very High Research University.
Academic Program Review, 2004-2009 Page 126
a. Individual Graduate RPT and MLA Travel Awards Research Project & Travel Grants
Table 25: RPT Applications: AY 2007/2008
Name Project Date Amount Outside Awarded Req. Funding Formisano, Western Lit 10-17-07 $308.00 OGS/SRAC $300.00 Paul Conference $256.25 Johnson, PCA/ALA 3-17-07 $404.50 Women $404.50 Leigh Studies $100.00 Kozikowski, Intl Congress 5-7-08 $200.00 S-CAP $200.00 Christine of MedStud SRAC Martinez, Oscar Arosta 3-08 $174.28 RPT $174.28 Dani Archive, UCSB $800.00 Miles, John CCCC 4-2-08 530.00 $400.00 Murrah, Erin Byron & 10-27-07 $250.00 S-CAP, SRAC $600.00 Modern Conf [-400: Mara] Murillo, CEA 3-28-30 $200.00 SRAC $200.00 Cindy Lib Congress n.d. $100.00 SRAC $100.00 [GradPrgm] Myers, Lisa ACMRS 2-14-08 $277.00 RPT $277.00 Conference $150.00 Myers, CCCC 4-2-08 $300.00 SRAC: $400.00 Whitney 000 Nelson, ASLE 6-12-07 $500.00 SRAC $300.00 MichaelAnn 000.00 Rivera, Diane Pop Culture 3-19-08 $250.00 SRAC $400.00 Conference $400.00 SCAP $368.00 Sneider, Leah CEA 3-27-08 $250.00 SRAC, S-CAP Withdrew: Conference $250.00 sufficient funds from SRAC Totals: 923185- $3743.78 $3755.78 373017
Table 26: RPT Awards for Fall 2008
Academic Program Review, 2004-2009 Page 127
Name Project Date Amount Outside Awarded Req. Funding Formisano, Western 9-25-08 $95.00 SRAC $95.00 Paul Literature ($200.72) Association conference Johnson, Rethinking 10-8-08 $250-300.00 SCAP $250.00 Leigh Empire & ($258.50) Imperialism conference Kikendall, Western 9-22-08 $65.00 SRAC $165.00 Stacey Conference ($441.86) on British Studies Kuchera, Western 9-26-08 $362.00 SRAC $250.00 Carolyn Conference ($362.00) on British Studies Murrah- Rethinking 10-8-08 $250.00 SRAC ($100) $250.00 Mandril, Erin Empire & Imperialism conference Murrah- Recovering 11-14/15- $200.00 SRAC ($200) $200.00 Mandril, Erin the US 08 Hispanic Literary Heritage Conference Sikes, Marisa Southeastern 9-16-08 $500.00 SRAC $300.00 Medieval Association Dean’s Conference & Travel Medieval 5/2008 $700 Award $700 Conference in Kalamazoo Sneider, Leah Rethinking 10-14-08 $250.00 SRAC ($400) $250.00 Empire & Imperialism conference Alexander, Western 9-22-08 $187.47 SRAC $187.47 Katherine Conference on British
Academic Program Review, 2004-2009 Page 128
Studies Total $1947.47
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Table 27: RPT Awards for Spring 2009
Name Project Date Amount Outside Awarded Req. Funding Kikendall, Western 5/12/09 $50.00 $50.00 Stacey Conference on British Studies Ives, Lindsey Literary 2/20/09 $479.50 SRAC $250.00 Studies conference Williams, Sarah STD 2/17/09 $105.00 SCAP, SRAC $100.00 convention in Minn. Myers, Lisa Rocky 2/20/09 $500.00 GPSA, SRAC $250.00 Mountain Cambridge Medieval & Univ Renaissance Research Association and summer Conference program. Cryer, Dan Pacific Rim 3/5/09 $350.00 SRAC $150.00 Conference on Literature and Rhetoric in Alaska Rivera, Diana Adina de 2/24/09 $177.46 FRI $100.00 Noreen Zavala papers research Churney, Kyle Louisiana 4/8/09 $265.36 SRAC $100.00 Conference on Literature, Language and Culture Sanchez, Erika Louisiana 3/13/09 $265.00 SRAC $100.00 Conference on Literature, Language and Culture VanBenthuysen, International 5/2009 $1000 Medieval $500 Douglas Society of 7/2009 Studies; A&S Anglo- Dean’s Saxonists & Travel Medieval $700 Funds; $700 Congress at International
Academic Program Review, 2004-2009 Page 130
Kalamazoo Society of & Iceland for Anglo- Research Saxonists Total $1100.00
MLA Travel Funds, 2008
John Miles $ 250.00 Whitney Myers $ 250.00 Birgit Schmidt-Rosemann $ 250.00 Rebecca Hooker $ 250.00 $1000.00
University Awards and Scholarships since 200056 Research/Scholarship: 2000: Ann Van Arsdall, Deans Dissertation Fellowship Jennifer Timoner, Graduate Deans Dissertation Award 2001 Mary Rooks, Graduate Deans Dissertation Award Jason Fichtel, Faulkner Society Award Mary Rooks and Shari Evans, American Society for 18th Century Studies Andy Smith, Fullbright lectureship to Germany (for 2002-2003) Paul Bogard, NM Folklore Prize 2002: Scott Rode, Outstanding Teaching Assistant of the Year 2003: Lisa Ragsdale, Outstanding Teaching Assistant of the Year 2005: Karmen Lenz, Tom L. Popejoy Dissertation Prize 2008: Maria Szasz, Tom L. Popejoy Dissertation Prize Danizete Martinez, Center for Regional Studies Graduate Fellowship 2008-09
Teaching 2000: Martha Ninneman, Outstanding Teaching Assistant of the Year Award (3 others nominated from English) 2001: Mary Rooks, Gunter Starkey Award Jason Fichtel, Carl Grabo Award Mary Rooks and Shari Evans, ASECS Teaching Award 2005: Lisa Ragsdale, Outstanding Teaching Assistant of the Year Award
b. English Graduate Student Association (EGSA)
EGSA consists of all the graduate students in the English department, including those in Literature, Rhetoric and Writing, and Creative Writing.
56 Does not include Creative Writing or Departmental awards.
Academic Program Review, 2004-2009 Page 131
The EGSA executive officers work to enhance the English graduate student experience at the academic, professional, and social level. Currently, the Executive Committee consists of:
Annarose Fitzgerald Erin Murrah-Mandril 2nd year PhD student in British and Irish 2nd year PhD student in American literature literature Lindsey Ives Stacey Kikendall 2nd year PhD student in Rhetoric and Writing 4th year PhD student in British literature
EGSA Events/Projects 2008-2009:
Student Survey • This anonymous survey last fall helped us to bring graduate students’ needs to the attention of the Graduate Committee. • The 2-year course rotation schedule now in progress came out of our survey.
First Annual Awards Ceremony and Graduation Reception • This event was on the evening before convocation and worked to complement this ceremony by honoring each of our graduating MA, MFA, and PhD students. In addition, we announced the First-Year Teaching Awards, Exemplary Student, Staff, PTI and Faculty Awards, and several additional departmental awards. • The evening was an unqualified success with numerous students, faculty, and staff attending.
Lunchtime Lecture Series Monthly lectures and roundtables hosted by faculty and students. Topics included: • Managing the Dissertation Process • Academic Publishing Q&A • Job Talk from Recent Graduates
Helped sponsor department events • English Department Colloquia • WAC Alliance Write On Workshops • Civil Rights Colloquium – “Significant Voices: Women on Equal Rights and Sexual Justice”
Encouraged participation in professional conferences: We are constantly planning events for the graduate students to connect with each other and with faculty. Last year, our events included • Welcome (back) to School Party • Weekly gatherings at Carreros (aka Joe’s Pizza) in the fall semester • Miscellaneous Parties • Facebook group
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We also have representatives serving on the English Department’s Graduate Committee and Executive Committee.
With the exception of last year (when we helped sponsor events instead), we usually organize a graduate student conference entitled “The Southwest Symposium.”
Funding: English Graduate Student Association’s funds come from two sources. The first is from PB funds, which are the $25 student fee each English graduate student pays, through the Student Government Accounting Office. The second source is from the College of Arts and Sciences for support of symposiums that we sponsor or organize. As of October 1, 2009, EGSA has approximately $3000.
EGSA Surveys: Last year the EGSA put out a survey for graduate students to register their responses to the Department Program. This year the response was larger, and below is the summary of those responses.
Memo
To: English Department Graduate Committee From: English Graduate Student Association Executive Council Date: 7 December 2009 Re: Fall 2009 Survey
Based on the ratings and comments of the 58 graduate students from Creative Writing, Literature, and Rhetoric and Writing who participated in the survey attached, we would like to bring the following information to the attention of the committee with the hope that graduate feedback will effect positive changes within the department. Although students feel that steps have been taken to integrate their opinions, there is also a strong response indicating that more needs to be done.
Perceptions of Department Environment:
Six positive comments indicate that respondents feel welcomed by at least some people in the department, and that recent community building activities are having a positive effect. Of those who are dissatisfied, comments indicate that respondents feel unwelcome either because of their non-TA status or because of department politics. Graduate students without TAships express a sense of alienation or marginalization and feel that they are not provided with the same resources as TAs, denied opportunities to become more involved with the department, and generally overlooked by faculty and staff. Those who mention department politics express
Academic Program Review, 2004-2009 Page 133 frustration over the fallout of "the scandal" and indicate that the department is divided or not completely inclusive of those with ideologies departing from the mainstream at UNM.
Graduate Student Community: Most people feel comfortable with approaching their fellow graduate students and that the graduate community is quite strong. No comments about fellow graduate students were wholly negative, though one person expressed caution regarding discussing sensitive issues with colleagues.
Faculty: When asked if graduate students knew a faculty member in the department with whom they feel comfortable discussing a problem, many responded positively saying that “they do the best they can,” that the department is “absolutely the best,” while recognizing that “there will always be individual disagreements.” Some students mentioned specific faculty members they thought were approachable, including Gail Houston, Julie Shigekuni and Anita Obermeier.
However, a few respondents commented that faculty members seemed to have political or personal biases against individuals, and were thus difficult to approach. This is especially difficult for new students to navigate. Half of answers expressed grave concern about professors' disputes with each other, as well as unprofessional behavior towards students. One participant commented that there “is still some unprofessional behavior with faculty members involving grad students in their departmental disputes”. From this, we can gather that students are affected by the behavior and attitudes that faculty exhibit not only towards students, but also to each other.
Staff: Students indicated that they are comfortable approaching at least one staff member and Ezra’s name was mentioned positively in three out of nine written comments for this question. One student expressed frustration with payment issues being worked out in a timely manner, and another worried about confidentiality in light of department politics.
Perceptions of How Academic Needs Are Being Met:
Students were asked to respond to four questions concerning whether or not their academic needs were being met.
On Professional Development Opportunities: While many recognized the opportunities available in the department, they would like to see further development in this area, especially in relation to publishing. As one student put it, "some workshops/encouragement on publishing would be helpful, given the increasing demands of professionalism in the field."
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One surprising impact on students’ perception of their professional development had to do with TAships. Graduate students view their teaching experience as an important aspect of professional development, and one student in particular felt that the form of our First Year Writing classes strongly favors development for TAs in the Rhetoric and Writing program. This student suggested that the ability to teach some literature would help Lit. students develop their teaching skills further. The same might be applied to CW in the F.Y.W. classroom. Still other students who do not hold TAships expressed feeling excluded from some professional development opportunities in the department. In particular, two or three respondent felt there was an "unwritten rule" that only former TAs were considered for the more favorable GA positions in the department.
On Coursework Availability: New to this year's survey was a growing concern with a department-wide lack of faculty, which impacts students' ability to find an adequate number of faculty members in their area of studies. While impacting all areas, this lack was especially strong among CW and R&W students. Students feel that courses are offered in a haphazard fashion and that required courses are not being put on the schedule, especially English 592 this academic year.
On Classroom Experience: In terms of classroom experience, students expressed concern with the quality and consistency of assignment standards. One student cited a lack of challenging coursework, and another was concerned over an acceptance of substandard work from other graduate students. Additionally, one student remarked that he or she was not given any kind of syllabus other than a reading list for a course this semester, and that assignments were simply “tacked on” as the professor saw fit. This makes it extremely difficult to manage time with teaching duties and other coursework.
On Committee Experience: Students expressed a number of concerns regarding Committees on Studies. Inadequacy in the number of courses, as well as the number of faculty in each specialty area makes it difficult to form the COS and provide the breadth and variety of experiences necessary for graduate education in English. As in last year's survey, students feel it is difficult to form committees because they do not know faculty well enough to feel comfortable approaching them about joining or especially chairing a committee.
Another concern indicated by the survey was a lack of consistency across committees in relation to expectations for exams, prospectuses, and portfolios. One student wrote, “there doesn't seem to be much consistency in whether students know their [comprehensive exam] questions ahead of time or not, which doesn't create a very equal evaluation criteria” and another student expresses concern that “In the MA portfolio, some students are required to completely revise their submissions while others are allowed to submit 'A' papers without any changes.”
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MA Portfolio Usage: All ten respondents to this question indicated that they plan to eventually submit their portfolio papers for publication in academic journals. 9 out of 10 also responded that further study of current research interests, writing samples for PhD programs, and feedback on competence in academic research and writing were all potential uses for the portfolio.
Graduate Program Advertisement: At 91.1%, English department websites ranked the highest for students when seeking information on potential graduate programs during their application process, with referrals from faculty or colleagues (79.4%), and national rankings (71.4%) coming in second. Brochures, posters, and other print advertisement ranked by far the lowest at 25%. We therefore recommend that the committee not invest additional resources in print mailings, and instead focus on web resources.
Recommendations for Positive Changes Graduate Students suggested many insightful and positive changes within the department in a variety of areas, but a large number of the suggestions seemed to focus on the following five areas: faculty, coursework, professional development/opportunities, communication between sub-fields, and access to information.
Faculty: First and foremost, graduate students feel an impending need for more faculty and respondents recognized that a faculty shortage was affecting the department's ability to offer a variety of graduate courses and adequately advise students.
Coursework: Course scheduling continues to be an issue, and students are again requesting not only a clear two-year course rotation schedule, but also one that adequately provides required courses in a timely manner (for example 592). Another participant asked that faculty seek feedback whenever possible from their students when scheduling courses. As always, students would also like to see the abolishment of slash classes and a wider variety of graduate course offerings. Modern and post-modern American lit, post-colonial lit, and CW seminars were specifically mentioned as areas where course opportunities were either lacking or non-existent.
Professional Development: Students requested more opportunities in traditional professional development (i.e. CV workshops, encouragement in publishing, etc.), and a number of students also requested alternative types of professional development. Some students were interested in de-linking professional development opportunities from a standard TA track, particularly for those students who currently have other forms of employment.
Communication Between Sub-Fields: A number of students requested an increase in communication and interaction between the three sub-fields of CW, R&W, and Lit including interactions that would help build camaraderie across the sub-fields.
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Access to Information: Students specifically requested more centralized access to information regarding the graduate programs and their requirements on all levels including course requirements, committee formation, examinations, portfolios, prospectuses, and dissertations. Many indicated that the website would be an ideal place for this information, perhaps in anticipation of the department's upcoming web renovation. Along with this, some students also asked for more standardization of program requirements and procedures.
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12. Future Directions
English Department faculty and staff have improved many of the degree programs, organization, and procedures in the Department based on the suggestions in the 1988-1995 APR. In addition the Department has held two retreats (2000 and 2007) and ongoing self- evaluation and planning since our last academic review.
1. 2000 Retreat/Strategic Planning Semester
This retreat, organized by then-Chair Scott P. Sanders, featured a series of facilitated sessions and small group luncheon discussions. Enrollment and staffing information were distributed showing that the Department currently had 35 tenure-track professors57 and eight lecturers. These data varied significantly from previous faculty numbers with a decrease in tenure-stream lines and a substantial increase in fulltime (non-tenure) lecture lines. Specifically, between 1989 and 1999, the Department had averaged 38 tenure-track professors and no lecturers.
Sanders cautioned faculty saying “I don’t think we can continue with ‘business as usual.’ We are perilously close to exhaustion—we cannot continue doing more and more with less and less. We need to redefine what we do and how we propose to do it. The time demands new ideas, new approaches, new goals.”
2. 2007 Retreat Goals
This retreat, organized by then Chair David Jones, met over a weekend in September 2007 and led to a series of follow-up meetings in which Department faculty devised and adopted a series of goals for the years ahead:
1. reconsider the nature and position of literary studies; 2. engage UNM’s and NM’s Majority- Minority population; 3. expand our innovative pedagogies; 4. engage the UNM, civic, and state communities; 5. create a serious “development” program; and 6. improve the Department’s internal intellectual climate.
At the same time, the Department put forth four specific initiatives, three of which were program- specific:
1. institute annual graduate student “self-assessment;”
57 Again, these numbers do not accurately state the number of teaching faculty as a few of these faculty members were fulltime administrators working outside the Department.
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2. survey the undergraduate population including students in service courses, majors, and minors; 3. study equitable distribution of graduate assistantships among groups; and 4. make the “mission” more conscious.
Groups of faculty, both formally through the committee structure and informally through the discipline fields, attempted to move these goals forward. However, in September then-Chair David Jones was named a one-year Special Assistant to the Dean; several weeks later the Arts & Sciences Dean Brenda Claiborne appointed an interim chair, Scott P. Sanders. The Department was still in turmoil from the events in Creative Writing, and the University was instructing departments to find monies from their current operating budgets to pay the state a 5% rescission due to reduced projected state revenues and the national recession. Prof. Sanders worked diligently; however, no time was left to devote to the goals determined during the retreat nor to do the self-evaluation necessary for this report.
This academic year the new chair, Gail Houston, asked Department Directors, Associate Chairs, and faculty to focus on changing the Department culture from a disunited one to a cooperative one, from an ‘me-culture’ to a ‘we-culture.’ Central to this change is a re-emphasis on fulfilling the curricular and advisements needs of students • by providing a cohesive set of tracks or coursework rather than a smorgasbord of special interest classes; • by preparing for graduate students a three-year rotation cycle of courses to aid in the students’ educational planning; and • by changing from a faculty driven schedule (in which faculty choose what and when they want to teach) to a curriculum driven schedule (that focuses on logical course rotations and availability rather than the professors “need” to teach on a certain day or time). These changes were motivators in adding the Associate Chair for Curriculum. Houston also pledged her commitment to maintaining our status as a Very High Research University Department and creating a Research and Development Committee.
3. Individual Program Future Directions
1. Core Writing
a. Strengths
The Core Writing program is led by a dedicated faculty of creative and competent specialists in Rhetoric and Writing who work together effectively to articulate program goals, develop interesting and relevant curriculum, coordinate resources, educate and supervise graduate teachers and administrative interns, and teach undergraduate courses. Our expertise ranges across the subfields of Rhetoric; one of us has knowledge applicable to just about any question or initiative that comes our way.
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The integrated framework of content and outcomes for Core Writing courses achieves a goal we’ve been working on since the 1990s, and while it is certainly imperfect and will unquestionably change from year to year as we think and rethink what we’re doing, it will support us in making change systematically and in response to evidence generated through annual course assessments.
Because we thoughtfully and consistently train our Teaching Assistants and provide a range of professional opportunities for them outside the classroom, we have a deeply capable pool of graduate instructors who contribute to curriculum development, administration, training, and mentorship in the program.
b. Vision for the Future
We have long believed that for many students, two semesters of composition are too much, while for others two semesters don’t get the job done. Our proposal of December 2004, excerpted briefly below, outlined in detail our strategy for improving student success in reading and writing. While its particulars need revision and negotiation in the light of current conditions, that plan represents a strategic and thoughtful vision of what we should be working toward if we weren’t merely struggling to keep our heads above water. Unfortunately, we have received no systematic support for that plan in the ensuing five years. This is, perhaps, the severest problem we face in the Department. It is necessary to do a number of things: put university-wide attention into core writing and engage faculty members from other departments in this process. Faculty from other departments as well as English need to develop upper-division writing classes that seek writing competency for students. Along with establishing writing across the curriculum, it is important to change sequencing so that rather than freshmen taking two writing courses, they take one on the freshman level and one on the 200- or 300-level. All of these changes require systematic rather than superficial responses.
To participate fully in academic culture, students need three kinds of writing experiences: formal instruction early on, sustained practice, and informed feedback on individual pieces of writing. The last two experiences should occur throughout their undergraduate careers to graduation. Because intensive practice and sound instruction in writing should and must continue throughout the undergraduate experience, we seek partnerships with all Arts and Sciences disciplines (and, eventually, with all programs at UNM) to pilot structural changes that would support a better model for delivering writing instruction at UNM, as follows:
1. Redefining the University Writing Requirement and its relationship to the Core by replacing 101/102 with a single, first-year, writing-intensive course followed by in-the- disciplines writing courses taken in three later semesters.
2. Working with colleagues in other departments to develop writing-intensive courses across A&S to be included in the re-designed Speaking and Writing Core.
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3. Designing and implementing an Arts & Sciences Writing Center that provides one-on- one, walk-in consultation services for students in writing-intensive courses and supports the writing-in-the-disciplines coursework.
c. Challenges
The Rhetoric and Writing faculty is chronically understaffed. Our last tenure-track hire was in 2004. Since then, we have lost Rick Johnson-Sheehan to another university and Mike Hogan, Susan Romano, and Jerry Shea to retirement. Lecturer Erin Lebacqz, who contributed mightily to administration of Core Writing, has been replaced with a one-semester hire for Spring 2009 but her ongoing salary has been absorbed by the College. In Fall 2008, the Core Writing Director supervised the work of 104 TAs and PTI with the assistance of four graduate assistants each receiving less than ten hours’ compensation per week. Additional assistants have been assigned for Spring 2009, but a platoon of graduate assistants is an inadequate substitute for a capable colleague. If Core Writing is to continue contributing at a high level to the persistence and success of all UNM undergraduates, it must be supported by adequate faculty. We need the APR Team to help us understand how many staff (faculty and support) are needed to run a program like ours: right now we have one .5 faculty person (Martin) and one .3 staff (Lopez).
Instability of faculty commitments is a part of this challenge. Rhetoric and Writing faculty carry significant administrative responsibility within our programs, and we are often called on for administrative appointments elsewhere: Chair, Assistant to the Dean, Associate Dean, Graduate Director, etc. When combined with retirements, resignations, and sabbaticals, this has created a climate of continual change in administrative posts that works against sound planning and consistent progress.
It is difficult to plan offerings and staffing in an environment of fluctuating enrollments, where too often at the last minute the central administration asks us to add freshman writing courses. We need to devise a strategy for better balancing fall and spring semester enrollments to reduce the fluctuation in the size (and quality) of the teaching staff.
We have long believed that for many students, two semesters of composition are too much, while for others two semesters don’t get the job done. We need to develop and implement a plan, already begun under Chuck Paine’s leadership, to make course placement more sensitive to student needs and interests. Tools for that project will include directed self-placement, online placement essay, supplementary instruction and labs for under-prepared and ESL students, and fully realizing the potential of the Writing Proficiency Portfolio.
2. Undergraduate Program and Concentrations
a. Challenges
1. We continue to need to help Honors Students remain in the program and do their best work. This year we graduated eight students with Honors, but this was
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down one from the nine who began. We need to continue to address the question of how to help these students do their best work, as well. 2. In spring 2007, four students from English were participating in the Research Opportunity Program and the McNair Scholars’ Program, which target under- represented students. We can continue to work to increase these numbers, particularly through attracting more department faculty to mentor their best students.
b. Vision for the Future
The Undergraduate Committee has isolated several specific areas that are the core elements to its vision of the future. Some of these items are already in place but need refinement. The Undergraduate Committee wants • to increase the use of travel funding to research collections by Honors students; • to develop the website/chatroom for English majors further, possibly in connection with helping students start a “majors” club; • to develop a general Undergraduate Program brochure in full color; • to implement Literary Studies Outcomes Assessment; • to implement English 150 in-class evaluation measures; and • to implement English 250 Outcomes Assessment as a trial process.
3. Medieval Studies
Medieval Studies sees three pivotal goals for its future:
1. Medieval Studies needs a stable and full instructional faculty (of at least three full-time faculty). With these core faculty members, and the assistance of associate faculty from other programs, Medieval Studies can continue its efforts to build a stronger curricular unit. 2. Medieval Studies would like to develop an undergraduate track within English undergraduate concentrations. 3. The program will make a concerted effort for additional funding to benefit the professionalism of our graduate students.
4. Graduate Programs
The 2004-2005 Annual Report begins “The fall semester began with several members of the senior faculty voicing serious concerns that our tenure stream faculty numbers were not sufficient to sustain our graduate Ph.D. program. Some suggested this was true for our undergraduate programs as well. As noted in last year’s annual report, increasing enrollments in the undergraduate program—both in our Core Curriculum service courses and in courses required for our major and minor concentrations—were stretching our full time faculty quite thin.”
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As a way to address this serious challenge, Distinguished Professor Gary Scharnhorst suggested to the Graduate Committee “that the Committee and Department should consider suspending new admissions to the Ph.D. program until the size of the faculty and the size of the doctoral cohort were a better fit.” His suggestion met with some but far from overwhelming approval. As a result of the faculty situation and Prof. Scharnhorst’s position, the Graduate Committee “decided to keep Ph.D. admission in the range of the past few years (6-8), urged professors to be judicious in their commitment to students’ committees, and formalized the practice of putting admissions folders out for review by groups of faculty in various fields.”
The 2004-2005 Annual Report from the Director of Graduate Studies comments that “After December and May graduations and new admissions, we anticipate 114 in the program during fall 2005.” Early in the 1990s the graduate program included many more students: 186 in 1993 and 164 in 1996. In the late 1990s this number dropped sharply and seems to have stabilized in the last decade. The population has redistributed itself over the past decade, to be larger in creative and professional writing, smaller in both MA Literature and PhD programs. For instance during 1994 and 1996, UNM English had an average of 53 PhD students; in the 1997- 1998 academic year, the program served as many as 72 students, 44 of whom were doctoral candidates. The Director of Graduate Studies went on to comment that the “restricted admissions of recent years and increases in the progress of doctoral students toward their degrees have stabilized the program at a number that many faculty think is more realistic in today’s job market and kinder to those faculty who play a leading role in mentoring these students.” However, high enrollments and strong faculty must be set against the debilitating losses of Louis Owens, Elizabeth Archuleta, and Steve Brandon in the mid-2000s.
Certainly the program’s numbers were enriched with the half-time appointments of Finnie Coleman and Kadeshia Matthews. With their positions in English and Africana Studies they should strengthen the Department’s efforts to make in-depth study of African American literature more available to our students. Newly appointed Assistant Professor Kathleen Washburn is working to re-establish our historical commitment to research on and teaching of Native American literature. Nonetheless, the graduate program still struggles to give students the courses and attention that they and their professional interests demand.
5. Rhetoric and Writing
At UNM, rhetoric studies are particularly inflected with a regional or ethnic emphasis. Susan Romano, for example, studies Mexican indigenous and colonial rhetorics and feminist historiography, research that has already garnered her a Richard Ohmann Award for the year’s best article on rhetoric in College English. However, a sabbatical leave followed by unpaid leave kept Prof. Romano away from the classroom and, therefore, less available to students. And now she is officially retired, a blow to our Program. Michelle Kells has already published one book and is writing a second about the Civil Rights rhetorics of Mexican-American political leaders in the Southwest. These faculty were mobilizing considerable interest in the study of “ethnic rhetorics.”
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The rhetorical work of Romano and Kells noted above has had implications for the national dialogue about composition teaching and training. Chuck Paine is an historian of rhetoric and composition theory. Various faculty would like to launch a robust Writing Across Communities initiative because UNM needs such an program and because this project holds exciting possibilities for our own composition program as well as national perspectives on the subject.
6. Literary Studies
Faculty members from British/Irish Literary Studies and American Literary Studies combined their efforts to form a 19th Century Literary Studies group that contributes significantly to research, scholarship, and public/community outreach. Despite its successes, this group is weakening because the individual disciplines (i.e., BILS and ALS) continue to lose teaching faculty. Overall literature faculty continue to research and publish significant works in their disciplines. For example, Gail Houston is finishing her fourth book; Anita Obermeier is writing her third book and is a major re-interpreter of medieval literature in a comparative literature context; Helen Damico has just published a definitive study of Beowulf. Lynn Beene, Marissa Greenburg, Aeron Hunt, and Caroline Woodward are writing and opening more avenues into visual media and literary studies. Gary Scharhorst and Matthew Hofer have just finished their research and editorial work on Oscar Wilde’s interviews and adventures in America. Jesse Alemán also is opening up new visual media areas in not only Chicana/o literature but also in long neglected popular literature. Native American literary studies will be strengthened by Kathleen Washburn’s investigation ‘The Test of Indian Blood and Character”: Writing Indigenous Modernity in the Journals of the Society of American Indians.’
And. although each is only half-time in English, Scarlet Higgins is establishing a strong element of feminist and political studies in American Modernism and Post-modernism; Kadeshia Matthews will soon see her essay ‘The Problem of Paternity: Frederick Douglass’s Births and the Birth of African American Literature’ in print; and Carmen Nocentelli is awaiting her copy of PMLA in which she has a lead article. These are only a few examples of the professionalism and dedicated research done by the much-diminished faculty in literature. In addition, we celebrate the 2009 publication of the Bedford Anthology of World Literature Compact Edition, along with a teaching guide, and the potential to develop a teacher training program in world literature at UNM. Gary Harrison and (Emeritus) Paul Davis recently gave two workshops on teaching world literature at the University of Nevada-Las Vegas and College of Southern Nevada, with another visit to these two institutions again in spring 2009. Gary Harrison aims to submit an NEH Summer Seminar or Institute for College Teachers for Summer 2011 to bring college/university teachers together under the rubric of teaching world literature.
The future vision for the literary studies groups, however, depends in part on funding and, in larger part, on retention of faculty. The University is again facing a 5% rescission in Fall 2009 and a probable further rescission in Spring 2010. Salaries and hiring are frozen, and several faculty in the literary groups are at or close to retirement. American Literary Studies faced this issue and decided several years ago to focus its program on the literature of the 19th and early 20th centuries. Prof. Higgins teaches contemporary American literature but only one semester
Academic Program Review, 2004-2009 Page 144 per year. British/Irish Literary Studies, likewise, has spent more than a year reconfiguring its programs to move away from a chronological sequence. Again the choices are difficult and are made all the more challenging by the current economic situation.
At the same time, advanced undergraduate students and graduate students in all programs are asking for more of everything the Department currently offers: more course availability, especially more upper-division electives, more poetry courses, more Creative Writing courses, more specialized literature and rhetoric courses, more electives, more reading of the classics, more reading of neglected authors, more diversity, more grammar, and more challenge. Graduate students in particular feel neglected when they must take split undergraduate/graduate courses for most of their degree work. Such classes often end up serving both as an introductory and an advanced course. Pedagogically these courses are difficult to teach and compromise educational integrity. The Department’s best efforts to sequence courses, to educate the many students it serves, to provide close mentoring for Honors’ students and graduate students repeatedly confront daily realities of UNM. The future direction seems to be one of larger enrollments (e.g., 50-100 students in a Shakespeare lecture course with 2-4 TAs grading the students’ work) and online course offerings (frequent now in Core Writing but novel in literary studies).
BILS is currently drafting a guided doctoral concentration in British/Irish studies that would enrich the current options in designated chronological fields. The faculty have also discussed with enthusiasm the thought-provoking areas offered by post-colonial and post-imperial literature, by multicultural investigations of Renaissance literature, and by the merging/separating of contemporary American and British literary figures, works, and trends. Most of all, the literary faculty join the Creative Writing and Rhetoric & Writing faculty in finding recommendations regarding strategies for allocating faculty, courses, and resources to serve the long-term health of the Department.
The Department currently distributes a monthly newsletter, First Friday News online, but could benefit from improved communication with students (e.g., developing an e-mail list for all majors, minors, and interested students), with alumni (e.g., regular follow-up for outcomes assessment and fund raising), with other institutions (e.g., pursuing cooperative teaching opportunities so students could gain credit for courses at other universities), and with the UNM community (e.g., showing how English’s courses and degree programs complement their own). Such improved communication could come about if staff or reassigned time were available.
Despite the many challenges, UNM’s English Department continues to chart and redesign itself for the benefit of its students and its academic communities. We hope for greater disciplinary challenge and specialization for our students, for more thoughtful and informative self- evaluation, for more collaboration with our UNM peers and our national academic peers. But we are all too aware of the difficulties the state, the University, and the Department face. What we hope will come from this APR are specific, practical, and functional ideas to achieve our academic, pedagogical, and civic goals.
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APPENDIX 1: Summary of faculty publications
Publications (peer & non-peer reviewed) in last five years
Books
Damico, Helen. Beowulf and the Grendel-Kin: Politics and Poetry in Eleventh-Century England. Woodbridge: Boydell & Brewer. Forthcoming.
Dunaway, David, Felicia Karas, and Molly Beer. More Than a Song: An Oral History of America’s Folk Music Revivals. Forthcoming.
Houston, Gail Turley. From Dickens to Dracula: Economics, Gothic, and Victorian Fiction. Cambridge, MA: Cambridge U P, 2005.
Scharnhorst, Gary. Kate Field: The Many Lives of a Nineteenth-Century American Journalist. Syracuse: Syracuse U P, 2008.
Co-authored books and anthologies
Alemán, Jesse and Shelley Streeby, eds. Empire and the Literature of Sensation: An Anthology of Nineteenth-Century Popular Fiction. Camden, NJ: Rutgers UP, 2007.
Harrison, Gary, et al. Resources for Teaching The Bedford Anthology of World Literature,Beginnings-The Present. Boston, MA: Bedford/St. Martin's, 2009. ---, et al., eds. The Bedford Anthology of World Literature. Compact Edition. 2 vols. Boston, MA: Bedford/St. Martin's, 2009. ---, et al., eds. The Bedford Anthology of World Literature. 6 vols. Boston, MA: Bedford/St. Martin's, 2004.
Obermeier, Anita and Georgiana Donavin, eds. Romance and Rhetoric: In Honor of Dhira B. Mahoney. Forthcoming from Brepols’ Disputatio Series 19, May-June 2010.
Editions
Damico, Helen and Catherine E. Karkov, eds. "Aedificia nova." Studies in Honor of Rosemary Cramp. Kalamazoo, MI: Medieval Institute Publications, 2008.
Hofer, Matthew and Gary Scharnhorst, eds. Remembering Sinclair Lewis. U Alabama P, forthcoming, 2011.
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Scharnhorst, Gary and James Barbour, eds. Liebling’s War: The World War II Dispatches of A. J. Liebling. Albuquerque: U of New Mexico P, forthcoming 2010. ---, ed. Mostly the Truth: Interviews with Mark Twain. Tuscaloosa and London: U of Alabama P, 2009. --- and Matthew Hofer, eds. Oscar Wilde in America: Interviews. Champagne: U of Illinois P, 2009. ---, ed. John Ermine of the Yellowstone by Frederic Remington. Lincoln: U of Nebraska P, 2008. ---, ed.. The Wayward Bus by John Steinbeck. New York: Penguin, 2006. --- and Lawrence I. Berkov, eds. The Old West in the Old World: Lost Plays by Bret Harte and Sam Davis. Albuquerque: U of New Mexico P, 2006. ---. and Tom Quick, eds. American History through Literature, 1870-1920. New York: Scribner’s, 2006. ---, ed. Mark Twain: The Complete Interviews. Tuscaloosa and London: U of Alabama P, 2006). ---, ed. The Red Badge of Courage and Other Writings by Stephen Crane. New York Penguin, 2005.
Journal Articles and Book Chapters
Alemán, Jesse. “Redefining National Literatures in the America.” ADE Bulletin 146 (Fall 2008): 38-42. ---. “Barbarous Tongues: Immigrant Fiction and Ethnic Voices in Contemporary American Literature.” Modern Fiction Studies 54.2 (2008): 398-404. ---. “The Other Country: Mexico, the United States, and the Gothic History of Conquest” Hemisphere and Nation: American Literary and Cultural Geographies. Ed. Robert S. Levine and Caroline F. Levander. New Jersey: Rutgers UP, 2007. ---. “Colonial Whites and Citizenship Rights: The Cultural Work of María Amparo Ruiz de Burton’s Novels.” Complicating Constructions: Race, Ethnicity, and Hybridity in American Texts. Eds. David S. Goldstein and Audrey B. Thacker. Seattle: U Washington P, 2007. 3-30. ---. “The Other Country: Mexico, the United States, and the Gothic History of Conquest.” American Literary History 18.3 (2006): 406-26. ---. “The Ethnic in the Canon; Or, On Finding Santa Anna’s Wooden Leg.” MELUS 29.3-4 (2004). 165-82. ---. “Crossing the Mason-Dixon Line in Drag: The Narrative of Loreta Janeta Velazquez, Cuban Woman and Confederate Soldier.” Look Away! The U.S. South in New World Studies. Ed. Jon Smith and Debbie Cohn. Durham, NC: Duke UP, 2004. 110-29. ---. “Assimilation and the Decapitated Body Politic in The Life and Adventures of Joaquín Murieta.” Arizona Quarterly 60.1 (2004): 71-98. ---. “’Thank God, Lolita is Away from Those Horrid Savages’: The Politics of Whiteness in Who Would Have Thought It?” María Amparo Ruiz de Burton: Critical and Pedagogical Perspectives. Ed. Amelia María de la Luz Montes and Anne E. Goldman. Lincoln: U of Nebraska P, 2004. 95- 111.
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Damico, Helen. “Writing/Sounding the Rood.” The Cross and Crucifix in Anglo-Saxon England and the Continent. Eds. Sarah Keefer, Karen Jolly, and Catherine E. Karkov. Morgantown, WVA: West Virginia University Press, 2009. ---. “Beowulf’s Foreign Queen and the Politics of Eleventh-Century England.” Intertexts: Studies in Anglo-Saxon Culture Presented to Paul E. Szarmach. Eds Virginia Blanton and Helene Scheck. Tempe, AZ: ACMRS and Brepols, 2008. 209-40. ---. “Foreword,” Klaeber’s Beowulf and the Fight at Finnsburg, ed. R. D. Fulk, Robert E. Bjork, and John D. Niles, with a Foreword by Helen Damico. 4th edition, based on the 3rd edition with first and second supplements of Beowulf and the Fight at Finnsburg. Ed Fr. Klaeber. Toronto: University of Toronto Press, 2008. --- and Catherine E. Karkov.“Introduction.” ‘Aedificia Nova’ Studies in Honor of Rosemary Cramp. Kalamazoo, MI: Medieval Institute Publications, 2008. Ix-xv. ---. “Reclaiming Anglo-Saxon Scholars." Old English Scholarshp and Bibliography: Essays in Honor of Carl T. Berkhout. Ed. Jonathan Wilcox. Subsidia 32. Kalamazoo, MI: Medieval Institute Publications, 2004. 23-34.
Dunaway, David. “Simon Ortiz,” in Brill de Ramirez, Translating Simon Ortiz. Albuquerque: UNM Press, 2009. ---.“Pete Seeger: How Can I Keep from Singing.”
Gaines, Barry. Critical old-spelling editions of the five “Age” plays by Thomas Heywood for The Complete Works of Thomas Heywood. Gen. ed. Grace Ioppollo, Oxford: Oxford U P. (under commission). --- and Margaret Maurer. “Putting the Silent Woman Back into the Shakespearean Shrew.” Gender and Power in Shrew-Taming Narratives, 1500–1700, Eds. David Wootton and Graham Holderness, Basingstoke, Hampshire: Palgrave Macmillan. Forthcoming.
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--- and Margaret Mauer. Three Shrew Plays: The Taming of a Shrew, Anonymous; The Taming of the Shrew, William Shakespeare; The Woman’s Prize, or The Tamer Tamed, John Fletcher. Indianapolis, IN: Hackett Press, 2009. Forthcoming ---. Translations of Editions and Adaptations of Sir Thomas Malory’s Le Morte D’Arthur. Camelot Project Bibliographies
Greenberg, Marissa. “Women and the Theatre in Thomas Heywood’s London.” The Idea of the City: Early-Modern, Modern and Post-Modern Locations and Communities. Ed. Joan Fitzpatrick. Newcastle: Cambridge Scholars Publishing, 2009. 79-89. ---. “Signs of the Crimes: Topography, Murder, and Early Modern Domestic Tragedy.” Genre: Forms of Discourse and Culture 40.1-2 (2007): 1-29. ---. “Crossing from Scaffold to Stage: Execution Processions and Generic Conventions in The Comedy of Errors and Measure for Measure.” Shakespeare and Historical Formalism. Ed. Stephen Cohen. Aldershot: Ashgate Press, 2007. 183-209. ---. Scholarly Review of Shakespeare Productions. Shakespeare Bulletin 24.4 (2006): 91-99.
Harrison, Gary. ---. “Conversation in Context: A Dialogic Approach to Teaching World Literature.” Teaching World Literature. Ed. David Damrosch. New York: MLA, 2009. 205-15. ---, et al. “Addressing Physician Shortages in New Mexico through a Combined BA/MD Program.” Academic Medicine: Journal of the Association of American Medical Colleges. 82.12 (December 2007): 1152-57. ---. “Romanticism, Nature, Ecology.” Romanticism, Ecology, Pedagogy. Ed. James C. McKusick and Bridget Keegan. Romantic Pedagogy Commons. November 2006.
Higgins, Scarlett. ‘How Long Must We Wait’: Langston Hughes’s Ask Your Mama and Collage. The Langston Hughes Review, Forthcoming 2010,
Hofer, Matthew Richard and Gary Scharnhorst, eds. Oscar Wilde in America: The Interviews Urbana-Champaign: U of Illinois P, 2009. ---. “Keeping It New: Pastoral Rebellion and the Art of Youth.” Contemporary Literature 50.4 (Winter 2009). ---. “Poetry: 1900–1940s.” American Literary Scholarship: An Annual 44 (2007): 359–90. ---.“Poetry: 1900–1940s.” American Literary Scholarship: An Annual 43 (2006): 369–98. ---. “‘Between Worlds’: Paul Celan and W. S. Merwin.” New German Critique 91 (Winter 2004): 101–15.
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Houston, Gail Turley. “Pray don’t forget me my sweet little thing”: Charlotte Brontë’s Relationship with Ann Cook. Transactions of the Brontë Society. Forthcoming 2010. ---.‘Pretend[ing] a little’: The Play of Musement in Dickens’s Little Dorrit. Dickens Studies Annual. Forthcoming 2010. ---. “Using Performance in the Classroom.” Victorian Review. (November 2008).
Hunt, Aeron. “Open Accounts: Harriet Martineau and the Problem of Privacy in Early Victorian Culture.” Nineteenth-Century Literature 62.1 (June 2007): 1-28. ---. “Calculations and Concealments: Infanticide in Mid-Nineteenth Century Britain.” Victorian Literature and Culture 34.1 (Mar. 2006): 71–94.
Matthews, Kadeshia L. The Problem of Paternity: Frederick Douglass’s Births and the Birth of African American Literature. (For special issue of Biography: Personal Narrative and Political Discourse, Winter 2010).
