Review of the English Programs of the University of Maine at Presque Isle September, 2011 1 Contents I. Introduction 3 II. English Program Self-Study 4 1. Program Description 4 2. Assessment of Progress Since Previous Review 6 3. Program Resources 8 4. Faculty Quality and Research 14 III. English Program Developments