Nocentelli, Carmen. Spice Race: The Island Princess and the Politics of Transnational Appropriation. PMLA. Forthcoming. ---. “The Erotics of Mercantile Imperialism: Cross-Cultural Requitedness in the Early Modern Period.” Journal for Early Modern Cultural Studies. 8.1 (2008): 134-53. ---. “Discipline and Love: Linschoten and the Estado da Índia.” Rereading the Black Legend: The Discourses of Religious and Racial Difference in the Renaissance Empires. Ed. Margaret R. Greer, Walter D. Mignolo, and Maureen Quilligan. Chicago: U of Chicago P, 2007.
Obermeier, Anita. and Marisa Sikes. Augustine’s Retractationes. A Guide to the Historical Reception of Augustine from 430 to 2000. Ed. Karla Pollmann. Oxford: Oxford UP. Forthcoming, 2011. ---. The Rhetoric of Symbolism: the Grail of Fertility and Sterility. Romance and Rhetoric: In Honor of Dhira B. Mahoney. Forthcoming from Brepols’ Disputatio Series 19, May-June 2010. ---. Censorship in Geoffrey Chaucer’s Manciple’s Tale as Ovidian Metaphor in a Gowerian and Ricardian Context. Author, Reader, Book: Medieval Authorship: Theory and Practice. Eds. Stephen Partridge and Erik Kwakkel. Toronto: U of Toronto P, 2010. ---. Co-author with Neil Goldberg, Malaria in Chaucer’s Time. Chaucer Review. Forthcoming. ---. J. M. Manly. Handbook of Medieval Studies: Concepts, Methods, Historical Developments, and Current Trends in Medieval Studies. Ed. Albrecht Classen. de Gruyter. Forthcoming, 2010. ---. F. N. Robinson. Handbook of Medieval Studies: Concepts, Methods, Historical Developments, and Current Trends in Medieval Studies. Ed. Albrecht Classen. de Gruyter. Forthcoming. 2010. ---. “Witches and the Myth of the Medieval ‘Burning Times.’” Misconceptions about the Middle Ages. Ed. Stephen J. Harris and Bryon L. Grigsby. New York and London: Routledge, 2007. 226- 237. Rpt. 2009. ---. “Chaucer’s ‘Retraction’.” Sources and Analogues of the Canterbury Tales, Vol 2. Eds. Robert Correale and Mary Hamel. Cambridge: D. S. Brewer, 2005. 775-808. Rpt 2009. ---. “Gretchen Mieszkowski, Medieval Go-Betweens and Chaucer’s Pandarus.” New York: Palgrave Macmillan, 2006. Journal for English and Germanic Philology. 108.1 (2009): 117-121.
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Power, Mary. "Costuming "Circe." CD-ROM , Hyper Media in association with the James Joyce Centre. CD-ROM. Vers. 1.0. Dublin, Ireland, 2009. ---. “O’Faolain’s My Dream of You as an Epic Novel.” Ed. Rebecca Pelan. Feminisms: Within and Without: Papers Presented at the Women Studies Conference NUI July, 2005. Dublin: National University of Ireland P, 2006. ---. “Cast of Thousands: Costume in Circe.” James Joyce Centenary Conference Papers. Ed. Kevin O’Driscoll. Merrion Square Press, 2005.
Romano, Susan. ’Grand Convergence’ in the Mexico Colonial Mundane.” Rhetoric Society Quarterly. Forthcoming 2010. ---. The Historical Catalina Hernández: Inhabiting the Topoi of Feminist Historiography. Rpt. in Feminist Rhetorics: Essays and Controversies. Ed. Lindal J. Buchanan and Kathleen Ryan. Parlor, 2010. Forthcoming. ---. “The Historical Catalina Hernández: Inhabiting the Topoi of Feminist Historiography.” Rhetoric Society Quarterly 37 (Fall 2007): 453-80. ---. “Tlaltelolco: The Grammatical-Rhetorical Indios of Colonial Mexico." College English (January 2004): 9-29.
Scharnhorst, Gary. “Keeping It New: Pastoral Rebellion and the Art of Youth,” Contemporary Literature 50.4 (Winter 2009). ---. “Benjamin Franklin’s Legacy to the Gilded Age: Manners, Money, and Horatio Alger.” Civilizing America: Manners and Civility in American Literature and Culture, Ed. Dietmar Schloss. Heidelberg: Winter, 2009. 243-51. ---. “Another Recovered Jack London Interview.” Jack London Society Call 20 (Spring/Summer 2009): 2-4. ---. “Oscar Wilde and Julian Hawthorne.” The Wildean 35 (July 2009): 16-19. ---. “Skimishes in the Naturalism War: Julian Hawthorne and Jack London.” Studies in American Naturalism 3 (Winter 2008): 171-76. --- and Candice Wellhausen. “A Recovered Interview with Oscar Wilde.” The Wildean 32 (January 2008): 3-5. --- and Paul Formisano. “A Recovered Oscar Wilde Letter.” The Wildean 32 (January 2008): 6-7. ---. “Walt Whitman and Oscar Wilde: A Biographical Note.” Walt Whitman Quarterly Review 25 (Winter 2008). ---. “Edwin Arlington Robinson’s First Professional Publication.” American Literary Realism 41 (Fall 2008): 84-86. ---. “Two More Recovered Mark Twain Letters.” ANQ 21 (Spring 2008): 52-54. ---.“I Did Not Like His Books”: Julian Hawthorne on Whitman.” Walt Whitman Quarterly Review. ---.”General Reference Works.” American Literary Scholarship 2005. Ed. Gary Scharnhorst Durham: Duke U P, 2007. 529-37. ---. “Testimony/Testament.” Blue Mesa Review 19 (Spring 2007): 136-39. ---. “Kate Field on George Eliot and G. H. Lewes.” George Eliot-George Henry Lewes Journal 52- 53 (September 2007): 19-27.
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---. “Kate Field and Bell’s Telephone.” Transcending Boundaries. Ed. Wolf Kindermann. Berlin: Lit Verlag, 2007. 271-78. ---. “‘I Wish to Learn More About the Islands’: Kate Field in Hawai‘i.” Hawaiian Journal of History 41 (2007): 63-78. --- and Rachel Harmon. “Mark Twain’s Interviews: Supplement I.” American Literary Realism 39 (Spring 2007): 254-75. --- and Adam Ruh. “‘Fifteen Minutes with Jack London on Socialism’: A Recovered Jack London Interview.” Studies in American Naturalism 1 (Spring 2007): 66-77. ---.“Prospects for the Study of Bret Harte.” Resources for American Literary Study 31 (2006): 1- 10. ---. “Mark Twain and the Literary Construction of the American West.” A Companion to Mark Twain. Eds. Peter Messent and Louis J. Budd. London: Blackwell, 2006. 309-23. --- and Virgil Mathes.“‘A Wonderful Field for the Novelist’: Hamlin Garland’s Forgotten Tour of Colorado in 1895.” Colorado History 12 (2006): 1-28. ---. “Kate Field Meets Oscar Wilde.” Wildea, 28 (January 2006): 10-16. ---. “‘I See a Great Future for the City’: Kate Field’s Visit to San Diego in 1888.” Journal of San Diego History 51 (Summer-Fall 2006): 139-52. ---. “Bret Harte and Naturalism.” Studies in American Naturalism 1 (Summer-Winter 2006): 144- 51. ---. “Nabokov and Bret Harte: An Overlooked Allusion in Lolita.” The Nabokovian 56 (Spring 2006): 5-6. ---. “Kate Field and Anthony Trollope: The Gaps in the Record.” Victorian Newsletter 109 (Spring 2006): 21-23. ---. “The History of a Letter: Edgar Allan Poe to Joseph Field in 1846.” ANQ 19 (Summer 2006): 25-29. ---. “Kate Field and the Brownings.” Browning Society Notes 31 (March 2006): 35-58. ---. “Kate Field on ‘Despised Alaska,’ 1887-1894.” Alaska History 21 (Fall 2006): 27-46. ---. “Kate Field: A Primary Bibliography.” Resources for American Literary Study 29 (2005): 141- 63. ---. “General Reference Works.” American Literary Scholarship 2003. Ed. Gary Scharnhorst. Durham: Duke U P, 2005. 571-80. ---. “Kate Field’s Correspondence for the New York Tribune.” American Periodicals 14.2 (2005): 159-78. ---. “‘Nobody Ever Loved Me That Much’: Casablanca Revisited.” Anglo-American Awareness: Arpeggios in Aesthetics. Eds. Gisela Hermann-Brennecke and Wolf Kinderman. Halle: Martin- Luther-Universität, 2005. 161-70. ---.“Whitman and Kate Field.” Walt Whitman Quarterly Review 23 (Summer-Fall 2005): 49-52. ---.“Mark Twain and the Literary Construction of the American West.” A Companion to Mark Twain Studies. Eds. Louis J. Budd and Peter Messent. Oxford, England: Blackwell, 2005. 309-23. ---. “Whitman and Kate Field.” Walt Whitman Quarterly Review 23 (Summer-Fall 2005): 49-52. ---. “The Resurrection of the Author: Why Biography Still Matters.” Lives Out of Letters: Essays in American Literary Biography and Documentation. Ed. Robert Habich. Madison and Teaneck, WI: Fairleigh Dickinson University Press, 2004. 236-252. ---. “Moodie, My Dad, Allan Ginsberg, and Me,” Midwest Quarterly 45 (Summer 2004): 369-80.
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---. “‘It has served the truth without fear and without favor’: Kate Field and Kate Field’s Washington.” Blue Pencils and Hidden Hands: Women Editing Periodicals, 1830-1910. Ed. Sharon Harris. Boston: Northeastern U P, 2004. 248-63. ---. “Kate Field’s ‘An Evening with Dickens’: A Reconstructed Lecture.” Dickens Quarterly 21 (June 2004): 71-89. ---. “Mark Twain and Fishing.” Mark Twain Annual (2004): 31-36. ---. “Byron and Bret Harte.,” Byron Journal. 32: i (2004): 45-50. ---. “Mark Twain’s ‘How to Remove Warts and Tattoo Marks’ Authenticated.” ANQ 17 (Summer 2004): 41-43.
Julie Shigekuni. “Why Teach Creative Writing?” The American Book Review 30.4 (May/June 2009): 8.
Torres, Hector. “’I don’t like categories’: Interview with Arturo Islas.” Critical Mapping of Arturo Islas’s Fictions. Ed. Aldama, Frederick. Tempe, AZ: Bilingual Press. 2005. ---. “Genre, Gender, and Mestiza consciousness in the work of Gloria Anzaldúa.” Ed. Jeff Hunter. Contemporary Literary Criticism. Vol. 200, Detroit, Michigan: Gale Research 2005: 74-85. ---. Spirit Matters: An Interview with Demetria Martinez. Blue Mesa Review. 16 (2004): 104-111. ---. “A Conversation with Lourdes Portillo/The Camera Under Erasure. Film and History. 34:1 (2004): 66-72.
Warner, Sharon Oard. “The Fairest in the Land: Blonde and Black Water, the Nonfiction Novels of Joyce Carol Oates.” Studies in the Novel 38.4 (Winter 2006): 513-524. ---. “Writer at Work: A ‘Crazy Quilt’ Approach to Fiction.” The Writer 119:10 (October 2006): 43-44. ---. “Get Started: You’ve Written the First Draft. Now What?” The Writer 119:4 (April 2006): 13. ---.“The Challenge of Short Story Endings.” The Writer (October 2005). ---. “The Fear of Writing Sex.” The Writer (February 2004).
Woodward, Carolyn J. Sarah Fielding, The Modern Figure of the Author, and the Case of The Histories of Some of the Penitents of the Magdalen House. English: Journal of the English Association. Forthcoming. ---. “Jane Collier, Sarah Fielding, and the Motif of Tormenting.” The Age of Johnson. Eds. Paul J. Korshin and Jack Lynch. 16 (2005): 259-73. ---. “Crossing Borders with Mademoiselle de Richelieu: Fiction, Gender, and the Problem of Authenticity.” Special Is-sue “On the Borders of Fiction,” Eighteenth-Century Fiction (July 2004): 573-60.
Handbooks
Warner, Sharon Oard. “The Stages of Revision.” Rpt. The Writer’s Guide to Fiction: How to Write, Polish, and Publish Short Stories and Novels. Kalmbach, 2007. 69-71.
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---. “How to Get Closure on Your Endings.” Rpt The Writer’s Guide to Fiction: How to Write, Polish, and Publish Short Stories and Novels. Kalmbach, 2007. 73. ---. “What We Write About When We Write About Love.” Rpt. The Writers’ Handbook, 2004.
Book Reviews
Beene, LynnDianne. Rev. of A History of the English Language, eds. Richard M. Hogg and David Denison. Journal of Anthropological Research 63:3 (Fall 2007): 403-05.
Damico, Helen. Rev. of Women Medievalists and the Academy, ed. Jane Chance. Madison: The University of Wisconsin Press, 2005.
Greenberg, Marissa. Rev. of City/Stage/Globe: Performance and Space in Shakespeare’s London by D. J. Hopkins. Shakespeare Bulletin 26.4 (2008): 137-41.
Gaines, Barry. Rev. of Shakespeare for All Time by Stanley Wells. Shakespeare Quarterly 55 (2004): 325-27. ---. Rev. of Julius Caesar and Antony and Cleopatra, ed. Sarah Hatchuel; Romeo and Juliet, eds. Bernice W. Kliman and Laury Magnus; and Merchant of Venice [New Kittredge Shakespeare], ed. Kenneth S. Rothwell. Shakespeare Quarterly 60 (Fall 2009). At the press.
Harrison, Gary. Rev. of Robert Bloomfield: Lyric, Class, and the Romantic Canon, eds. Simon White, John Goodridge, and Bridget Keegan. European Romantic Review 19.5 (Dec 2008): 565- 59.
Higgins, Scarlett. Rev. of Black Writers, White Publishers by John K. Young. Modernism/ Modernity 14 (April 2007): 371-73.
Hofer, Matthew Richard. Rev. of Keith Leonard, Fettered Genius: The African-American Bardic Poet from Slavery to Civil Rights. Modernism/Modernity 15.1 (2008): 204–6. ---. Rev. of Split-Gut Song: Jean Toomer and the Poetics of Modernity by Karen Jackson Ford. Modernism/Modernity 14.2 (2007): 427–9
Houston, Gail Turley. Rev. of Between Women: Friendship, Desire, and Marriage in Victorian England, by Sharon Marcus. Journal of Gender Studies16.3. (November 2007). ---. Rev. of Composing Ourselves: The Little Theatre Movement and the American Audience by Dorothy Chansky. Albuquerque Journal. September 2005.
Hunt, Aeron. Rev. of Victorian Literature and Finance edited by Francis O’Gorman. Oxford: Oxford U P, 2007). Forthcoming in Journal of Victorian Culture, Dec. 2009.
Obermeier, Anita. Rev. of The Bloody Good: Chivalry, Sacrifice, and the Great War by Allen J. Frantzen. The Medieval Review
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---. Rev. of New Readings of Chaucer's Poetry, eds. Robert G. Benson and Susan J. Ridyard. The Medieval Review
Torres, Hector. Rev. of Across a Hundred Mountains by Reyna Grande. The Hispanic Outlook in Higher Education 18:12 (March 2008). ---. Rev. of A Dictionary of New Mexican and Southern Spanish by Rúben Cobos. Hispanic Outlook 15:8 (Jan 2005). 64. ---. Rev. of Spilling the Beans in Chicanolandia by Frederick Aldama. Aztlán 33:2 (Fall 2008).
Encyclopedia Entries
Beene, LynnDianne. “Eavan Boland, ‘The Dolls Museum in Dublin.’ Companion to British Poetry, 1900 to the Present. Eds. James Persoon and Robert R. Watson. New York: Facts on File, 2008. 129-131. ---. “Boland, Eavan, ‘The War Horse.’” Companion to British Poetry, 1900 to Present. Eds. James Persoon and Robert R. Watson. New York: Facts on File, 2008. 498-499. ---. "The Madness of King George, Alan Bennett.”The Columbia Encyclopedia of Modern Drama, V. II. Eds. Gabrielle H. Cody and Evert Sprinchorn. New York: Columbia UP, 2007. 853. ---..“U Sam Oeur.” Encyclopedia of Asian-American Literature. Ed. Seiwoong Oh. New York: Facts on File, 2007. 224-225. ---. “Arthur Sze.” Encyclopedia of Asian-American Literature. Ed. Seiwoong Oh. New York: Facts on File, 2007. 275-277. ---. "Jean-Paul Sartre." Dictionary of Literary Biography: Twentieth-Century European Cultural Theorists, Vol. 296. Ed. Paul Hansom. Detroit: Bruccoli Clark, 2004. 314-334. ---. John le Carré, Encyclopedia of Popular Fiction. Ed. Geoff Hamilton. New York: Facts On File. Forthcoming. ---. The Little Drummer Girl. Encyclopedia of Popular Fiction. Ed. Geoff Hamilton. New York: Facts On File. Forthcoming. ---. The Russia House. Encyclopedia of Popular Fiction. Ed. Geoff Hamilton. New York: Facts on File. Forthcoming. ---. Colleen McCullough. Encyclopedia of Popular Fiction. Ed. Geoff Hamilton. New York: Facts on File. Forthcoming. ---. Colleen McCullough’s An Indecent Obsession. Encyclopedia of Popular Fiction. Ed. Geoff Hamilton. New York: Facts on File. Forthcoming. ---. Peter Gadol. Encyclopedia of Contemporary Fiction. Ed. Geoff Hamilton. New York: Facts on File. Forthcoming. ---. Peter Gadol’s The Mystery Roast. Encyclopedia of Contemporary Fiction. Ed. Geoff Hamilton. New York: Facts on File. Forthcoming. ---. Rick Moody. Encyclopedia of Contemporary Fiction. Ed. Geoff Hamilton. New York: Facts on File. Forthcoming.
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Gaines, Barry. “Shakespeare Translations in Former British Colonies in Africa.” Translation: An International Encyclopedia of Translation Studies. Eds. Harald Kittel, et al. Berlin: Walter De Gruyter, 2004-06. ---. “A Midsummer Night’s Dream.” The Shakespeare Encyclopedia: The Complete Guide to the Man and His Works. Ed. A. D. Cousins. Lane Cove, NSW, Australia: Global Book Publishing, 2009. 102-09. ---. “Cymbeline.” The Shakespeare Encyclopedia: The Complete Guide to the Man and His Works. Ed. A. D. Cousins. Lane Cove, NSW, Australia: Global Book Publishing, 2009. 234-37.
Harrison, Gary. “John Clare: Autobiographical and Natural History Prose Writings.” Blackwell Encyclopedia of Romanticism. Ed. Frederick Burwick & Diane Hoeveler. in press.
Higgins, Scarlett. “The Love Song of J. Alfred Prufrock.” Resource Guide to American Literature. Detroit, MI: Gale, 2010. ---. “Montage” and “John Heartfield.” Encyclopedia of Twentieth-Century Photography. New York: Routledge, 2005.
Hofer, Matthew Richard. “Langston Hughes.” The Literary Encyclopedia. Ed. Robert Clark.
Houston, Gail Turley. "Jeremy Bentham." Encyclopedia of Europe 1789-1914. Ed. Thomas Carson. New York: Gale, 2005. ---. "The Condition of England," in Grolier Encyclopedia of the Victorian Era. Ed. James Eli Adams. New York: Grolier, 2004. ---. "Diet," Encyclopedia of Europe 1789-1914. Ed. Thomas Carson. New York: Gale, 2005. ---.”Victorian Housing," Encyclopedia of Europe 1789-1914. Ed. Thomas Carson. New York: Gale, 2005. ---. "Insanity," Encyclopedia of Europe 1789-1914. Ed. Thomas Carson. New York: Gale, 2005. ---."The Trade Cycle," Encyclopedia of Europe 1789-1914. Ed. Thomas Carson. New York: Gale, 2005. ---."The Grand Tour," Encyclopedia of Europe 1789-1914. Ed. Thomas Carson. New York: Gale, 2005. ---. "William Stanley Jevons," Encyclopedia of Europe 1789-1914. Ed. Thomas Carson. New York: Gale, 2005. ---."George Meredith," Encyclopedia of Europe 1789-1914. Ed. Thomas Carson. New York: Gale, 2005. ---."Utilitarianism," Encyclopedia of Europe 1789-1914. Ed. Thomas Carson. New York: Gale, 2005.
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Hunt, Aeron. “Sarah Stickney Ellis.” Grolier Encyclopedia of the Victorian Era. Eds. James Eli Adams, Tom and Sara Pendergast. Danbury, CT: Grolier, 2004. ---. “Married Women’s Property Acts. Grolier Encyclopedia of the Victorian Era. Eds. James Eli Adams, Tom and Sara Pendergast. Danbury, CT: Grolier, 2004. ---. “Railway Literature.” Grolier Encyclopedia of the Victorian Era. Eds. James Eli Adams, Tom and Sara Pendergast. Danbury, CT: Grolier, 2004.
Obermeier, Anita. “Chaucer’s ‘Retraction’.” The Literary Encyclopedia
Scharnhorst, Gary. “Realism and Naturalism.”The Oxford Encyclopedia of American Literature. Ed. Jay Parini. New York: Oxford UP, 2005. III, 208-18.
Presentations
Alemán, Jesse. “Re-inventing American Literature in the Age of the Americas.” Invited Lecture. English Department, Mills College. October 2009. ---. “The Invention of Mexican America.” Invited Lecture. English Department, University of Texas, Arlington. March 2009. ---. “Empire, Imperialisms, and the Invention of Mexican America.” Plenary Address. Rethinking Empire and Imperialism in Nineteenth-Century American Literature, Graduate Student Association of English Conference, University of Maryland, College Park. November 2008. ---. “On the Invention of the Americas.” Plenary Session: Redefining the National Literature of the Americas, Association of Departments of English, Santa Fe, NM. June 2008. ---. “Before Mart”: Hemispheric American Studies and U.S. Hispanic Writings during the Civil War Era.” Dialogues across the Americas, University of California, Irvine, CA. April 2008. ---. “Which America?” U.S. Latino/a Studies and the Civil War Era.” Nuestra America Conference on U.S. Latino/a Studies, Lawrence, KS. February 2008. ---. “Somewhat More Free”: Race and the Limits of Academic Freedom.” Modern Language Association, Chicago, IL. December 2007. ---. Interview, Secret Soldiers: Women in the Civil War. Dir. By Diana. Indigoo Films and the History Channel. Washington, DC. August 2006. ---. Interview, Rebel: Loreta Janeta Velazquez. Dir. By Maria Agua-Carter. Iguana Films. Boston, MA. February 2006.
Beene, LynnDianne. “Creating a Professional Literature Review.” McNair/ROP Scholars, University of New Mexico, Albuquerque, NM. February 2004. ---. ”Women Astronomers as Writers,” Invited Lecture at East Carolina University, Greenville, NC, March 2004.
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Damico, Helen. “Beowulf and the Danes: From History to Vernacular Epic.” MLA Vagantes Conference, 7 March 2009, Florida State University, Tallahassee. ---. Keynote Speaker; “Alfifa Alfremsdottir and Æfgifu of Northampton: Cnut’s Concubine, Medieval Congress, Kalamazoo, Michigan, May 2008. ---. “Æfgifu of Northampton: Stereotypical and Quasi-Historical Treatments of Cnut’s Concubine.” Invited Lecture for Georgetown University, 6 November 2008. ---. “Grendel’s Reign of Terror: From History to Vernacular Epic, Invited Lecture for Haskins Society, Washington, D.C. 9 November 2008. ---. “Queens in Poetry and History: Beowulf’s Foreign Queen.” Invited Lecture for Manchester Center for Anglo-Saxon Studies, Manchester, England, April 2006. ---. “Poetry and Politics: Beowulf’s Queen Revisited.” Invited Lecture for Center for Medieval Studies, University of Minnesota, Minneapolis. April 2006. ---. "Writing the Rood: The Dream of the Rood as Figured Poetry." Invited Lecture for Conference on Dreams and Visions, Claremont Graduate University, Claremont, CA. November, 2004. ---. "Eyeless in Ely: Political Parallels in Beowulf." Invited Lecture for Conference on The Anglo- Saxon Chronicle. York, England. July, 2004.
Dunaway, David. "How I Write." Lecture at Stanford University, Stanford, CA. 16 March 2009. ---. "Writing Vs. Broadcasting Pete Seeger." Lecture at San Francisco State University, CA. 7 May 2009.
Harrison, Gary. Invited speaker. “Maximum Diversity, Minimum Space: Teaching World Literature.” Department of English, University of Nevada, Las Vegas. 13 October 2009. ---. Invited Lecturer. Wordsworth Conference. Grasmere. Summer 2010. ---.“Teaching World Literature.” College of Southern Nevada. 19-20 February 2008. ---. Workshop organizer, presenter and moderator “Workshop for Directors of Graduate Study” and “Preparing Graduate Students for the Job Market” ADE 2008 Summer Seminar West, Santa Fe, NM. 22-26 June 2008. ---. "The Romantic Hero: Beethoven, Napoleon, Byron." Invited Speaker for Seminar on Teaching World Literature. College of Southern Nevada. Spring 2008. ---. Arts in Medicine Symposium. Invited Speaker for Carrie Tingley Hospital Pediatric Musculoskeletal Seminar. Albuquerque, NM. Spring 2006. ---. "The Romantic Hero: Beethoven, Napoleon, Byron." Invited Speaker for Seminar on Teaching World Literature. Creighton University. Omaha, NB. Fall 2004. ---. “Teaching World Literature.” Invited Speaker and Workshop Leader. Creighton University, Omaha, NE. 20 April 2004.
Higgins, Scarlett. “Images of Women in Semina Culture.” “And the Beat Goes On—Semina Culture: Wallace Berman & His Circle.” Affiliated exhibition. Semina Culture: Wallace Berman and His Circle. Wichita State University, Wichita, KS. 27 April 2006.
Hofer, Matthew. “Articulation: George Oppen, Thomas Hardy, and the ‘Metaphysic of the Moment.’”
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George Oppen Centenery Conference University of Edinburgh, Institute for Advanced Studies in the Humanities. 16 November 2008. ---. “Langston Hughes: Authenticity, Performance, and the Voice.” American Literature Association: San Francisco, CA. 24 May 2008. ---.“Langston Hughes in the Public Sphere: Lyric and/as Rhetoric.” American Literature Association: San Francisco, CA. 23 May 2008. ---. “The Making of Robert Creeley.” Invited Lecture for Thomas J. Dodd Research Center. University of Connecticut: Storrs, CT. 15 May 2008. ---. “A Rhythm of the Place: Walt Whitman and Robert Creeley.” American Literature Association Symposium on American Poetry, Puerto Vallarta, Mexico. 14 December 2007. ---. “Robert Creeley: The Art of a Common Language.” Modernist Studies Association . Long Beach, CA. 3 November 2007. ---. “Postwar American Poetics and ‘World Literature.’” Modernist Studies Association. Long Beach, CA. 1 November 2007. ---. “Langston Hughes’s Audiences.” and “Radio Hughes.” American Literature Association. Boston, MA. 24 May 2007. ---. “Langston Hughes: Politics after the 1930s.” American Literature Association. Boston, MA. 24 May 2007. ---. “Institutional Archives.” Modernist Studies Association: Tulsa, OK. 19 October 2006. ---. “Satire, Sentiment, and Political Modernism.” Modernist Studies Association. Chicago, IL. 6 November 2005. ---. “Ezra Pound’s American Voices.” MLA. Philadelphia, PA. 29 December 2004. ---. “Laughter, Blues, and the ‘good folks’ yelp’: Langston Hughes and the Voices of Harlem.” MLA. Philadelphia, PA. 30 December 2004. ---. “‘Major Poet’ in a ‘Minor Language’: Langston Hughes and the Bad New Blues.” Modernist Studies Association. Vancouver, British Columbia, Canada. 24 October 2004. ---. “Futurist Sentiment” Lo Specchio Dell’io: The Fashioning of the Self and the Construction of Subjectivity. Invited Presentation for The Italian Studies Collective, University of Chicago: Chicago, IL. 14 February 2004.
Houston, Gail Turley. Invited panelist. “Dickens and The Christmas Carol.” Santa Fe Short Story Festival. Santa Fe, NM. December 2009. ---. Invited presenter. North American Victorian Studies Association and Victorian Studies Association of Western Canada 2007 Conference on Victorian Materialities. Teaching Victorian Literature. University of Victoria, Victoria, Canada. 10-13 October 2007. ---. Invited Speaker/Classroom Lecturer. Texas Tech University English Department. Lubbock, TX. November 2008. ---. Invited Speaker. Women’s History Month to Lock Haven University, Lock Haven, PA. March 2004.
Hunt, Aeron. Invited panelist. “Dickens and The Christmas Carol.” Santa Fe Short Story Festival. Santa Fe, NM. December 2009.
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Jones, David R. Panelist, “Faculty of Color and the Tenure-Track.” MLA, Chicago, IL. 29 December 2007. Co-host, Summer Seminar West. Association of Departments of English, Santa Fe, NM. 23-26 June 2008.
Martin, Greg. Invited speaker. Albertson’s College, Caldwell ID. 15 October 2004. Lyon College, Batesville, AR. 9 November 2004. Keynote Address, National Cowboy Poetry Gathering, Elko, NV. 26 January 2005. Taos Summer Writers Conference, Taos, NM. July 2005. St. John’s College, Santa Fe, NM. Craft Lecture to Glen Workshop. 3 August 2005. TVI (CNM), Albuquerque, NM. Class Visit & Craft Lecture. 30 November 2005. Albuquerque, Academy, High School, Albuquerque, NM. 3 April 2006. AWP Conference, Austin, TX. Reading & Panel Discussion. 9-10 April 2006. The Seed Institute, ABQ, NM. Craft Workshop—Memoir. 24 February 2007. APS Family School, Presentation: The Writer’s Life. 6 April 2007. CNM, Albuquerque, NM, Class Visit & Craft Lecture. 19 April 2007. NonfictioNow Conference, Iowa City, IA. Reading & Panel Discussion, November 2007. AWP Conference, Chicago, IL. Reading & Panel Discussion, April 2009. Keynote Address, UNM Teacher’s Institute. July 2009.
Nocentelli, Carmen. “Europe and Asian Polygamy, 1492- 1622,” Newberry Library Colloquium. Chicago, IL. Mar. 2009. ---, Megan Moore, and Diana Robin. “Finding Gender in the Intersections of Literature and History.” Roundtable, Newberry Library Colloquium, Chicago, IL: February 2009. ---. “The Erotic Politics of the Lusiads.” University of Chicago Renaissance Seminar. Chicago, IL. February 2009. ---. “Perverse Implantations.” Newberry Library Fellows Seminar, Chicago , IL. November 2008 ---. “Race, Sexuality, and Early Modern Globalization.” Group for Early Modern Cultural Studies. Philadelphia, PA. November 2008. ---. “Asia in the Making of Europe: Early Modern Ethnologies and Europe and Sexualities.” New Worlds, New Publics, Newberry Library, Chicago, IL. September 2008. ---. “Early Modern Race, Early Modern Sexuality: Intersections.” Renaissance Society of America, Chicago, IL. April 2008. ---, “Erōs, Ethnos, and the Embodiment of Others.” Symposium in Honor of Stephen Orgel, Stanford University, Sanford, CA. March 2008. ---.“Negotiating Whiteness: Hollandophobia in Seventeenth-Century England.” MLA, Chicago, IL. December 2007. ---. “The ‘haughty Spaniard’ and the ‘cruel Dutch’: Ethnic Identity in Restoration England.” Aphra Behn Society, Albuquerque, NM. October 2007. ---. “Fashioning the Body Natural: John Bulwer’s Anthropometamorphosi.” Renaissance Society of America, Miami, F., March 2007. ---. “Of Polygamy and Penis Bells: Eros and Ethnos in Early Modern Europe.” Feminist Research Institute, University of New Mexico, Albuquerque, NM. September 2006. ---. “Traveling Princesses: Empire, Nation, and the Politics of Literary Appropriation.” MLA,
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Washington, DC. December 2005. ---. “The Foreignness of Empire.” Group for Early Modern Cultural Studies, San Antonio, TX. December 2005. ---. “The Dutch Black Legend.” “Creating Identity and Empire in the Atlantic World, 1492-1888.” The University of North Carolina at Greensboro. September 2004.
Obermeier, Anita. “Chaucer on the Rap Circuit.” Biennial Meeting of the New Chaucer Society, Siena, Italy, July 2010. ---. “The Unfinished Logos: Medieval Images of the Pregnant Virgin Mary.” 44th International Congress on Medieval Studies, Western Michigan University, May 2009. ---.“Malory’s and the Vulgate Quest’s Grail of Fertility and Sterility.” Annual Meeting of the Medieval Association of the Pacific, University of Puget Sound, March 2010. ---.“The Ricardian and Gowerian Context of Chaucer’s Manciple’s Tale.” Annual Meeting of the Medieval Association of the Pacific, University of New Mexico, March 2009. ---. “Cartoons, Cinema, and Cuisine: Creating Arthurian Intertexts.” 43rd International Congress on Medieval Studies, Western Michigan University, May 2008. ---. “The Rhetoric of Symbolism: The Grail of Fertility and Sterility.” Annual Meeting of the Medieval Academy of America (joint with the Medieval Association of the Pacific), Vancouver, Canada, April 2008. ---. “Self-Criticism and Self-Promotion in Chaucer’s and Gower’s Prologues and Epilogues.” 42nd International Congress on Medieval Studies, Western Michigan University, May 2007. ---. “Seed and Sex in Chaucer’s Canterbury Tales.” 41st International Congress on Medieval Studies, Western Michigan University, May 2006. ---. “Fertile Men and Sterile Women in Arthurian Legends.” Annual Meeting of the Medieval Association of the Pacific, Westminster College, March 2006. ---. “Food and Feast in Cleanness.” Eleventh Annual Arizona Center for Medieval and Renaissance Studies (ACMRS) Conference on “Feast, Famine, and Fasting: Food and Material Consumption in Medieval and Renaissance Culture,” Arizona State University, February 2005. ---. “Censorship in The Manciple’s Tale as Ovidian and Ricardian Metaphor.” 34th UBC Medieval Workshop: Medieval Authorship: Theory and Practice, University of British Columbia, Canada, November 2004.
Power, Mary. Lecture:” How to Read Ulysses.” Annual Lecture for University of Texas-Austin Alumni Association, Austin, TX. February, 2008
Romano, Susan. Invited and Featured Speaker. University of Colorado at Colorado Springs. Spring 2009. ---. Invited and Featured Speaker. San Diego State University Lecture Series, Fall 2007. ---. Invited Institute Leader. Rhetoric Society of America Second Biennial Summer Institute. Rensselaer Polytechnic Institute, 17-24 June 2007. ---. Invited Featured Speaker, University of California Irvine Colloquium on Comparative Rhetoric: Rhetorical Encounters: Persuasion, Pedagogy, and Practice in Colonial and Immigrant Contexts, October 2004.
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Scharnhorst, Gary. “The ‘Lorio’ Letters to the St. Louis Daily Reveille: On Mark Twain, Minstrelsy, Mesmerism, and McDowell’s Cave.” Sixth International Conference on the State of Mark Twain Studies, Center for the Study of Mark Twain, Elmira College, Elmira, NY. 7 August 2009. ---. Closing Roundtable, “The Future of Mark Twain Studies.” Sixth International Conference on the State of Mark Twain Studies, Center for the Study of Mark Twain, Elmira College, Elmira, NY. 8 August 2009. ---. “Parodies of Late Nineteenth-Century Western Fiction and the Failure of Realism.” Western Literature Association, Tacoma, WA. 19 October 2007; American Literature Association conference, San Francisco, CA. 23 May 2008. ---. “‘It Was Not to be a Government According to Our Ideas’: Mark Twain’s Critique of Cultural Imperialism, 1895-1900.” Australia-New Zealand American Studies Association, Sydney, Australia. 5 July 2008. ---. “Mark Twain’s Interviews: A Final Report.” American Literature Symposium on Literary Biography, Puerto Vallarta, Mexico. 8 Dec 2006; Quarry Farm lecture, Elmira College, Elmira, NY. 11 October 2007. ---. “Remembering Henry Wadsworth Longfellow.” Deutsch-Amerikanisches Zentrum, Stuttgart, Germany, 25 April 2007. ---. “Mark Twain on Humor: His Theory in Interviews.” Universität Magdeberg, 16 June 2007. ---. “‘It is the Story of a Dog’: A Newly Recovered Interview with Jack London.” American Literature Association Symposium on Naturalism, Newport Beach, CA. 5 October 2007. ---. “Oscar Wilde and Walt Whitman.” American Literature Symposium on Poetry, Puerto Vallarta, Mexico. 14 December 2007. ---. “Steinbeck’s Allegorical Bus.” Western Literature Association, Bozeman, MT, 1 October 2004; Pacific Northwest American Studies Association, Portland, Oregon, 16 April 2005. ---. “In Defense of Literary Biography.” E. Bruce Kirkham Lecture, Friends of the Alexander M. Bracken Library, Ball State University, Muncie, IN. 6 April 2005. ---. “Teaching Tom Sawyer.” Mark Twain Summer Teachers Institute, Elmira College, 2 August 2005; Fifth International Conference on the State of Mark Twain Studies, Center for the Study of Mark Twain, Elmira College, Elmira, NY. 5 August 2005. ---. “Thoreau, Walden, and James T. Fields.” American Literature Association, San Francisco, CA. 28 May 2004. ---. “Mark Twain’s Interviews: An Interim Report.” American Literature Association Symposium on Fiction, San Diego, CA. 8 October 2004.
Julie Shigekuni. Bowery Club Reading, New York, September 2009. --. Enduring Communities, ASU APAS, JACL, JANM Teacher’s Workshop, June 2009. --. University of New Mexico. Panelist: “Women’s Work.” Moderated by Prof. Marni LaNoue, March 2009. --. Reading, SOMOS Taos, February 2009. --. Reading and Lecture, Arizona State University, Asian American Studies program, Tempe, Arizona, November 2008. --. Reading, University of New Mexico, Taos Branch Campus, Taos, New Mexico, November 2008.
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--. Reading, Works in Progress, University of New Mexico, October 2008. --. Reading/Panelist, Santa Fe Writer’s Conference, Santa Fe, New Mexico, July 2008. --. Reading, A Room of Her Own (AROHO) Foundation, Bookworks, Albuquerque, New Mexico, October 2007. --. Reading, Works in Progress, University of New Mexico, October 2007. --. Reading and Presentation, Japanese American National Museum at the University of New Mexico, June 2007. --. Interview, University Showcase, KUNM radio, Albuquerque, New Mexico, May 2007. --. Interview, VOID magazine online, March 2007. --. Interview, Artscape, David Lemburg, February 2007. --. Interview, Connie Goetsch, NPR Farmington, January 2007. --. Interview, Ron Chapman KUNM, January 2007.
Warner, Sharon Oard. Panel Discussion at the KIMO Theater for Albuquerque Tricentennial Authors, Albuquerque, NM. 21 February 2006. ---. “The Image of the Writers’ Conference in the Community.” Associated Writing Programs. Austin, TX. 9 March 2006. ---. Moderator for “What Makes a Good Short Story?” Santa Fe Short Story Festival, Lensic Theater, Santa Fe, NM. 27 September 2005. Panelists: Joyce Carol Oates, Edna O’Brien, Luis Alberto Urrea, and Demetria Martinez.
Washburn, Kathleen. “Missing Subjects: Reconsidering the Journals of the Society of American Indians.” MLA, Philadelphia, PA. 28 December 2009. ---. “Changing Woman, the Great War, and Soldier Citizenship.” American Studies Association Conference. Washington, D.C. 6 November 2009. ---. Chair, Ethnic Studies panel. Rocky Mountain Modern Language Association Conference. Reno, NV. 9 October 2008. ---. ‘You know, everything had to begin’: Anthologizing Native American Songs and Stories.” Panel on Native American Places: Varieties of Modern Regionalism in the Early 20th Century. American Literature Association Conference. San Francisco, CA. 23 May 2008. ---. Invited Lecture: “Storytelling in Contemporary Native American Literature.” American Indian Studies, UCLA, Los Angeles, CA. 10 January 2008. ---. “Asians, Indians, and the Territory of Ethnic Studies in John Rollin Ridge’s Joaquin Murieta.” American Studies Association Conference. Philadelphia, PA. 13 October 2007. ---. “‘All was as it should be’: Rewriting Indigenous Time in Welch’s Historical Fiction.” Rocky Mountain Modern Language Association Conference. Calgary, Alberta (Canada). 5 October 2007. ---. “Disciplining Women: Gender, Citizenship, and Indigenous Rights.” Conference in Citizenship Studies: Gender and Citizenship. Wayne State University. Detroit, MI. 3 March 2007. ---. “‘Relics of Our Country’s Once Virgin Soil’: Nostalgia and the New Indians.” Nostalgia and American Regionalism panel, MLA, Philadelphia, PA. 29 December 2006. ---. “Human Rights: Rhetoric and Reality” (moderator). Multicampus Research Group Conference on “The Art of Rights: Human Rights in Comparative Perspective.” UCLA. Los Angeles, CA. 19 May 2006.
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---. “‘Dying Prophecy’: Ghost Dance Texts and the Paradox of Terminal Modernity.” Americanist Research Colloquium. UCLA. Los Angeles, CA. 18 May 2006. ---. “‘Indian’ Legibility and the Curious Case of Buffalo Child Long Lance.” Pathways Conference. Yale University, New Haven, CT. 6 April 2006. ---. “American Modernism and the ‘New Indians.’” Friends of English Graduate Student Salon. UCLA, Los Angeles, CA. 24 January 2006. ---. “Wynema, the Ghost Dance, and Indigenous Modernity.” New Directions in American Indian Research Conference. University of North Carolina, Chapel Hill, NC. 8 October 2005.
Woodward, Carolyn J. “Gloria: A Remembrance.” Conference in Honor of Gloria Anzaldúa, University of New Mexico, Albuquerque, NM. October 2004. ---. “Teaching a Tormented Rise of the Novel.” Eighteenth Century Narratives Conference, University of Exeter, Exeter, Devon, England. July 2004. ---. “Teaching Jane Austen.” Presentation. Jane Austen Society of North America. Center for the Book/ Special Collections Public Library, Albuquerque, NM. June 2004. ---. “Sarah Fielding, Jane Collier, and the Fine, Fine, SuperFine Art of Tormenting,” South-Central Society for 18th-Century Studies, Santa Fe, NM. February 2004.
Creative works
Chavez, Lisa. ‘My Mother’s House.’ Mentor and Muse. An Angle of Vision. Ed. Lorraine López. U. of Michigan P. Forthcoming, 2010. [essay] ---. The Why and ‘How’ of Narrative Poetry. U of Southern Illinois P. Forthcoming, 2010. [essay] ---. The Long Road Home. in The Other Latina/os. Eds. Blas Falconer and Lorraine López. U. of Arizona P. Forthcoming. [essay] ---. “Independence Day: Manley Hot Springs, Alaska, 1975,” in Writing True: the Art and Craft of Creative Nonfiction. Eds., Schwartz and Perl. New York: Houghton Mifflin, 2005. Rpt in Fearless Confessions: A Writer’s Guide to Memoir. Ed. Silverman. Athens: U. of Georgia P, 2009. [essay] ---. “House of the Fox Spirits.” Fickle Muses: An Online Journal of Myth and Legend.
Harrison, Gary. “Night Light.” Let There Be Night: Testimony on Behalf of the Dark. Ed. Paul Bogard. Las Vegan: U of Nevada P, 2008. 143-50.
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Levin, Dana. Wedding Day, Copper Canyon Press, 2005 Poetry in • From the Fishouse: An Anthology of Poems That Sing, Rhyme, Resound, Syncopate, Alliterate, and Just Plain Sound Great. Ed. Damille T. Dungy, et al. New York: Persea, 2009. • Legitimate Dangers: American Poets of the New Century. Eds. Michael Dumanis and Cate Marvin. Louisville, KY: Sarabande, 2006. • Pushcart Prize XXIX: The Best of the Small Presses for 2005. Eds. Bill Henderson, et al. New York: W. W. Norton, 2004. • Pushcart Prize XXVIII: The Best of the Small Presses for 2004. Eds. Bill Henderson, et al. New York: W. W. Norton, 2003. Poetry in Agni (on-line), American Poetry Review, Conduit, Forklift, Gulf Coast, The Iowa Review, The Kenyon Review, The Los Angeles Review, The Paris Review, Perihelion (on-line), Poetry, Salmagundi, The Washington Post Essays in American Poet, American Poetry Review, Center: A Journal of the Literary Arts, Pleiades, Ploughshares, and Poetry. Interviewed in The Kenyon Review < http://kenyonreview.org/blog/?p=1188>, Oranges and Sardines
Mueller, Daniel. Saturday is Valentine’s Day, Black Arts, and At Night We Play Hearts (stories); Stay and I’m OK, You’re OK (autobiographical essays) submitted for publication. --SAY ANYTHING AND EVERYTHING (story collection) submitted for publication. “Red Cinquefoil.” The Surreal South. Eds. Laura Benedict & Pinckney Benedict. Winston-Salem, NC: Press 53. Forthcoming October 2009. ---. Spoils.” Gargoyle (Summer 2008) 301-305. ---.“Say Anything and Everything.” The Cincinnati Review 5,1 (Spring 2008): 81-101. ---.“Connected.” Prairie Schooner 81,4 (Winter 2007): 118-133. ---.“Red Cinquefoil.” CutBank 67 (Spring 2007): 123-139. ---.“The Night My Brother Worked the Header.” Playboy College Fiction. Ed. Alice K. Turner. Hanover NH: Steerforth Press, 2007. 60-76. --“Huntsville Rodeo, 1968.” Another Chicago Magazine (Spring 2002): 159-173. --“Doctor Golf.” Orchid: A Literary Journal, Critical Connection Workshop. (Spring 2002): 65-82. --“Afterthought: John Hersey.” Orchid: A Literary Journal, Critical Connection Workshop. (Spring 2002): 203-204. (memoir short piece) --“German Nudists.” Wandler: Zeitschrift fur Literatur (Winter 2001): 118-119. --“Tina Louise.” Story Quarterly 36 (2001): 150-162. Presentations: ---. Presentation. “Image in Narrative.” Low-Residency MFA Program, Queens University of Charlotte, Charlotte, NC. 29 May 2008 and 18 May 2007. ---. Presentation. “Establishing Normalcy When Writing the Extraordinary.” Associated Writing Programs Annual Conference, Atlanta, GA. 2 March 2007.
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---. Presentation. “Writing the West: A Discussion of Writers’ Geographical Proximity to Vast and Complex Subject Matter.” Associated Writing Programs Annual Conference, Austin, TX. 11 March 2006. ---. Presentation. “Orienting Readers to the Strange by Way of the Familiar.” Tinker Mountain Writers’ Conference, Hollins University, Roanoke, VA. 14 June 2006. ---. Presentation. “Central Image in Fiction.” Tinker Mountain Writers’ Conference, Hollins University, Roanoke, VA. 12 June 2005. ---. Presentation. “The Long and Short View of Writing the North.” Associated Writing Programs Annual Conference, Vancouver, BC. 29 March 2005.
Shigekuni, Julie. Unending Nora. Granada Hills, CA: Red Hen Press, 2008. “The Problem with Eating Japanese.” Red Hen Press anthology for high school students. Granada Hills, CA: Red Hen Press, 2008. “Elephant Story.” Red Hen Press anthology for middle school students. Granada Hills, CA: Red Hen Press, 2008. “Natural History.” The Los Angeles Review (Fall 2008).
Thiel, Diane. Winding Roads: Exercises in Writing Creative Nonfiction. New York: Longman;, 2008. --- and Constantine Hadjilambrinos, trans. American Fugue by Alexis Stamatis. Wilkes-Barre, PA: Etruscan Press, 2008. Received 2007 NEA International Literature Award. ---. Crossroads: Creative Writing Exercises in Four Genres. New York: Longman, 2005. ---. Open Roads: Creative Writing Exercises in Poetry. New York: Longman, 2005. ---. Resistance Fantasies. Ashland, OR: Story Line Press, 2004. Nominated for the National Book Award, 2004. ---. The White Horse: A Colombian Journey. Wilkes-Barre, PA: Etruscan Press, 2004. Finalist for PEN Southwest Book Award.
Selected Poems Re-printed in Anthologies: ---. "Iphigeneia: Sapphics from Tauris," "Memento Mori in Middle School," "Echolocations," NEA U.S./Northern Ireland Poetry Anthology, Editor Harvey Hix, 2008. ---. "Lost in Translation," Letters to the World: WOMPO Anthology; Red Hen Press, 2008. ---. "Wild Horses, Placitas "; A Cadence of Hooves, Yarroway Mountain Press, 2008. ---. "Changeling," Notre Dame Review: The First Ten Years; Notre Dame University Press, 2007. "Trümmerfrauen ", "Lost in Translation ", "Echolocations, " and commentary; Deep Travel, 2007. ---. "Resistance Fantasies" and "The Minefield" (translated into Russian), NEA Russia/United States Anthology, 2007. ---. "Love Letters"; Poetic Form, Pearson/Longman, 2007. ---. "Watermark", "Echolocations", "Wild Horses, Placitas"; In the Eye; Thunder Rain Press, 2007. ---. "Memento Mori in Middle School," "Secret" and "Chestnuts" (translations of Sor Juana), and "Ancestral Burden " (translation of Alfonsina Storni); Introduction to Poetry 11th Edition; Addison, Wesley, Longman; 2007.
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---. "Memento Mori in Middle School"; "Secret" and "Chestnuts" (translations of Sor Juana); and ---. "Ancestral Burden " (translation of Alfonsina Storni); Literature: An Introduction to Fiction, Poetry, Drama, 9th Edition (Full, Interactive, and Compact Editions). New York: Longman, 2007. ---. "The Minefield," American War Poetry; (ed. Lorrie Goldensohn); Columbia Univ. Press, 2007. ---. "The Minefield "; Western Wind: An Introduction to Poetry, 5th edition; McGraw Hill, 2006. ---. "South Beach Wedding" and translation "Boda en South Beach"; "The Minefield " and translation "Campo Minado"; Lineas Conectadas, (two volume publication including U.S. and Mexican poets, translated into Spanish and English); Sarabande Press, 2006. ---. "If You Don’t"; 180 More: Extraordinary Poems for Everyday, Random House, 2006. ---. "The Minefield "; Contemporary American Poetry (Penguin Academics Series); Penguin, 2005. ---. "Editorial Suggestive"; Sonnets: 150 Contemporary Sonnets; Univ. of Evansville Press; 2005. ---. "Echolocations," "At the Mailbox," "Bedside Readers," "Memento Mori in Middle School," "Love Letters," "Editorial Suggestive," "Daphne (A Photograph, 1930)"; (Featured Reprint of 7 poems); Rising Phoenix; Word Press; 2005. ---. "Memento Mori in Middle School"; Twentieth Century American Poetry; McGraw Hill; New York, New York; 1040-1041; 2004. ---. "Legacy," "Swallow," "Silences," "Thera," "Circumstance," "Daphne (A Photograph, 1930)"; Kindled Terraces: American Poets in Greece; Truman State University Press; 2004. ---. "The Minefield"; Revenge and Forgiveness; Henry Holt; 2004. Selected Poems Appearing in Periodicals: ---. "Letters from La Paz," "Dream Highway." Prairie Schooner (2008). ---. "Recovering the Lost." Sewanee Review (2007). ---. "Lightning Rod," "Another Changeling," "Letter from Constanta," "Night Lyrics," "Killing Time." Red Rock Review (Fall 2007). Includes interview. ---. "Swan Song," "Love-Spinning," "Shapechanger." Provincetown Arts (2006). ---. "Lines About Love" ; Smartish Pace, 2006. ---. "Medea in Colchis" and "Tomb of Persephone." Connecticut Review (2005). ---. "Learning Math," "Wild Horses, Placitas," "Sevenlings for Akhmatova." American Poetry Journal (2004). ---. "Baba Yaga." American Literary Review (2004): 45. ---. "Black Sea Acrostic," "Iphigeneia (Sapphics from Tauris)," "Elegaic Labors." Notre Dame Review (Summer 2004): 50-53. ---. "Resistance Fantasies." America 191:4 (2004): 20. (Finalist for Foley Poetry Award. ---. "Blue Heron." The Midwest Quarterly Summer 2004: 397. ---. “The Fitting.” The Dark Horse (Scotland) Spring 2004: 6. ---. "Context," "Growing Up German in Miami Beach." Artful Dodge 2004: 100-101. ---. "Continuum," "Punta Perlas " Kalliope 2004: 40-41. ---. "Nursery Shellgame" National Poetry Review 2004: 12-13. Selected Essays and Criticism ---. "An Allegory of the Creative Process.” Sun, Stone and Shadows, Institute of Museum and Library Services, NEA, 2008. ---. "Latin American Poetry." Literature: An Introduction to Fiction, Poetry, and Drama 9th Edition. New York: Addison, Wesley, Longman, 2005. 1041-1065.
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---. "Interview with Sherman Alexie." Crossroads, The Poetry Society of America Journal. (2004). ---. "Recovering the Lost," "The Minefield," "Memento Mori in Middle School," "Family Album," "Ancestral Burden " (trans.of Alfonsina Storni), "She Promises to Hold a Secret in Confidence " (trans. of Sor Juana), "A Simple Gift Made Rich By Affection " (trans. of Sor Juana), Columbia Granger’s World of Poetry.
Warner, Sharon Oard. “Dream Man.” Telling Stories Out of Court: Narratives about Women and Workplace Discrimination. Ed. Ruth O’Brien. Ithaca, NY: Cornell UP, 2008. 21-28. ---. “Love Child.” The Laurel Review 40.1 (Winter 2006): 44-54. [story] ---.“A Simple Matter of Hunger.” Crossroads: Creative Writing in Four Genres. New York: Longman, 2005. ---.“Sweetness.” Prairie Schooner, University of Nebraska. Summer 2004.
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4. Tenure-stream Faculty vitae
NAME: Jesse Alemán RANK: Associate Professor EDUCATION: B.A., California State University, Fresno M.A., California State University, Fresno PhD, University of Kansas
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My scholarship covers nineteenth-century American and Mexican American literatures by focusing on the literary histories and national identities that were forged in the U.S. southwest throughout the nineteenth-century. I write on the formation of US empire in relation to Mexican America and, more recently, in relation to the Americas more broadly, including Mexico and Cuba. And my work focuses particularly on writings produced during eras of national rupture: the US-Mexico War; the US Civil War; and the related wars of rebellion in Mexico and Cuba.
RESEARCH/WRITING INTERESTS: Nineteenth-Century American Literature Mexican American literary history Chicano/a literary studies US empire and the Americas American literary history
PUBLICATIONS 2004-2009: --- and Shelley Streeby, eds. Empire and the Literature of Sensation: An Anthology of Nineteenth-Century Popular Fiction. New Jersey: Rutgers UP, 2007. ---. The Woman in Battle: The Civil War Narrative of Loreta Janeta Velazquez, Cuban Woman and Confederate Soldier. Madison: U of Wisconsin P, 2003. ---. “Redefining National Literatures in the America.” ADE Bulletin 146 (Fall 2008): 38-42. “Barbarous Tongues: Immigrant Fiction and Ethnic Voices in Contemporary American Literature.” Modern Fiction Studies 54.2 (2008): 398-404. ---. “The Other Country: Mexico, the United States, and the Gothic History of Conquest” Hemisphere and Nation: American Literary and Cultural Geographies. Eds. Robert S. Levine and Caroline F. Levander. New Jersey: Rutgers UP, 2007. 75-95. ---. “Colonial Whites and Citizenship Rights: The Cultural Work of María Amparo Ruiz de Burton’s Novels.” Complicating Constructions: Race, Ethnicity, and Hybridity in American Texts. Eds. David S. Goldstein Audrey B. Thacker: Seattle: U Washington P, 2007. 3-30. ---. “The Other Country: Mexico, the United States, and the Gothic History of Conquest.” American Literary History 18.3 (2006): 406-26. ---. “The Ethnic in the Canon; Or, On Finding Santa Anna’s Wooden Leg.” MELUS 29.3-4 (2004). 165-82. ---. “Crossing the Mason-Dixon Line in Drag: The Narrative of Loreta Janeta Velazquez, Cuban Woman and Confederate Soldier.” Look Away! The U.S. South in New World Studies. Eds. Jon Smith and Debbie Cohn. Durham: Duke U P, 2004. 110-29.
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---. “Assimilation and the Decapitated Body Politic in The Life and Adventures of Joaquín Murieta.” Arizona Quarterly 60.1 (2004): 71-98. ---. “’Thank God, Lolita is Away from Those Horrid Savages’: The Politics of Whiteness in Who Would Have Thought It?” María Amparo Ruiz de Burton: Critical and Pedagogical Perspectives. Eds. Amelia María de la Luz Montes and Anne E. Goldman. Lincoln: U of Nebraska P, 2004. 95- 111.
AWARDS AND HONORS RECEIVED 2004-09: Elizabeth Wertheim Award, English Department, UNM (2009) Outstanding Faculty Member, Peer Mentoring for Graduates of Color, UNM (2009) Inducted to Phi Kappa Phi Honor’s Society, UNM (2006) “MELUS Best Essay” ($500 award): “The Ethnic in the Canon” (2005) Summer Fellow, American Antiquarian Society, Worcester, MA (2004)
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: New Mexico Endowment for the Humanities, Mini-Grant, “Robert Rodriguez’s South-Westerns: A Film Festival.” (Spring 2004)
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: UNM, Research Allocation Committee, Small Grant, “Wars of Rebellion” Research at the Benson Latin American Library and the Center for American History, University of Texas, Austin. (Spring 2008) UNM, College of Arts and Sciences, Faculty Development Fund, “Southwest Symposium.” (Spring 2007) UNM, Research Allocation Committee, Small Grant, “Loreta Janeta Velazquez” Research at the New York Public Library. (Fall 2005) UNM Teaching Allocations Subcommittee Grant, “The Southwest on Film: Video Library for Teaching Enhancement of Undergraduate and Graduate Southwestern Courses.” (Spring 2004)
COURSES REGULARLY TAUGHT 2004-09: English 660, Graduate Seminar in American Literature (Topics Vary) English 465/565, Chicano/a Narrative English 461/561, American Romanticism English 474,/574, Southwestern Literature and Film English 297, American Literature, Civil War to the Present English 265, Introduction to Chicano/a Literature
UNDERGRADUATE HONORS STUDENTS 2004-09: Kayla Hofius, English, Fall 2008-Spring 2009 (cum laude) Christopher Prentice, English, Spring 2007-Fall 2008 (magna cum laude) Rachelle Torres, English, Spring 2000 (magna cum laude).
GRADUATE STUDENTS 2004-09: Ph.D. Dissertation--Director
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Leigh Johnson, UNM English Department, In progress. Danizete Martinez, UNM English Department, Pass with distinction, Spring 2009 Dennis M. Lensing, UNM English Department, Pass, Spring 2007.
Ph.D. Dissertation--Committee Member Carolyn Kuchera, UNM English, In Progress. Ying Xu, UNM English, In progress. Ashley Carlson, UNM English Department, In Progress. Margie Montañez, UNM American Studies, In Progress. Cindy Murillo, UNM English Department, Pass, Fall 2008. Jennifer Alvarez-Dickinson, UNM American Studies, Pass, Spring 2008. Spencer Herrera, UNM Spanish Department, Pass, Spring 2007.
PhD Committee on Studies—Director D. Noreen Rivera, UNM English Department, In Progress. Erin Murrah-Mandril, UNM English Department, In Progress. Paul Formisano, UNM English, In Progress. Leigh Johnson, UNM English Department, Pass with Distinction, Spring 2009. Leah Snyder, UNM English Department, Pass, Spring 2008 Danizete Martinez, UNM English Department, Pass, Spring 2007 Dennis Lensing, UNM English Department, Pass with Distinction, Fall 2001
Ph.D. Exam Committee on Studies—Committee Member Jennifer Nader, UNM English, In Progress Karen Roybal-Montoya, UNM American Studies, In Progress. Carolyn Kuchera, UNM English, Pass with Distinction, Spring 2009. Ying Xu, UNM English Department, Pass, Fall 2008. Margie Montañez, American Studies, Pass, Fall 2008. Ashley Carlson, UNM English Department, Pass, Spring 2008. Cassandra Amundson, UNM English, Pass, Fall 2007. John D. Miles, UNM English Department, Pass, Fall 2006. Lena McQuade, UNM American Studies, Pass with Distinction, Fall 2005.
M.F.A. Exam Committee on Studies—Committee Member Dan Darling, UNM English Department, In progress. Erika Sanchez, UNM English Department, In progress. Dianne Bechtel, UNM English Department, Pass, Spring 2007.
M.A. Thesis Committee on Studies—Member Katie Councilor, UNM American Studies, Pass, Spring 2009. Margie Montañez, UNM American Studies, Spring 2005.
MAJOR SERVICE ACTIVITIES 2004-09: Editorial Board, American Literary History (2009-present)
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Executive Committee, Division on Ethnic Approaches to Literature, MLA (2006-present) Grant Evaluator, Literary Studies, Faculty Research Awards, Division of Research, NEH, (2004) Special Interest Delegate (Ethnic Studies), Delegate Assembly, MLA (2002-2004) Executive Committee (Secretary), MELUS, (2003-2006) Governance Committee, Advisory Board, MELUS (2001-2005) Executive Committee, Division of Chicana/o Literature, MLA (2000-2005) UNM, Tenure and Promotion Committee, College of Arts and Sciences (2008-2009) UNM, English Department, Associate Chair for Graduate Studies (2005-2007) UNM, English Department, Associate Chair for Tenure and Faculty Development, (2009 – )
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NAME: LynnDianne Beene RANK: Professor EDUCATION: B.A., University of Arkansas M.A., University of Arkansas Ph.D., University of Kansas
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: • Currently I am collecting, organizing, and writing the introduction and biographical/ explanatory notes for an anthology of detective/mystery/crime poetry that presently numbers over 2500 poems from major literary poets to unknown web writers. • I am also completing a long-term project, a textbook for novice editors that updates the print-based advice traditionally found with web-based strategies, procedures, and formats. • To renew my skills as a teacher of literature, I continue to write biographical and analytic entries for various print and on-line encyclopedias.
LIST OF RESEARCH/WRITING INTERESTS: • Contemporary (Popular) Literature, esp. detective and espionage literature and humor writing. • Language theory and stylistics • Popular nonfiction
PUBLICATIONS 2004-2009: “Eavan Boland, ‘The Dolls Museum in Dublin.’ Companion to British Poetry, 1900 to the Present. Eds. James Persoon and Robert R. Watson. New York: Facts on File, 2008. 129-131. ---. “Boland, Eavan, ‘The War Horse.’” Companion to British Poetry, 1900 to Present. Eds. James Persoon and Robert R. Watson. New York: Facts on File, 2008. 498-499. ---. "The Madness of King George, Alan Bennett.” The Columbia Encyclopedia of Modern Drama, V. II. Eds. Gabrielle H. Cody and Evert Sprinchorn. New York: Columbia University Press, 2007: 853. ---.Review: “A History of the English Language by Richard M. Hogg and David Denison,” Journal of Anthropological Research 63:3 (Fall 2007): 403-05. ---. “U Sam Oeur” in Encyclopedia of Asian-American Literature, Oh, Seiwoong, ed. (New York: Facts on File, 2007): 224-225. ---. “Arthur Sze” in Encyclopedia of Asian-American Literature, Oh, Seiwoong, ed. (New York: Facts on File, 2007): 275-277. ---. "Jean-Paul Sartre," in Dictionary of Literary Biography: Twentieth-Century European Cultural Theorists, Vol. 296, gen ed. Paul Honsom. Detroit: Bruccoli Clark, 2004: 314-334. ---. John le Carré, Encyclopedia of Popular Fiction. Gen. ed. Geoff Hamilton. New York: Facts On File, Inc. In press. ---. The Little Drummer Girl, Encyclopedia of Popular Fiction. Gen. ed. Geoff Hamilton. New York: Facts On File, Inc. In press. ---. The Russia House, Encyclopedia of Popular Fiction. Gen. ed. Geoff Hamilton. New York: Facts On File, Inc. In press.
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---. Colleen McCullough, Encyclopedia of Popular Fiction. Gen. ed. Geoff Hamilton. New York: Facts On File, Inc. In press. ---. An Indecent Obsession, Encyclopedia of Popular Fiction. Gen. ed. Geoff Hamilton. New York: Facts On File, Inc. In press. ---. Peter Gadol, Encyclopedia of Contemporary Fiction. Gen. ed. Geoff Hamilton. New York: Facts On File, Inc. In press. ---. The Mystery Roast, Encyclopedia of Contemporary Fiction. Gen. ed. Geoff Hamilton. New York: Facts On File, Inc. In press. ---. Rick Moody, Encyclopedia of Contemporary Fiction. Gen. ed. Geoff Hamilton. New York: Facts On File, Inc. In press.
PRESENTATIONS 2004-2009: ---. Creating a Professional Literature Review, Presentation to McNair/ROP Scholars, University of New Mexico, February 2004. ---.”Women Astronomers as Writers,” Invited Presentation at East Carolina University, Greenville, NC, March 2004.
PUBLICATIONS 1997-2003: ---. "John le Carré." Mystery & Suspense Writers: The Literature of Crime, Detection, and Espionage, Vol. 1. Gen Ed. Robin Winks. New York: Charles Scribner's Sons, 1998. [Series won 1999 Edgar Award.] ---. Guide to British Prose Explication: Nineteenth & Twentieth Century. Boston: G.K. Hall, 1997.
AWARDS AND HONORS RECEIVED 2004-09: Nominee, Presidential Teaching Fellowship, 2008.
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: Cultural Economic Development Grant, Delaware River Port Authority for Barnstormers’ Theater, Ridley Park, PA, September, 2004.
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: “The Cold War in Literature and Film,” funded research from the Teaching Allocation Committee Research Grant, 2007.
COURSES REGULARLY TAUGHT 2004-09: • English 250: Analysis and Interpretation of Literature • English 4/517: Editing • English 4/540: Studies in Language: American English • English4/545: History of the English Language • English 4/586: British Humour
UNDERGRADUATE HONORS STUDENTS 2004-09: Addie Fryeweaver, Thesis: Jewish Humor in Selected Graphic Novels, 2005
GRADUATE STUDENTS 2004-09:
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• Alyssa Christy: MA-PW: Portfolio, Rhetorical Strategies in Graphic Novels and Advertising • Anita Daniels: Dissertation: The Circumscribing Coyote: Native American Use of Signifying To Cast Their Message in Palatable Tropes, 2006 • Arlene Odenwald: Dissertation: A Stylistic Analysis of The Ethos of Characters in Barbara Kingsolver's "The Poisonwood Bible", 2004 • Cynthia Anne Segura: Dissertation: Perls of Wisdom: Computer Language and Perl Poetry, 2004
MAJOR SERVICE ACTIVITIES 2004-09: • Academic Freedom and Tenure Committee, 2008—date • British/Irish Literature Group, 2004—date. • Rhetoric/Writing Group, 1984—date. • Undergraduate Committee, 1991-1994; chair 2001; 2005—2009. o Outcomes Assessment, 2005—2009. o Compiler, Course Description Booklet for UNM Advisors, 2007—date. • Executive Committee, 1984-1986, 1993-94, 1996-1997, 2009—date. • Graduate Committee, 1986-1987, 1993-1995, 1998-2003; chair 2001-2003, 2009—
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NAME: Lisa D. Chavez RANK: Associate Professor EDUCATION: B.A., University of Alaska Fairbanks M.A., University of Rochester M.F.A., Arizona State University
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: Ongoing writing projects include a memoir and a third collection of poetry, in addition to individual short stories.
LIST OF RESEARCH/WRITING INTERESTS: Other research interests include American multicultural literature, feminist and queer studies, Afro-Caribbean spirituality, and literary science fiction and fantasy.
PUBLICATIONS 2004-2009: ‘My Mother’s House.’ Mentor and Muse. An Angle of Vision. Ed. Lorraine López. U. of Michigan P. Forthcoming, 2010. [essay] ---. The Why and ‘How’ of Narrative Poetry. Eds. Mentor and Muse. Blas Falconer and Mesa. U of Southern Illinois P. Forthcoming, 2010. [essay] ---. The Long Road Home. The Other Latina/os. Eds. Blas Falconer and Lorraine López. U. of Arizona P. Forthcoming. [essay] ---. “Independence Day: Manley Hot Springs, Alaska, 1975.” Writing True: the Art and Craft of Creative Nonfiction. Eds., Schwartz and Perl. New York: Houghton Mifflin, 2005. Rpt in Fearless Confessions: A Writer’s Guide to Memoir. Ed. Sue William Silverman. Athens: U. of Georgia P, 2009. [essay] ---. “House of the Fox Spirits.” Fickle Muses: An Online Journal of Myth and Legend (22 March 2009). ---. “Dead Horse Point.” Border Senses. (2008). [poem] ---. “An Atlas of Desire.” Red Rock Review. (Spring 2008). “Mastering the Hunt.” Red Rock Review. (Fall 2007). ---. “Toby in the Garden,” “Loss, or the Moment Just After” and “Storm Windows.” Zone 3 (Fall/ Winter 2005). [poems] ---. “The Dismantling of Parts.” Prairie Schooner (Spring 2004). [poem] ---. “At a Wedding in Mexico City. Writer’s Country: A Collection of Fiction and Poetry. New York: Prentice Hall, 2004. ---. “Baring the Bones: A Meditation on Imagery.” Mooring Against the Tide: Writing Fiction and Poetry. Eds. Jeff Knorr and Tim Schell. New York: Prentice Hall, 2004. [essay]
COURSES REGULARLY TAUGHT 2004-09: Engl. 250: Intro. to Literature Engl. 423: Advanced Creative Nonfiction Engl. 422: Advanced Poetry Engl. 522: Graduate Poetry Workshop Engl. 523: Creative Nonfiction workshop Engl. 587: Genre Studies Various topics in literature courses including Myth and Magic (course in magical realism), Utopian and Dystopian Literature, and a course in Literary Science Fiction. Independent Studies at graduate and undergraduate levels.
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GRADUATE STUDENTS 2004-09: Reader, Jody Ipson, MA Reader, Jeremy Collins, MFA Reader, Chad Kurzawski, MA Director, Melody Gee, MA Director, Sarah Azizi, MFA Director, Juan Morales, MFA Director, Israel Wasserstein, MFA Director, Sari Krosinsky, MA Director, Allen C. Jones, MFA Director, Gary Jackson, MFA Director, Kyle Churney, MFA Director, Chris Wrenn, MFA Director, Erika Sanchez, MFA Director, Linda Rickert, MFA Member, Phd Committee on Studies, Leah Snyder Member, PhD Committee, Michelle Ueland (department of Education)
MAJOR SERVICE ACTIVITIES 2004-09: Graduate Committee Creative Writing admissions Usually have 1-3 Independent Study courses with students per academic year. Reader/Reviewer for University of Arizona Press Reader/Reviewer for the journal Sexuality and Culture
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NAME: Helen Damico RANK: Professor EDUCATION: B.A., University of Iowa M.A., New York University Ph.D. New York University
RESEARCH/WRITING INTERESTS: My research and publications center on Anglo-Saxon, Old Norse, medieval language and literature, and the history of Anglo-Saxon scholarship producing some two monographs, seven editions, and over two dozen articles in some 20 years, with four projects (on Chaucer, Old Norse Sagas, Beowulf, and Anglo-Saxon Scholarship) in progress.
PUBLICATIONS 2004-2009: Beowulf and the Grendel-Kin: Politics and Poetry in Eleventh-Century England. Woodbridge: Boydell & Brewer, forthcoming. ---. “Aedificia nova" Studies in Honor of Rosemary Cramp. Edited with Catherine E. Karkov. Kalamazoo, Mich.: Medieval Institute Publications, 2008; ---. “Writing/Sounding the Rood.” The Cross and Crucifix in Anglo-Saxon England and the Continent. Eds. Sarah Keefer, Karen Jolly, and Catherine E. Karkov. Morgantown, WVA: West Virginia University Press, 2009. ---. “Beowulf’s Foreign Queen and the Politics of Eleventh-Century England.” Intertexts: Studies in Anglo-Saxon Culture Presented to Paul E. Szarmach. Eds. Virginia Blanton and Helene Scheck. Tempe, AZ: ACMRS and Brepols, 2008. ---. “Foreword,” Klaeber’s Beowulf and the Fight at Finnsburg, 4th ed. Eds. R. D. Fulk, Robert E. Bjork, and John D. Niles. Toronto: U of Toronto P, 2008. --- and Catherine E. Karkov. “Introduction.” ‘Aedificia Nova’ Studies in Honor of Rosemary Cramp. Kalamazoo, MI: Medieval Institute Publications, 2008. ---. “A Review of Women Medievalists and the Academy.” Ed. Jane Chance. Madison: U of Wisconsin P, 2005. ---. "Reclaiming Anglo-Saxon Scholars." Old English Scholarshp and Bibliography: Essays in Honor of Carl T. Berkhout. Ed. Jonathan Wilcox. Subsidia 32. Kalamazoo, MI: Medieval Institute Publications, 2004.
PRESENTATIONS 2004-2009: ---. “Beowulf and the Danes: From History to Vernacular Epic.” MLA Vagantes Conference. Florida State University, Tallahassee. 7 March 2009. Keynote Address. ---. “Alfifa Alfremsdottir and Æfgifu of Northampton: Cnut’s Concubine.” Medieval Congress, Kalamazoo, MI. May 2008. ---. “Æfgifu of Northampton: Stereotypical and Quasi-Historical Treatments of Cnut’s Concubine.” Georgetown University. 6 November 2008. Invited Presentation. ---. “Grendel’s Reign of Terror: From History to Vernacular Epic, Haskins Society, Washington, D.C. 9 November 2008. ---. “Whence the Speech of Female Sovereignty in Beowulf: Eleventh-Century Political History and Biblical Verse.” Medieval Congress, Kalamazoo, MI. May 2007. Invited Presentation. ---. “Queens in Poetry and History: Beowulf’s Foreign Queen.” Manchester Center for Anglo- Saxon Studies, Manchester, England, April 2006. ---. “Poetry and Politics: Beowulf’s Queen Revisited.” Center for Medieval Studies, University of
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Minnesota, MN. April 2006. Invited Presentation. ---. "Writing the Rood: The Dream of the Rood as Figured Poetry." Conference on Dreams and Visions, Claremont Graduate University, Claremont, CA. November, 2004. Invited Presentation ---. "Eyeless in Ely: Political Parallels in Beowulf." Conference on The Anglo-Saxon Chronicle. York, England. July, 2004. Invited Presentation.
PUBLICATIONS 1999-2003 ---. "The Voyage to Byzantium." The 18th International Congress of Byzantine Studies: Papers. Ed. Ihor ŠevCenko, G. G. Litavrin, and Walter K. Hanack. : Caratzas, 2000. 44-66. ---. “Imbólar and Embolas: Orkneyingasaga's Port in the Aegean." Festschrift for Evelyn Sherborn Firchow. Vol. 1. Eds. Anna Grotans, Heinrich Beck, and Anton Schwob. Göppingen: Kümmerle Verlag, 2000. 1-13. ---. "The Voyage to Byzantium: the evidence of the sagas." Rpt. in Essays on Old, Middle and Modern English, and Old Icelandic: in honor of Raymond P. Tripp, Jr. Eds. Loren C. Gruber, Meredith C. Gruber, and Gregory K. Jember. Lewiston, NY: Mellen Press, 2000. ---, ed. Medieval Scholarship: Biographical Essays in the Formation of a Discipline: Volume 3: Philosophy and the Arts. New York: Garland Publishing, 1999.
PRESENTATIONS 1999-2004: ---. "Poetical Image and Historical Text." Conference in Honor of Calvin B. Kendall, Text and Image in Medieval Europe. Minneapolis, MN. October 2003. ---. "Writing/Sounding the Rood." Conference on The Cross and Crucifix in Anglo-Saxon England and the Continent. Winchester, England. July 2003. ---. "Monstrous Doings: The Beheadings in Beowulf." The Medieval Academy Meeting, Minneapolis, MN. April 2003. ---. "Beowulf's Queens and Political Analogues from Eleventh-Century Documents." 37th Annual Medieval Congress at Kalamazoo, MI. May 2002. ---. "Reclaiming Anglo-Saxon Scholars." MLA, New Orleans, LA. December, 2001 ---. Medieval Studies Program. University of Wisconsin, Madison, WI. April 2001. Invited lectures on Klaeber's Legacy; Hags and Bright Maidens; Egils saga, and Beowulf. ---. "Exile as a Pre-condition of Identity: The Hero's Voyage Westward." Viking Millennium International Symposium. St. John's/L'Anse aux Meadows, Newfoundland. September, 2000. ---. "Hags and Bright Maidens: Women in Old English and Old Norse Literature." University of Heidelberg, June 2000. Invited Presentation. "Outreach at New Mexico." SEMA Conference, Knoxville, TN. October 1999. Invited Presentation.
AWARDS AND HONORS RECEIVED 2004-09: Festschrift: Poetry, Place, and Gender: Studies in Medieval Culture in Honor of Helen Damico. Ed. Catherine E. Karkov, Kalamazoo: Medieval Institute, 2009. Medieval Academy of America: CARA National Award for Outstanding Service to Medieval Studies, 2004. Editorial Board Member, Anglo-Saxon, Aberdeen, Scotland, 2007-date; Studies in Medieval and Renaissance Teaching, organ of CARA, 1995-date.
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2004-09: Referee on eight tenure and promotion, one distinguished professor decisions; successful nomination for Medieval Academy Director; reader for Speculum.
INTERNAL FELLOWSHIPS, RESEARCH/WRITING/TEACHING GRANTS RECEIVED 2004-2009: New Mexico TAS Grant: The Preservation of Visual Materials for the Continued Enhancement of Teaching Medieval Studies, 2006.
COURSES REGULARLY TAUGHT, 2004-2009: Old English Prose; Old English Poetry; Beowulf; Anglo-Saxon Poetry and Politics (seminar); Beowulf and Other Heroic Poetry; Advanced Old English Prose; Beowulf & Old English Biblical Poetry (Seminar); Genesis A (Restricted Translation project seminar); Viking Women and the Sagas; Introductory Old Norse.
GRADUATE STUDENTS 2004-2009: As Director of the Medieval Studies Program, I oversee all graduate students in the program: in 2009, I headed the committees of 4 students; and am member of the committees of 2 other; in 2008, I was head of committee on 3, and on the committees of 2 other; in 2007, on committee of 7 students; 2006, on committee of 5 students; 2005, director of a dissertation that won the university-wide Popejoy dissertation award in the Humanities and the arts, “Images of Psychic Landscape in King Alfred’s Translation of Boethius’s Consolation of Philosophy” (the student is now an Assistant Professor at Macon State University), and on the committees of 3 other; 2004, member of a student’s dissertation committee, who was awarded distinction for “Trench Poetry of World War I in the Context of the Anglo-Saxon Battle Poetry.” (The student is now Head of the Language Department at Sacred Heart School in San Francisco).
MAJOR SERVICE ACTIVITIES 2004-09: INTERNAL: (A) Director, Medieval Studies Graduate Programs in English which includes such responsibilities as (1) supervising course offerings, catalogue copy, and staffing; (2) funding (establishing and administering endowments); (3) advisement and supervision of students; (4) publicity and web visibility; (5) maintaining a scholarly and research environment; (6) maintenance and development of the program. (B) Interim Director of British and Irish Literary Studies since Fall 2008. Responsibilities and objectives (1) to establish order and continuity in course offerings and in curricular objectives among the four major divisions (2) to set up an student advisory plan whereby students are identified and advised from their entrance into the graduate programs (3) to achieve programmatic structure. (C) Endowment Committee, in particular responsible for the Emeriti. EXTERNAL: Member of RAC Committee: University review committee for the dispensing of research funds.
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NAME: David K. Dunaway RANK: Professor Adjunct Professor of Communications EDUCATION: B.A., University of Wisconsin M.A.T., University of California-Berkeley Ph.D., University of California-Berkeley
RESEARCH/WRITING INTERESTS: My research agenda, in recent years adopts the methodology of oral history, focusing on two subjects in the field of American studies: the political and cultural influence of American folk music, and a critical scholarly reevaluation of U.S. Route 66; I have published books and produced radio series on both of these topics. In addition to these subjects, I have authored biographies of Pete Seeger and Aldous Huxley. I have also edited volumes pertaining to Southwestern writers and to the theory and practice of oral history.
LIST OF RESEARCH/WRITING INTERESTS: Presenting scholarship via broadcasting. History and interpretation of Route 66. Theory and practice of oral history. Biography: Pete Seeger, Aldous Huxley, and others. Literature of the American Southwest.
PUBLICATIONS 2004-2009: --- and Molly Beer. More Than a Song: An Oral History of America’s Folk Music Revivals. New York/Oxford: Oxford University Press, 2010 (in press). ---. How I Write. Presentation at Stanford University. 16 March 2009. ---. Writing Vs. Broadcasting Pete Seeger. Presentation at San Francisco State University. 7 May 2009. ---. “Simon Ortiz,” Brill de Ramirez, Translating Simon Ortiz. Albuquerque: U of NM Press, 2009. ---. “Pete Seeger: How Can I Keep from Singing.”
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---. “An Interview with Simon Ortiz: July 14, 1988,” Studies in American Indian Literature. 16.4 (Winter 2004): 12-19. ---. “Aldous Huxley,” Dictionary of National Biography New York: Oxford U P, 2004.
BROADCASTS ---.Pete Seeger: How can I Keep from Singing (2008-2009), Public Radio International (306 stations).
AWARDS AND HONORS RECEIVED 2004-09: 2009: “Best Radio Documentary,” “Best of Show-Audio,” Broadcast Education Association. 2005: Bronze World Medal, International Radio Festival, New York
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: 2008: Grant, New Mexico Endowment for the Humanities Wertheim Distinguished Lectureship 2007: Grant, National Endowment for the Arts for in Radio and Television Summer Research Grant, National Endowment for the Humanities Grant from The Furthermore Foundation Grant from The Puffin Foundation
COURSES REGULARLY TAUGHT 2004-09: American Biography and Autobiography Introduction to Professional Writing Publishing Writing Digital Narrative Writing for Public Health Professionals
UNDERGRADUATE HONORS STUDENTS 2004-09: Seven honors theses
GRADUATE STUDENTS 2004-09: Approximately 12; Supervision and committee work at the M.A. and Ph.D. level.
MAJOR SERVICE ACTIVITIES 2004-09: To profession Editorial Boards: Historia, Anthropologia oral (Barcelona) Journal of Radio and Audio Media To University: Founding member, Interdisciplinary Film and Digital Media program (2006--) A&S rep.
International Studies working group (2006-2009) To Department: Undergraduate Studies (2005-2007) Rhetoric and Writing (2005--)
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NAME: Barry J. Gaines RANK: Professor EDUCATION: BA Rice University MA University of Wisconsin PHD University of Wisconsin
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My special area of expertise and interest is textual bibliography, the editing of the drama of the early modern period. For example, I am working on volume 3 of The Complete Works of Thomas Heywood to be published in 10 volumes by Oxford University Press. I have also just finished editing three plays related to shrew-taming in the English renaissance (to be published by Hackett Publishers). I also have two articles in a new Encyclopedia of Shakespeare that was recently published.
LIST OF RESEARCH/WRITING INTERESTS: Shakespeare and his contemporaries; textual bibliography; 20th century theater history
PUBLICATIONS 2004-2009: ---. “Theatre & Dance Aglow with Rebates.” UNM Today, 44.9 (20 April 2009): 3. ---. “A Midsummer Night’s Dream.” The Shakespeare Encyclopedia: The Complete Guide to the Man and His Works. Lane Cove, NSW, Australia: Global Book Publishing, 2009. 102-09. ---. “Cymbeline.” The Shakespeare Encyclopedia: The Complete Guide to the Man and His Works, Lane Cove, NSW, Australia: Global Book Publishing, 2009. 234-37. ---. Review of Sarah Hatchuel, ed., Julius Caesar and Antony and Cleopatra; Bernice W. Kliman and Laury Magnus, eds., Romeo and Juliet; and Kenneth S. Rothwell, ed., Merchant of Venice [New Kittredge Shakespeare]. Shakespeare Quarterly 60 (Fall 2009). At the press. --- and Margaret Maurer. “Putting the Silent Woman Back into the Shakespearean Shrew.” Gender and Power in Shrew-Taming Narratives, 1500–1700. Eds. David Wootton and Graham Holderness, Basingstoke, Hampshire: Palgrave Macmillan. At the press. --- and Margaret Mauer. Three Shrew Plays: The Taming of a Shrew, Anonymous; The Taming of the Shrew, William Shakespeare; The Woman’s Prize, or The Tamer Tamed, John Fletcher. Indianapolis, IN: Hackett Press. At the press. ---. Critical old-spelling editions of the five “Age” plays by Thomas Heywood for The Complete Works of Thomas Heywood. Gen ed., Grace Ioppollo. Oxford: Oxford U P. (under commission). ---. Waiting for a Fourth. Staged reading directed by Paul Ford, May 2007. ---. Translations of Editions and Adaptations of Sir Thomas Malory’s Le Morte D’Arthur. Camelot Project Bibliographies
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---. “Shakespeare Translations in Former British Colonies in Africa.” Translation: An International Encyclopedia of Translation Studies. Eds. Harald Kittel, Armin Paul Frank, Norbert Greiner, et al. Berlin: Walter De Gruyter, 2004-06. ---. 300+ theater reviews for the Albuquerque Journal.
AWARDS AND HONORS RECEIVED 2004-09: Elected to 9-person Executive Committee of the American Theater Critics Association, 2009. National Endowment for the Arts Institute for Theater Critics, Los Angeles, 2007.
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: National Endowment for the Arts Institute for Theater Critics, Los Angeles, 2007.
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: UNM Research Allocations Committee Grant, 2004. ($4000)
COURSES REGULARLY TAUGHT 2004-09: Engl 352 Early Shakespeare 353 Later Shakespeare 4/553 Renaissance Drama 650 Seminar: Shakespeare & New Historicism
GRADUATE STUDENTS 2004-09: Cassandra Amundson, Dissertation director
MAJOR SERVICE ACTIVITIES 2004-09: --- and David R. Jones. “Bringing Shakespeare to Life,” UNM Albuquerque Teachers’ Institute Weekend Workshop, February 2004. ---. “King Arthur and His Editors: The ‘Quests and Adventures’ of the Text of Malory,” Protocluster on Pre-Modern Studies Lecture, Robbins Library, University of Rochester, New York. April 2004. ---. “Editing for the Actor: Antony and Cleopatra,” Shakespeare Association of America Annual Meeting, New Orleans, LA. April 2004. ---. “Editing Shakespeare,” Teachers’ Institute Workshop, Albuquerque, NM. June 2004. ---. “Welcome Speech,” Phi Kappa Phi Triennial Convention, Albuquerque, NM. August 2004. ---. “The Single Performance of Hamlet That Changed Theater History,” Faculty Colloquium, UNM, Albuquerque, NM. October 2004. ---. “Ernst Lubitsch’s ‘To Be Or Not To Be’: Hamlet, Hitler, and the Holocaust,” Shakespeare Association of America Annual Meeting, Bermuda. March 2005. ---. “Cutting Up With Olivier and Quayle in Titus: ‘Lend me a hand and I will give you mine,’” Third Blackfriars Playhouse Conference, Staunton, VA. October 2005. --- and Margaret Maurer. “Putting the Silent Woman Back into the Shakespearean Shrew, “Shrews” on the Renaissance Stage, Centre for Renaissance and Early Modern Studies, University of York, England. May 2006. ---. “Ernst Lubitsch’s ‘To Be Or Not To Be’: Hamlet, Hitler, and the Holocaust,” VIII World Shakespeare Congress, Brisbane, Australia. July 2006. ---. “Shakespeare at the Globe,” Shakespeare Birthday Lecture, Albuquerque Public Library, NM. April 2007.
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---. “Confessions of a Textual Editor, or Why Does Romeo Call Juliet His Niece?” Folger Shakespeare Library Teaching Shakespeare Institute, Tulsa, OK. August 2007. ---. “Theseus and Hippolyta as Critics and Audience,” Folger Shakespeare Library Teaching Shakespeare Institute, Tulsa, OK. August 2007. ---. “Confessions of a Textual Editor, or Why Does Romeo Call Juliet His Niece?” Folger Shakespeare Library Teaching Shakespeare Institute, Atlanta, GA. June 2008. ---. “Theseus and Hippolyta as Critics and Audience,” Folger Shakespeare Library Teaching Shakespeare Institute, Atlanta, GA. June 2008. ---. Panel member, American Theater Critics Association Annual Meeting, Washington, D.C. June 2008. ---. “Confessions of a Textual Editor, or Why Does Romeo Call Juliet His Niece?” Folger Shakespeare Library Teaching Shakespeare Institute, Lincoln, NE. June 2008. ---. “Theseus and Hippolyta as Critics and Audience,” Folger Shakespeare Library Teaching Shakespeare Institute, Lincoln, NE. June 2008. ---. “Celebrating Shakespeare,” St. James Tearoom, Albuquerque, NM. 24 September 2008. ---. “Shakespeare and the Jews,” Jewish Community Center, Albuquerque, NM. 8 February 2009. ---. “Comedy of Errors: Why the Emphasis on Ephesus?” Fulbright Alumni Community, New Mexico Chapter. 8 March 2009. ---. “Conjuring with ‘commination,’” Shakespeare Association of America Annual Meeting, Washington, D C. April 2009. ---. “‘Historical’ Reviewers and ‘Immediate’ Reviewers,” Reviewing Shakespearean Theatre: The State of the Art, Stratford-upon-Avon, UK. September 2009. ---. “Ernst Lubistch's To Be or Not To Be: Hamlet, Hitler, and the Holocaust,” Wartime Shakespeare in a Global Context, Ottawa, Ontario, Canada. September 2009. ---. “Ernst Lubistch's To Be or Not To Be: Hamlet, Hitler, and the Holocaust,” European Shakespeare Association, Pisa, Italy. November 2009. ---. “Setting the Record Straight: Leo McKern, Anthony Quayle, John Gielgud, and Joseph MacCarthy,” 8th Annual Hawai’I International Conference on Arts and Humanities, Honolulu, HI. January 2010.
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NAME: Marissa Greenberg RANK: Assistant Professor EDUCATION: B. A., summa cum laude, Columbia University M. A., University of Pennsylvania Ph. D., University of Pennsylvania
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: I am currently working on a book manuscript, entitled Metropolitan Tragedy, 1567-1667, in which I examine English Renaissance tragedy as an urban genre. I analyze tragedies written between the construction of the first purpose-built theaters in London and the year following the Great Fire of London, including plays by Shakespeare and Milton, in which tragic form works to make sense of the changing cityscape. Other current and future projects include an analysis of the history play genre as practiced in Shakespeare and Fletcher’s Henry VIII and a study of the performance of female interiority (e.g., faith, conscience) in Renaissance England.
LIST OF RESEARCH/WRITING INTERESTS: English drama from the Middle Ages to 1800, especially Shakespeare Seventeenth-century poetry, including Milton Shakespearean adaptations Performance theory Urban history and theories of space Gender, race, religion and culture in early English literature Historicism and formalism
PUBLICATIONS 2004-2009: “Women and the Theatre in Thomas Heywood’s London.” The Idea of the City: Early-Modern, Modern and Post-Modern Locations and Communities. Ed. Joan Fitzpatrick. Newcastle: Cambridge Scholars Publishing, 2009. 79-89. ---. “Signs of the Crimes: Topography, Murder, and Early Modern Domestic Tragedy.” Genre: Forms of Discourse and Culture 40.1-2 (2007): 1-29. ---. “Crossing from Scaffold to Stage: Execution Processions and Generic Conventions in The Comedy of Errors and Measure for Measure.” Shakespeare and Historical Formalism. Ed. Stephen Cohen. Aldershot: Ashgate Press, 2007. 183-209. ---. Book Review. City/Stage/Globe: Performance and Space in Shakespeare’s London by D. J. Hopkins. Shakespeare Bulletin 26.4 (2008): 137-41. ---. Scholarly Review of Shakespeare Productions. Shakespeare Bulletin 24.4 (2006): 91-99.
AWARDS AND HONORS RECEIVED 2004-09: Folger Shakespeare Institute Symposium, “Theatre and the Reformation of Space,” 2009. UNM Outstanding Teacher of the Year Award Nomination, 2009. Penn Prize for Excellence in Graduate Student Teaching, 2004, University of Pennsylvania.
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: NEH Faculty Research Grant: decision pending
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INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: Research Allocation Committee Grant ($3798), “Purging Women: Theories of Genre and Gender in Early Modern England,” 2007. Teaching Allocation Subcommittee Grant ($2500). “Teaching Shakespeare through Performance,” 2006.
COURSES REGULARLY TAUGHT 2004-09: Survey of Early English Literature (English 294) Early Shakespeare (English 352) Later Shakespeare (English 353) Milton (English 354)
UNDERGRADUATE HONORS STUDENTS 2004-09: Elizabeth Cheatham, May 2009, summa cum laude, Thesis: The ‘Other’ Reconsidered: Theorizing Race and Gender in Three of Shakespeare’s Play Sarah Kramer, May 2009, magna cum laude Thesis: Milton’s Rivers to Salvation: Liquidity and Ritual in Paradise Lost
GRADUATE STUDENTS 2004-09: Cassandra Amundson, Dissertation Committee, Ph.D. in English Literature Bruce Carroll, COS, Ph.D. in English Literature David Lawrence, COS, Ph.D. in English Literature Ketievia Segovia, COS, Ph.D. in English Literature MAJOR SERVICE ACTIVITIES 2004-09: English Department Colloquia, Co-founder, 2009-present Sigma Tau Delta, Faculty Sponsor, 2007-present University Governmental Relations Committee, 2008-present Executive Committee, Assistant Faculty Representative, 2007-2009 Undergraduate Committee, ex officio, 2007-2008 and present
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NAME: Gary Harrison RANK: Professor EDUCATION: B.A. summa cum laude, University of Colorado M.A.T., Cornell University Ph.D., Stanford University
RESEARCH/WRITING INTERESTS AND PROJECTS: I am working on two book projects, a study of John Clare’s poetry and natural history prose writings, as well as a book on what I call the poetics of acknowledgment in Romantic and post-Romantic environmentally oriented writing. I have in press and am writing articles and encyclopedia entries on John Clare and the Poetics of Acknowledgment, John Clare’s natural history prose and autobiographical writings, and Arthur Young and the agricultural tour essay. I plan to publish articles on world literature and teaching world literature, and for the foreseeable future I will continue every three or four years to revise and edit new editions of The Bedford Anthology of World Literature.
RESEARCH/WRITING INTERESTS: World Literature & Teaching World Literature British Romanticism, Romantic Poetry, John Clare, William Wordsworth Literature and the environment, ecopoetics, and ecocriticism Literature and medicine (environmental health in particular)
PUBLICATIONS 2004-2009: ---. “John Clare: Autobiographical and Natural History Prose Writings.” Blackwell Encyclopedia of Romanticism. Ed. Frederick Burwick & Diane Hoeveler. In press. --, Paul Davis, David M. Johnson, and John Crawford. Resources for Teaching The Bedford Anthology of World Literature, Beginnings-The Present. Boston, MA: Bedford/St. Martin's, 2009. ---, Paul Davis, David M. Johnson, and John Crawford, eds. The Bedford Anthology of World Literature. Compact Edition. 2 vols. Boston, MA: Bedford/St. Martin's, 2009. ---. “Conversation in Context: A Dialogic Approach to Teaching World Literature.” Teaching World Literature. Ed. David Damrosch. New York: MLA, 2009. 205-15. ---. Trans. of Heinrich Heine, “Ein Fechtenbaum steht Langsam.” “A Pine is standing Lonely.”In Davis, Paul, et al., eds. The Bedford Anthology of World Literature. Concise Edition. 2 vols. Bedford/St. Martins, 2009. Vol. 2. 787. ---. “Night Light.” Let There Be Night: Testimony on Behalf of the Dark. Ed. Paul Bogard. U of Nevada P, 2008. 143-50. ---. Rev. of Robert Bloomfield: Lyric, Class, and the Romantic Canon, by Simon White, John Goodridge, and Bridget Keegan, eds. European Romantic Review 19.5 (December 2008) 565-59. ---. Ellen Cosgrove, M.D., Craig Timm, M.D., Summers Kalishman, Ph.D., et al. “Addressing Physician Shortages in New Mexico through a Combined BA/MD Program.” AcademicMedicine: Journal of the Association of American MedicalMColleges. 82.12 (December 2007): 1152-57. ---. “Romanticism, Nature, Ecology.” Romanticism, Ecology, Pedagogy. Eds. James C. McKusick and Bridget Keegan. Romantic Pedagogy Commons. November 2006.
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---, Paul Davis, David M. Johnson, and John Crawford, eds. The Bedford Anthology of World Literature. 6 vols. Boston, MA: Bedford/St. Martin's, 2004.
PUBLICATIONS 1997-2003: ---, Paul David, David M. Johnson, Patricia Clark Smith, and John Crawford, eds. Western Literature in a World Context. 2 vols. New York: St. Martin's Press, 1995. ---. “Mimicry and Hybridity in John Clare’s ‘Child Harold.’” The Wordsworth Circle. (Summer 2003): 149-55. --- and Jill Heydt-Stevenson. “Variations on the Picturesque: Authority, Play, and Practice.” European Romantic Review. 13.1 (March 2002): 1-10. ---. "Loss and Desire in the Poetry of John Clare: 'The Living Sea of Waking Dreams.'" European Romantic Review 12.4 (Fall 2001): 457-76. ---. "'Ambitions Projects': Peasant and Poet in John Clare's 'The Wish' and 'Helpstone.'" The John Clare Society Journal 17 (July 1998): 41-58. ---. “Romanticism.” Encyclopedia of World Environmental History. Eds. Shepard Krech, John R. McNeill, and Carolyn Merchant. Great Barrington, MA: Berkshire Publishing, 2003. 1060-66. --- and Jill Heydt-Stevenson, eds. Special Issue on the Picturesque, Space and Travel. European Romantic Review 13.1 (March 2002). 130 pages. ---. Rev. of Romanticism on the Road: The Marginal Gains of Wordsworth's Homeless by Toby R. Benis. Studies in Romanticism 41.2 (Summer 2002): 356-61. ---. Rev. of The Orphaned Imagination: Melancholy and Commodity Culture in English Romanticism by Guinn Batten. English Language Notes 32.2 (December 2000): 96-107. ---. Rev. of Lyric and Labour in the Romantic Tradition by Anne Janowitz. Romanticism 6.2 (Spring 2000): 290-94. ---. Rev. of Common Ground: Eighteenth-Century Satiric Fiction and the Poor by Judith Frank. Criticism 60.4 (Fall 1998): 628-34. ---. Rev. of Landscape, Liberty and Authority: Poetry, Criticism and Politics from Thomson to Wordsworth, by Tim Fulford. Romantic Circles Reviews (February 1998)
AWARDS AND HONORS RECEIVED 2004-09: 2008: Presidential Teaching Fellowship, University of New Mexico. (May 2008 through May 2010; UNM’s most prestigious teaching award.)
INTERNAL FELLOWSHIPS, RESEARCH/WRITING/TEACHING GRANTS RECEIVED 2004-09: 2008: Dean’s Research Semester Award. College of Arts and Sciences, UNM. Spring 2008. 2004: Research Allocations Committee Grant. UNM (Reader at the British Library, Stamford City Library and Museum).
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COURSES REGULARLY TAUGHT 2004-09: British Romanticism, Literature and Ecology Introduction to Graduate Studies, Literary Theory and Criticism World Literature
GRADUATE STUDENTS 2004-09: Ph.D. Dissertations Directed Johnson, Katyna. “Reframing Narratives and Reevaluating Bodies: Incorporating Disabiity into Narratives.” May 2009. (Assistant Professor, New York Institute of Technology, Nanjing, China Branch) Ph.D. Dissertations: Committee on Studies Member Nelson, Michaelann. “Voices of Glen Canyon: The Influence of Place on Imagination and Activism.” May 2009 Runia, Robin. “Hearkening to Whores: Reviving Eighteenth-Century Models of Sensible Writing.” July 2009. Rosemann-Schmidt, Birgit. “Pox’d Whores and Virginal Fannies: Shifting Representations of Women’s Bodies and their Effect on Female Comic Writing in the Eighteenth Century.” May 2009. Stewart, Kristy. “Ellen Melloy.” May 2009. Cummings, Johanna. English. "Entertaining Science: Innovation and Popular Politics in the Plays of Elizabeth Inchbald." May 2007. Rode, Scott. English. “Reading and mapping Hardy’s Roads.” May 2004.
Masters Portfolios Directed (as ACGS) Lindsey Ives, Erin Murrah (2008) Bernadine Hernandez, Amanda Choi (2007)
MAJOR SERVICE ACTIVITIES 2004-09: Administrative Positions Fall 2009: Associate Dean, Office of Graduate Studies Fall 2009. Associate Chair for Curriculum, Department of English, UNM. Spring 2008-Present: Program Evaluation and Student Learning Outcomes Coordinator. Health, Medicine, Human Values Program, UNM. Summer 2007-Fall 2008: Associate Chair for Graduate Studies. Department of English, UNM. Summer 2005-Summer 2008: Co-Curriculum Director. Health, Medicine, Human Values (HMHV) Program, UNM College of Arts and Sciences and School of Medicine BA/MD Program. Spring 2005 - Fall 2006, Chair, Faculty Senate Committee on Mentoring Fall 2003-Fall 2005, Chair, College of Arts and Sciences, Curriculum Committee Spring 2001-Spring 2004, Associate Chair for Undergraduate Studies. Dept. of English, UNM.
Outreach Courses, Presentations and Workshops on Teaching and Learning.
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“Using Assessment to Improve Courses and Curricula: Closing the Assessment Loop.” Office for Support of Effective Teaching (OSET) Workshop. Speaker and workshop facilitator. 15 April 2009. “Lecture/Discussion as Dialogue.” Success in the Classroom: Sharing Practices that Work. Office for Support of Effective Teaching (OSET). Speaker. 18 February 2009. “Using Wikis to Promote Collaboration and Construct Knowledge.” Speaker and workshop facilitator (with Valerie Thomas) OSET getSET Brown Bag Workshop. 12 November 2008. WebCT Workshop. OSET Workshop. 30 September 2008. “Teaching World Literature.” College of Southern Nevada. Speaker and workshop leader.. 19020 February 2008. Workshop organizer, presenter and moderator “Workshop for Directors of Graduate Study” and “Preparing Graduate Students for the Job Market” ADE 2008 Summer Seminar West, Santa Fe, NM. 22-26 June 2008. Writing Across the Communities: Literacy and Diversity at UNM. Panelist. April 25, 2005.
Reader/vetter for ISLE, JEGP, ERR, Genre, Broadview Press and Blackwell Press
Tenure and Promotion Evaluations for faculty (including full professor evaluations): Earlham College, Hamilton College, Creighton University, Hamilton College, and University of Colorado, Colorado Springs.
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NAME: Scarlett Higgins RANK: Assistant Professor (0.5 FTE) EDUCATION: B.A., Stanford University M.A., University of Chicago Ph.D., University of Chicago
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My primary research project is a book-length manuscript arguing that collage, defined as any art form that utilizes disjunctive cuts in material, has represented not only an avenue of formal innovation, but also a pathway to utopian political and social thought. The intention of this project is to recover the shock of recognition that collage initially provoked, as well as its visibility in the face of near ubiquity in advertising and film. My secondary research project is one that will utilize the psychoanalytic theory of paranoia—derived primarily from Freud who views it as a perception of bodily disintegration— to analyze cultural productions on a variety of levels (high art/low art/ mass culture), starting in the earlier years of the twentieth century but focusing on the post-World War II era.
LIST OF RESEARCH/WRITING INTERESTS: -- Experimental literature and film -- Psychoanalytic approaches to literature and film -- Cold War culture and politics -- Gender, identity, and performance theory
PUBLICATIONS 2004-2009: “The Love Song of J. Alfred Prufrock” Resource Guide to American Literature. Detroit, MI: Gale, [Forthcoming 2010.] ---. “‘How Long Must We Wait’: Langston Hughes’s Ask Your Mama and Collage.” The Langston Hughes Review [Forthcoming 2010.] ---. Review of John K. Young, Black Writers, White Publishers. Modernism/Modernity 14 (April 2007): 371-73. ---. “Montage” and “John Heartfield.” Encyclopedia of Twentieth-Century Photography. New York: Routledge, 2005.
AWARDS AND HONORS RECEIVED 2004-09 Mellon Foundation Humanities Seminar, “Rethinking African American Studies.” 2004.
INVITED PRESENTATIONS “Images of Women in Semina Culture.” Speaker at symposium, “And the Beat Goes On— Semina Culture: Wallace Berman & His Circle.” Affiliated exhibition. Semina Culture: Wallace Berman and His Circle. Wichita State University, Wichita, KS. 27 April 2006.
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: RAC Grant, Summer 2008
COURSES REGULARLY TAUGHT 2004-09:
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ENG 250: The Analysis of Literature ENG 315: Gender and Authenticity ENG 315: The Female Flaneur ENG 315: The Culture of the Cold War ENG 315: Contemporary Literature and Gender ENG 315: Introduction to Film Analysis ENG 360: The Literature of Childhood and Adolescence ENG 472: Contemporary Literature ENG 473: Postmodernism
UNDERGRADUATE HONORS STUDENTS 2004-09: Kevin Morrow, BA 2008
MAJOR SERVICE ACTIVITIES 2004-09: Graduate Committee 2007- present
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NAME: Matthew Richard Hofer RANK: Assistant Professor EDUCATION: B.A., Trinity University M.A., Georgetown University Ph.D., The University of Chicago
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My principal research interests center on twentieth-century poetry and poetics, especially American and British modernisms. I am currently writing and presenting work from a book length manuscript provisionally entitled “The Bare Tree: Forms of Spareness in Twentieth-Century American Poetry” (one chapter from this project has been published and two more are complete), and am in the process of submitting my substantively revised and expanded dissertation manuscript, entitled “‘Murdered from a Distance’: Polemical Modernist Poetry and the Public Sphere,” to academic presses as of fall 2009. I have also collaborated on two forthcoming edited volumes with Prof. Gary Scharnhorst, one as lead editor, entitled Oscar Wilde in America: The Interviews (U Illinois P, 2009), and another as co-editor, entitled Remembering Sinclair Lewis (U Alabama P, 2010). I am guest editing a special issue of The Langston Hughes Review entitled “Langston Hughes’s Audiences after the 1930s” (spring 2010) as well as contributing the Editor’s Introduction to that issue. I have three article-length essays under contract for major edited volumes: “Ezra Pound and Education” for Ezra Pound in Context, ed. Ira Nadel (Cambridge UP), “Ezra Pound, William Carlos Williams, Objectivism, and Projectivism,” for The Cambridge History of American Poetry, ed. Alfred Bendixen and Stephen Burt (Cambridge UP), and “From Imagism to Vorticism and BLAST: ‘In a Station of the Metro’ and Other Early Poetry and Prose,” for Approaches to Teaching Ezra Pound’s Poetry and Prose, ed. Demetres Tryphonopolous (MLA). I have agreed to contribute the chapter that evaluates research on T. S. Eliot to the Duke UP annual American Literary Scholarship for 2009 and subsequent years. I have an article-length essay on Mina Loy and Giovanni Papini under review at Paideuma: Studies in American and British Modernist Poetry.
LIST OF RESEARCH/WRITING INTERESTS: Twentieth-century poetry and poetics in English; American, British, and transatlantic modernisms; satiric, avant-garde, and polemical literature; theories of genre; verbal and visual representation; African American literature
PUBLICATIONS 2004-2009: --- and Gary Scharnhorst, eds. Oscar Wilde in America: The Interviews. Urbana-Champaign: U of Illinois P, 2009. ---. “Keeping It New: Pastoral Rebellion and the Art of Youth,” Contemporary Literature 50.4 (Winter 2009). ---. Review of Fettered Genius: The African-American Bardic Poet from Slavery to Civil Rights by Keith Leonard. Modernism/Modernity 15.1 (2008): 204–6. ---.“Poetry: 1900–1940s.” American Literary Scholarship: An Annual 44 (2007): 359–90. ---.“Langston Hughes.” The Literary Encyclopedia. Ed. Robert Clark.
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---. Review of Split-Gut Song: Jean Toomer and the Poetics of Modernity by Karen Jackson Ford. Modernism/Modernity 14.2 (2007): 427–9 ---.“Poetry: 1900–1940s,” American Literary Scholarship: An Annual 43 (2006): 369–98. ---. “Poetry and Politics (Inc. War and Anti-War).” The Greenwood Encyclopedia of American Poets and Poetry, 5 vols. Eds, J. Gray, et al. Westport, CT: Greenwood Publishers, 2006. ---.“Jerome Rothenberg.” A Companion to Twentieth-Century American Poetry. Ed. B. Kimmelman. New York: Facts on File. 2005. ---. “‘Between Worlds’: Paul Celan and W. S. Merwin.” New German Critique 91 (Winter 2004): 101–15.
PUBLICATIONS PRE-2004: “Ezra Pound v. ‘the perverters of language.’” Modernism/Modernity 9 (Sept 2002) 463-89.
AWARDS AND HONORS RECEIVED 2004-09: Julia M. Keleher/Tefair Hendron, Jr. Faculty Award, UNM. 2007.
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: Rose and Sigmund Strochlitz Fellow, University of Connecticut, Dodd Research Center. 2008. Everett Helm Visiting Researcher Grant, Indiana University, Lilly Library. 2007.
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: Research Allocations Committee Grant. 2008. Research Allocations Committee Grant. 2006.
COURSES REGULARLY TAUGHT 2004-09: Reading Cultures (150; FLC635) Survey of Later American Literature (297) Survey of Later English Literature (295) Analysis of Literature (250) Individual Authors (360) Regional Literature (397) Special Topics in Criticism and Theory (4/511) Modern British Literature (4/558) Modernist Literature (4/570) Studies in Genre (487) Genre Studies (587) Teaching of Literature (592) Seminar on Transatlantic Modernism (660) Seminar on T. S. Eliot and William Carlos Williams (660)
UNDERGRADUATE HONORS STUDENTS 2004-09: Dale Engass, in process (Fall 2009); Director, Honors BA thesis
GRADUATE STUDENTS 2004-09: Annarose Fitzgerald; in process (Fall 2008); Director, Ph.D. Committee on Studies Stephanie Spong; in process (Fall 2008); Director, MA Committee on Studies Heather Campbell; in process (Fall 2008); MFA Committee on Studies Justin Parks; Fall 2006; Feminist Research Institute graduate student prize Elizabeth Derrington; November 2007; MFA
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MAJOR SERVICE ACTIVITIES 2004-09: “Poetry and Poetics” Area Chair, Southwest-Texas Popular and American Culture Association, 2009—date Consulting Editor, Voices from the American Land (poetry chapbook series), 2007–present Reader for Paideuma: Studies in American and British Modernist Poetry, 2007–present Reader for Broadview Press, 2007 Graduate Committee (English), 2008–present Formal Job Market Advisement for Graduate Students (English), 2005–present Head of American Literary Studies (ALS), 2007–2009 Chair, Graduate Subcommittee on Scholarship and Awards (English), 2009 Executive Committee (English), 2006–8 Faculty Search Committee (twentieth-century African American specialist), 2007–8 Faculty Search Committee (sixteenth-seventeenth century specialist), 2005–6 Undergraduate Committee (English), 2005–6 Scholarship and Awards Committee (English), 2005–6
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NAME: Gail Turley Houston RANK: Professor EDUCATION: B. A., Brigham Young University M. A., English, Brigham Young University M. A., Humanities, Arizona State University Ph.D., University of California, Los Angeles
RESEARCH/WRITING INTERESTS AND PROJECTS: In her three published scholarly studies, Houston has focused on gender, class and hunger in Dickens’s novels; Queen Victoria as a writer and Victorian writers who “competed” with her royalty as well as the conflicted debates about the gender of sovereignty and of the writer; and the political and rhetorical interrelations between Gothic novels of the nineteenth century and the emerging science of economics. Currently, Professor Houston is working on her fourth book, a study of nineteenth-century British women writers and their invocations of a titanic Eve, female Messiah, and potent Virgin Mary. She has also completed and placed an article that notes links between Dickens, Schiller, Bakhtin, and Peirce, as well as an article on Charlotte Brontë and her friendship with Ann Cook.
LIST OF RESEARCH/WRITING INTERESTS: Victorians and spirituality Charles Dickens Victorian economics and literature Queen Victoria Charlotte Brontë The Nineteenth-century Novel Nineteenth-century British Women Writers
PUBLICATIONS 2004-2009: ---.“Pretend[ing] a little”: The Play of Musement in Dickens’s Little Dorrit. Forthcoming, Spring 2010. ---.“Using Performance in the Classroom.” Victorian Review (November 2008). ---. From Dickens to Dracula: Economics, Gothic, and Victorian Fiction. Cambridge: Cambridge U P, 2005.
PUBLICATIONS 1997-2003: Royalties: The Queen and Victorian Writers. Charlottesville: U P of Virginia, 1999. Victorian Literature and Culture Series. ---. "Courting Lady Audley: Mary Braddon's Commentaries on the Legal Secrets of Audley Court." Beyond Sensation: Mary Elizabeth Braddon in Context. Eds. Pamela Gilbert and Marlene Tromp. SUNY U P, 1999. ---. "Reading and Writing Victoria: The Conduct Book and the Legal Constitution of Female Sovereignty." Queen Victoria and the Making of Victorian Cultures. Ed. Margaret Homans and Adrienne Munich. Cambridge: Cambridge U P, 1997.
AWARDS AND HONORS RECEIVED 2004-09: Outstanding Faculty Member recipient sponsored by English Graduate Student Association, UNM. 2009. Faculty Acknowledgment recipient sponsored by the UNM Libraries. 23 March 2006.
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Invited speaker for "Success in the Classroom: Sharing Practices that Work," sponsored by the UNM Center for Advancement of Scholarship in Teaching and Learning. 24 February 2006.
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: 2008: Envisioning Radical British Women Writers Seeking a Female God.” FRI research grant. $500. Envisioning Radical British Women Writers Seeking a Female God. FRI research grant. $3500. Putting my Victorian Slides on power point Teaching Allocation Grant $500 2007: Brontës Study Abroad course. UNM International Programs. $4,000. Summer research in England, Belgium, Ireland. 2006: Envisioning Victorian Women's Radical Spirituality. UNM Research Allocation Grant, $1550. Summer research trip to Britain for book project. TAS Grant to receive $3,000 for Women Studies films for the WS Program. 2004: Envisioning Victorian Women's Radical Spirituality. UNM Research Allocation Grant, $1,350. Summer research trip to Britain for book project.
COURSES REGULARLY TAUGHT 2004-09: English 250: Introduction to Literature English 295: Survey Later British Literature Women Studies 412: Feminist Research Methodology English 315: The Brontës and Film; Gothic Sensations English 457: Survey Victorian Literature (online) English 557: Survey Victorian Literature English 592: Teaching Literature English 650: Nineteenth-century British Women Writers English 650: Gothic Sensations in Nineteenth-century
UNDERGRADUATE HONORS STUDENTS 2004-09: Tamara Martinez, English Honors 2008-09 Tamara Martinez, Mentor, McNair Scholar 2008-09
GRADUATE STUDENTS 2004-09: Calinda Shely. Committee on Studies. New Ph.D student. Genesea Carter. Committee on Studies. New Ph.D. student. Ashley Carlson. Chair, Dissertation Committee and Committee on Studies. Ph.D. in progress. Stacey Kikendall. Chair, Dissertation Committee and Committee on Studies. Ph.D. in progress. Stephanie Gustafson, Co-chair, Dissertation Committee. “Dialogic Voice in Contemporary Women’s Memoir.” 2007. Scott Rode, Chair, Dissertation Committee and Committee on Studies. "Reading and Mapping Hardy's Roads." 2004. Chair. Ying Xu. Dissertation Committee and Committee on Studies. Ph.D. in progress. Carmen Samora. Member, Dissertation Committee. American Studies. Ph.D. in progress. Stephanie Spong. Committee on Studies, MA. In progress, 2008-09.
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Melanie Demmer. Committee on Studies. MA, Literature, in progress. 2007-09. Stefania Gray. Committee Member. Comparative Literature, MA, 2009. Marta Trujillo-Evans. Thesis Committee member. MA Creative Writing. 2007. Pam Gravagne. Committee member. American Studies. MA. 2006. Susie Sanchez. Co-Chair. Comparative Literature Department. M.A. 2006. Marybeth Libbey, Thesis Committee member. MA Creative Writing. 2005. Anne Bingham. Committee on Studies member. MA Literature. 2005.
MAJOR SERVICE ACTIVITIES 2004-09: 2009—: Chair, English Department 2008: Invited Speaker/Classroom visiting lecturer at Texas Tech University English Department. November 2008. Manuscript reviewer for Ohio State University Press Outside reviewer for promotion case at Oregon State University, English Department. Reviewer for Social Sciences and Humanities Research Council of Canada for research grant. Vetter for Victorian Review Co-host, Summer Seminar West, Assoc. of Departments of English, Santa Fe, June 23-26 2007: Invited to contribute essay to Victorian Review for special pedagogical issue entitled “Teaching the Victorians” for fall 2008. Invited to speak on teaching Victorian literature at the National Victorian Studies Association Conference, October 2007. Manuscript reviewer for University of South Carolina Press. Prospectus reviewer of submission to Cambridge University Press. Recipient UNM College of Arts & Sciences research semester, fall 2007. Co-sponsor and Organizer, Women Braving Violence: Local and Global Perspectives. March 8, 2007. Conference. Moderator, Gender and Civil Rights, UNM Civil Rights Conference, Sept 2007 Member, Provost's Diversity Committee. 2006 Manuscript reviewer for Victorian Review. Manuscript reviewer for Philological Quarterly. Chair, Joint Hiring Committee for joint tenure track hire between Women Studies and American Studies, Gender/Sexuality. Chair, Spousal Hiring Committee on Dr. Scarlett Higgins. 2005 Outside reviewer for tenure/promotion case candidacy at University of Nevada, Reno English Department. Manuscript reviewer for Broadview Press. 2004 Invited Speaker for Women’s History Month to Lock Haven University, Pennsylvania. March 2004. Manuscript reviewer for Victorian Studies. Manuscript reviewer for SUNY Press. Co-sponsor and organizer of "Gloria Anzaldua Conference." September 2004. Chair, Appointment committees for Teaching Post-doc and 5 joint appointments to WS. Member, College Tenure and Promotion and Mid-Probationary Review Committee.
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2003-07 Director of Women Studies, UNM. 2008-10 English Dept Executive committee member. 2006-07 Member, Executive Committee, English Department. 2003-2005 Member, Executive Committee, English Department.
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NAME: Aeron Hunt RANK: Assistant Professor EDUCATION: B.A., University of Toronto M.A., University of Chicago Ph.D. University of Chicago
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My book-in-progress, ‘Personal Business: Character and Commerce in Victorian Literature and Culture,’ argues that critics’ neglect of what I call “personal business”—the way the Victorian economy was embedded in social, interpersonal, and familial relationships, in which the concept of character played a crucial role—has led to a partial and ultimately misleading vision of Victorian business culture and literature’s engagement with business. The book analyzes archival materials, novels, and little-examined narratives such as business biographies to develop its case that character narratives both contributed to and tested the fantasy that character could represent stable ground in an unstable commercial scene, as literary writing and commercial discourse sought—but rarely found—models of legibility adequate to the epistemological and rhetorical challenges presented by personal business. In addition to developing articles directly linked to this project, I am working on an article that examines Dickens’s Little Dorrit in the context of the genre of the annual report to shareholders, and planning an article that analyzes the music-hall promoter as a popular example of a particular kind of business character, the business celebrity.
LIST OF RESEARCH/WRITING INTERESTS: Victorian literature and culture Economics and Victorian literature and culture Victorian performance and popular culture Gender in Victorian literature and culture History of sexuality
PUBLICATIONS 2004-2009: ---. Rev. of Victorian Literature and Finance edited by Francis O’Gorman. Oxford: Oxford U P, 2007). Forthcoming in Journal of Victorian Culture, Dec. 2009. ---. “Open Accounts: Harriet Martineau and the Problem of Privacy in Early Victorian Culture.” Nineteenth-Century Literature 62.1 (June 2007): 1-28. ---. “Calculations and Concealments: Infanticide in Mid-Nineteenth Century Britain.” Victorian Literature and Culture 34.1 (Mar. 2006): 71–94. ---. “Sarah Stickney Ellis.” Grolier Encyclopedia of the Victorian Era. Eds. James Eli Adams, Tom and Sara Pendergast. Danbury, CT: Grolier, 2004. ---. “Married Women’s Property Acts. Grolier Encyclopedia of the Victorian Era. Eds. James Eli Adams, Tom and Sara Pendergast. Danbury, CT: Grolier, 2004. ---. “Railway Literature.” Grolier Encyclopedia of the Victorian Era. Eds. James Eli Adams, Tom and Sara Pendergast. Danbury, CT: Grolier, 2004.
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09:
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New Mexico Humanities Council mini-grant for speaker series, “Science, Technology, and Aesthetics in the Nineteenth Century,” Principal investigator.
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: UNM Research Allocation Committee grant.
COURSES REGULARLY TAUGHT 2004-09: English 250: Analysis of Literature English 356: The Nineteenth Century English 412 (Honors): Coupling: Narratives of Courtship English 4/557: Victorian Studies: Character and Crisis in Victorian Literature and Culture English 4/557: Victorian Studies: Scandalous Victorians
GRADUATE STUDENTS 2004-09: Ph.D. Ashley Carlson Annarose Fitzgerald Stacy Kikendall Calinda Shely (director)
M.A. Sarah Williams (director) Loretta Tollefson (director)
MAJOR SERVICE ACTIVITIES 2004-09: Executive Committee 2008–present Coordinator, Nineteenth Century Group 2006–2008, Fall 2009– British and Irish Literary Studies group, coordinator of Eighteenth and Nineteenth Centuries subgroup Fall 2008, Fall 2009– Department of English Undergraduate Committee 2005–2007 Department of English Visiting Scholar Selection Committee, 2006 Women’s Studies best student essay prize judge, 2006
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NAME: David Richard Jones RANK: Professor EDUCATION: BA, Northwestern University MA, Princeton University PhD, Princeton University
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My major area is English and European drama and theatre from the late 19th century to the present. I have just finished a work of theatrical history entitled Integrating the American Theatre, 1917-1930. I am partly finished with a related work, Broadway Boom: American Theatre in the 1920s.
LIST OF RESEARCH/WRITING INTERESTS: Modern drama and theatre Contemporary literature Shakespeare
PUBLICATIONS 2004-2009: ---. "Peter Brook." Encyclopedia of Europe, 2006. ---. "Billy the Kid Reappears in New Mexico." Theatre Forum 26 (Spring 2005). ---. Rev. of Strategies of Political Theatre: Post-War British Playwrights by Michael Patterson. Theatre Journal 57.1, 2005.
Director: ---. Our Town. February 2004, Albuquerque Little Theatre, Albuquerque, NM. ---. Falstaff. April-May 2004, Opera Southwest, KiMo Theatre, Albuquerque, NM. ---. The Buddy Holly Story. June 2004, Albuquerque Little Theatre, Albuquerque, NM. ---. Romeo and Juliet. October 2004, Albuquerque High School, Albuquerque, NM. ---. La traviata. February 2005, Opera Southwest, KiMo Theatre, Albuquerque, NM. ---. Waiting for Godot. Director/designer. November-December 2006, Vortex Theatre, Albuquerque, NM. ---. King Lear. Vortex Theatre, April 2008, Albuquerque, NM. ---. Glengarry Glen Ross. Vortex Theatre, October 2009, Albuquerque, NM.
COURSES REGULARLY TAUGHT 2004-09: Eng. 353: Later Shakespeare Eng. 473: Postmodernism Eng. 4/571: Modern Drama Eng. 4/568: The Sixties in America Eng. 4/572: Contemporary Drama
GRADUATE STUDENTS 2004-09: Maria Szasz, PhD (Popejoy Dissertation Prize Winner), reader Janelynn Ortega, Chair, Committee on Studies 4 MFA students in Theatre and Dance
MAJOR SERVICE ACTIVITIES 2004-09: Special Assistant to Dean of A&S, 2008-09 Member of Provost's Special Committee on Study Abroad, 2009 Chair of English, 2005-2008
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Graduate Director of English 2003-2005 Chair of Artistic Committee, Vortex Theatre, 2005-2009 Member of Board of Directors, Vortex Theatre, 2005-2009 Artistic Director, Vortex Summer Shakespeare Festival, 2009-10
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NAME: Feroza Jussawalla RANK: Professor EDUCATION: B. A., Osmania University College, Hyderabad, India M.A., The University of Utah Ph.D., The University of Utah
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My field is post-colonial literatures. My particular areas of interest are critical approaches to literature written in English by authors for whom English is a second language and the cultural contexts of these literatures. I also research the issues surrounds how to approach “postcolonial literature” and I seek to establish critical criteria based on analyses of the context of situation and on the authority of various interpretive communities.
LIST OF RESEARCH/WRITING INTERESTS: Postcolonial Literature Modernist Literature Creative Writing: Poetry
PUBLICATIONS 2004-2009: “C.D. Narasimhaiah.” Norton Anthology of Theory and Criticism. 2nd ed. Eds. Cain Leitch, et al. New York: W.W. Norton and Company. [Forthcoming, 2009]. ---. “Better Left Unsaid.” One Hand Clapping: Paradoxes of Voice, Silence, and Power. Eds. Sheena Mahotra and Aimee Carrillo Rowe. [Forthcoming] ---. “Homegrown Terrorism: The Bildungsroman of Hanif Kureishi, the Author and his Characters,” British Asian Fiction: Framing the Contemporary. Ed. Sim Wai Chew. Amherst, NY: Cambria Press, 2008. 55-75. ---. “To Veil or Not to Veil”: Muslim Women’s Rights in a Global Context.” Conference Proceedings of the Association of Commonwealth Literature and Language Studies Triennial Conference. Vancouver, CA. August 2007. ---. “The Reverse Bildungsroman as Globalization Device: The Case of The Mistress of Spices.” Focus India: Postcolonial Narratives of the Nation. Eds. T. Vijay Kumar, et al. New Delhi: Pencraft, 2007. 220-230. ---. “Postcolonial Novels and Theories.” A Companion to the British and Irish Novel 1945-2000. Ed. Brian Shaffer. Malden, MA: Blackwell, 2005. 96-111. ---. "Indian Theory and Criticism." The Johns Hopkins Guide to Literary Criticism and Theory. Eds. Michael Groden and Martin Kreisworth. Baltimore, MD: The Johns Hopkins U P, 1994. 399-404; rvsd. and rpt. The Johns Hopkins Guide to Literary Criticism and Theory. 2nd ed. Eds. Michael Groden, et al. Baltimore, MD: The Johns Hopkins U P, 2005. 515-522. ---. “Cracking India, by Bapsi Sidhwa, film Earth by Deepa Mehta.” in South Asian Literature in English: An Encyclopedia. Ed. Jaina Sanga. Santa Barbara, CA: Greenwood, 2004. 61-63. ---. “Farukh Dhondy,” South Asian Literature in English: An Encyclopedia. Ed. Jaina Sanga. Santa Barbara, CA: Greenwood, 2004. 80-83.
PRESENTATIONS 2004-2009:
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---. “Teaching Tolerance through Postcolonial Literature.” The Fourth Annual Hawaii International Conference on Arts and Humanities Conference. Honolulu, HI. 11-14 January 2006. ---. “Homegrown Terrorism: A Literary Analysis.” The Fourth Annual Hawaii International Conference on Arts and Humanities Conference. Honolulu, HI. 11-14 January 2006.
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: UNM RAC (Research Allocations Committee) Grant, research in London, 2004
COURSES REGULARLY TAUGHT 2004-09: Survey of Post-Colonial Literature Survey of Literary Theory Post-Colonial London: British Theatre
GRADUATE STUDENTS 2004-09: Deborah Weagel, “The Quilt as Metaphor in the work of Asian Indian and Native American Literature,” (director) (Spring 2006) Virginia Hampton, A Song Worth Singin’: From Rituals of Resistance to Radical Subjectivity in African American Theatre and Performance (director) (Summer 2003) Franci Washburn, Beauty of Sound and Tradition: Lakota Oral Tradition (committee member) (Summer 2003) Miriam Mara, A Famine of Preference: Images of Anorexia in Contemporary Irish Literature (committee member) (Summer 2003) Shari Evans, “Home and Space in African American Novels” (committee member) (Fall 2005)
In process: Kelvin Beliele, Melvin’s Queer Texts Roy Turner, The Trickster in Rudolfo Anaya’s Mystery Novels
MAJOR SERVICE ACTIVITIES 2004-09: Chair, Faculty Ethics Committee, UNM, 2008-2009. Undergraduate Director, Department of English, UNM, 2008-2009.
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NAME: Michelle Hall Kells RANK: Associate Professor EDUCATION: B.A., San Diego State University M.A., Texas A & M University Ph.D., Texas A&M University
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My intellectual work centers on themes of agency and language diversity. I have been posing questions, implementing language research, and framing case studies focused on public rhetoric and ethnolinguistic stratification for over ten years. Contributing to the fields of Cultural Rhetorical Studies and Literacy Studies, my work can be most aptly cast as the rhetoric of civic engagement and pedagogy of social access. These twin interests intertwine and unify the broad range of intellectual threads weaving throughout my scholarship, teaching, and service.
LIST OF RESEARCH/WRITING INTERESTS: Rhetoric (Civil Rights Discourse) Composition/Literacy Studies (Ethnolinguistic Diversity) Sociolinguistics (Language Attitudes)
PUBLICATIONS 2004-2009: “Landscapes of Civic Literacy: The Rhetoric of Remembering” Invited Review Essay of: Civil Rights Memorials and the Geography of Memory in JAC Journal of Advanced Composition (Forthcoming Fall 2009). ---. “Response: Mapping Cultural Ecologies of Language and Literacy.” Cross-Language Relations in Composition. Eds. Bruce Horner, Min-Zhan Lu, and Paul Matsuda. Southern Illinois University Press. Forthcoming. ---. “Writing Across Communities: Diversity, Deliberation, and the Discursive Possibilities of WAC.” Reflections (Special Issue: Exploring Diversity in Community-Based Writing and Literacy Programs) 6.1 (Spring 2007): 87-108. ---. Foreword. Teaching Writing with Latino/a Students: Lessons Learned at Hispanic Serving Institutions. Eds. Cristina Kirklighter, Diana Cárdenas, and Susan Wolff Murphy. State University of New York Press. August 2007. vii-xiv. ---. Héctor P. García: Everyday Rhetoric and Mexican American Civil Rights. Southern Illinois U P, 2006. ---. “Questions of Race, Caste, and Citizenship: Héctor P. García, Lyndon B. Johnson, and the Polemics of the Bracero Immigrant Labor Program.” for Who Belongs in America? Presidents, Rhetoric, and Immigration. Ed. Vanessa Beasley. Texas A&M University Press, 2006. 183-205. ---. "Tex Mex, Metalingual Discourse, and Teaching College Writing" for Dialects, Englishes, Creoles, and Education. Ed. Shondel Nero. Lawrence Erlbaum, 2006. 185-201. ---. "Discourse and 'Cultural Bumping'." Introduction. Latino/a Discourses: On Language, Identity, and Literacy Education. With Valerie Balester and Victor Villanueva. Portsmouth, NH: Heinemann/Boynton-Cook, 2004. 1-6. ---, Valerie Balester, and Victor Villanueva, eds. Latino/a Discourses: On Language, Identity, and Literacy Education. Portsmouth, NH: Heinemann/Boynton-Cook. 2004.
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---. “Understanding the Rhetorical Value of Tejano Codeswitching” for Latino/a Discourses: On Language, Identity, and Literacy Education. Heinemann/Boynton-Cook, 2004. 24-39. ---. “Linguistic Contact Zones: An Examination of Ethnolinguistic Identity and Language Attitudes” Written Communication. 19.1 (January 2002): 5-43. --- and Valerie Balester, eds. Attending to the Margins: Writing, Researching, and Teaching on the Front Lines. Portsmouth, NH: Heinemann/Boynton-Cook, 1999.
AWARDS AND HONORS RECEIVED 2004-09: 2005 University of New Mexico Department of English Keleher/Hendon Junior Faculty Award
FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: 2009-2010 University of New Mexico Faculty Research and Sabbatical Leave 2008 Lyndon B. Johnson Presidential Library Research Grant, “Vicente Ximenes, and LBJ's Great Society: The Rhetoric of Mexican American Civil Rights Reform.” 2007 International Writing Center Diversity Research Grant, “Writing Across Cultures: Tutoring Enthnolinguistically Diverse Students.” 2005 UNM, Research (RAC) Grant, “Vicente Ximenes and President Lyndon B. Johnson: The Role of the Inter-Agency of Mexican American Affairs in Post-World War II Mexican American Civil Rights Reform.” 2004 UNM, Teaching Allocations (TAS) Grant, "Improving First-Year Composition: Assessing Writing Experiences and Language Attitudes of First-Year UNM Students."
COURSES REGULARLY TAUGHT 2004-09: Contemporary Rhetoric ENGL 543 Major Texts in Rhetoric ENGL 542 Writing Programs Administration ENGL 640 Seminar Theories of Discourse: Approaches to Rhetorical and Literary Studies ENGL 640 Seminar Writing & Cultural Studies ENGL 420/520 Intercultural Rhetoric and Professional Writing ENGL 420/520 Tutoring College Writing Practicum ENGL 420/520 20th Century Civil Rights Rhetoric ENGL 440/540 Teaching Composition Practicum ENGL 537 Advanced Expository Writing: Writing Across Academic & Public Cultures ENGL 320 Language & Diversity ENGL 420 Rhetoric & Civic Discourse ENGL 540 Rhetorics of Place and Belonging in 20th Century America ENGL 411 Honors Seminar
GRADUATE STUDENTS 2004-09 Director of Active Committees on Studies, Theses/Dissertations Tom Pierce (PhD candidate) Michaelann Nelson (PhD candidate) Katie Denton (PhD candidate) Mellisa Huffman (PhD candidate) Lindsey Ives (PhD candidate) Leslie Fishburn-Clark (MA candidate)
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Member of Active Committees on Studies, Theses/Dissertations Cassandra Amundson (PhD candidate) Paul Formisano (PhD candidate) Valerie Kinsey (PhD candidate) Dan Cryer (MA candidate) Alyssa Christy (MA candidate)
Member of Defended Committees on Studies, Theses/Dissertations Marissa Juarez (MA defense 7/23/07) Jennifer Schaller (MFA defense 4/6/07) Michelle McRuiz (MA defense 12/7/05) Diane Zimmerman (MA defense 4/7/06) Deborah Weagel (PhD defense 3/29/06) Dana Salvador (MFA defense 4/5/07) Misty Ring (MA defense 4/5/08) Marianne Leonardi (PhD comps defense 8/26/08)
MAJOR SERVICE ACTIVITIES 2004-09: New Mexico Higher Education Department. Core Curriculum Steering Committee. August 2009. Chair. University of New Mexico Core Curriculum Task Force. August 2009. Evaluator. Sul Ross State University (SACS) Southern Association of Colleges and Schools Commission on Colleges Committee, Alpine, TX. March 2008. Program Chair. University of New Mexico 2009 Civic Literacy Colloquium Series. “Significant Voices: Women on Equal Rights and Sexual Justice.” March 2009. Program Chair. University of New Mexico 2008 WAC Civic Literacy Colloquia Series. “Place- Based Learning and Writing Across Communities” October 2008. Program Chair. University of New Mexico 2008 Civil Rights Symposium. “Civic Literacies across Communities.” September 2008. Program Chair. University of New Mexico 2007 Civil Rights Symposium. “40 Years of Community Activism, 1967-2007: Civil Rights Reform, Then and Now.” September 2007. Provost’s Diversity Committee, University of New Mexico. 2007 to present.
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NAME: Dana Levin RANK: Joseph M. Russo Professor of Creative Writing EDUCATION: BA., Pitzer College M.F.A., New York University
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: I am interested in and write about contemporary poetry and poetics, primarily poetries in English, but also Eastern European in translation; cross-cultural mythology, archetype and symbol; issues of Zeitgeist: how the individual artist resists and absorbs the spirit of his/her time.
LIST OF RESEARCH/WRITING INTERESTS: (see above)
PUBLICATIONS 2004-2009: Wedding Day, Copper Canyon Press, 2005
Poem in Anthologies: From the Fishouse: An Anthology of Poems That Sing, Rhyme, Resound, Syncopate, Alliterate, and Just Plain Sound Great; Legitimate Dangers: American Poets of the New Century; Pushcart Prize XXIX: The Best of the Small Presses (2005); Pushcart Prize XXVIII: The Best of the Small Presses (2004)
30 poems in magazines: Agni (on-line), American Poetry Review, Conduit, Forklift, Gulf Coast, The Iowa Review, The Kenyon Review, The Los Angeles Review, The Paris Review, Perihelion (on- line), Poetry, Salmagundi, The Washington Post
Essays and Reviews in American Poet, American Poetry Review, Center: A Journal of the Literary Arts, Pleiades, Ploughshares, Poetry
Interviews (as subject) in The Kenyon Review (on-line), Oranges and Sardines
AWARDS AND HONORS RECEIVED 2004-09: 2009: Jerome J. Shestack Poetry Prize, The American Poetry Review 2006: Friends of Literature Prize, Poetry 2005: Whiting Award, the Mrs. Giles E. Whiting Foundation 2005: Pushcart: Best of the Small Presses Prize 2004: Rona Jaffe Writer’s Award, Rona Jaffe Foundation 2004: Witter Bynner Fellowship, Library of Congress 2004: Pushcart: Best of the Small Presses Prize
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: 2008: Faculty Research Grant, College of Santa Fe 2007: Guggenheim Fellowship
COURSES REGULARLY TAUGHT 2004-09:
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First Year Core Curriculum; Intro to Creative Writing; Intermediate and Advanced Poetry Workshop; Techniques of Poetry; The Writer and the Universe; Myth, Archetype and Symbol; Modern American Literature 1900-Present; Contemporary Poetry; Student Literary Magazine; ENG 522, Poetry Workshop
GRADUATE STUDENTS 2004-09: Graduate teaching in the Warren Wilson MFA Program for Writers, Summer Semesters: 2002, 2003, 2005, 2009.
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NAME: Greg Martin RANK: Associate Professor EDUCATION: B.A., The University of Virginia M.F.A. The University of Arizona
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: I’m primarily a nonfiction writer, focusing on memoir, the personal essay, and essays on craft. I’m at work now on another book-length memoir.
LIST OF RESEARCH/WRITING INTERESTS: Memoir, creative nonfiction.
PUBLICATIONS 2004-2009: “The Family Plot” (essay) The Sun, October 2008 ---. “From Mountain City.” Rpt. Literary Nevada: Writings from the Silver State Ed. Cheryl Glotfelty. (Reno: U of Nevada P, 2008). 236-246 ---. “A Checklist for Character & Conflict Revision.” The New Writer's Handbook 2007. Eds. Philip Martin and Erica Jong. Minneapolis, MN: Scarletta P, 2007. 67-70. ---. “Step-by-Step: The Treadmill Journal” (craft essay) in The Writer (April 2007). Rpt. as “The Treadmill Journal” in The New Writer's Handbook 2007: A Practical Anthology of Best Advice for Your Craft and Career. Eds. Philip Martin and Erica Jong. Minneapolis, MN: Scarletta P, 2007. 40-46. ---. “Writer at Work: Breaking the Conventions of Memoir” (craft essay) in The Writer, August 2006. Rpt. as: "Other People's Memories" in Winding Roads: Exercises in Writing Creative Nonfiction.. Ed. Diane Thiel. New York: Longman, 2008.
AWARDS AND HONORS RECEIVED 2004-09: Outstanding Teacher of the Year: University of New Mexico, 2007-2008. Award Given to Two Professors at UNM Gunter Starkey Teaching Award: University of New Mexico College of Arts & Sciences, 2007. Award Given to three professors in the College of Arts and Sciences
COURSES REGULARLY TAUGHT 2004-09: English 423: Creative Nonfiction Workshop English 523: Graduate Workshop in Creative Nonfiction HMHV 201: Literature, Fine Arts, and Medici English 587: Genre: Memoir
UNDERGRADUATE HONORS STUDENTS 2004-09: Adam Henneke, Honors Thesis in Fiction, Bob, 2007 Scott Frank, 2006
GRADUATE STUDENTS 2004-09: MFA Advisement Laura Matter, Chair, Creative Nonfiction, graduated May 2009 Christina Yovovich, Chair, Poetry & Creative Nonfiction & Poetry, graduated May 2009
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Micaela Seidel, Chair, Creative Nonfiction, graduated May 2009 Carrie Cutler, Chair, Creative Nonfiction, in progress, 2009 Molly Beer, Chair, Creative Nonfiction, in progress, 2009 Lisa Gill, Chair, Poetry & Creative Nonfiction, in progress, 2009 Dana Salvador, Chair, Creative Nonfiction, After the Harvest, graduated, May 2008 John Bess, Chair, Creative Nonfiction, Still Life with Guns, graduated May 2007 Carson Bennett, Chair, Creative Nonfiction, By The Roots, graduated May 2007 Jennifer Schaller, Chair, Creative Nonfiction, Doin’ Time, graduated May 2007 Jeremy Collins, Chair, Creative Nonfiction, Catching Up, graduated Nov 2006 Karyn Smith, Chair, Leaving, Creative Nonfiction, graduated May 2006 Mary Beth Libbey, Chair, Drought, Fiction, graduated May 2006
MA ADVISEMENT Chad Kurzawski, Chair, Creative Nonfiction, graduated Dec 2005 Jody Ipsen, Chair, Creative Nonfiction, graduated May 2005 Rachel Pratt, Chair, Creative Nonfiction, graduated May 2004
MAJOR SERVICE ACTIVITIES 2004-09: Taos Summer Writer’s Conference, Week-long Master’s Workshop, Memoir, July 2008 Faculty, UNM’s Teacher’s Institute, July 2008 Taos Summer Writer’s Conference, Week-long Master’s Workshop, Memoir, July 2007 Faculty, UNM’s Teacher’s Institute, July 2007 Developed New Graduate Course: ENG 670: Studies in Creative Writing, 2006 Developed New Graduate Course: ENG 535: Creative Writing Pedagogy, 2006 Developed new undergraduate course: HMHV 201, 2007, BA/MD Program Director, Poets and Writers / Works-in-Progress Reading Series, 2004-2005 Co-Presented MFA Proposal to the New Mexico Commission on Higher Education, the UNM Board of Regents, & the UNM Faculty Senate, 2004 New Degree Program: M.F.A. in Creative Writing. Wrote Initial Draft of Proposal Presented MFA Proposal to the Graduate and Executive Committees, the English Department, OGS, and A&S Dean Reed Dasenbrock
INVITED PRESENTATIONS 2004-2009: Albertson’s College, Caldwell ID, 15 October 2004 Lyon College, Batesville, AR. 9 November 2004 Keynote Address, National Cowboy Poetry Gathering, Elko, NV. 26 January 2005 Taos Summer Writers Conference, Taos, NM. July 2005 St. John’s College, Santa Fe, NM. Craft Lecture to Glen Workshop. 3 August 2005 TVI (CNM), Albuquerque, NM. Class Visit & Craft Lecture. 30 November 2005 Albuquerque, Academy, High School, Albuquerque, NM. 3 April 2006 AWP Conference, Austin, TX. Reading & Panel Discussion. 9-10 April 2006 The Seed Institute, ABQ, NM. Craft Workshop—Memoir. 24 February 2007 APS Family School, Presentation: The Writer’s Life. 6 April 2007 CNM, Albuquerque, NM, Class Visit & Craft Lecture. 19 April 2007
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NonfictioNow Conference, Iowa City, IA. Reading & Panel Discussion, November 2007 AWP Conference, Chicago, IL. Reading & Panel Discussion, April 2009 Keynote Address, UNM Teacher’s Institute. July 2009
MAJOR WORKS 1997-2004: Mountain City. New York: North Point P., 2000; rpt. Paperback, 2001. Reviewed in New York Times Notable Book of the Year, 2000 New York Times Book Review, Lead Review, August 6, 2000 New York Times Book Review, Editor’s Choice, August 13 & 20, 2000 New York Times Book Review, New & Noteworthy Paperback, August 26, 2001 Library Journal, Best Books of 2000 Seattle Post-Intelligencer, Best Northwest Books, 2000 Publisher’s Weekly, starred review, April 17, 2000 Booklist, starred review, June 1, 2000 Library Journal, starred review, July 1, 2000 NPR’s Morning Edition: Ten Larger-Than-Life Memoirs August, 1, 2005 Mountain City. Madrid, Spain: Octubre. 2001.
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Name: Wanda Martin Rank: Associate Professor EDUCATION: B. A., Indiana University M.A., University of Louisville PhD., University of Louisville
RESEARCH/WRITING INTERESTS AND PROJECTS: My project is to better understand the literate capabilities of discerning, critical, and generative reading and writing that enable people not only to take in information and report or repeat it, but also to engage in creative knowledge- making. I pose questions about how people learn to use their literacy in the service of further learning, use theories of composing to frame information gathering, apply tentative conclusions to program design and practice, and assess the results to initiate a new cycle of inquiry.
PUBLICATIONS 2004-2009: Work in Progress --- and Valerie Thomas. Proposals for Action–A textbook for proposal writers. Manuscript in classroom testing, Fall 2007—Spring 2009. ---, Mark Emmons, Carroll Botts, and Vassandra Amundson. Engaging Sources: Information Literacy and the Freshman Research Paper. In revision. In Preparation ---. Understanding the Achievement Gap in English Composition: High School Language Arts and the Demands of College Writing. Ongoing action research project with collaborating high school teachers to study the achievement gap in literacy between Hispanic and Anglo students in local high schools, propose, implement, and assess interventions to remedy it.
PUBLICATIONS 1997-2003: --- and Mark E. Emmons. “Engaging Conversation: Evaluating the Contribution of Library Instruction to the Quality of Student Research.” College & Research Libraries 63:6 (November 2002): 545-560. --- and Charles Paine. “Mentors, Models, and Agents of Change: Veteran TAs Preparing Teachers of Writing.” Preparing College Teachers of Writing: Histories, Theories, Programs. Eds. Betty P. Pytlik and Sarah Liggett. New York: Oxford U P, 2002. 222-232. ---. “Outcomes Assessment Research as a Teaching Tool.” The Writing Program Administrator as Researcher Inquiry in Action and Reflection. Eds. Shirley K Rose and Irwin Weiser. Portsmouth, NH: Heinemann-Boynton/Cook, 1999. 40-51. ---, Carin Bigrigg, Mary Friedman, Karen McKinney, Kate Warne, Rick Waters, William Waters, eds. La Puerta. Dubuque, IA: Kendall/Hunt Publishing Company, 1997. Rpt. with Eds. Jeffery Smotherman, Susan Cannaqta, William Waters, and Elizabeth Wrights. 1999.
AWARDS AND HONORS RECEIVED, 2004-2009: Nominee, UNM Presidential Teaching Fellowship. 2008 Friend of Teacher Education Award, New Mexico Council of Teachers of English. October 2007.
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004- 2009:
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Bank of America. 2007. “Teachers’ Institute.” Gift to support professional development in critical reading and writing for K-12 teachers: $10,000. Witter Bynner Foundation for Poetry. 2006. “Reading Writing Thinking Writing” Gift to support poetry workshops for Teachers' Institute at Taos Summer Writers' Conference: $5000. IMPRESS: Robert Noyce Scholarship Program, National Science Foundation. 2004. Scholarships with professional development components for Math and Science majors seeking teaching licensure. Co-PIs Diane Marshall, Kathryn Powell, Wanda Martin: $500,000. La Meta: Mathematics Educators Targeting Achievement. New Mexico Public Education Department. 2004. Co-PIs Kristen Umland, Richard Kitchen, Frances Dever, Wanda Martin: $336,000, July 2004-June 2005. (Funding renewed in 2005, 2006, 2007.)
COURSES REGULARLY TAUGHT 2004-2009: English 537: Teaching Composition English 4/518: Proposal and Grant Writing English 538: Writing Theory for Teachers English 220: Expository Writing English 320: Advanced Expository Writing
GRADUATE STUDENTS 2004-2009: Dissertation Director: Logan D. Greene. Degree Awarded December 2004. The Discourse of Hysteria: The Topoi of Humility, Physicality, and Authority in Women’s Rhetoric. Chair, Committee on Studies: Morgan Sims Ph.D., in progress Genesea Carter, Ph. D., in progress Committee Member John Miller, MA Rhetoric and Writing, May 2007 Kirsten Theissen MA Rhetoric and Writing, May 2007 Jonathan Sandmel, MFA Studio Art, College of Fine Arts, May 2008 Kate Hawkes, MFA Studio Art, in progress
MAJOR SERVICE ACTIVITIES 2004-2009: Director, Core Writing Program, 2008—date Member, University Core Curriculum Task Force, 2009—date Arts & Sciences Curriculum Committee, 2005-2009 Reviewer, Fund for Improvement of Post-Secondary Education, Comprehensive Program, U.S. Department of Education, 2006, 2007 Department Outcomes Assessment Coordinator, 2005-2006 Member, A&S/COE joint Teacher Success Council, 2006—date A&S Representative, UNM site of the National Network for Educational Renewal 2002—date Member, Teaching Enhancement Committee, 2005-2006 Sub-committee on Student Evaluation of Teaching, Spring 2005 Chair, Task Force on the CASTL faculty development program, 2006 Member, Dept. Executive Committee, 2005-2006 Chair, Sub-committee on Merit Review Policy, 2005-06 Rhetoric & Writing Search Committee, 2003-2004
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NAME: Kadeshia L. Matthews RANK: Assistant Professor EDUCATION: B.A., Rice University Ph.D., The Johns Hopkins University
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: I am an Americanist who specializes in twentieth century African American literature and culture, with a particular interest in illuminating the complexity of black identity, the ways in which other affiliations and identifications always inflect and affect individuals’ claims to and experiences of blackness. My dissertation, which I am working to turn into a book manuscript, takes up this issue by examining the sometimes clashing, sometimes complementary roles of violence and domesticity in post-World War II constructions of black masculinity. I am also in the preliminary stages of formulating my next project, which will explore voice and silence in black women’s texts.
PUBLICATIONS 2004-2009: The Problem of Paternity: Frederick Douglass’s Births and the Birth of African American Literature. (For special issue of Biography: Personal Narrative and Political Discourse, Winter 2010). ---. Charles Chesnutt. Entry for Realism and Regionalism, 1865-1914. Eds. Gary Scharnhorst and Tom Quirk. Columbia, SC: Bruccoli Clark Layman. ---. Black Boy No More? Violence and the Flight from Black Subjectivity in Richard Wright’s Native Son. ---. ‘Protecting our own black people’: Policing Black Domesticity in Chester Himes’s Harlem. Panelist, “Are We in a Post-Racial Society?” UNM Title V Forum. University of New Mexico, February 2009. --- and Gary Scharnhorst. Paul Laurence Dunbar in Colorado, 1899-1900. Under review at Colorado History.
COURSES REGULARLY TAUGHT 2004-09: Foundations of Africana Studies/Introduction to Africana Studies Rewriting Slavery Introduction to Expository Writing Expository Writing
MAJOR SERVICE ACTIVITIES 2004-09: ALS. Department of English. UNM. 2008-present. Undergraduate Studies Committee, English. UNM. 2008-present. Black History Month Planning Committee. Africana Studies Program. UNM. 2008—date.
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NAME: Daniel Mueller RANK: Associate Professor EDUCATION: M.F.A., University of Iowa
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: Since 2004 I’ve focused on writing short fiction and have recently completed a draft of a new collection of thematically- linked stories, SAY ANYTHING AND EVERYTHING, all but three of which have been published in literary journals. I’ve also begun a memoir about the two years in the early 1980s when I dropped out of the Pre-Med program at St. Olaf College and hitchhiked from Minneapolis, where I grew up, to Kodiak Island, Alaska, where I worked in canneries and on fishing boats, and then down the west coast to southern Mexico, where I was robbed of everything but the sixty dollars I’d brought with me to the beach, an incident I used in a short-short “German Nudists,” published in 2002 in the German literary magazine Wandler. My research, i.e., the operation of the Nevada Test Site until the early Eighties for my story, “Red Cinquefoil,” Hubert Humphrey, George McGovern, and Gerald Ford for my story, “Say Anything and Everything,” is driven by the demands of my creative work.
LIST OF RESEARCH/WRITING INTERESTS: --“Image in Narrative,” a paper delivered to the graduating classes of the Low-Residency MFA Program at Queens University of Charlotte, May 29, 2008, and May 18, 2007. --“Establishing Normalcy When Writing the Extraordinary,” Panel Discussion, Associated Writing Programs Annual Conference, Atlanta, GA, March 2, 2007. --“Writing the West: A Discussion of Writers’ Geographical Proximity to Vast and Complex Subject Matter,” Panel Discussion Moderator, Associated Writing Programs Annual Conference, Austin, TX, March 11, 2006. --“Orienting Readers to the Strange by Way of the Familiar,” a paper delivered at the Tinker Mountain Writers’ Conference, Hollins University, June 14, 2006. --“Central Image in Fiction,” a paper delivered at the Tinker Mountain Writers’ Conference, Hollins University, June 12, 2005. --“The Long and Short View of Writing the North,” Panel Discussion, Associated Writing Programs Annual Conference, Vancouver, BC, March 29, 2005.
PUBLICATIONS 2004-2009: “Red Cinquefoil.” The Surreal South. Eds. Laura Benedict & Pinckney Benedict. Winston-Salem, NC: Press 53. Forthcoming October 2009. ---. Spoils.”Gargoyle (Summer 2008) 301-305. ---.“Say Anything and Everything.” The Cincinnati Review 5:1 (Spring 2008): 81-101. ---.“Connected.”Prairie Schooner 81:4 (Winter 2007): 118-133. ---.“Red Cinquefoil.”CutBank 67 (Spring 2007): 123-139. ---.“The Night My Brother Worked the Header.” Playboy College Fiction. Ed. Alice K. Turner. Hanover NH: Steerforth Press, 2007. 60-76. --Three new stories (“Saturday is Valentine’s Day,” “Black Arts,” and “At Night We Play Hearts”) and two autobiographical essays (“Stay” and “I’m OK, You’re OK”) have been submitted to journals, magazines, and contests.
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PUBLICATIONS PRE-2004: “Huntsville Rodeo, 1968,” Another Chicago Magazine, Spring 2002. “Doctor Golf,” Orchid: A Literary Journal, Spring 2002. “German Nudists,” Wandler: Zeitschrift fur Literatur, Winter 2001. “Tina Louise,” Story Quarterly, 2001. How Animals Mate: Stories, The Overlook Press/Sewanee Writers’ Series, 1999. How Animals Mate (paper), The Overlook Press/Sewanee Writers’ Series, 2000. “Zero,” Story, Summer 1996. “How Animals Mate,” Mississippi Review, Winter 1994. “P.M.R.C.,” Henfield Prize Stories, Warner Books, 1992. “Ice Breaking,” Elvis in Oz: New Stories and Poems from the Hollins Creative Writing Program, University of Virginia Press, 1992. “Torturing Creatures at Night,” Crescent Review, Spring 1990. “The Night My Brother Worked the Header,” Playboy, October, 1990.
AWARDS AND HONORS RECEIVED 2004-09: --Nominee, UNM Presidential Teaching Fellow, 2008. --Nominee, UNM Outstanding Teacher of the Year, 2008. --Visiting Writer, Centre College, Danville, KY, month-long teaching residency, January 2008. --Contest Judge, Gettysburg College’s Undergraduate Fiction Awards, 2008. --Faculty Member, Low-Residency MFA Program at Queens University of Charlotte, Charlotte, NC. 2005-present. --Faculty Member, Tinker Mountain Writers Conference, Hollins University, Roanoke, VA. 2005- present. --Faculty Member, Critical Connection Writers’ Workshop, Ann Arbor, MI. 2001-2006. --Faculty Member, Taos Summer Writers’ Conference, Taos, NM. 2001-present. --Tenure and Promotion, University of New Mexico, 2006. --Contest Judge, Western Michigan University’s Graduate Awards in Fiction and Creative Non- Fiction, 2005. --Faculty Member, Summer Program of Workshops in Creative Writing and the Visual Arts, Fine Arts Work Center of Provincetown, Provincetown, MA. 2003-2004. --Julia M. Keleher Award for Excellence in Teaching, 2004.
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: Sabbatical, University of New Mexico, Spring 2009.
COURSES REGULARLY TAUGHT 2004-09: English 321, 411H, 420 (Blue Mesa), 421, 521, 587, 670.
UNDERGRADUATE HONORS STUDENTS 2004-09: Phil Hughes Joe Buffaloe Jennifer Arnspiger-Ryan Terryn Kweselait Kristian Macaron
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GRADUATE STUDENTS 2004-09: Dissertations Directed: Committee Member: Carrie Meadow Mary Beth Libby Valerie Kinsey Sarah Azizi Katherine (“Kate”) Fitzgerald Israel (“Izzy”) Wasserstein Michael Follensbee Robert Anderson Christine Whittaker Beverly Army-Gillen Jonathan Bohr Heinen Skye Pratt Dianne Bechtel Valerie Santillanes William (“Billy”) Howell Micaela Sidel Elizabeth (Shaw) Derrington Lisa Gill (current) Katyna Johnson (Co-directed with Gary Harrison) Carrie Cutler (current) Felicia Karas (current) Chris Boat (current) Heather Campbell (current) Daniel Darling (current).
MAJOR SERVICE ACTIVITIES 2004-09: Undergraduate Program Director, UNM English Dept., 2009-present Undergraduate Committee, UNM English Dept., 2003-present Executive Committee, UNM English Dept., 2002-04, 2007-08 Manuscript Reader, UNM Press, 2007 Junior Tenure and Promotion Committee, UNM, 2007, 2010 General Editor, Blue Mesa Review, 2004-05 Fiction Editor, Blue Mesa Review, 2000-05 Juror, Journal of Religious and Popular Culture, 2004
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NAME: Carmen Nocentelli RANK: Assistant Professor EDUCATION: Laurea, summa cum laude, Università degli Studi di Roma “La Sapienza” M.A., American University Ph.D., Stanford University
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My current work lies at the intersection of critical race studies and the history of sexuality. I am completing a book titled Islands of Love: Race, Sexuality, and the Euro-Asian Encounter, and researching an article on the “prehistory” of normality. I am also interested in the early modern dynamics of transnational appropriation, and have an article on this subject forthcoming in PMLA.
LIST OF RESEARCH/WRITING INTERESTS: Renaissance drama; epic poetry; travel literature; race and ethnicity; history of sexuality; early modern colonialisms; transnationalisms and globalization.
PUBLICATIONS 2004-2009: “Spice Race: The Island Princess and the Politics of Transnational Appropriation,” Publications of the Modern Language Association. [Forthcoming]. ---. “The Erotics of Mercantile Imperialism: Cross-Cultural Requitedness in the Early Modern Period,” Journal for Early Modern Cultural Studies 8.1 (2008): 134-53. ---. “Discipline and Love: Linschoten and the Estado da Ímdia,” Rereading the Black Legend: The Discourses of Religious and Racial Differences in the Renaissance Empires. Eds. Margaret R. Greer, Walter D. Mignolo, and Maureen Quilligan. Chicago, IL: U of Chicago P, 2007.
PRESENTATIONS 2004-2009: ---. “The Erotic Politics of The Lusiads,” Dept. of English, University of New Mexico, NM. September 2009. ---. “Europe and Asian Polygamy, 1492-1622,” Newberry Library Colloquium, Chicago, IL. March 2009. ---. “Finding Gender in the Intersections of Literature and History,” Roundtable with Megan Moore and Diana Robin, Newberry Library Colloquium, Chicago, IL. Feb. 2009. ---. “The Erotic Politics of The Lusiads,” University of Chicago Renaissance Seminar, Chicago IL. February 2009. ---. “Perverse Implantations,” Newberry Library Fellows Seminar, Chicago, IL. November 2008. ---. “Race, Sexuality, and Early Modern Globalization” Group for Early Modern Cultural Studies, Philadelphia, PA. November 2008. ---. “Asia in the Making of Europe: Early Modern Ethnologies and European Sexualities.” “New Worlds, New Publics,” Newberry Library, Chicago, IL. September 2008. ---. “Early Modern Race, Early Modern Sexuality: Intersections,” Renaissance Society of America, Chicago, IL. April 2008. ---. “Erōs, Ethnos, and the Embodiment of Others,” Symposium in Honor of Stephen Orgel, Stanford University, Stanford, CA. March 2008.
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---. “Negotiating Whiteness: Hollandophobia in Seventeenth-Century England,” Modern Language Association, Chicago, IL. December 2007. ---. “The ‘haughty Spaniard’ and the ‘cruel Dutch’: Ethnic Identity in Restoration England.” Aphra Behn Society, Albuquerque, NM. October 2007. ---. “Fashioning the Body Natural: John Bulwer’s Anthropometamorphosis.” Renaissance Society of America, Miami, FL. March 2007. ---. “Of Polygamy and Penis Bells: Eros and Ethnos in Early Modern Europe.” Feminist Research Institute - The University of New Mexico, Albuquerque, NM. September 2006. ---. “Traveling Princesses: Empire, Nation, and the Politics of Literary Appropriation.” Modern Language Association, Washington D.C. December 2005. ---. “The Foreignness of Empire.” Group for Early Modern Cultural Studies, San Antonio, TX. December 2005. ---. “The Dutch Black Legend.” “Creating Identity and Empire in the Atlantic World, 1492-1888,” University of North Carolina at Greensboro. September 2004.
PUBLICATIONS 1997-2003: ---. Spostare il centro del mondo: la lotta per le libertà culturali, translation of Ngũgĩ wa Thiong’o, Moving the Centre: The Struggle for Cultural Freedom (1993). Rome: Meltemi Press, 2000. Winner: Nonino International Prize 2000. ---. “Consuming Cannibals: Léry, Montaigne, and Communal Identities in Sixteenth-Century France,” Nuevo Texto Crítico, 23/24 (1999): 93-114. ---. “Castruccio nell’opera di Machiavelli e di Mary Shelley: biografia come metafora,” translation of Betty T. Bennett, “Machiavelli’s Castruccio, Mary Shelley’s Castruccio: Biography as Metaphor.” Shelley e l’Italia Ed. Lilla M. Crisafulli Jones. Naples: Liguori, 1999. 72-90.
AWARDS AND HONORS RECEIVED 2004-09: J. M. Keleher and T. Hendon Jr. Faculty Award, Dept. of English, UNM (2008) UNM Junior Candidate for NEH Summer Stipend (2007)
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: National Endowment for the Humanities Fellowship, Newberry Library (2008-2009) Mayers Fellowship, Huntington Library (2007) Audrey Lumsden-Kouvel Fellowship, Newberry Library (2006)
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: Large Research Grant, UNM Research Allocation Committee (2006) Susan Geiger Faculty Award, UNM Feminist Research Institute Board (2005) Small Research Grant, UNM Research Allocation Committee (2005)
COURSES REGULARLY TAUGHT 2004-09: Shakespeare and Race (ENGL582) The Renaissance and its Discontents (COMP480/ENGL452) The Global Renaissance (ENGL452/552) Inventing America, 1492-1624 (COMP432/ENGL432/FREN432)
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Early Shakespeare (ENGL352) Later Shakespeare (ENGL353) European Literature and the Age of Exploration (COMP380/ENGL315) Literary Questions: Images of the State (COMP224)
GRADUATE STUDENTS 2004-09: C. Amundson, PhD student, English, degree in progress (Committee Member) V. Rinaldi, PhD student, FLL, 2006-2008 (Committee Member) M. Durrani, MA student, English, 2005-2006 (Committee Member) V. Baca, MA student, FLL, 2006-2007 (Committee Member)
MAJOR SERVICE ACTIVITIES 2004-09:
Graduate Committee, Dept. of English (Fall 2009 – present) Feminist Research Institute Board (Fall 2007- present; on leave 2008-2009) CLCS Advisory Committee (Fall 2004 – present; on leave 2008-2009) Undergraduate Committee, Dept. of English (Spring 2005 – Spring 2008) Graduate Committee, Dept. of Foreign Languages (Fall 2007-Spring 2008) Ad hoc Committee on MA restructuring, Department of English (Fall 2007) Curriculum Committee, Department of Foreign Languages (Fall 2005-Spring 2006) Job Search Committee (Shakespearean position), Department of English (Fall 2005)
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NAME: Anita Obermeier RANK: Associate Professor EDUCATION: B.A., Ludwig-Maximilians-Universität, Munich. M.A., Eastern Illinois University Ph.D., Arizona State University
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My interdisciplinary research agenda includes the comparative and pan-European Middle Ages where I often explore overlooked connections and intersections. I am working on Seed, Sex, Superiority: Fertility and Sterility in Medieval Literature, a monograph that examines Middle English, Middle High German, Old French, Welsh, and Latin romances, saints’ lives, chronicles, and fabliaux from the twelfth to the fifteenth centuries, as well as historical barren couples and medieval-themed films to demonstrate their representative underlying medical and philosophical notions of fertility and sterility.
LIST OF RESEARCH/WRITING INTERESTS: Authorship studies, feminist and new historicist approaches, intertextualities, medievalism, mystics, saints’ lives, translation criticism, and medieval medical theories and their manifestations in literature.
PUBLICATIONS 2004-2009: “Witches and the Myth of the Medieval ‘Burning Times.’” Misconceptions about the Middle Ages. Eds. Stephen J. Harris and Bryon L. Grigsby. New York and London: Routledge, 2007. 226- 237. Paperback 2009. ---. “Chaucer’s ‘Retraction.’” Sources and Analogues of the Canterbury Tales. Eds. Robert Correale and Mary Hamel. Vol. 2. Cambridge: D. S. Brewer, 2005. 775-808. Paperback 2009. ---. “Postmodernism and the Press in Naomi Mitchison’s To the Chapel Perilous.” Studies in Medievalism 13 (2004): 237-58. The Medieval Review
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---. “The Manciple’s Prologue and Tale.” The Literary Encyclopedia
PUBLICATIONS 1997-2004: “Joachim’s Infertility in the St. Anne’s Legend.” Chaucer and the Challenges of Medievalism: Studies in Honor of Henry Ansgar Kelly. Eds. Donka Minkova and Theresa Tinkle. Bern: Peter Lang, 2003. 289-307. ---. The History and Anatomy of Auctorial Self-Criticism in the European Middle Ages. Internationale Forschungen zur Allgemeinen und Vergleichenden Literaturwissenschaft 32. Amsterdam and Atlanta: Rodopi, 1999. ---. Review.s: Arcadia: Zeitschrift für Allgemeine und Vergleichende Literaturwissenschaft 34 (1999):426-29;IASLonline (1999) http://iasl.uni-muenchen.de/rezensio/liste/classen.htm (both reviews are in German); Medium Aevum 70 (2001): 364; Canadian Review of Comparative Literature 29 (2002): 392-94; Speculum 78:1 (2003): 236-9. “Medieval Narrative Conventions and the Putative Anti-Medievalism of Twain’s Yankee.” Reinventing the Middle Ages and the Renaissance. Ed. William Gentrup. Turnholt: Brepols,1998. 223-39.Review:TheMedievalReview(online) http://www.hti.umich.edu/t/tmr Co-author with Robert E. Bjork of “Date, Author, and Audience of Beowulf.” A Beowulf Handbook. Eds. Robert E. Bjork and John D. Niles. Lincoln: U of Nebraska P, 1997. 13-34. Reviews: Speculum; The Yearbook of English Studies 30 (2000): 271-72; The Medieval Review (online) http://www.hti.umich.edu/t/tmr Co-author with Rebecca Kennison of “The Privileging of Visio over Vox in the Mystical Experiences of Hildegard of Bingen and Joan of Arc.” Mystics Quarterly 23:3 (1997): 137-67.
AWARDS AND HONORS RECEIVED 2004-09: Teaching Enhancement Committee Nomination for Outstanding Teacher awarded by the Alumni Association, UNM 2009 (not yet decided) Student Nomination for Outstanding Advisor awarded by ASUNM, UNM 2009 (not yet decided) Outstanding Teacher of the Year Award, UNM ($2,000) 2005. Student Nomination for the Presidential Teaching Fellowship, UNM, 2005. Wertheim Lecturership, Senior Faculty Award for Outstanding Contributions to the English Department, UNM ($4,500) 2005. Selected as one of the two outstanding MA graduates of Eastern Illinois University’s English Department in the last 50 years, October 2004.
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INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: Winner of the Limited Competition for NEH Summer Stipend, UNM 2008. Teaching Allocation Subcommittee Grant, UNM ($2,000), 2007-08 Teaching Allocation Subcommittee Grant, UNM ($2,475), 2004-05. Research Allocation Committee Grant, UNM ($3,500), 2004.
COURSES REGULARLY TAUGHT 2004-09: Engl. 304 The Bible as Literature Engl. 306 Arthurian Legends: Transformations and Recyclings Engl. 351 Chaucer’s Canterbury Tales Engl. 351 Chaucer’s Love Visions Engl. 449/549 Middle English Dialects Engl. 450/550 Middle English Heroes, Saints, and Lovers Engl. 451/551 Uppity Medieval Women Engl. 581 Chaucer’s Women
GRADUATE STUDENTS 2004-09: Chair, Dissertation Committees: Marisa Sikes (English) Cynthia Fillmore, “Satan, Saints, and Heretics: The History of Political Demonology in the Middle Ages.” English 2008. Member, PhD Dissertation Committees: Shannon McCabe, Lisa Myers (English), John Kemp (History). Kim Klimek, “‘Forgetting the Weakness of Her Sex and a Woman’s Softness’: Historians of the Anglo-Norman World and Their Female Subjects.” History 2009. Rachel Harmon, “Daughters of Eve: Childbirth in Faulkner, Hemingway, and the Real World.” English 2009. Karmen Lenz, “Images of Psychic Landscape in the Meters of King Alfred’s Froferboc.” English 2004. Lia Ross, “Decadence in 15th-century Burgundy.” History 2004. Logan Greene, “The Rhetoric of Hysteria.” English 2004. Dilyara Doyanova, “The Festival of Degeneration: Body, Carnivalesque and Naturalism in Zola and Dostoevsky.” Foreign Languages and Literatures 2004. Chair, PhD Committees on Studies: Christine Kozikowski, David Lawrence, Ketievia Segovia, Francesca Tuoni (English). Member, PhD Committees on Studies: Sarah Rehberg, Doug van Benthuysen (English). Chair, Sarah Baechle’s MA Thesis Committee, “Chaucer’s Sources and “auctoritee” in the ‘Wife of Bath’s Prologue’.” 2007. Member, MA Committee on Studies: Chris Hallada (2005), Amelia Ranney (2008), Lisa Myers (2009). MAJOR SERVICE ACTIVITIES 2004-09: Director of the Feminist Research Institute, 2005- Associate Chair for Graduate Studies in English August, 2009-
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Elected Vice President of The Consortium for Teaching the Middle Ages (TEAMS), 2009- Program Chair of the Annual Medieval Association Meeting at UNM 2009. Elected Member of the Executive Committee in English, 2008-10. Chair, Search Committee for Director of Religious Studies Program, 2008. MLA Delegate Assembly 2007-9. Medieval Association of the Pacific Council Member 2007-2009. Advisory Board for Religious Studies, 2007-10. Member of the Native Americanist Search Committee, 2007-08. University Diversity Committee, 2006- Member of the Shakespeare Search Committee, 2005-06. Graduate Committee, Dept. of English, 2005-09 Faculty Senate Operations Committee, 2004-05. Board of Directors of The Consortium for Teaching the Middle Ages (TEAMS), 2003-.
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NAME: Mary Power RANK: Professor EDUCATION: B.A., Regis College M.A., University of Wisconsin Ph.D., University of Wisconsin
RESEARCH/WRITING INTERESTS AND PROJECTS: My major interest is popular culture and the works of James Joyce. I am also interested particularly in other modern and post-modern Irish fiction writers—especially Edna O’Brien and Nuala O’Faolain. Also I have become interested in short stories and novels of D. H. Lawrence.
LIST OF RESEARCH/WRITING INTERESTS: My long term project is a book on fashion and costume in James Joyce’s fiction – Dubliners through Ulysses; it has advanced considerably in the past three months since the University of Florida Press has expressed interest in publishing it in their Irish Writers Series. Have also been working on Edna O’Brien’s short stories and have an essay ready to go on her last collection, Lantern Slides. Another field of interest is the Irish short story.
PUBLICATIONS 2004-2009: “Cast of Thousands: Costume in Circe.” James Joyce Centenary Conference Papers. Ed. Kevin O’Driscoll. Merrion Square P, 2005. ---. “O’Faolain’s My Dream of You as an Epic Novel.” Feminisms: Within and Without: Papers Presented at the Women Studies Conference NUI July, 2005. Ed. Rebecca Pelan. Maynooth, National University of Ireland P, 2006.
AWARDS AND HONORS RECEIVED 2004-09: Certificate of Appreciation from Amy Biehl High School, Albuquerque, NM. September 2007. ”How to Read Ulysses.” Annual Lecture for Austin, TX, Alumni Association. February 2008.
COURSES REGULARLY TAUGHT 2004-09: English 295 Survey of Later English Literature; English 4/558, Modern English Literature; Single author courses in 20th century English writers (e.g., V. Woolf, E. M. Forester, and D. H. Lawrence). English 4/559: Irish Literature, an umbrella course in which I have done surveys of the Irish Renaissance, Contemporary Novels; Contemporary Poetry, Single authors such as James Joyce, Samuel Beckett, etc. English 650: Seminars on Joyce and on Beckett.
UNDERGRADUATE HONORS STUDENTS 2004-09: Taught English 412, Spring 2008 Capstone Honors Class
GRADUATE STUDENTS 2004-09: Maria Szasz, Co-director of her Dissertation which won the Popejoy Prize 2008 Gary Jackson, Juan Morales, Micaela Seidel, Christine Yovovitch (reader, MFA theses) Kelvin Beliele, Dani Montoya (reader Ph.D Dissertations) Janelle Ortega, Melanie Demmer, Heather Campbell, Jake Healy, Annarose Fitzgerald (Current Committees on Studies)
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MAJOR SERVICE ACTIVITIES 2004-09: Faculty Senate UNM Scholarship Committee UNM Budget Committee Departmental Graduate Committee Department Undergraduate Committee.
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NAME: Susan Romano RANK: Associate Professor EDUCATION: Ph.D., University of Texas--Austin
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My in-progress book titled Rhetoric in Colonial Mexico: The Teaching Cultures examines the transfer and transformation of rhetoric from southern Europe to Mesoamerica, defining rhetoric as a course of study and as a performative teaching art. The study pays particular attention to practices that inscribe race and gender relations at Mexico’s teaching cultures: universities, convents, and catechetical venues where language and human relations were placed under close scrutiny. The work advancing this project typically showcases feminist methodologies for historical writing.
LIST OF RESEARCH/WRITING INTERESTS: Historiography Feminism Race and Gender Rhetoric Theory and History Rhetorics of Encounter Teaching Cultures of Colonial Mexico Composition History Composition Theory Digital Media: Pedagogy and History
PUBLICATIONS 2002-2009: ’Grand Convergence’ in the Mexico Colonial Mundane. Rhetoric Society Quarterly. Forthcoming 2010. ---.”The Historical Catalina Hernández: Inhabiting the Topoi of Feminist Historiography.” Rpt. in Feminist Rhetorics: Essays and Controversies. Ed. Lindal J. Buchanan and Kathleen Ryan. Forthcoming Parlor P, May 2010. ---. “The Historical Catalina Hernández: Inhabiting the Topoi of Feminist Historiography.” Rhetoric Society Quarterly 37 (Fall 2007): 453-80. --- and Virginia Anderson, eds. Culture Shock and the Practice of Profession: Training the New Wave in Rhetoric and Composition. Research and Teaching in Rhetoric and Composition. Cresskill, NJ: Hampton, 2006. ---. “Tlaltelolco: The Grammatical-Rhetorical Indios of Colonial Mexico." College English (January 2004): 9-29. ---. “Fanaticism, Civil Society, and the Arts of Representation in Sixteenth-Century Mexico.” Rhetorical Democracy: Discrusive Practices of Civic Engagement. Ed. Gerald Hauser and Amy Grim. Mahwah, NJ: Erlbaum, 2003. 293-99. ---." On Becoming a Woman: Pedagogies of the Self." Passions, Pedagogies, and 21st Century Technologies. Ed. Gail Hawisher and Cynthia Selfe. Logan: Utah State P, 1999. 249-67. Rpt. in Feminism and Composition: A Critical Sourcebook. Ed.Gesa Kirsch, et al. Boston: Bedford/St. Martin’s P, 2003. 447-65. ---.“Walled-in Spaces, Ambulating Bodies, Transgressive Women: The First Female European Teachers in the Americas.” Peitho: Newsletter for the Coalition of Women Scholars in the History of Rhetoric and Composition 7.1 (Fall 2002): 1-7.
AWARDS AND HONORS RECEIVED 2002-09: ----Invited and Featured Speaker. University of Colorado at Colorado Springs. Spring 2009.
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----Invited and Featured Speaker. San Diego State University Lecture Series. Fall 2007. ----Invited Institute Leader. Rhetoric Society of America Second Biennial Summer Institute. Rensselaer Polytechnic Institute, June 17-24, 2007. ----Richard Ohmann Award for Outstanding Article of the Year published in College English, 2004. ----Invited Featured Speaker, University of California Irvine Colloquium on Comparative Rhetoric: Rhetorical Encounters: Persuasion, Pedagogy, and Practice in Colonial and Immigrant Contexts, October 2004.
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: ----Research Fellowship. The International Society for the History of Rhetoric, 2009.
COURSES REGULARLY TAUGHT 2004-09: English 640 : Seminars in rhetoric English 540: Topics in Rhetoric English 543: Contemporary rhetorics English 542: Historical rhetorics English 537: Teaching Practicum English 320: Advanced Expository Writing English 102: Argumentation
GRADUATE STUDENTS 2004-09: 26 total (chair and committee member) Directed 3 PhD dissertations Directed 13 MA portfolios
MAJOR SERVICE ACTIVITIES 2004-09: • Organizing Committee Member, US Chapter of the Latin American Society of Rhetoric • Department Undergraduate Committee • Editorial Board for 2 journals • Director, Rhetoric and Writing • Reviewer for journals and book MSS • Associate Director Rhetoric and Writing • Co-editor, professional newsletter of the Coalition of Women Scholars • Department Graduate Committee • Faculty Senate (2 terms) • Department Gender Equity Committee • Faculty Senate Ad Hoc Committee • Department Executive Committee
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NAME: Scott P. Sanders RANK: Professor EDUCATION: B.A., University of Arizona M.A., University of Colorado Ph.D., University of Colorado
RESEARCH/WRITING/PROFESSIONAL INTERESTS: My professional interests focus on the topics that inform my teaching and training practice: corporate and technical writing and editing, popular science writing, persuasive strategies for business and technical proposals, communication ethics, and the rhetoric of visual design for the printed and electronic page. My teaching interests focus on designing face to face and online exercises that encourage increased interaction among my students and as we move through a pedagogy where the student’s responsibility for learning and teaching colleagues is constantly addressed. I gave a paper on this topic, “Growing Online Courses Across the Curriculum,” at the 2006 CEA conference in San Antonio, TX. I also presented regarding online “distance internship” placements at the 2004 “Colloquium on Internship Programs,” IEEE Prof Communication Conference, University of Minnesota. Most of my professional work since stepping down from two different appointments as Department Chair (1997-2005, 2008-09, see below) has focused on consulting in the non- academic, business world as a seminar leader and “communication coach” for numerous organizations, including in the past five years Sandia National Laboratories, The Gap, Sun Healthcare, Bohannan-Huston Engineering, The Navajo Nation, Army Corps of Engineers, Honeywell, and the National Center for Genome Resources.
PUBLICATIONS 2004-2009: --- and David A. Lind. The Physics of Skiing. 2nd ed. New York: Springer, 2004. --- and David A. Lind. The Physics of Skiing. Woodbury, NY: American Institute of Physics Press, 1997. Rpt. New York: Springer, 1998 and 2000.
COURSES REGULARLY TAUGHT 2004-09: English 219: Tech/Prof Writing English 290: Intro to Prof Writing English 4/517: Editing English 4/518: Proposal and Grant Writing English 4/519: Visual Rhetoric English 499: Internship English 501: Intro to Prof for Writers English 539: Teaching Tech Writing Ind Stdy, MA Portfolio, MA Problems, Graduate Internship, PhD Thesis, 61 students numerous sections Mgt 712: EMBA Business Communication, Anderson School of Management
GRADUATE STUDENT THESIS AND PORTFOLIO DIRECTION 2004-09: 2009 PhD Dissertation Director, Desert Eroticism: Ellen Meloy's Intimate Geography and Deep Map of Place. .Kristi Stewart
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2006 PhD Dissertation Director, Where Science Writing and Nature Writing Converge: The Writing of John Gierach. Larry Morgan 2009 MA Portfolio, Dan Cryer 2008 MA Portfolio, Nature, Art, and Practice: A Study of Contemporary Rhetoric in the Public Sphere. Tim Santor 2007 MA Portfolio, “The Rhetorical Situation: Merging Academia and the Workplace,” H. Vargo 2007 MA Portfolio, “Nature Writing,” K. Thiesen 2007 MA Portfolio, “Rhetoric, Ethics, and Fundraising,” J. Miller 2007 MA Thesis, Writing About Science for Non-Scientists, S. Sivinski 2006 MA Thesis, Collateral Relevance: Rhetoric and Workplace Writing Sherri Mostagnhi 2005 MA Thesis, Rhetoric of Outdoor Writing. Craig Springer 2005 MA Thesis Director, Ethos and the Writer. Lisa Rothrock Served as a Reader on numerous PhD, MFA, and MA Thesis and Portfolio Committees.
MAJOR SERVICE ACTIVITIES Department Chair, 1997-2005 and 2008-2009 Director of Professional Writing and Internships 2005-present Director of Rhetoric and Writing, Spr 2008, 2009-2010 Provost Search Committee, 2006-07 Provost’s Task Force on KNMD-TV for Digital Delivery of Course Work
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NAME: Gary Scharnhorst RANK: Distinguished Professor of English EDUCATION: B.A. summa cum laude, Anderson College M.A. in English, Ball State University Ph.D., Purdue University
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: I am a literary historian, biographer, and editor focusing in particular on late-nineteenth century America. I am especially interested in the “lost” or minor literary lives of such figures as Horatio Alger, Jr., Bret Harte, Charlotte Perkins Gilman, and Kate Field, mostly for what they tell us about the literary market and publishing environment of the period. In my “other” career as an editor, moreover, such unique projects protect me from allegations of conflict of interest.
LIST OF RESEARCH/WRITING INTERESTS: At present I am working on a biography of Julian Hawthorne (1846-1934), son of Sophia and Nathaniel Hawthorne, a novelist, poet, and journalist. I have co-edited with Tom Quirk of the University of Missouri a reference volume on late-nineteenth and early-twentieth century American literature designed for high school students and teachers and forthcoming from Gale before the end of 2009. I have co-edited with James Barbour (UNM English, Emeritus) Liebling’s War: The World War II Dispatches of A. J. Liebling forthcoming in spring 2010 from the University of New Mexico Press. I have also co-edited with Denise D. Knight of SUNY-Cortland The Early Poems of Charlotte Perkins Gilman. Manuscript in circulation. I am editing a pair of volumes, both due before the end of this calendar year, of reminiscences of Mark Twain (for the University of Iowa Press) and Sinclair Lewis (for the University of Alabama Press). I continue to edit American Literary Realism and, in alternating years, American Literary Scholarship as well as the monograph series at the University of Alabama Press.
PUBLICATIONS 2004-2009: Kate Field: The Many Lives of a Nineteenth-Century American Journalist. Syracuse: Syracuse U P, 2008. ---, ed. The Red Badge of Courage and Other Writings by Stephen Crane. New York Penguin, 2005. ---, ed. The Wayward Bus by John Steinbeck. New York: Penguin, 2006. --- and Lawrence I. Berkove, eds. The Old West in the Old World: Lost Plays by Bret Harte and Sam Davis. (Albuquerque: U of New Mexico P, 2006. --- and Tom Quirk, eds. American History through Literature, 1870-1920. New York: Scribner’s, 2006. ---, ed. Mark Twain: The Complete Interviews. Tuscaloosa and London: U of Alabama P, 2006. ---, ed. John Ermine of the Yellowstone by Frederic Remington. Lincoln: U of Nebraska P, 2008. ---,Ed. Mostly the Truth: Interviews with Mark Twain. Tuscaloosa and London: U of Alabama P, 2009.
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--- and Matthew Hofer. eds. Oscar Wilde in America: Interviews. Champagne: U of Illinois P, 2009. ---. “The Resurrection of the Author: Why Biography Still Matters.” Lives Out of Letters: Essays in American Literary Biography and Documentation. Ed. Robert Habich. Madison and Teaneck: Fairleigh Dickinson University Press, 2004. 236-52. ---. “Moodie, My Dad, Allan Ginsberg, and Me.” Midwest Quarterly 45 (Summer 2004) 369-80. “‘It has served the truth without fear and without favor’: Kate Field and Kate Field’s Washington.” Blue Pencils and Hidden Hands: Women Editing Periodicals, 1830-1910. Ed. Sharon Harris. Boston: Northeastern U P 2004. 248-63. ---. “Kate Field’s ‘An Evening with Dickens’: A Reconstructed Lecture,” Dickens Quarterly, 21 (June 2004), 71-89. ---. “Mark Twain and the Literary Construction of the American West.” A Companion to Mark Twain Studies. Eds. Louis J. Budd and Peter Messent. Oxford, England: Blackwell, 2005. 309-23. ---. “Kate Field: A Primary Bibliography.” Resources for American Literary Study. 29 (2005): 141- 63. ---. “General Reference Works.” American Literary Scholarship 2003. Ed. Gary Scharnhorst. Durham: Duke U P, 2005. 571-80. ---. “Kate Field’s Correspondence for the New York Tribune.” American Periodicals 14.2 (2005): 159-78. ---. “Realism and Naturalism.” The Oxford Encyclopedia of American Literature, Vol III. Ed. Jay Parini. New York: Oxford U P, 2005. 208-218. ---. “‘Nobody Ever Loved Me That Much’: Casablanca Revisited.” Anglo-American Awareness: Arpeggios in Aesthetics. Eds. Gisela Hermann-Brennecke and Wolf Kinderman. Halle: Martin- Luther-Universität, 2005. 161-70. ---. “Whitman and Kate Field.” Walt Whitman Quarterly Review 23 (Summer-Fall 2005): 49-52. ---. “Prospects for the Study of Bret Harte.” Resources for American Literary Study 31 (2006): 1- 10. --- and Virgil Mathes. “‘A Wonderful Field for the Novelist’: Hamlin Garland’s Forgotten Tour of Colorado in 1895.” Colorado History 12 (2006): 1-28. ---. “Kate Field Meets Oscar Wilde.” Wildean 28 (January 2006): 10-16. ---. “‘I See a Great Future for the City’: Kate Field’s Visit to San Diego in 1888.” Journal of San Diego History 51 (Summer-Fall 2006): 139-52. ---. “Bret Harte and Naturalism.” Studies in American Naturalism 1 (Summer-Winter 2006): 144- 51. ---. “Kate Field and the Brownings.” Browning Society Notes 31 (March 2006): 35-58. ---. “Kate Field on ‘Despised Alaska,’ 1887-1894” Alaska History 21 (Fall 2006): 27-46. ---. “General Reference Works.” American Literary Scholarship 2005. Ed. Gary Scharnhorst. Durham: Duke UP, 2007. 529-37. ---. “Testimony/Testament.” Blue Mesa Review 19 (Spring 2007): 136-39. ---. “Kate Field on George Eliot and G. H. Lewes.” George Eliot-George Henry Lewes Journal 52- 53 (September 2007): 19-27. ---. “Kate Field and Bell’s Telephone.” Transcending Boundaries. Ed. Wolf Kindermann. Berlin: Lit Verlag, 2007. 271-78.
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---. “‘I Wish to Learn More About the Islands’: Kate Field in Hawai‘i.” Hawaiian Journal of History 41 (2007): 63-78. ---. “Skirmishes in the Naturalism War: Julian Hawthorne and Jack London.” Studies in American Naturalism 3 (Winter 2008): 171-76. ---. “Benjamin Franklin’s Legacy to the Gilded Age: Manners, Money, and Horatio Alger.” Civilizing America: Manners and Civility in American Literature and Culture. Ed. Dietmar Schloss. Heidelberg: Winter, 2009. 243-51. ---. “Mark Twain and Fishing.” Mark Twain Annual (2004): 31-36. ---. “Byron and Bret Harte.” Byron Journal 32:1 (2004): 45-50. ---. “Mark Twain’s ‘How to Remove Warts and Tattoo Marks’ Authenticated.” ANQ 17 (Summer 2004): 41-43. ---. “Whitman and Kate Field.” Walt Whitman Quarterly Review 23 (Summer-Fall 2005): 49-52. “Nabokov and Bret Harte: An Overlooked Allusion in Lolita.” The Nabokovian 56 (Spring 2006): 5-6. ---. “Kate Field and Anthony Trollope: The Gaps in the Record.” Victorian Newsletter 109 (Spring 2006): 21-23. ---. “The History of a Letter: Edgar Allan Poe to Joseph Field in 1846.” ANQ 19 (Summer 2006): 25-29. --- and Rachel Harmon. “Mark Twain’s Interviews: Supplement I.” American Literary Realism 39 (Spring 2007): 254-75. --- and Adam Ruh. “‘Fifteen Minutes with Jack London on Socialism’: A Recovered Jack London Interview.” Studies in American Naturalism 1 (Spring 2007): 66-77. --- and Candice Wellhausen. “A Recovered Interview with Oscar Wilde.” The Wildean 32 (January 2008): 3-5. --- and Paul Formisano. “A Recovered Oscar Wilde Letter.” The Wildean 32 (January 2008): 6-7. ---. “Walt Whitman and Oscar Wilde: A Biographical Note.” Walt Whitman Quarterly Review 25 (Winter 2008). ---. “Edwin Arlington Robinson’s First Professional Publication.” American Literary Realism 41 (Fall 2008): 84-86. ---. “Two More Recovered Mark Twain Letters.” ANQ 21 (Spring 2008): 52-54. ---. “I Did Not Like His Books”: Julian Hawthorne on Whitman.” Walt Whitman Quarterly Review. ---. “Another Recovered Jack London Interview.” Jack London Society Call 20 (Spring/Summer 2009): 2-4. ---. “Oscar Wilde and Julian Hawthorne.” The Wildean 35 (July 2009): 16-19.
PUBLICATIONS 1997-2003: ---. “The Intellectual Context of Herland: The Social Theories of Lester Ward.” MLA Approaches to Teaching “The Yellow Wall-Paper and Herland. Denise D. Knight and Cynthia J. Davis, eds. New York: MLA, 2003. 118-24. ---. “Wister and the Great Railway Strike of 1894.” Reading The Virginian in the New West. Melody Graulich and Stephen Tatum, eds. Lincoln and London: U of Nebraska P, 2003. 113-25. ---, ed. American Literary Scholarship 2001. Durham: Duke U P, 2003. ---, ed. The Virginian. New York: Pocket Books / Scribner Classics, 2002.
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---, ed. The Luck of Roaring Camp and Other Writings by Bret Harte. New York: Penguin, 2001. ---, ed. Selected Letters of Bret Harte. Norman and London: U of Oklahoma P, 1997; paperback edition, 2002. ---, “‘He is Amusing but Not Inherently a Gentleman’: The Vexed Relations of Kate Field and Samuel Clemens.” Legacy 18 (Spring 2002): 193-204. ---. “The Two Faces of Mattie Silver.” The New Riverside Edition of Ethan Fromed. Denise D. Knight, ed. Boston: Houghton Mifflin, 2002. 262-271. ---, ed. American Literary Scholarship 1999. Durham: Duke U P, 2001. ---. “A Coda to the Twain-Harte Feud,” Western American Literature 36 (Spring 2001): 81-87. --- and Laura Skandera-Trombley. “Who Killed Mark Twain? Long Live Samuel Clemens,” Reconstructing Mark Twain: New Directions in Scholarship. Laura Skandera-Trombley and Michael Kiskis, eds. Columbia: U of Missouri P, 2001. 218-25. ---. Bret Harte: Opening the American Literary West. Norman: U of Oklahoma P, 2000. Selected by the Western Literature Association as the Outstanding Book in Western American Literary Criticism published during 2000. ---, ed. Miss Ravenel’s Conversion from Secession to Loyalty by John W. De Forest. New York: Penguin, 2000. ---. “Historicizing Gilman: A Bibliographer’s View.” The Mixed Legacy of Charlotte Perkins Gilman. Catherine J. Golden and Joanna Zangrando, eds. Newark: U of Delaware P, 2000. 65-73. ---, ed. American Literary Scholarship 1997. Durham: Duke U P, 1999. ---. “In Defense of Western Literary Biography,” Western American Literature 33 (Winter 1999): 345-353. ---. “‘The Growth of a Dozen Tendrils’: The Polyglot Satire of Chesnutt’s The Colonel’s Dream.” Critical Essays on Charles W. Chesnutt. Joseph R. McElrath, Jr., ed. New York: G. K. Hall, 1999. 271-280. ---, ed. American Literary Scholarship 1995. Durham: Duke U P, 1997. ---, ed. American Literary Scholarship 1993. Durham: Duke U P, 1995. ---. Charlotte Perkins Gilman: A Bibliography. Metuchen, N.J., and London: Scarecrow Press, 1985; paperback edition, 2003. Selected by the editors of Choice as one of the Outstanding Academic Books of 1985-86. --- and Jack Bales. The Lost Life of Horatio Alger, Jr. Bloomington and London: Indiana U P, 1985; paperback edition, 1999). ---, George Arms and Mary Bess Whidden , eds. Staging Howells: Plays and Correspondence with Lawrence Barrett. Albuquerque: U of New Mexico P, 1994. Nominated for the 1993-94 Morton N. Cohen Award of the Modern Language Association, the 1995 Barnard Hewitt Award for Outstanding Research in Theatre History, and the 1996 Joe A. Callaway Prize for the Best Book on Drama or Theatre. Literature Association as the Best Essay in Western American Literary Studies published in 1996. ---. “Rehabilitating Bret Harte,” Documentary Editing 19 (March 1997), 16-18, 23. --- and Denise D. Knight. “Charlotte Perkins Gilman’s Library,” Resources for American Literary Study 23 (Fall 1997): 20-58.
AWARDS AND HONORS RECEIVED 2004-09:
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“Kate Field on ‘Despised Alaska,’ 1887-1894” Alaska History 21 (Fall 2006). Selected (in a tie) as the Outstanding Essay in the journal for 2006. Kate Field: The Many Lives of a Nineteenth-Century American Journalist. Nominated for American Book Award in Biography.
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED Huntington Library Research Fellowship, 2008. Fulbright-Hays teaching fellowship, Universität Jena, Germany, 2007 Fulbright-Hays teaching fellowship, Universität Heidelberg, Germany, 2004
COURSES REGULARLY TAUGHT 2004-2009 Early American Literature; American Romanticism; American Realism and Naturalism; Later American Literature; Nineteenth Century American Women’s Writing; Mark Twain; American Banned Books; Literary Naturalism (graduate seminar)
GRADUATE STUDENTS 2004-2009 Ph. D. dissertation direction (completed)“Brer Rabbit and Nho Lobo: Connectios Between the Literatures of African-Americans and Cape Verdean-Americans,” Matthew Teorey, completed February 2005. “Pistols at High Noon: The Code Duello in Western American Literature,” Virgil Mathes, completed April 2006. “Racial Uplift in Nineteenth Century African American and Native American Writings,” Rebecca Hooker, completed October 2008. “The Transformative Power of the Double in American Women’s Supernatural Fiction, 1870- 1930,” Cynthia Murillo, completed October 2008. “Daughters of Eve: Childbirth in Faulkner, Hemingway, and the Real World,” Rachel Harmon, completed May 2009. “Beloved Savages and Other Outsiders: Genre and Gender Transgressions in the Travel Writings of Herman Melville, Bayard Taylor, and Charles Warren Stoddard,” Kelvin Beliele, completed July 2009. Ph. D. dissertation direction (in progress 2009) Ying Xu, Leah Sneider, Carolyn Kuchera
Ph.D. committee on studies and/or dissertation committee memberships Paul Formisano, Jennifer Nader, Morgan Sims, Candice Wellhausen, Kathryn Denton, Adam Ruh, Randall Gann, Rebecca Chalmers, Hyon Brown, Roy Turner
MFA dissertation committee membership Valerie Santillanes
MAJOR SERVICE ACTIVITIES 2004-09: Reviewer of tenure and/or promotion files for Ohio State University, 2005; North Dakota State University, 2006; Oklahoma State University, 2006; Baylor University, 2007; University of
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Indianapolis, 2007; Oregon State University, 2008; University of Hawaii, 2008; University of Nevada, Reno, 2009. Editor, American Literary Realism, 2004-present Editor, American Literary Scholarship 2003 (Duke UP, 2005), American Literary Scholarship 2005 (Duke UP, 2007; and American Literary Scholarship 2007 (Duke UP, 2009). General editor, Studies in American Literary Realism and Naturalism monograph series, University of Alabama Press (21 volumes published 2004-2009) Judge, Best Novel of the Year, Western Writers of America, 2005-present. Nominating Committee, Thoreau Society, 2005-present. Member, Editorial Board, Resources for American Literary Study, 2005-present. Member, University of New Mexico Press Committee, 2007-present. Panelist, American Literature Screening Committee, Research Division, National Endowment for the Humanities, July 2008. Panelist, Kluge Fellowships, National Endowment for the Humanities, January 2009.
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NAME: JULIE SHIGEKUNI RANK: Professor EDUCATION: B.A., CUNY Hunter College M.F.A., Sarah Lawrence College
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My current projects include a 60-minute video documentary, Manju Mammas & the An-Pan Brigade, that chronicles cultural and religious shifts within a tight-knit Japanese-American west coast community after World War II, and Beep on Me a novel in stories which takes as its subject a family’s coming of age. The novella and seven-story collection takes place in rural New Mexico where natural beauty and material abundance offset the demands of life with three young children. Everyone struggles to accommodate Chana when she’s diagnosed with insulin-dependent diabetes, but the family is less prepared to cope with the darker consciousness that seems to lurk just outside the household and informs the post-9/11, Bush-era world. Spanning five years, these stories chronicle a coming of age and a coming to terms as the narratives shift away from family members to encompass lives on the periphery.
LIST OF RESEARCH/WRITING INTERESTS: Manju Mammas & the An-Pan Brigade, a 60-minute documentary video Beep on Me, a novella and 8-story collection
PUBLICATIONS 2004-2009: ---. “Why Teach Creative Writing?” The American Book Review 30.4 (May/June 2009): 8. ---. Unending Nora. Red Hen Press, 2008. “The Problem with Eating Japanese.” Red Hen Press anthology for high school students, Fall 2008 “Elephant Story.” Red Hen Press anthology for middle school students, Fall 2008 “Natural History.” The Los Angeles Review (Fall 2008). Author blurb, Anatolia and Other Stories, Anis Shivani, forthcoming from GreyWolf Press, Fall 2008 Author blurb, Groovy Girls, Maritza Rono Refuerzo, forhcoming as Amazon series pick, January 2008.
PRESENTATIONS 2004-2009: --. Enduring Communities, ASU APAS, JACL, Jan Presentations And Readings 2004-2009 M Teacher’s Workshop, June 2009. --. University of New Mexico. Panelist: “Women’s Work.” Moderated by Prof. Marni LaNoue, March 2009. --. Reading, SOMOS Taos, February 2009. --. Reading and Lecture, Arizona State University, Asian American Studies program, Tempe, Arizona, November 2008. --. Reading, University of New Mexico, Taos Branch Campus, Taos, New Mexico, November 2008. --. Reading, Works in Progress, University of New Mexico, October 2008. --. Reading/Panelist, Santa Fe Writer’s Conference, Santa Fe, New Mexico, July 2008.
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--. Reading, A Room of Her Own (AROHO) Foundation, Bookworks, Albuquerque, New Mexico, October 2007. --. Reading, Works in Progress, University of New Mexico, October 2007. --. Reading and Presentation, Japanese American National Museum at the University of New Mexico, June 2007. --. Interview, University Showcase, KUNM radio, Albuquerque, New Mexico, May 2007. --. Interview, VOID magazine online, March 2007. --. Interview, Artscape, David Lemburg, February 2007. --. Interview, Connie Goetsch, NPR Farmington, January 2007. --. Interview, Ron Chapman KUNM, January 2007.
PUBLICATIONS PRE-2004: Invisible Gardens. St. Martin’s Press, June 2003 A Bridge Between Us. New York: Anchor/Doubleday, 1995; rpt. New York: Anchor/Doubleday, 1996.
AWARDS AND HONORS RECEIVED 2004-09: Japanese American Citizen’s League Challenge Award, Spring 2006
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: California Council for the Humanities Documentaries Project Award, December 2005 Skirball (Getty) Foundation grant, December 2005 Visual Communications grant sponsorship, December 2005
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09 University of New Mexico Research Grant December 2005
COURSES REGULARLY TAUGHT 2004-09: English 535: Pedagogy of Creative Writing English 521: Graduate Fiction Workshop English 421: Advanced Fiction Workshop English 321: Intermediate Fiction Workshop English 420/520: Blue Mesa Review Production and Editorial English 468/568 Asian American Literature English 411/511 Asian American Women Writers
UNDERGRADUATE HONORS STUDENTS 2004-09: Rebecca Brown, Spring 2008 Jervon Perkins, ROP/McNair Scholar Program, Summer 2006-Spring 2008 Jamilee Gerzon, Fall 2007 Maria deBlassie, Fall 2005 – Spring 2007 Martha Bearden, Spring 2004 Rachel Lime, Spring 2004 Matthew Garcia, Spring 2004
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GRADUATE STUDENTS 2004-09: Logan MacClyment, dissertation director, expected graduation Spring 2009 Samantha Tetangco, dissertation director, expected graduation Spring 2009 Melanie Unruh, reader on dissertation committee, expected graduation Spring 2009 Dan Darling, reader on dissertation committee, expected graduation Spring 2009 Heather Campbell, reader on dissertation committee, expected graduation Spring 2009 Chris Boat, dissertation director, expected graduation Fall 2009 Rudolfo Serna, dissertation director, expected graduation Fall 2009 Valerie Santillanes, dissertation director, Spring 2009 Kyle Churney, reader on dissertation committee, Spring 2009 Marta Trujillo-Evans, thesis director, That’s Gonna Leave A Mark, Spring 2007 Dane Myers, dissertation director, Mud Bottom Hollow and other stories, Fall 2006 Leslie Fox, dissertation director, A Dry Spot to Stand On, Fall 2006 Lawrence Goeckel, reader on dissertation committee, Spring 2006 Peter O. Matta, thesis director, Fall 2004
MAJOR SERVICE ACTIVITIES 2004-09: Director, Creative Writing Program, August 2008 – present Member Committee on Undergraduate Studies, Fall 2006 – Spring 2008 Development Director, Asian American Studies Program, University College, Spring 2007 – present Creative Writing Program Reading Series Coordinator, August 2008 – present University College Council, May 2007 – present Judge, Association of Asian American Studies National Literary Award, Fall 2008 Panelist/Judge, Masschusetts Council for the Humanities Award for Fiction and Creative Nonfiction, February 2008 Judge, Prescott College annual fiction contest award, April 2007 Judge, University of Minnesota annual fiction award, March 2006 Referee, Access Literature: An Introduction to Fiction, Poetry, and Drama, Heinle Publishers, David Winn and Barbara A. Barnard, July 2005
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NAME: DIANE THIEL RANK: Associate Professor EDUCATION: B.A., Brown University Wilhelm Pieck Universität, Rostock, Germany M.F.A., Brown University
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: I have published eight books of poetry, nonfiction, and creative writing pedagogy, several of which are noted below. An additional area of mine is translation; my 360 page translation from the Greek of Alexis Stamatis’s novel, American Fugue (2008) received an NEA International Literature Award, in conjunction with Etruscan Press, (one of three such NEA awards in the country).
LIST OF RESEARCH/WRITING INTERESTS: Poetry, Poetics, Creative Nonfiction, Creative Writing Pedagogy, Literature/Writing and the Environment, Translation Practice and Theory, Contemporary Literature
PUBLICATIONS 2004-2009: BOOKS American Fugue (Our translation received an NEA International Literature Award. Translation, with Constantine Hadjilambrinos, of Alexis Stamatis’s Amerikaniki Fouga. Etruscan Press, 2008. ---. Winding Roads: Exercises in Writing Creative Nonfiction. Longman; 2008. ---. Crossroads: Creative Writing Exercises in Four Genres. Longman; 2005. ---. Open Roads: Creative Writing Exercises in Poetry. Longman; 2005. ---. Resistance Fantasies (nominated for the National Book Award). Story Line Press, 2004. ---. The White Horse: A Colombian Journey (One of 3 Finalists for PEN Southwest Book Award); Etruscan Press, 2004.
Selected Poems Re-printed in Anthologies ---. "Iphigeneia: Sapphics from Tauris," "Memento Mori in Middle School," and "Echolocations," NEA U.S./Northern Ireland Poetry Anthology. Ed. Harvey Hix, 2008. ---. "Lost in Translation." Letters to the World: WOMPO Anthology. Granada Hills, CA: Red Hen Press, 2008. ---. "Wild Horses, Placitas." A Cadence of Hooves. Igo, CA: Yarroway Mountain Press, 2008. ---. "Changeling," Notre Dame Review: The First Ten Years. Notre Dame U P, 2007. ---. "Trümmerfrauen", "Lost in Translation", "Echolocations.” Deep Travel, 2007. ---. "Resistance Fantasies" and "The Minefield" (translated into Russian), NEA Russia/United States Anthology, 2007. ---. "Love Letters." Poetic Form. New York: Pearson/Longman, 2007. ---. "Watermark", "Echolocations," and "Wild Horses, Placitas." In the Eye. Thibodaux, LA: Thunder Rain Press, 2007. ---. "Memento Mori in Middle School," "Secret," "Chestnuts" (translations of Sor Juana), and "Ancestral Burden " (translation of Alfonsina Storni). Introduction to Poetry 9th ed. New York: Addison, Wesley, Longman; 2007. Rpt Literature: An Introduction to Fiction, Poetry, Drama 11th ed. New York: Longman, 2007.
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---. "The Minefield." American War Poetry. Ed. Lorrie Goldensohn. New York: Columbia U P, 2007. ---. "The Minefield." Western Wind: An Introduction to Poetry. 5th ed. New York: McGraw Hill, 2006. ---. "South Beach Wedding," "Boda en South Beach" (translation), "The Minefield," and "Campo Minado" (translation). Lineas Conectadas. Louisville, KY: Sarabande Press, 2006. ---. "If You Don’t." 180 More: Extraordinary Poems for Everyday.New York: Random House, 2006. ---. "The Minefield. " Contemporary American Poetry. New York: Penguin, 2005. ---. "Editorial Suggestive." Sonnets: 150 Contemporary Sonnets. Evansville, IN: U of Evansville P, 2005. ---. "Echolocations," "At the Mailbox," "Bedside Readers," "Memento Mori in Middle School," "Love Letters," "Editorial Suggestive," "Daphne (A Photograph, 1930)." Rising Phoenix. Cincinnati, OH: Word Press; 2005. ---. "Memento Mori in Middle School." Twentieth Century American Poetry. New York: McGraw Hill, 2004. 1040-1041. ---. "Legacy," "Swallow," "Silences," "Thera," "Circumstance," "Daphne (A Photograph, 1930)." Kindled Terraces: American Poets in Greece. Kirksville, MO: Truman State U P, 2004. ---. "The Minefield." Revenge and Forgiveness. New York: Henry Holt; 2004.
Selected Poems Appearing in Periodicals ---. "Letters from La Paz" (Cycle of four poems) and "Dream Highway." Prairie Schooner (2008). ---. "Recovering the Lost." Sewanee Review (2007). ---. "Lightning Rod," "Another Changeling," "Letter from Constanta," "Night Lyrics," "Killing Time." Red Rock Review (Fall 2007). ---. "Swan Song"; "Love-Spinning," and "Shapechanger." Provincetown Arts. (2006). ---. "Lines About Love." Smartish Pace (2006). ---. "Medea in Colchis" and "Tomb of Persephone." Connecticut Review (2005). ---. "Learning Math," "Wild Horses, Placitas," and "Sevenlings for Akhmatova." American Poetry Journal (2004). ---. "Baba Yaga." American Literary Review. (2004): 45. ---. "Black Sea Acrostic," "Iphigeneia (Sapphics from Tauris)," and "Elegaic Labors." Notre Dame Review (Summer 2004): 50-53. ---. "Resistance Fantasies. " America 191.4 (2004): 20. (Finalist for Foley Poetry Award) ---. "Blue Heron." The Midwest Quarterly (Summer 2004): 397. ---. “The Fitting.” The Dark Horse (Spring 2004): 6. ---. "Context" and "Growing Up German in Miami Beach." Artful Dodge (2004): 100-101. ---. "Continuum" and "Punta Perlas. " Kalliope (2004): 40-41. ---. "Nursery Shellgame." National Poetry Review (2004): 12-13.
Selected Essays and Criticism ---. "An Allegory of the Creative Process,” Sun, Stone and Shadows, Institute of Museum and Library Services, NEA, 2008.
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---. "Latin American Poetry." Literature: An Introduction to Fiction, Poetry, and Drama 9th ed. New York: Longman, 2005. 1041-1065. ---. "Interview with Sherman Alexie." Crossroads (2004).
Selected Internet and Other Media Publications ---. "Recovering the Lost," "The Minefield," "Memento Mori in Middle School," "Family Album," "Ancestral Burden " (trans.of Alfonsina Storni), "She Promises to Hold a Secret in Confidence" (trans. of Sor Juana), and "A Simple Gift Made Rich By Affection" (trans. of Sor Juana). Columbia Granger’s World of Poetry
PUBLICATIONS 1997-2003: ---. Writing Your Rhythm: Using Nature, Culture, Form and Myth. Ashland, OR: Story Line Press, 2001. ---. Echolocations. Ashland, OR: Story Line Press, 2000. (Winner of the 13th Annual Nicholas Roerich Poetry Prize) ---. Cleft in the Wall. West Chester, PA: Aralia Press, 1999. Poems prior to 2004 appeared in over 20 anthologies, including Best American Poetry 1999 (New York: Scribner’s), Beacon Best of 2000, Bedford Introduction to Literature (New York: Bedford/St. Martin’s). Poems prior to 2004 appeared in over 50 journals, including Poetry, The Hudson Review, The Notre Dame Review, The New England Review, and The Dark Horse (Scotland)
AWARDS AND HONORS RECEIVED 2004-09 2009 American Fugue nominated for the National Translation Prize, Greece 2009 American Fugue nominated for the ALTA National Translation Award, U.S. 2007 NEA International Literature Award (in conjunction with Etruscan Press) 2005 The White Horse: A Colombian Journey (1 of 3 finalists for PEN Southwest Book Awards) 2005 “Nursery Shellgame” nominated for a Pushcart Prize 2004 Resistance Fantasies (nominated for the National Book Award) 2004 Foley Poetry Award Finalist
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: 2009 Residency at International Writers’ and Translators’ House, Rhodes Greece 2007 NEA International Literature Award/Grant (in conjunction with Etruscan Press)
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: 2006 Wertheim Award, UNM English Department
COURSES REGULARLY TAUGHT 2004-09:
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Taught English 522: Graduate Poetry Workshop; English 523: Graduate Creative Nonfiction Workshop; English 587: Poetics, English 501: The Profession for Writers, English 472/572 Contemporary Poetry; English 422: Advanced Poetry Workshop; English 423: Advanced Nonfiction Workshop; English 322: Intermediate Poetry. Designed courses in Poetics, Modern/Contemporary Poetry, Writing Pedagogy.
UNDERGRADUATE HONORS STUDENTS 2004-09: Laurel Bastian, 2007
GRADUATE STUDENTS 2004-09: Emily Morelli (Committee Chair, Expected date of degree, May 2010) Jennifer Krohn (Committee Chair, Expected date of degree, May 2010) Nari Kirk (on committee; expected date of degree May 2010) Lucy Dupertuis (on committee; expected date of degree May 2010) Chris Jones (Committee Chair; MFA Degree received May 2009) Christina Yovovich (MFA Degree received May 2009); on committee Dana Salvador (MFA Degree received, May 2008); on committee Jennifer Ferraro (Committee Chair; MFA degree received, December 2007) Marta Trujillo (MFA Degree received, December, 2007); on committee Dianna Zimmerman (MA Degree received May 2007); on committee Dianne Bechtel (MFA Degree received May, 2007); on committee Allen Jones (MFA Degree received May, 2007); on committee Lawrence Goeckel (Committee Chair; MFA Degree received May 2006) Dane Myers (MFA Degree received, December 2006); on committee Rachel Harmon (Member of PhD Committee on Studies), 2006 Christine Whitaker (MFA Degree received, May 2006); on committee Sari Krosinsky (MA Degree received, May 2005); on committee Melody Gee (MA Degree received, May 2005); on committee Juan Morales (MFA Degree received, December 2005); on committee Jennifer Ferraro (Committee Chair; MA Degree received, May, 2004) Anne Egger (Committee Chair; MA Degree received, May, 2004)
MAJOR SERVICE ACTIVITIES 2004-09: Final Judge, Robinson Jeffers Poetry Contest (International Contest; 2009) Final Judge, Emily Morrison Poetry Prize (Virginia Tech), 2009 Vice-President, UNM’s chapter of Phi Beta Kappa Honor Society, (Spring 2006-Fall 2008) Executive Committee, Dept. of English, University of New Mexico (2007-2008) Advisory Editor, Editorial Board Member, American Poetry Journal (2003-present) Creative Writing Committee, University of New Mexico (2002-2008) Book Review Editor, Blue Mesa Review, University of New Mexico (2002-2005) Executive Committee, Dept. of English, University of New Mexico (2003-2005) Graduate Committee, Dept. of English, University of New Mexico (2004-2005) Arranged mentorships, visited and coordinated visits for graduate students with Manzano High School, Highland High School, and Harrison Middle School (2004-2009)
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Visiting Writers Search Committee, UNM (2004) Earth Ethics Institute, Featured Speaker/Visits to Schools, Miami FL, November, 2004
SELECTED CONFERENCES/TEACHING AND PRESENTATIONS Reading/Presentation, International Writers’ & Translators’ House, Rhodes, Greece, 2009 Poetry and Translation Conference (Chaired one, presented on two other panels) University of Stirling, Scotland (2008) AWP Conference, New York City, NY; Presented on two panels on translation 2008. Reading at the National Book Festival, Library of Congress, Washington, D.C. 2007. Invited to be the representative U.S. poet for a reading in Washington D.C. (in Spanish and English) for launch of Lineas Conectadas Keynote Speaker, Conference Faculty, Creative Writing and the Arts, S. Utah Univ. 2006 Readings at Colorado College and at CSU-Pueblo, Pueblo Colorado (Fall 2006) Featured Reader, Z-Arts, Utah Arts and Humanities Council, Zion Canyon, Utah (2006) AWP Conference, Austin, TX. 2006. Faculty, Taos Writing Conference, Taos, New Mexico (2004, 2005, 2006, 2007, 2008) Faculty and Featured Reader, West Chester University Conference on Form and Narrative, West Chester, PA (Summer 2004, 2006, 2008) Faculty, Arts and Sciences Teaching Institute, Taos, NM (2005, 2006) AWP Conference, Vancouver, Canada (Spring 2005) Chaired, presented on 2 panels Mendocino Writer’s Conference, CA (Faculty, 2005. Georgia Poetry Circuit (Invited to visit five GA universities in 2004)
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NAME: Hector A. Torres RANK: Professor EDUCATION: Ph.D., University of Texas
RESEARCH/WRITING INTERESTS AND PROJECTS: I research literary, critical, linguistic theory and contemporary Chicano/a literature, film, and criticism. The manuscript Inheriting Derrida: America, Democracy, and the Academy is at Farleigh Dickinson Press being peer reviewed. I am currently preparing for publication an interview with Chicana writer Norma Cantú.
LIST OF RESEARCH/WRITING INTERESTS: Literary and Critical Theory (Marxism, Psychoanalysis, Deconstruction) Linguistic Theory (Syntax and Critical Discourse Analysis) Chicana/o Cultural Studies (Literature, Film, Criticism)
PUBLICATIONS 2004-2009: Rev. of Frederick Aldama’s Spilling the Beans in Chicanolandia. Aztlán 33.2 (Fall 2008). ---. Rev. of Reyna Grande’s Across a Hundred Mountains. The Hispanic Outlook in Higher Education 18.12 (March 2008). ---. Conversations with Chicana and Chicano Writers, University of New Mexico Press. 2007. ---. “’I don’t like categories’: Interview with Arturo Islas.” Critical Mapping of Arturo Islas’s Fictions. Ed. Frederick Aldama. Tempe, AZ: Bilingual P, 2005. ---. “Genre, Gender, and Mestiza Consciousness in the Work of Gloria Anzaldúa.” Contemporary Literary Criticism, 200. Ed. Jeff Hunter. Detroit, Michigan: Gale, 2005. 74-85. ---. “Spirit Matters.” Interview with Demetria Martinez.” Blue Mesa Review. 16 (2004): 104-111. ---. “A Conversation with Lourdes Portillo/The Camera Under Erasure. Film and History 34.1 (2004): 66-72. ---. Review of Rúben Cobos’ A Dictionary of New Mexican and Southern Spanish. Hispanic Outlook 15.8 Jan. 2005. 64.
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: Center for Regional Studies, grant for a research assistant. Fall 2009
COURSES REGULARLY TAUGHT 2004-09: English 610: Globalization and the Institution of Literary Studies English 610: Jacques Derrida and the Institution of Literary Studies English 610: Seminar in Marxism, Deconstruction and Psychoanalysis English 510: Graduate Course in Literary & Critical Theory English 441/541: English Syntax and Discourse Analysis English 365: Chicano/a Cultural Studies English 240: Introduction to English Grammar English 220: Writing about Film
GRADUATE STUDENTS 2004-09: Randall Gann. Chair of Committee on Studies and Dissertation Roy Turner, Committee on Studies, Chair of Dissertation
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Carolyn Kuchera, Committee on Studies Leigh Johnson, Committee on Studies Noreen Rivera, Committee on Studies Robin Michelle Runia, Committee on Studies Danizete Martinez, Committee on Studies Ascherel, Andrew. Chair, M.A. Thesis, “Negativity and the Act: Slavoj Zizek and the Lacanian Ethics of the Impossible.
MAJOR SERVICE ACTIVITIES 2004-09: 2005- UNM Faculty Senate Department of English Graduate Committee 2006 Delegate Assembly Member, Language Theory Division, MLA 2003-2007 Executive Committee Member. Language Theory Division. MLA.
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NAME: Sharon Oard Warner RANK: Professor EDUCATION: BA, University of Texas at Austin MA, University of Kansas
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: I am a novelist and short story writer. Occasionally, I also publish scholarly articles on contemporary fiction, book reviews, and articles on the writers’ craft. Currently, I am completing a revision of a novel—Sophie’s House of Cards—for Random House.
PUBLICATIONS 2004-2009: Short Fiction “Dream Man.” Telling Stories Out of Court: Narratives About Women and Workplace Discrimination. Ed. Ruth O’Brien. Ithaca, NY: Cornell U P, 2008. 21-28. ---. “Love Child.” The Laurel Review 40.1 (Winter 2006): 44-54. ---. “A Simple Matter of Hunger.” Crossroads: Creative Writing in Four Genres. Longman, 2005. ---. “Sweetness.” Prairie Schooner. Summer 2004.
Scholarly Articles “The Fairest in the Land: Blonde and Black Water, the Nonfiction Novels of Joyce Carol Oates.” Studies in the Novel 38.4 (Winter 2006): 513-524.
Journalism “The Stages of Revision.” Rpt. The Writer’s Guide to Fiction: How to Write, Polish, and Publish Short Stories and Novels. Kalmbach Publishing Company, 2007. 69-71. ---. “Writer at Work: A ‘Crazy Quilt’ Approach to Fiction.” The Writer 119.10 (October 2006): 43- 44. (short article) ---.“Get Started: You’ve Written the First Draft. Now What?” The Writer 119.4 (April 2006): 13. (short article) ---. “How to Get Closure on Your Endings.” Rpt. The Writer’s Guide to Fiction: How to Write, Polish, and Publish Short Stories and Novels. Kalmbach Publishing Company, 2007. 73. ---. “The Challenge of Short Story Endings.” The Writer. October 2005. ---. “The Fear of Writing Sex.” The Writer. February 2004. ---. “What We Write About When We Write About Love.” Rpt. The Writers’ Handbook, 2004.
AWARDS & HONORS RECEIVED: Writer in Residence at the Mabel Dodge Luhan House, Taos, NM, September 5-19, 2008 Arts & Letters Live presents “The Whole World at Once” (short story), Dallas Museum of Art, March 19, 2007. Sarah Belle Brown Award for Distinguished Community Service, 2007. Pushcart Prize Nomination for “Signs of Life,” 2004 Associate Artist, Atlantic Center for the Arts, New Smyrna Beach, FL (Selected by British author, Jim Crace) January 19-February 8, 2004.
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INVITED PRESENTATIONS: Panel Discussion at the KIMO Theater for Albuquerque Tricentennial Authors Month. 21 February 2006. ---. “The Image of the Writers’ Conference in the Community,” a panel discussion featuring directors of Tin House, Sewanee, and Taos Summer Writers’ Conference—Associated Writing Programs. Austin, TX. 9 March 2006. ---. Moderator for Panel on “What Makes a Good Short Story?” for the Santa Fe Short Story Festival, Lensic Theater. 27 September 2005. Panel featured Joyce Carol Oates, Edna O’Brien, Luis Alberto Urrea, and Demetria Martinez.
COURSES REGULARLY TAUGHT: English 224, Introduction to Creative Writing English 250, Analysis of Literature English 321, Intermediate Fiction Writing English 421, Advanced Fiction Writing English 501, Introduction to the Profession for Creative Writers English 521, Graduate Workshop in Fiction English 587, Theory of Fiction
MAJOR SERVICE ACTIVITIES: Oversaw the process for proposing the MFA in Creative Writing Degree (2002-2005) Selection Committee, Poet Laureate Program for the City of Santa Fe 2008-2009 Director of Creative Writing (1998-2008) Founding Director, Taos Summer Writers’ Conference 1999-present Member of the D. H. Lawrence Ranch Task Force (2006-2008) Member of the Search Committee for the Hartung Endowed Professor, Department of Theater and Drama. (Jan-April 2007) Member of the Governing Board, Harwood Museum of Art, Taos, New Mexico (2005-2007) Member of Board of Directors, A Room of Her Own Foundation, Placitas, NM 2005-2008 Selection Committee for the Santa Fe Poet Laureate, Santa Fe Arts Commission, 2005-2006 Final Judge, Hopwood Awards (Graduate and Undergraduate), University of Michigan, Spring 2005. Final Judge, Katherine Anne Porter Prize for Short Fiction (a book award), University of North Texas Press, 2005.
GRADUATE STUDENTS Director Reader 2009 2009 Lucy Dupertuis (MFA dissertation in progress) Donna Gutierrez (MFA dissertation in progress)
2008 2008 Skye Pratt (MFA) Laura Matter (MFA) Beverly Army-Williams (MFA) Christopher Jones (MFA)
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Birgit Schmidt-Rosemann (Ph.D.) 2007 2007 Robert Anderson (MFA) Carson Bennett (MFA) 2006 2006 Leslie Fox (MFA) 2004 2004 Kate Fitzgerald (MA) Karen Schechner (MA) Rachel Pratt (MA) Carrie Meadows (MA)
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NAME: Kathleen Washburn RANK: Assistant Professor EDUCATION: B.A., Trinity University M.A., North Carolina State University Ph.D., University of California, Los Angeles
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My research addresses the mobility of indigenous forms in American literature and film, particularly for the late nineteenth and early twentieth centuries. Native American writers of this period draw upon a range of strategies in representing and reformulating notions of American modernity and indigenous communities. Future projects address the intersections of Asian and Indian racial formations in nineteenth and twentieth century discourses of citizenship and gender.
RESEARCH/WRITING INTERESTS: American women writers Native American literature and film Comparative ethnic American literature Indigenous rights discourse
PUBLICATIONS, 2004-2009: ‘The Test of Indian Blood and Character”: Writing Indigenous Modernity in the Journals of the Society of American Indians.’ Essay presented at UNM Faculty Colloquia, October 2009. Under consideration.
PRESENTATIONS: ---. “Missing Subjects: Reconsidering the Journals of the Society of American Indians.” Panel on “The Ethnic Archive.” Modern Language Association Convention. Philadelphia, PA. December 28, 2009. ---. “Changing Woman, the Great War, and Soldier Citizenship.” American Studies Association Conference. Washington, D.C. November 6, 2009. ---. Organizing Chair, Ethnic Studies panel. Rocky Mountain Modern Language Association Conference. Reno, Nevada. October 9, 2008. ---. “‘You know, everything had to begin’: Anthologizing Native American Songs and Stories.” Panel on Native American Places: Varieties of Modern Regionalism in the Early 20th Century. American Literature Association Conference. San Francisco, CA. May 23, 2008. ---. “Storytelling in Contemporary Native American Literature.” Invited lecture. Introduction to American Indian Studies (American Indian Studies 10). UCLA. January 10, 2008. ---. “Asians, Indians, and the Territory of Ethnic Studies in John Rollin Ridge’s Joaquin Murieta.” American Studies Association Conference. Philadelphia, PA. October 13, 2007. ---. “‘All was as it should be’: Rewriting Indigenous Time in Welch’s Historical Fiction.” Rocky Mountain Modern Language Association Conference. Calgary, Alberta (Canada). October 5, 2007. ---. “Disciplining Women: Gender, Citizenship, and Indigenous Rights.” Conference in Citizenship Studies: Gender and Citizenship. Wayne State University. Detroit, MI. March 3, 2007.
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---. “‘Relics of Our Country’s Once Virgin Soil’: Nostalgia and the New Indians.” Nostalgia and American Regionalism panel. MLA Convention. Philadelphia, PA. December 29, 2006. ---. “Human Rights: Rhetoric and Reality” (moderator). Multicampus Research Group Conference on “The Art of Rights: Human Rights in Comparative Perspective.” UCLA. May 19, 2006. ---. “‘Dying Prophecy’: Ghost Dance Texts and the Paradox of Terminal Modernity.” Americanist Research Colloquium. UCLA. May 18, 2006. ---. “‘Indian’ Legibility and the Curious Case of Buffalo Child Long Lance.” Pathways Conference. Yale University. April 6, 2006. ---. “American Modernism and the ‘New Indians.’” Friends of English Graduate Student Salon. UCLA. January 24, 2006. ---. “Wynema, the Ghost Dance, and Indigenous Modernity.” New Directions in American Indian Research Conference. University of North Carolina, Chapel Hill. October 8, 2005.
AWARDS AND HONORS RECEIVED 2004-09: UCLA Chancellor’s Service Award, 2008
EXTERNAL FELLOWSHIPS, GRANTS RECEIVED 2004-09: American Antiquarian Society Summer Institute, “Interpreting Visual Culture for Research and Teaching,” July 2009
INTERNAL FELLOWSHIPS, GRANTS RECEIVED 2004-09: UNM Feminist Research Institute Faculty research grant ($500), 2009 UCLA Chancellor’s Dissertation Fellowship, 2006-07
COURSES REGULARLY TAUGHT 2004-09: Modern American Literature (English 463) Native American Literature (English 464) Native American Women Writers (English 364/Native American Studies 450) Analysis of Literature (English 250) Earlier American Literature (English 296) Later American Literature (English 297) Native American Literary Traditions and Innovations (English 264)
GRADUATE STUDENTS 2004-09: Leah Sneider (dissertation committee member) Roy Turner (dissertation committee member) Loyola Bird (committee on studies)
MAJOR SERVICE ACTIVITIES 2004-09: Executive Committee, 2009-10 Undergraduate Committee, 2008-10 UCLA Community Activities Committee / Program Activities Board, 2003-2006
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NAME: Peter L. White RANK: Professor: English/American Studies Director New Mexico Musical Heritage Project EDUCATION: B.A., St. Bonaventure University M.A., Bowling Green State University PhD., The Pennsylvania State University
RESEARCH/WRITING INTERESTS AND PROJECTS: American literature particularly pre- Revolutionary literary texts; New Mexico folklore; and New Mexico Musical Heritage Project.
LIST OF RESEARCH/WRITING INTERESTS: For the past ten years I’ve been assigned to various administrative positions culminating in my appointment as Cabinet Secretary of Higher Education, State of New Mexico, May-September, 2009, appointed by Governor Bill Richardson. During my terms as Associate Provost for Undergraduate Education and Dean of University College I developed the Freshman Learning Communities’ project and helped to raise freshman enrollment at UNM to the highest in history.
PUBLICATIONS 1997-2003: Three-volume University of New Mexico Self-Study for North Central Association Accreditation, 1999-2000.
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: COURSES REGULARLY TAUGHT 2004-09: 2007: Research Service Learning Program, funded by the President’s Club, The McCune Foundation, the Albuquerque Community Foundation, PNM, and CitiCards 2007: Experiential and Service Learning Communities funded by Ford Foundation Grant 2004: Undergraduate UNM Research and Creativity Symposium
COURSES TAUGHT REGULARLY 2004-2009: American Short Story, a Freshman Learning Community Hewlett Core Course Cluster: medicine, literature and music Exploring International Issues, a Freshman Learning Community Appalachian Folk Music, the Writers of the ex-Patriot Movement American Immigration Exploration, Travel and Ecology Five semester course in violin making
MAJOR SERVICE ACTIVITIES 2004-09: Cabinet Secretary of Higher Education, State of New Mexico, May-September, 2009 Vice Provost for Undergraduate Education, July 2006-January 2008 Dean of University College, November 2001-January 2008 Interim Dean of University College, August 2000-November 2001 Interim Associate Provost and Dean of Undergraduate Studies, August 1999-August 2000 Executive Affairs Officer and Assistant to the President, January 1998-August 1999
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Special Assistant to the Provost for North Central Association Accreditation, July 1997-January 1998 Associate Dean for Student Academic Affairs, College of Arts & Sciences, July 1995-July 1997
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NAME: Carolyn Woodward RANK: Associate Professor EDUCATION: Ph.D, University of Washington
RESEARCH/WRITING INTERESTS AND PROJECTS: In what ways our concepts of authorship may help us investigate questions of gender and the activity of women as writers in the eighteenth century, in what ways we may need to modify our concepts to more sufficiently account for ways that texts were authored, and how these questions pertain to the working lives of Sarah Fielding and Jane Collier and to the texts they wrote: these are the investigative problems that center my research and writing projects. Two recent articles deal with a problematics of authorship as noted in certain eighteenth-century texts: “Crossing Borders with Mademoiselle de Richelieu: Fiction, Gender, and the Problem of Authenticity” (Eighteenth-Century Fiction, 2004) and “Sarah Fielding, The Modern Figure of the Author, and the Case of The Histories of Some of the Penitents of the Magdalen House” (English: Journal of the English Association, forthcoming). The latter article, along with my article “Jane Collier, Sarah Fielding, and the Motif of Tormenting” (The Age of Johnson, 2005), provides material toward my book project, tentatively titled SARAH FIELDING & JANE COLLIER: THE LONDON YEARS, a backdrop for which is the problem of how the concept of authorship intersects with womens’ writing lives, as Fielding and Collier made this a problem in their co-authored metafiction, The Cry: A New Dramatic Fable (1754), the editing of which I am completing for University Press of Kentucky.
LIST OF RESEARCH/WRITING INTERESTS: 1. How our concepts of authorship may help us investigate questions of gender and the activity of women as writers in the eighteenth century; 2. How we may need to modify our concepts to more sufficiently account for ways that texts were authored; and 3. How these questions pertain to the working lives of Sarah Fielding and Jane Collier and to the texts they wrote.
PUBLICATIONS 2004-2009: “Sarah Fielding, The Modern Figure of the Author, and the Case of The Histories of Some of the Penitents of the Magdalen House.” English: Journal of the English Association, forthcoming. ---.“Jane Collier, Sarah Fielding, and the Motif of Tormenting.” The Age of Johnson, Vol 16. Ed. Paul J. Korshin and Jack Lynch. Brooklyn, NY: AMS Press, 2005. 259-73. ---. “Crossing Borders with Mademoiselle de Richelieu: Fiction, Gender, and the Problem of Authenticity,” Special Issue “On the Borders of Fiction.” Eighteenth-Century Fiction 16. 4 (July 2004): 573-602.
PUBLICATIONS PRE-2004 “Who Wrote The Cry?: A Fable for Our Times.” Eighteenth-Century Fiction, 9, 1 (Oct. 1996): 90- 97.
“Naming Names in Mid-18th-Century Feminist Theory.” Women’s Writing: The Elizabethan to Victorian Period 1, 3 (1994): 291-316.
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“‘My Heart So Wrapt’: Lesbian Disruptions in Eighteenth- Century British Fiction.” Signs: Journal of Women in Culture and Society 18, 4 (1993): 838-865.
“Sarah Fielding's Self-Destructing Utopia: The Adventures of David Simple.” Living By the Pen: Early Women Writers, ed. Dale Spender (Teachers College Press, Columbia University, New York, NY, 1992) pp. 65-81.
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: NMEH Grant for Aphra Behn Conference October 2007. $2000.00 INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: FRI Outreach Teaching Grant for Gender Equity Work, 2004 $650.00
COURSES REGULARLY TAUGHT 2004-09: 250: The Analysis of Literature 294: Survey, Early English Literature 355: Survey of Enlightenment 360: as Jane Austen, Theatre and Film 454: Restoration and Early Eighteenth Century 455: Middle and Later Eighteenth Century 554: Restoration and Early Eighteenth Century 555: Middle and Later Eighteenth Century 650: Imagining Monsters in the Rise of the Novel (theory and literature of early development of fiction)
UNDERGRADUATE HONORS STUDENTS 2004-09: Alexandra Aceves, summa cum laude, 2007, "'Jamais que des acteurs’: Sensibility & Artifice in Later Enlightenment Fiction of England & France." Maria DeBlassie, magna cum laude, 2007, "Getting Naughty with Jane: The Masquerade of Courtship in Jane Austen’s Novels" Jill Domschot, magna cum laude, 2007, "A Body of Souls: The Ideal of Friendship in the Writing of Mary Astell and Sor Juana Ines de la Cruz" Austin Hansell, cum laude, 2007, "A Little Bit of Celluloid ...."
GRADUATE STUDENTS 2004-09: LIST OF PHDs WHOSE WORK I DIRECTED: Birgit Schmidt-Rosemann, PhD 2009 (Distinction), “Pox’d Whores & Virginal Fannies: Shifting Representations of Women’s Bodies in the Eighteenth Century and Their Effect on Satire Written by Women” Robin Runia, PhD 2009, “Hearkening to Whores: Reviving Eighteenth-Century Models of Sensible Writing” Johanna Cummings, PhD 2006, “Entertaining Science: Innovation and Popular Politics in the Plays of Elizabeth Inchbald” Shari Evans, PhD 2005 (Distinction), “Navigating Exile: Contemporary Women Writers Discover an Ethics of Home”
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Mary Rooks, 2004, “Clarissa’s Lessons: Space, Class, and Other Moral Matters in Richardson’s Eighteenth Century.”
MAJOR SERVICE ACTIVITIES 2004-09: 1. In October 2007, I hosted at UNM the Aphra Behn Conference, a biennial meeting of the Aphra Behn Society, an affiliate of the American Society for Eighteenth-Century Studies. 2. As Undergraduate Director (2004-08), my major accomplishment was to raise the standards of aspiration for English majors through increased focus on and encouragement for students to participate in the English Honors Program, in part through establishing funding for students in the English Honors Program to use to travel to research collections. A second accomplishment was to establish Learning Outcomes and Guidelines for both English 150: Introduction to Literature and English 250: The Analysis of Literature. A third was to establish criteria for selecting advanced ABDs to teach sections of English 250, 294 and 295.
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5. Fulltime Lecturer vitae
NAME: James Burbank RANK: Lecturer EDUCATION: B.A., M.A., University of New Mexico
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: My research focuses on the relationship between recent economic collapse and various forms of fictionalism. I am a multidiscipline writer and editor focusing on subjects in professional writing, the sciences, and the arts.
LIST OF RESEARCH/WRITING INTERESTS: I am Executive Editor of Voices from the American Land, a series of poetry books by prominent national poets. I am author of Retirement New Mexico, the best-selling title from New Mexico Magazine Press. I am editor of Managing Co- occurring Mental and Substance Abuse Disorders in Primary Care: A Guide for Busy Primary Care Providers.
PUBLICATIONS 2004-2009: --- and Joanne Kyger, eds. Lo & Behold. Placitas, NM: Voices from the American Land. Forthcoming 2009. ---, ed. Quraysh Ali Lansana: Bloodsoil. Placitas, NM: Voices from the American Land, 2009. Forthcoming 2009. ---. ed. ---, ed. Co-occurring Mental and Substance Abuse Disorders in Primary Care: A Guide for Busy Primary Care Providers by Florian Birkmayer MD. Albuquerque, NM: UNM Dept. of Psychiatry, Center for Rural and Community Behavioral Health and New Mexico Consortium for Behavioral Health Training and Research. Forthcoming 2009. ---, ed. Retirement New Mexico. Santa Fe, NM: New Mexico Magazine Press. Forthcoming. ---, ed. Patricia Clark: Given the Trees, Patricia Clark. Placitas, NM: Voices from the American Land, 2009.
COURSES REGULARLY TAUGHT 2004-09: English 290: Introduction to Professional Writing English 240: Traditional Grammar English 417: Editing English 219: Technical Writing English 3/420: Advanced Exposition, Ethics and Corporate Communications English 499: Professional Writing Internships
MAJOR SERVICE ACTIVITIES 2004-09: Co-founder and co-convener of the fifth annual Success in the Classroom: Teaching Practices that Work, a one-day conference that focuses on UNM teachers and teaching.
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NAME: Michael Cabot RANK: Lecturer EDUCATION: B.A., New Mexico State University M.A., New Mexico State University
LIST OF RESEARCH/WRITING INTERESTS: Assessment processes and course outcomes development as part of a circular assessment process. Currently in the midst of performing another assessment of English 220 program, and collecting data on the student population in English 220 classes in the Fall 2009 semester. Issues surrounding online teaching, with several ideas that may develop into presentations/articles related to teaching writing and literature online.
PUBLICATIONS 2004-2009: ---, Wanda Martin, and Valerie Thomas. “Using Portfolios and Reflective Letters to Build Program-Wide Assessment for Core Curriculum Writing.” Presentation NMHEAR, Albuquerque, NM. 2009.
COURSES REGULARLY TAUGHT 2004-09: English 101: Introduction to College Writing English 150: Introduction to Literature English 219: Technical and Professional Writing English 220: Expository Writing English 240: Traditional Grammar English 320: Advanced Expository Writing
MAJOR SERVICE ACTIVITIES 2004-09: Executive Committee. Term runs Fall 2009-Spring 2010. Assessment of English 220 program in Fall 2008. Teaching with WebCT introduction/orientation meetings for graduate students, faculty of Department of English in Fall 2008. Attended inter-college training on WebCT Vista during the Summer of 2006, the new version of WebCT which will be used beginning in the subsequent Fall semester. This lead to involvement in Fall of 2006 with the “Vista Users Group,” lead by NMEL, which involved individuals from a number of departments and UNM campuses, and was concerned with supporting the roll-out of Vista to the UNM community and training of instructors on the new software
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NAME: Marisa P. Clark RANK: Lecturer EDUCATION: B.S., University of Southern Mississippi M.A., University of Southern Mississippi Ph.D., Georgia State University
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: Most of my nonfiction writing takes the form of memoir and centers on issues of queer identity, as well as the recent illness and death of my father from pancreatic cancer. My fiction is primarily set in the South and takes as its most frequent subject matter family dynamics and dysfunction, queer concerns, hurricanes, and clashes among neighbors. Most of my recent research reading focuses on queer literature, theory, and history; I also enjoy multicultural literature.
LIST OF RESEARCH/WRITING INTERESTS: Creative Nonfiction (Memoir) Fiction (Short Stories and the Novel) Queer Literature Multicultural Literature
PUBLICATIONS 2004-2009: “The Party’s Here!” Crate 2009. (memoir) ---. “Will drug addiction + prostitution make Albuquerque residents feel safer?“ Sex in the Public Square
PRESENTATIONS 2004-2009: ---. “Teacher, Student, Character, Queer: On Being Out in the Classroom,” Keynote Speech, UNM’s Civil Rights Colloquium. 2009. ---. “Where’s the Lesbian Giovanni’s Room?,” panel participant for Associated Writing Programs conference in Austin, TX. 2006 2005 – present: I coordinate and emcee a public reading for the undergraduate winners of the yearly Lena M. Todd Prizes in fiction, nonfiction, and poetry.
AWARDS AND HONORS RECEIVED 2004-09: 2004-2005: Teacher of the Year Award nominee 2005-2006: Teacher of the Year Award nominee 2007-2008: Teacher of the Year Award nominee
COURSES REGULARLY TAUGHT 2004-09: English 323: intermediate creative nonfiction English 321: intermediate fiction English 421: advanced fiction English 220: expository writing English 102: argumentative and analytical writing English 4/511: Queer Texts
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UNDERGRADUATE HONORS STUDENTS 2004-09: Director, Honors Thesis: Linda Rickert (nonfiction, 2007) Audrey Ewalt (fiction/nonfiction, 2006) W. Scott Frank (nonfiction, 2006, with Greg Martin) Rachel Lime (fiction, 2004, with Julie Shigekuni) Matthew García (fiction, 2004, with Julie Shigekuni) Amanda Clapham (fiction, 2004)
GRADUATE STUDENTS 2004-09: Reader, MFA Dissertation theses: Samantha Tetangco (fiction, 2010) Erika Sanchez (poetry, 2010) Linda Rickert (creative nonfiction, 2010) Dan Darling (fiction, 2010 – possibly) Chris Wrenn (poetry, 2009) Skye Pratt (fiction, 2008) Liz Derrington (fiction, 2007) Jonathan Heinen (fiction, 2007) Valerie Kinsey (fiction, 2006)
MAJOR SERVICE ACTIVITIES 2004-09: 2007 – present: Faculty Advisor, Blue Mesa Review 2006 – 2009: Executive Committee Member 2002 – 2006: Director, ESL (English as a Second Language) Writing Program
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NAME: Kyle Fiore RANK: Visiting Lecturer EDUCATION: B.A. Skidmore College M.Ed., University of Miami Ph.D., University of New Mexico, Danforth Scholar.
DESCRIPTION OF RESEARCH/WRITING INTERESTS AND PROJECTS: I am working with professional writing students to build relationships between the university and local grass roots organizations. Our goal is to create practices and protocols for robust, mutually beneficial partnerships which will yield hands-on professional writing experience for students, and useful high-quality documents for their community partners.
LIST OF RESEARCH/WRITING INTERESTS: Freshman Women and the Challenges of the First Year Iraq Veterans and Higher Education Popular Culture Definitions of Heaven
PUBLICATIONS 2004-2009: Rev. of Sing my Whole Life Long: Jenny Vincent's Life in Folk Music and Activism. Oral History Review 35.2 (2008): 213-214. --- and Marta Weigle. Santa Fe and Taos: The Writers' Era, 1916-1941. Santa Fe, NM: Sunstone Press, 2008.
AWARDS AND HONORS RECEIVED 2004-09: Mission District Community Leader Award, Mission Community Council, San Francisco, CA, 2006.
COURSES REGULARLY TAUGHT 2004-09: Freshman English 101 Freshman English 102 English 219: Technical Writing English 418: Grant and Proposal Writing Introduction to American Studies
MAJOR SERVICE ACTIVITIES 2004-09: Tutoring Community Organizing
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NAME: Valerie Thomas RANK: Lecturer EDUCATION: B. A., University of Hawaii-Hilo M. A., University of New Mexico
RESEARCH/WRITING INTERESTS AND PROJECTS: As a professional writing instructor, my research focuses on the art of proposal writing and visual rhetoric. I do research on these topics to enrich my understanding of these subjects so I can be a more effective lecturer and to develop instructional materials to help my students succeed as professional writers. I also do research on service learning and online/hybrid pedagogy so I can implement these pedagogies in the classroom and share my research with other faculty members.
LIST OF RESEARCH/WRITING INTERESTS: Proposal Writing Visual Rhetoric Professional Writing Pedagogy Service Learning Online/Hybrid Pedagogy
PUBLICATIONS 2004-2009: ---, Wanda Martin, and Michael Cabot. “Using Portfolios and Reflective Letters to Build Program-Wide Assessment for Core Curriculum Writing.” Presentation NMHEAR, Albuquerque, NM. 2009. --- and Valerie Thomas. Proposals for Action–A textbook for proposal writers. Manuscript in classroom testing, Fall 2007—Spring 2009.
EXTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: Proposal for the Children’s Grief Center of New Mexico, which was awarded funding from A Little Hope Foundation. Fall 2006.
INTERNAL FELLOWSHIPS, RESEARCH/WRITING GRANTS, TEACHING GRANTS RECEIVED 2004-09: Proposal for UNM’s Sustainability Studies Program with Dr. Bruce Milne, which was awarded funding from the McCune Charitable Foundation: Fall 2008
COURSES REGULARLY TAUGHT 2004-09: English 219: Technical and Professional Writing English 418: Proposals and Grant Writing English 419: Visual Rhetoric English 220: Expository Writing English 539: Teaching Technical Writing
UNDERGRADUATE HONORS STUDENTS 2004-09: Thesis advisor: Elaine Almquist, 2004
GRADUATE STUDENTS 2004-09: Shannon Keetso, MA in Family Services, Fall 2007
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MAJOR SERVICE ACTIVITIES 2004-09: Rhetoric and Writing Committee: 2004-2009 Rhetoric and Writing Undergraduate Awards Committee: 2008-2009 English Department Executive Committee: Fall 2005- Spring 2006 English Department Lecturer Hiring Committee: 2005, 2007 English 219 Coordinator: 2004-2009 English Department Online Coordinator: 2004-2009 UNM Online Education Advisory Council: 2005-2009 OSET Success in the Classroom Workshops: 2004-2009 Online Teaching, Teaching with Wikis, Teaching with PowerPoint Grant Workshop for Institute for American Indian Research: Fall 2006 Grant Writing Workshop for McNair Scholars: April 2006 NIH-Grantsmanship Workshop: Spring 2005 NM Higher Education Assessment and Retention Conference Presentation: Spring 2009 Reviewed Second Edition of Technical Communication Today, Fall 2008 Reviewed Composition Handbook for Thomson Publishing, Spring 2005
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Appendix 2: Curricula Descriptions for Graduate Program 1. Master of Arts, Concentration in Language and Literature
The Master of Arts, Concentration in Language and Literature,58 emphasizes research and writing, innovation and tradition, in order to promote well-rounded scholars in British, Irish, and American literature; literary history, criticism, and theory; and language theory. The combination of coursework and the multi-optioned portfolio enables MA students in Language and Literature to develop areas of special emphasis, while ensuring a broad understanding of a variety of historical fields. Applicants should already possess a Bachelor’s degree in English or a closely related discipline.
The degree requires 32 hours of coursework, competency in a language other than English, and a substantial portfolio of scholarly work and a reflective preface situating the work in a critical and/or historical context. All students work under Plan II (no thesis), as described below.
Course Requirements (32 hrs) • Core Courses (9 hrs): Nine hours of courses including the introduction to professional studies in English, pedagogy, and theory. • Engl 500: Introduction to the Professional Study of English (3 hrs) Engl 537, 538, 539 or 592: Pedagogy (3 hrs) Engl 510, 511, 610 or 541 when taught from a theoretical perspective: Theory (3 hrs).
Area Elective Courses (20 hrs): Twenty hours of area electives, including two four-hour seminars, with at least one course from each of the following four areas • Middle Ages (includes English 545, 547-51, and topics, genre, and seminar courses focusing on English literatures and language to 1450.) • Early Modern/Contact Period (Literatures in English 1450-1750) • Long Nineteenth Century (Literatures in English 1750-1900) • Modern and Contemporary (Literatures in English 1900-Present)
Engl 596: Portfolio (3 hrs) MA students in Language and Literature must complete a portfolio and defense as the equivalent of the Master’s Examination. Students must assemble a portfolio for formal evaluation by their Committee on Studies no later than the ninth week of the final semester of enrollment. Portfolios may contain two article-length essays (18-25 pages each); or one long essay or project (40-50 pages); or other equivalent combinations of Committee on Studies-
58 Updated requirements as of January 2009.
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approved scholarly, critical, and academic works from a variety of genres (annotated bibliographies, textual studies, scholarly book reviews, etc.) including written examination essays. All portfolios must also include a twelve- to fifteen-page preface situating the portfolio selections in a critical, theoretical, historical, or professional context. The reflective preface, which cites academic and other sources to demonstrate that the materials in the portfolio engage in the most pertinent theoretical and critical practices in their field(s), is important to evaluating the success of the portfolio.
Portfolio Proposal. In fall semester of year two, students submit a brief portfolio proposal to the Committee On Studies for approval. Before the end of that same semester, students must submit the proposal to the full Committee on Studies and when possible meet with the Committee on Studies, as a group or individually, to discuss the merits of the proposal. This meeting should take place in the semester before the defense so that students can incorporate suggestions for revisions and corrections from the Committee on Studies (COS).
Portfolio Evaluation and Presentation. In the semester of their graduation, MA students in Language and Literature enroll in English 596 (3 hrs) with the chair of their Committee on Studies (COS) to complete the portfolio materials. The formal examination on and final evaluation of the portfolio by the COS occurs no later than the ninth week of the final semester. Portfolios are evaluated in terms equivalent to those stipulated by Office of Graduate Studies in its MA examination form: Pass with Distinction, Pass, Pass with Minor Revisions, Fail. Any student who fails the portfolio more than once will be dismissed from the program without a degree. The Committee On Studies reports the results of its evaluation to Office of Graduate Studies as the “Examination for the MA Degree.” The Committee on Studies chair, as the instructor of record for English 596, records the final grade.
Foreign Language Requirement All MA students in Language and Literature must demonstrate the equivalence of a B or better in a second semester, second-year university course in a language other than English. CLEP or UNM-administered tests may be used to meet this requirement, as well as coursework at UNM or at another accredited college or university. Language hours do not count as part of the 32- hour course requirement for the degree.
The Committee on Studies (COS) MA Students in Language and Literature must form a Committee on Studies (COS) at the beginning of their second semester; the Committee on Studies advises the students on course selection and on portfolio preparation. The committee shall consist of three faculty members: two faculty members, at least one of whom is from the English Department, plus the Associate Chair for Graduate Studies, English. At the beginning of their first semester, MA students in Language and Literature must consult with the Associate Chair of Graduate Studies for advisement on course selection and the appointment of the Committee on Studies.
2. Master of Arts, Concentration in Medieval Studies
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The M.A. Concentration in Medieval Studies is designed for students who wish to pursue an interdisciplinary Master's degree in medieval English literature. The course of study offers a multicultural and interdisciplinary foundation for the study of the Middle Ages, and hence would appeal to students who wish to continue their studies in the medieval period above the B.A. level. It will also appeal to secondary school teachers who are seeking a multi-disciplinary content-intensive M.A. degree. Finally, the M.A. Concentration prepares the student for the Ph.D. Concentration in Medieval Studies.
This concentration requires 34 hours of interdisciplinary course work of which 22 hours must be in English, plus the other requirements of the MA in Language and Literature. These requirements include the Master's Examination and the Master's Portfolio. General information on the exam and the portfolio are outlined in the Masters of Language and Literature program. M.A. students are encouraged to read items from the Recommended Secondary Sources Reading List (PDF). Although not required reading, the list is meant to aid students in their understanding of the primary materials.
Required Courses (15 hours) • English 500 Introduction to Graduate Study (3 hours) o *note: As per departmental policy, English 500 must be completed in the first semester o of graduate study. • English 551 Topics in Medieval Studies: Bibliographic and Research Methods (3 hours) • English 547 Old English (3 hours) • English 581 Chaucer (3 hours) • History 503 Early Middle Ages, 300 to 1050, or 504 High Middle Ages (3 hours)
Distributed Literature Requirements (9 hours) These hours should come from at least two of the following groups, but should not include the 4-hour seminar requirement or other courses in Old or Middle English: • Group A: British Literature to 1660 • Group B: British Literature 1660 to 1900 • Group C: American Literature to 1900 • Group D: Literatures in English since 1900 • Group E: Literary criticism and theory, rhetoric, and writing.
Seminar Requirement (4 hours) Any 600-level seminar course in Old or Middle English literature or language. *note: The seminars are not to be taken in the first semester of graduate study unless taken concurrently with English 500.
Multidisciplinary Courses (6 hours) Students must take two courses, one of which must be taken in History (see the course list for Medieval Studies for a current listing of available classes):
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Art History, History, Music, Philosophy, Religious Studies, Spanish, French, German, Greek, Italian or Latin. Foreign Language Requirement: Students in this requirement must choose Latin as their foreign language, and pass Latin 202: Intermediate Latin or 352: Accelerated Latin - Reading with a grade of B or better.
Master's Examination: This examination is generally taken after completing 24 hours of graduate credit and the foreign language requirement. The examination is given twice per year, on the third Monday in February and the third Monday in September.
The examination is a four-hour, closed-book test covering a 50-item list of multidisciplinary medieval works that is given to students when they enter the Master's program. If students do not take the MA examination on schedule (typically, in the Spring or Fall semesters two years after entrance), they will be responsible for the 50-item list in effect at the time of their examination, which may include changes.
An item on the list may be a work (or groups of works) of literature (e. g., epic, hagiographic, lyrics), history (e.g., chronicles, histories, legal documents), art history, or philosophy. Items are distributed chronologically between the early and high Middle Ages, that is from 500 A.D. to 1400 A.D. The Medieval Studies Graduate Committee will review the 50-Item List every two years and make any needed changes.
Portfolio The Portfolio consists of two article-length essays (5000-7000 words) showing a high level of scholarship, critical thinking, and writing. The essays must represent two different medieval periods, combine two different cultures within one period, combine a medieval period with a later historical period, or combine an historical topic with one in literature (or another discipline).
3. Master of Arts, Concentration in Rhetoric/Writing
The MA-Rhetoric & Writing59 stresses non-fiction prose in its many forms: technical writing, broadcasting, editing, publishing, proposal writing, nature writing, documentary production, autobiography, biography, visual design, documentation, and medical and science writing. Students supplement their own writing with courses in literature and language, enhancing their analytical and interpretive abilities. Our creative writing workshops, publishing courses, and editorial experience ground students in the modern realities of writing. Applicants should possess a Bachelor's degree in English or a related discipline.
Requirements:
59 Curriculum updated August 2006.
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34 hours of coursework Foreign Language competency Portfolio
Required Courses (6 hours) • English 501: Introduction to the Profession for Writers. Taken in the first fall semester of your graduate work, this introduction for professional and creative writers surveys writing for different occasions, the world of publishing, the means of getting published, and the technology writers need to know. • English 587: Genre Studies A study in one or more of the major literary genres, including narrative fiction, poetics, comedy, epic, satire, tragedy, and nonfiction prose.
Literature Requirements (10 hours) Three courses, including one 4 hour, 600 level seminar, distributed across three of the following fields:
• Group A: British Literature to 1660 • Group B: British Literature 1660 to 1900 • Group C: American Literature to 1900 • Group D: Literatures in English since 1900 • Group E: Literary criticism and theory, rhetoric, and writing.
Writing Workshops (12 hours), four 3 hour courses from the following: • English 513: Scientific, Environmental and Medical Writing • English 514: Documentation • English 515: Publishing • English 516: Biography and Autobiography • English 517: Editing • English 518: Proposal and Grant Writing • English 519: Visual Rhetoric • English 520: Topics in Writing • English 521: Workshop: Prose Fiction • English 522: Workshop: Poetry • English 523: Workshop: Creative Nonfiction
Foreign Language Requirement All MA students must demonstrate competency through the second-semester, second-year level in a language other than English. CLEP or UNM-administered tests may be used to fulfill the language requirement as well as coursework at UNM. With the approval of a major advisor and the Associate Chair of Graduate Studies, students in the MA program in Professional Writing may substitute competence with a research skill such as Computer Science or Statistics for their one required foreign language.
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4. Master of Fine Arts, Creative Writing
Edward Abbey, Paula Gunn Allen, Rudolfo Anaya, Denise Chavez, Sandra Cisneros, Robert Creeley, Gene Frumkin, Joy Harjo, Tony Hillerman, Antonio Mares, N. Scott Momaday, Simon Orti z, Louis Owens, Leslie Marmon Silko, Patricia Clark Smith, and Luci Tapahonso–a partial list offered in alphabetical order—of celebrated authors who’ve been either student or instructors (or both) in the English Department at UNM.
Among them, these writers have won a Pulitzer Prize, a National Medal for the Arts, the Before Columbus Book Award, the Josephine Miles Award for Excellence in Literature, the William Carlos Williams Award, a MacArthur Foundation Fellowship, National Endowment for the Arts Fellowships, and the Academy of American Poets Prize, to cite only some of the more noteworthy awards. No other university in the Southwest and no more than a handful of institutions in the nation have such an illustrious gathering of artists associated with their program in creative writing.
The M.F.A. program requires 49 hours of coursework and six hours of creative dissertation.
Required Courses: • 3 credits English 501 Introduction to the Profession for Writers • 6 credits English 587 Genre Studies, three in the area of concentration • 4 credits Literature/Theory Seminar • 9 credits Graduate Literature Courses Must be from at least two of the designated distribution groups: o Group A: British Literature to 1660 o Group B: British Literature 1660 to 1900 o Group C: American Literature to 1900 o Group D: Literatures in English since 1900 o Group E: Literary criticism and theory, rhetoric, and writing.
12 credits from English 521: Creative Writing Workshop in Fiction English 522: Creative Writing Workshop in Poetry English 523. Creative Writing Workshop in Creative Nonfiction At least nine hours must be taken in the dissertation genre. At least three hours must be in a second genre.
Electives: 6 credits professional preparation electives from this list of courses: • English 513: Scientific, Environmental and Medical Writing • English 514: Documentation • English 515: Publishing • English 516: Biography and Autobiography
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• English 517: Editing • English 518: Proposal and Grant Writing • English 519: Visual Rhetoric • English 520: Topics in Writing • English 521: Workshop: Prose Fiction • English 522: Workshop: Poetry • English 523: Workshop: Creative Nonfiction • English 535 Creative Writing Pedagogy • English 537 Teaching Composition • English 538 Writing Theory for Teachers • English 539 Teaching Professional Writing • English 540 Topics in Language or Rhetoric • English 592 Teaching Literature and Literature Studies
Outside Electives: 9 credits (six of these credits may be taken outside the English department)
Creative Dissertation: English 699: 6 credits
5. Doctor of Philosophy
The Ph.D. is the highest research degree in American education, designed primarily for those pursuing careers in college or university teaching or in related professions requiring expertise in research, writing, critical interpretation, and scholarship. Basic requirements for Ph.D.s are to master a specific subject completely and to extend the body of knowledge about that subject. Applicants should already possess a Master’s degree in English or a related discipline. Ph.D. students are required to complete 54 total credit hours (24 of which might be transferable from a Master’s degree); pass a three-area comprehensive exam; complete the program’s foreign language requirement; and complete a doctoral dissertation. The requirements are for all doctoral students in British and American literature and those in rhetoric and writing.
The Ph.D. program offers coursework distributed over a range of American and English literatures; language, rhetoric, and pedagogy studies; and theory, criticism, and composition. Guided by the director of their committee on studies, Ph.D. students tailor their coursework to fit their particular interests within the program’s general degree requirements. American literary studies, British and Irish literatures, and rhetoric and writing distinguish the Ph.D. program, which also offers an interdisciplinary concentration in Medieval Studies.
Required Courses: English 500: Introduction to Graduate Study English 600-level Seminars (4 seminars totaling 12 credit hours) Language and Theory Requirement (9 hours total: 3 from “Language”; 3 from “Theory”; and another 3 from either category) .
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Language (at least one course from the following): English 541—English Grammars English 545—History of the English Language English 547—Old English English 548—Beowulf and Other Topics English 549—Middle English Language Theory (at least one course from the following): English 510—Criticism and Theory English 511 (when applicable)—Special Topics: Criticism and Theory; Literacy and Cultural Movements English 540 (when applicable)—Topics in Language and Rhetoric English 542—Major Texts in Rhetoric English 543—Contemporary Texts in Rhetoric English Pedagogy (6 hours): two 3-hour courses from the following: English 536: Teaching Adult ESL Writing English 537: Teaching Composition (required of all new TAs) English 538: Writing Theory for Teachers English 539: Teaching Professional Writing English 592: Teaching Literature
Foreign Language: With the approval of a Committee on Studies and the Graduate Director, doctoral students may satisfy the language requirement in one of three ways: a. By demonstrating competence in two foreign languages. "Competence" can be demonstrated in one of several ways, including a grade of B or better in a second- semester, second-year course in the language. Students may also meet this requirement by demonstrating competence in one foreign language and competence in Old English, with competence in Old English demonstrated by a grade of B or better in the second semester of a one-year sequence in Old English. b. By demonstrating fluency in one foreign language. "Fluency" can be demonstrated in several ways as well, including a grade of B or better in a second-semester, third-year course or an advanced or graduate-level course in the language. c. By combining competence in one foreign language with a similar competence in a research skill such as Computer Science or Statistics. "Competence" in the research skill can be established solely by completion of a second semester, second year course in the subject with a grade of B or better. The decision as to which courses in such fields as Computer Science or Statistics will satisfy these requirements will be negotiated between the Graduate Director and faculty in other departments. Such coursework, as with that in foreign languages, will not apply to the graduate hours required by the degree program. Other research tools may be approved in exceptional cases, in which similar provisions must be made for rigorous academic training in the subject.
Comprehensive Examinations:
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UNM requires you to choose three such fields from among the following (one of your fields must be from the Literary Historical list):
Literary Historical Periods: Early Middle Ages (Old English) Later Middle Ages (Middle English) Early Renaissance Later Renaissance Restoration and Eighteenth Century British and Irish Romanticism Victorianism Early American Nineteenth Century American Modern British and American Contemporary British and American Complementary Disciplines: Criticism and Theory Language and Rhetoric Composition Postcolonial Literature Chicano/a Literature American Indian and Indigenous Literature Genre (Drama, Novel, Poetry) and other special fields approved by your advisors & the Graduate Committee.
Dissertation (18 hours)
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Appendix 3: Outcomes Assessment Data 1. Core Writing Program
Please see discussion on pages 59-66 for outcomes assessment for English 101, 102, 219, and 220.
2. Undergraduate Program
Please see discussion on pages 74-77 for undergraduate outcomes assessment. The following are the assessment sheets used in assessing Honors prospectus and thesis and in assessing essays for outcomes.
3. Graduate Program
Please see discussion on pages 90-91 for graduate outcomes assessment. The following pages are the documents used in outcomes assessment.
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Spring 2009 101 Outcomes Assessment The portfolio should provide evidence that the student has achieved each outcome. Portfolio Number:______Reader:______
For each outcome evaluate: A) how well the reflective letter argues that the student has achieved the outcome; B) how well the papers demonstrate that the student has achieved the outcome.
Grading scale: 0: no evidence 1: weak 2: adequate 3: strong
1. Finding Information: Students will find information about a specified subject by reading, observing, interviewing, and surveying informants.
A: 0 1 2 3
B: 0 1 2 3
2. Evaluating Information: Students will evaluate the information found by summarizing, analyzing, and interpreting texts and data.
A: 0 1 2 3
B: 0 1 2 3
3. Planning Effective Writing: Students will consider audience, genre, purpose, and context, and plan their writing accordingly.
A: 0 1 2 3
B: 0 1 2 3
4. Communicating and Presenting Information: Students will state a problem, provide supporting discussion, and conclude regarding significance. Students will revise their writing to improve clarity, organization, and support. Students will edit their writing to achieve appropriate diction, grammar, and mechanics
A: 0 1 2 3
B: 0 1 2 3
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Fall 2009 102 Outcomes Assessment
The portfolio should provide evidence that the student has achieved each outcome.
Portfolio Number ______Reader: ______
For each outcome evaluate: A) how well the reflective letter argues that the student has achieved the outcome; B) how well the papers demonstrate that the student has achieved the outcome.
Grading scale: 0: no evidence 1: weak 2: adequate 3: strong
1. Finding Information: Student will gather information and ideas about chosen topics by reading argumentative texts and conducting research in the library and on the internet.
A: 0 1 2 3
B: 0 1 2 3
2. Evaluating Information: Students will apply principles of argument to analyze and evaluate readings and sources.
A: 0 1 2 3
B: 0 1 2 3
3. Planning Effective Writing: Students will construct an argument that addresses a defined audience and purpose.
A: 0 1 2 3
B: 0 1 2 3
4. Communicating and Presenting Information: Student will incorporate source materials effectively. Students will cite sources in accord with a system appropriate to the arghument’s purposes.
A: 0 1 2 3
B: 0 1 2 3
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Spring 2009: English 219 Learning Outcomes Score Sheet Portfolio # ______Reader: ______Read the portfolio looking to the cover memo for evidence of the student’s understanding of the professional writing process, audience analysis, document design, and so on; look to the sample assignment for evidence of the student’s ability to put that understanding into practice.
0 = no evidence; 1 = evidence with little/no support; 2 = evidence plus some support; 3 = evidence plus strong support.
1. Finding Information Portfolio offers evidence that the student can gather information from professional, academic, and government sources that are appropriate for workplace documents.
0 1 2 3
2. Evaluating Information Portfolio offers evidence that the student can analyze and evaluate information for quality and validity to address purpose, audience, and context.
0 1 2 3
3. Composing in a rhetorical context Portfolio offers evidence that the student can develop strategies for generating content and organizing it into a logical structure that is appropriate for users in workplace documents.
0 1 2 3
4. Communicating Information Portfolio offers evidence that the student uses software effectively to develop documents that exhibit an overall design that enhances readability and shows professionalism.
0 1 2 3
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Fall/Spring 2008: English 220 Learning Outcomes Scoring Sheet
Read the portfolio, looking to the cover memo for the student’s understanding of the writing process, rhetorical situation, and so on; look to the sample assignment for evidence of the student’s ability to put that understanding into practice.
0 = no understanding and no evidence 1 = understanding with little/no evidence 2 = understanding plus some evidence 3 = understanding plus strong evidence
Finding Information Portfolio offers evidence that the student can gather information from professional and academic sources that are appropriate to the genre and audience of their task.
Score: 0 1 2 3
Evaluating Information Portfolio offers evidence that the student can analyze, evaluate, and assess sources in academic disciplines for quality, validity, and appropriateness for their purpose, audience, and genre.
Score: 0 1 2 3
Planning Effective Writing Portfolio offers evidence that the student has developed strategies for analyzing their writing situation, and using rhetorical strategies to address the needs of their audience within particular academic disciplines.
Score: 0 1 2 3
Communicating & Presenting Information Portfolio offers evidence that the student uses effective document and paragraph structure, genre conventions, and document design to complete a rhetorically complete presentation.
Score: 0 1 2 3
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OUTCOMES ASSESSMENT Program in Undergraduate Literary Studies
Descriptions of criteria in the rubric established by Undergraduate Committee
PERMANENT OUTCOMES: (These four criteria require a cursory reading of the paper.)
1. The student is able to state and form a thesis appropriate to the assignment.
2. The student cites her sources within the formal paper and includes a bibliography/works cited list, when appropriate.
3. The student demonstrates a control of grammar, syntax, and usage.
4. The student writes clearly and effectively.
VARYING OUTCOMES: (This criterion requires a closer reading of the paper, with attention toward a specific content area.)
This year’s variable criterion is: The student employs literary theory or a critical method of literary interpretation as an instrument of analysis.
(The student establishes her analysis as part of or in response to a specific school of theory [e.g., psychoanalytic theory, feminist theory, post-colonial theory, literary-cultural theory], or she employs a readily identifiable critical approach [e.g., nuanced close reading, historical analysis].)
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Evaluation Form Department of English Undergraduate Honors’ Prospectus
Name of Evaluator ______Date______
Title of the Prospective Thesis ______
Please indicate your overall evaluation of the student below. On the opposite page, please write comments for the student and advisor: the Undergraduate Director will use some or all of these comments in the letter she sends but will not include your name.
Accept______(If you have any suggestions for the student, indicate on the opposite page.)
Revise and resubmit______(On the opposite page, indicate what revisions, in your estimation, will be necessary before the prospectus and project may be approved.)
Please be aware that while we do not wish, routinely, to assign “revise and resubmit” marks, much less do we wish to assign “accept” in the case of “low accept.” If that latter is your estimation, “revise and resubmit” is preferable, because a “low accept” likely points toward a weak Thesis next semester. We have allowed sufficient time in the semester for a student to revise & resubmit and for us to evaluate a revised prospectus. (Do keep in mind that this means you will read the revised prospectus this semester.)
Rarely given: Do not accept______(Explain below: Only the Director and Undergraduate Committee members will read these comments.)
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Undergraduate Honors Prospectus: Evaluator’s Recommendations for the Student
Name of Evaluator ______Date______
Title of the Prospective Thesis ______
1. I recommend this thesis and have these additional comments to offer: Strengths of the proposed project:
Weaknesses of the proposed project:
OR: 2. I judge that this prospectus does not yet suggest a project I can approve for a Senior Honors Thesis. My recommendations for revision are:
10-02-06
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Evaluation Form Department of English Master's Comprehensive Examination
Date ______
Evaluator's Signature ______Student Number ______
Score: Pass with Distinction
Pass ______
Low Pass ______
Fail ______
======A. Evaluation Criteria Score the following criteria from 1 to 8, in accordance with the following scale.
8-7 Excellent (exceeds expectations) 6-5 Good (meets expectations) 4-3 Acceptable (barely meets expectations) 0-2 Not Acceptable (does not meet expectations)
1. Demonstrates basic knowledge of the designated works. ______
2. Demonstrates basic knowledge of the historical importance of the designated works. ______
3. Demonstrates basic knowledge of genres and literary terms. ______
4. Demonstrates proficiency in critical analysis. ______
5. Demonstrates competence in writing, argumentation and style. ______
Continued on reverse.
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B. Comments (Note: Recommendations are required for Fail and Low pass scores.)
l. What are the strengths of the examination?
2. What are the weaknesses of the examination?
3. Recommendations
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Outcomes Assessment Form Department of English Master's Portfolio / Thesis
Date ______Candidate's Name ______Expected Graduation Date ______
Advisor ______Reader's Name: ______
Title of Paper / Thesis: ______
(Reader's Signature & Date) Complete other side for evaluation of portfolio paper / thesis.
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A. Evaluation Criteria Score the following criteria from 1 to 8, in accordance with the following scale.
8-7 Excellent (exceeds expectations) 6-5 Good (meets expectations) 0-2 Acceptable (barely meets expectations) 0-2 Not Acceptable (does not meet expectations)
1. Shows basic historical and critical knowledge that advances our understanding of the topic. ______
2. Demonstrates basic knowledge and historical understanding of primary works in field. ______
3. Demonstrates basic knowledge of theory and methods of criticism in field. ______
4. Demonstrates basic understanding of secondary and critical works in the field. ______
5. Shows ability to think critically. (Argument, Thesis, Purpose) ______
6. Shows proficiency in basic research. (Evidence, Support) ______
7. Shows ability to write clearly and imaginatively. (Organization, Style, Clarity) ______
B. Comments 1. What are the strengths of the paper / thesis?
2. What are the weaknesses of the paper / thesis?
Recommendations. *(Please explain and describe reasons for recommendation, or nature of revisions needed.)
Accept for the Degree ______with Distinction* ______
Accept for the Degree, with minor revisions* ______
Do not Accept for the Degree* ______
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Outcomes Assessment Form Department of English MFA Comprehensive Exam
Date ______
Candidate's Name ______
Evaluator' s Name and Signature
______
Score
Pass ______
Fail ______
Evaluation Criteria
1. Does the exam demonstrate knowledge and understanding of the literary tradition in the chosen genre? ______
2. Does the exam demonstrate knowledge of theory and craft of genre? ______
3. Does the exam demonstrate an ability to discuss the student’s own writing and process in an articulate and coherent form? ______
4. Does the exam demonstrate appropriate level of competence in writing (organization, style, clarity)? ______
Comments (Note: recommendations are required for Fail scores)
1. What are the strengths of the exam?
(continued on reverse)
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2. What are the weaknesses of the exam?
3. Recommendations?
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Outcomes Assessment Form Department of English MFA Dissertation
Date: ______
Candidate's Name: ______
Expected Graduation Date: ______
Dissertation Advisor: ______
Reader's Name: ______
Title of Dissertation: ______
______
______
______
______(Reader’s Signature and Date)
Complete other side for evaluation of dissertation
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A. Evaluation Criteria
5-6 Excellent.(exceeds expectations) 3-4 .Acceptable (adequately meets expectations) 0-2 Not acceptable (does not meet expectations)
This evaluation is based primarily on the dissertation, then on the preface and oraf defense.
The dissertation demonstrates:
originality in the genre(s) ______
a coherent structure overall, as well as in all components of the work (ie. individual stories/essays/chapters/poems) ______
competence in issues of style and craft ______
The preface demonstrates :
knowledge of the literary tradition ______
knowledge of theory and craft of genre ______
an ability to write clearly and coherently ______
The oral defense demonstrates the candidate's ability:
discuss his or her own work articulately ______
to place his or her own work in a literary tradition ______
B. Comments
What are the strengths of the dissertation?
What are the weaknesses of the dissertation?
Recommendations and suggested revision (please explain reasons for recommendation or nature of revision needed)
Accept for the Degree ______with Distinction ______Accept for the Degree with minor revisions ______Do not accept for the degree
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Evaluation Form Department of English Ph.D. Comprehensive Examination
Date ______
Candidate's Name ______Examination Area ______
Evaluators Name ______Score: Pass with Distinction ______Pass ______(Signature) Fail ______
A. Evaluation Criteria Score the following criteria from 1 to 8, in accordance with the following scale
8-7 Excellent (exceeds expectations) 6-5 Good (adequately meets expectations) 4-3 Acceptable (barely meets expectations) 0-2 Not Acceptable (does not meet expectations)
1. Demonstrates comprehensive knowledge of primary works in the field. ______
2. Demonstrates comprehensive understanding of the historical importance and influence of works in the field. ______
3. Demonstrates comprehensive understanding of secondary criticism and literary theory in the field. ______
4. Demonstrates appropriate level of analytical thinking and reasoning.
5. Demonstrates appropriate level of competence in writing, argumentation, and style. ______
Continued on reverse
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B. Comments (Note: recommendations are required for Fail scores)
1. What are the strengths of the examination?
2. What are the weaknesses of the examination?
3. Recommendations.
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Outcomes Assessment Form Department of English Doctoral Dissertation
Date______
Candidate’s Name ______Expected Graduation Date:______
Dissertation Advisor ______
Reader’s Name: ______
Tide of Dissertation: ______
______
______
______
______Reader's Signature & Date)
Complete other side for evaluation of dissertation.
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A. Evaluation Criteria Score the following criteria from I to 8, in accordance with the following scale.
8-7 Excellent (exceeds expectations) 6-5 Good (meets expectations) 4-3 Acceptable (bareIy meets expectations) 0-2 Not Acceptable (does not meet expectations)
1. Shows specialized historical and critical knowledge that advances our understanding of the topic. ______
2. Demonstrates comprehensive knowledge and historical understanding of primary works in field. ______
3. Demonstrates comprehensive knowledge of theory and methods of criticism in field. ______
4. Demonstrates comprehensive understanding of secondary and critical works in the field. ______
5. Shows ability to think critically. (Argument, Thesis, Purpose) ______
6. Shows proficiency in basic research. (Evidence, Support) ______
7. Shows ability to write clearly and imaginatively. (Organization, Style, Clarity) ______
B. Comments 1. What are the strengths of the dissertation?
2. What are the weaknesses of the dissertation?
3. Recommendations- (*please explain and describe reasons for recommendation, or nature of revisions needed.)
Accept for the Degree ______; with Distinction* ______Accept for the Degree, with minor revisions* ______Do Not Accept ______
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Appendix 4: Faculty and Resource Bases 1. Office Space
One reason emeriti have not been able to keep their offices in the last few years is that there are not enough offices for them. Tenure-stream faculty have individual offices. English provides office space for the Associate Chair of Graduate Studies, Graduate Advisor, the Associate Chair of Undergraduate Studies, and the Undergraduate/Freshman Advisor. Fulltime staff members have individual offices. One office serves the half-time administrative advisor to Taos Conference. Three-five TAs must share offices designed for a maximum of two desks. A former classroom (309) was taken over as a Math remedial office. A former video/film and classroom space was taken over for PTI offices (319).
The design of the Humanities Building limits the number of room for classroom use to one or two for the 2nd through the 5th floors. English is supposed to manage/schedule functions in its Media/Theater (Humanities 108), its second floor lounge and seminar room, and its third floor library. Because of shortage of classrooms across campus this year because of the renovation of Mitchell Hall classrooms, Scheduling officials informed departments that Scheduling will determine how to use Departmental classrooms, libraries, or conference rooms. Thus the English Department no longer controls who teaches in areas formerly designed at Department room. This Scheduling decision caused confusion in fall 2009 with other departments holding classes in rooms English had scheduled itself.
We have a large supplies and storage room that could be better used. Chair Gail Houston will request that it be renovated to be the Rudy Anaya classroom, which can also be used for lecturers, colloquia, and faculty meeting. When Mathematics and Statistics moves into its new building in 2012, English hopes to secure more classroom and office space in the Humanities Building, including, perhaps, getting back Humanities 309 (now a tutoring workspace) as a classroom. The Department has a small computer lab (Humanities 265) that has 10 computers and that can be used by graduate students and faculty. Most tenure-stream faculty have some access to computer in their offices; however, TAs have sporadic access to computer facilities. Many TAs bring their equipment for office work. The Computers On Wheels (COWS) program needs continual maintenance; however, the Department equipment budget does not cover these expenses adequately.
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Figure 9: Department Administrative Offices, 2nd Floor, Humanities Bldg.
VIDEO THEATER (HUM 108): This room is, normally, available for occasions when a faculty member wants to show a movie or for a faculty member to use for a semester-long course when that course includes film. However, Scheduling temporarily coordinates use of this room.
COMPUTER ROOM (HUM 265): The room is open for general use by English Department instructional staff and graduate students from 8-5, Monday through Friday. If you wish to use these computers at other hours or on the weekends, you may get your own key to the room.
DEPARTMENT LOUNGE (HUM 235): The Lounge should be used for special events (e.g., readings, lectures, receptions) of all kinds related to the business of any departmental group but not for regularly scheduled class meetings, student conferences, or seminars. However, given the limited office space for TAs,
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these junior faculty frequently hold student conferences in the Lounge when their officemates also have conferences.
DEPARTMENT CONFERENCE ROOM (HUM 231): The conference room, an area in the Chair’s office complex, is used for administrative meetings of any Departmental group.
DEPARTMENT LIBRARY (HUM 324): The Leon Howard Memorial Library serves as an Undergraduate Reading Room; it was previously staffed by members of Sigma Tau Delta. The open times will be posted the beginning of each semester. Before Scheduling took over all available teaching space, faculty could reserve the library for one-time events such as examinations, thesis/dissertation defenses, readings, and talks in the late afternoons, from roughly 3:00-5:00 pm Monday-Friday.
The library has four old computers that are seldom used; that space could be used better. The Department Library now is mainly used as a classroom. Books on display and videos in cabinets are not regularly used because the Department has no catalog for its holding and no method for checking out materials.
Again, before Scheduling mandated control of classrooms, English Department professors could use the Library as a classroom for a limited number of evening seminars of 18 people or fewer. Faculty who wanted to use the Library as a seminar room petitioned the Chair for semester- long approval.
4. Other related campus and regional facilities:
1. UNM-West Starting in 2006, the Governor, his associates, and then then-Board of Regents’ President instructed the UNM President and his Executive Vice Presidents to proceed with the creation of a full-service UNM campus in Rio Rancho. According to the University of New Mexico FY 2009- 2010 Base Budget Summary: College/Division: UNM-West at Rio Rancho, the University in FY 2009 • Completed a long-range master plan (land use) for the new UNM-West campus at Rio Rancho City Center; • Completed all required planning and design for the UNM-West campus Phase 1 building and began construction in March 2009; • Secured a commitment from the City of Rio Rancho for allocation of the ¼ cent higher education gross receipt tax (approved by voters in March 2008) to support construction of the Phase I building; • Began development of a strategic plan for the UNM-West campus, as well as a five-year financial plan; • Expanded the number of courses and sections of courses offered at UNM-West in cooperation with departments, schools, and colleges on the Main Campus;
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• Expanded duplicated enrollments at UNM-West from just over 500 in Fall 2008 to almost 800 in Spring 2009.
Section A 88 of the UNM Faculty Handbook states “If it is proposed to create a new unit located on or off the UNM Albuquerque campus, including new branches or education centers, or to make changes in an existing unit, approval of at least the UNM Faculty Senate and the Provost is required. Approval of the proposed action must be sought and obtained prior to initiating operation of a new unit, or making major changes in existing units. In no case is this to be construed as prohibiting an existing unit from experimenting with major changes prior to seeking approval of these on a continuing basis.” No such consultation or approval has happened to date.
Further the UNM President’s Work Plan for FY10, Goal #9: UNM Rio Rancho Campus, states among other goals for this project that the President’s FY10 Adelante Objectives include to “develop a comprehensive academic plan for the Rio Rancho Campus, including programs to be offered by UNM, UNM Health Sciences Center60, and College of New Mexico61.”
This use of state resources is particularly distressing especially in a time when we do not have enough faculty for main campus. Thus far, staffing any classes on the temporary campus has required English Department approval. However, the Department’s role in staffing and supervising the Westside English, as well as what commitment Main campus faculty must make to UNM-West, concerns faculty greatly.
2. The D. H. Lawrence Ranch The D. H. Lawrence Ranch in Taos, NM, was the summer home of the English novelist, D. H. Lawrence and his wife Frieda for about two years during the 1920s. The 160-acre property, originally named the Kiowa Ranch, was given to Frieda Lawrence by Mabel Dodge Luhan who used the property as part of the artists’ colony she established in Taos. Frieda Lawrence made it her home until her death in 1956; she bequeathed the property to the University of New Mexico.
Despite the fact that the Ranch is on the National Register of Historic Places and the New Mexico Register of Cultural Properties, the property and its cabins are in such disrepair that lists it as “unavailable until further notice.” The property has not been taken care of properly and, therefore, is generally unavailable for English to use as a site for conferences and meetings around this truly impressive and important writer. Why UNM does not live up to its responsibility is a mystery.
60 University of New Mexico Heath Sciences 61 [Community] College of New Mexico, formerly Albuquerque Technical-Vocational Institute
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5. Library Collections and related educational resources UNM has five libraries in its system: Centennial Science & Engineering, College of Education Library, Fine Arts & Design, Parish Memorial Business & Economics, and Zimmerman Social Sciences and Humanities Library. Zimmerman houses the Center for Southwest Research, a special collections library that holds many manuscripts and rare documents. UNM also boasts Inter-American Studies Libraries: CHIPOTLE (Chicano, Hispano, and Latino Studies), DILARES (Div./Latin Amer. & Iberian Research Services) and INLP (Indigenous Nations Library Program).
University of New Mexico U n iv er s ity L ib ra ries Collections & Services for English Language & Literature
Four libraries comprise the University Libraries (UL) of UNM: Centennial Science and Engineering Library, Fine Arts & Design Library, Parish Memorial Library (business and economics), and the Zimmerman (social science and humanities). The Law Library and Health Sciences Library and Informatics Center are administratively separate units.
The University of New Mexico is a member of the Association of Research Libraries (ARL), whose members are 113 of the largest research libraries in North American. In the most recent data compiled by ARL (2007-08), UNM is ranked 59 in the “Library Investment Index,” although only 84 in total library materials expenditures.
The UL holds over 2.26 million volumes. There are substantial collections in all areas of English language and literature. In literature, however, the greatest strengths of the collection are in Southwest, border, Chicano, and Native American authors. These strengths are also reflected in the rare book and manuscript collections of the Center for Southwest Research (the special collections unit of the Libraries). There is also a small collection of D.H. Lawrence manuscripts and photographs in the Center.
The UL subscribes to over 3,200 print journals and over 47,000 electronic journals. Of those print subscriptions, approximately 140 are designated for the English Department. Several hundred additional titles in literature and language are available to UNM through online collections like Project Muse, JSTOR, Academic Search Complete (Ebsco), Expanded Academic ASAP (Gale).
The Libraries provide access to a wide range of electronic resources, including reference tools, indexing and abstracting databases, ebooks and other full-text materials. These include large historic collections like Early English Books Online (EEB0) and the Early American Imprints digital collection based on the Evans and Shaw-Shoemakers bibliographies. The UL has not been able to come up with the finances to acquire the Eighteenth-Century Collections Online (ECCO).
The UL assigns a librarian as the Ambassador to the Department of English. This librarian works to develop the collection in accordance with department needs. The librarian also provides instructional assistance for library research in English courses and individual research
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consultations with faculty and students. a. Compiled by Steven R. Harris ([email protected])
Relevant electronic resources available at UNM
Indexing:
19th Century Masterfile (Poole's)
America: History and Life
Arts & Humanities Citation Index
Digital Dissertations and Theses
International Medieval Bibliography
MLA International Bibliography
WorldCat
Ebook:
ACLS Humanities E-Book (HEB)
Ebrary
NetLibrary
Full Text:
Academic Search Complete
African American Drama 1714-1915
African American Poetry - 1760-1900
African American Poetry - 20th Century
African Writers Series
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APS (American Periodical Series) Online
ARTstor
Black Studies Center
British Periodicals
Dictionary of Old English Corpus (DOEC)
Early American Imprints (Evans 1639-1800; Shaw-Shoemaker 1801-1819)
Early English Books Online (EEBO)
JSTOR
Middle English Compendium
Patrologia Latina
Periodicals Archive Online
Project MUSE
Proquest Historical Newspapers
Times (London) Digital Archive 1785-1985
Twentieth Century Drama
Reference:
Archives Finder
Columbia Granger's World of Poetry
Credo Reference
Gale Virtual Reference
Literary Reference Center
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Literature Criticism Online
Orlando: Women's Writing in the British Isles from the Beginnings to the Present
Oxford Dictionary of National Biography
Oxford English Dictionary Online
Print Journal Subscriptions:
African American review
American literary history
American literary realism, 1870-1910
American literature a journal of literary history, criticism and bibliography
Analog science fiction & fact
Antipodes: the publication of the American Association of Australian Literary Studies
Ariel : a review of international English literature
Arthuriana (Dallas, Tex.)
Blake
Cahiers victoriens & edouardiens
Canadian literature = Literature canadienne
CLA journal
Classical and modern literature
College composition and communication
College English
Composition studies/Freshman English news
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CR (East Lansing, Mich.)
Critique (Minneapolis, Minn.)
Dickens quarterly
Differences
Discourse (Berkeley, Calif.)
Early American literature
English (London, England)
English language notes
English literary renaissance
English literature in transition, 1880-1920
English today
ESQ: a journal of the American Renaissance
Essays and studies (English Association (Great Britain))
Foundation
Gender & history
Gothic studies
Granta
Humor (Berlin, Germany);"Humor"
Issues in writing
James Joyce quarterly
Journal of basic writing
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Journal of business and technical communication : JBTC
Journal of narrative theory : JNT
Journal of popular culture
Journal of teaching writing / sponsored by Indiana University-Purdue University at Indianapolis
Language, variation, and change
Legacy (Amherst, Mass.)
Locus (Cambridge, Mass.)
Milton quarterly
Modern language quarterly
Modern philology
Mystery readers journal : the journal of Mystery Readers International
Mystics quarterly (Iowa City, Iowa)
Neophilologus
New England review (Middlebury, Vt.) Nineteenth century prose
Nineteenth-century literature
Norton critical edition
Notes and queries
Old English newsletter
Oral history
Paideuma (Orono, Me.)
Parnassus : poetry in review
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Philological quarterly
PMLA
Poe studies : Dark romanticism : History, Theory, Interpretation
Pre/Text
Prose studies
Representations (Berkeley, Calif.);"Representations"
Resources for American literary study
Restoration and 18th century theatre research
Restoration: studies in English literary culture, 1660-1700
Review of contemporary fiction
Rhetoric review
Rhetoric Society quarterly
Rhetorica
Rocky mountain review
Romanticism
Science-fiction studies
South Asian review (South Asian Literary Association (U.S.))
South Dakota review
Studies in 20th & 21st century literature
Studies in American fiction
Studies in American humor
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Studies in philology
Studies in the novel
Studies: an Irish quarterly review of letters, philosophy & science
Technical communication
Technical communication quarterly
Textual practice
The American poetry review
The Byron journal
The Chaucer review
The D. H. Lawrence review
The Dickensian
The English journal (Chicago, Ill.);"English journal"
The Faulkner journal
The Gissing journal
The Hemingway review
The Journal of the Midwest Modern Language Association : MMLA
The Kenyon review
The Mark Twain journal
The Missouri review
The Modern language journal
The Modern language review
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The Pater newsletter
The Review of English studies
The Wordsworth circle
The yearbook of English studies
The Yearbook of Langland studies
The Year's work in English studies
Theory into practice
To wit : official newsletter of the American Humor Studies Association
Twentieth century literature
Victorian literature and culture
Victorian poetry
Victorian studies
Walt Whitman quarterly review
West coast line
Western American literature
Windsor review : a journal of the arts
Women and language : WL
Women's writing : the Elizabethan to Victorian period
The English Department has the Leon Howard Memorial Library in Humanities 324. The library probably has in excess of 3,000 books, proceedings, and documents—most donated by faculty or their families; no complete catalog exists for the Department’s holdings, but every donation is noted with a memorial label in the donated item. For the past several years, this library has been staffed by members of Sigma Tau Delta. However, STD’s commitments have curtailed its participation in this project.
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6. Computing and Technology Resources The English Department has a small computer lab (with 10 computers) on the second floor of the Humanities Building. Initiated by a graduate-student project, the Department has been able to replace many of the original computers with more contemporary machines and software. The lab is open to faculty and graduate students; however, undergraduate students frequently find their way into the space.
The lab has no fulltime or designated manager, and the Department has two half-time employees who contribute to the computing needs of faculty, staff, and graduate students. Megan Von Ackerman (.5 staff) maintains website (for development, recruitment, information purposes). In addition to her web development duties, Von Ackerman works with the Department’s accounting and budgetary databases. Thus despite the numerous databases that the Department could benefit from (e.g., databases for graduate records, undergraduate records, majors/minors), Von Ackerman does not have time in her schedule to create these documents. Further, Von Ackerman is now in the graduate Rhetoric & Writing Program and works only 35 hours. The Department also shares a technical/IT/media expert, Robert Castillo. Again, Castillo is half-time and spends much of his time repairing Department equipment as well as equipment in the College of Arts & Sciences.
7. Revenue Generated and Received by the Unit FY 2008
1. Revenue
Revenue generated and received by the unit comes primarily through the ARTS & SCIENCES College and the monies it receives in Instruction & General funds. These revenues largely cover the Department’s expenses for salaries and operating costs. Unlike our colleagues in the sciences, English does not depend heavily on grant money for either faculty salaries, TAs support, or other costs incurred during the academic year such as telephones, paper, copy machines; refreshments for conference presentations, speakers’ receptions, study groups; and co-payments to other departments for shared guest speakers.
Funding Sources: Operations Chair’s Discretionary Fund for Research/Travel $ 3,000 Chair’s Discretionary Fund (departmental) 11,789 Course Fees (Freshman Engl, Creative Writing for paper, supplies, etc.) 31,744 Salaries faculty/staff/TA 3,621,832 Operations 79,000 Research 48,000 Russo 58,531
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The Department did garner some external funding for 2008-2009: NEH Fellowship for Carmen Nocentelli (Newberry Library): $ 40,000 Research Project & Travel (RPT) 2,000 EGSA 3,000
Table 28: Carry-over Balances from AY 2008-2009
Other Funding of Department Programs Balance as of June 2009 Academy for T & C $ 1,427.00 American Literary Realism 3,799.00 ALS 449.92 Blue Mesa Review 6,425.00 Civil Rights Symposium 869.00 Creative Writing 536.00 English Course Fees 12,169.00 English Chair’s Fund: Travel/Expenses 2,733.00 I & G Salary Index <13,173.06>62 Chair’s Discretionary Fund63 7,413.00 English Operating Funds 23,866.00 English Textbook 10,611.00 Freshman English 4,491.00 FE/Professional Writing 398.00 Futhermore Funding 792.00 Graduate Program 1,067.00 London Study Program 17,966.00 Medieval 1,157.00 Operating Budget 44,659.00 Sigma Tau Honor Society 572.00 Southwest Symposium 1,097.00 UNM-Taos Summer Writers Program 16,393.00 Russo Trust for Creative Writing 58,531.00 Taos Writers Conf 96,516.00 Teacher Exchange Program 1,416.00 Undergraduate Program .63 Women Writers Conf 18.00
62 The College of Arts & Sciences reported to English that the net balance on the salary index as of 30 June 2009 was $136,340. However, later A&S processed all the “closing entries” for the fiscal year and reported the negative balance listed in Table 27. 63 A non-endowed spending account that consists of general donations to the English Department, this funding is currently in support of the Peter Seeger Project under David Dunaway's direction.
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Each year the Department provides awards to graduate and undergraduate students. Most of these awards were originally endowment with the hope that the revenues from the endowments would continue the awards.
Table 29: Department Awards and Account Balances
Departmental Awards Account Balance American Academy of Poets Award (UG and G) Bank of America Award in Professional Writing $ 2,400 Buchanan-Arms Award $ 7,167 Carl Grabo Memorial Dissertation Award $10,590 English Reading $ 33 Everett Award (G) Graduate Student Service Award Katherine Mather Simms Prize $739 Dale and Ivan Melada Scholarship in Professional Writing D.H. Lawrence Fiction Award (UG and G) $ 1,180 George Arms Award $ 1,025 Hillerman McGarrity Endowed Scholarship $ 1,807 Howard Dean Everett (UG) Joseph P. Zavadil Award (UG) Katherine Gratton Simons (every other year) (UG) $ 739 Mauna Ke $ 1,500 Mary M. McDonald Scholarship (UG) $ 2,354 New Mexico Folklore Prize $ 1,985 Patrick Gallacher Endowment $ 311 Reba Beidelman $ 2,576 Rudolfo Anaya Scholarship $14,575 Lena M. Todd Memorial Prize In Creative Writing (UG) $ 1,371 Ximenes Scholarship $ 7,893
Outside funding sources
• Student Research Allocations Committee (SRAC) grant • Specialized Travel (ST) grant • Graduate Research and Development (GRD) grant • OGS Research Project and Travel grant • MLA graduate student travel grant • Department of English Research Project and Travel grant • Medieval Studies Travel, Research, and Study Award
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2. Current and Projected Costs
The primary costs in the Department are salaries for all levels of teachers and operating costs (e.g., telephones, paper, copy machines; refreshments for conference presentations, speakers’ receptions, study groups; and co-payments to other departments for shared guest speakers).
Table 30: Department Salaries
Salaries Tenure-line faculty $2,101,403 Administrative/Support Staff 237,190 English TA 885,393 Temporary/Incidental 10,740 PTI 704,638
Total $3,939, 364
The TA Budget finances 29.5 FTE64, which means 59 TAs in English with .5 contracts. An additional 14 TAs from other departments teach in our programs, financed by the Arts & Sciences college budget (see part time instruction below).
Part-Time Instruction Budget pays for 100+ sections of core writing courses and 14 A&S TAs. Most PTIs receive $3,000/section; more qualified adjuncts and emeriti receive $4,000/section.
Table 31: Operating Expenses Overview
Operating Expenses Office supplies $ 7950 Postage 6100 Miscellaneous Telephones 21,564
Faculty Expense Accounts: $48,000 Table 32: Faculty Expense Overview
Travel—faculty @ $1350/faculty member Travel—lecturers @ $600/lecturer SACs $23,000
64 FTE is the University’s abbreviation for Full Time Equivalent. The Faculty Handbook defines FTE as “Faculty "teaching" assignments are measured in "load units" as defined and calculated in accordance with the University's load formula. . . . ‘Instructional faculty FTE’ measures the percentage of time charged to an instructional budget.” Policy C110, Teaching Assignments.
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Of the $48,000 English receives from Arts & Sciences for faculty expenses, approximately $28,000 is earmarked for faculty travel. These funds come from the Arts & Sciences Office Supplies General account and are divided into annual amounts of $1350 for tenure-track faculty and $600 for lecturers. The Department also awards internal administrators variable amounts in Special Administrative Components (SACs) for serving as Associate Chairs for Graduate Studies, Undergraduate Studies, and Core Writing as well as the Directors for Creative Writing, Rhetoric and Writing, Professional Writing and Internships, and First Year Writing.
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Appendix 6: University of New Mexico Core Curriculum
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English 292-293: World Literatures I and II65 Historical and Cultural Context. To situate key authors and literary works from the earliest literatures of Sumeria to about 1650 (Engl 292) and from about 1650 to the present (Engl 293) within their historical and cultural contexts and compare those works to those from other cultural traditions and other historical eras in terms of genre, style, and content or theme (NM Higher Education Department Area V Core Competencies 2 and 3);
Literary Analysis. To analyze, interpret, and compare literary texts from different historical and cultural traditions in several short essays using critical terms of literary analysis and responding to questions about genre, style, and content or theme (NM HED Area I Core Competency 1; Area V Core Competency 1);
Universality and Difference. To recognize and evaluate how some literary works reflect historical, national, cultural, and ethnic differences, even as they invoke shared human experiences that may relate to readers and the world today (NM Higher Education Department Area V Core Competencies 3 and 4);
Proficient Essay Writing. To write with increasing proficiency critical essays characterized by original and insightful theses, supported by logically integrated and sound subordinate ideas, appropriate and pertinent evidence, and good sentence structure, diction, grammar, punctuation, and spelling (NM HED Area I Core Competencies 2 and 3; Area V Core Competencies 1 and 5;
Historical and Cultural Context. To situate key authors and literary works from the earliest literatures of Sumeria to about 1650 (Engl 292) and from about 1650 to the present (Engl 293) within their historical and cultural contexts and compare those works to those from other cultural traditions and other historical eras in terms of genre, style, and content or theme (NM HED Area V Core Competencies 2 and 3);
Literary Analysis. To analyze, interpret, and compare literary texts from different historical and cultural traditions in several short essays using critical terms of literary analysis and responding to questions about genre, style, and content or theme (NM Higher Education Department Area I Core Competency 1; Area V Core Competency 1);
Universality and Difference. To recognize and evaluate how some literary works reflect historical, national, cultural, and ethnic differences, even as they invoke shared human experiences that may relate to readers and the world today (NM HED Area V Core Competencies 3 and 4);
Proficient Essay Writing. To write with increasing proficiency critical essays characterized by original and insightful theses, supported by logically integrated and sound subordinate ideas,
65 http://www.unm.edu/~assess/SupportingFiles/English%20292%206-23-08.pdf
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appropriate and pertinent evidence, and good sentence structure, diction, grammar, punctuation, and spelling (NM HED Area I Core Competencies 2 and 3; Area V Core Competencies 1 and 5.
References
2008-2009 Common Data Set. 2009. University of New Mexico, Office of Institutional Research. 8 September 2009
Bloom, Benjamin S., et al. Taxonomy of Educational Objectives: Handbook I: Cognitive Domain. New York: David McKay, 1956.
English Department Self Study 1988-1995. English Department. February 1996.
Hauenstein, A. Dean. A Conceptual Framework for Educational Objectives: A Holistic Approach to Traditional Taxonomies. Lanham, MD: University Press of America, 1998.
Lookup and Listings. 2009. Carnegie Foundation for the Advancement of Teaching. 6 September 2009
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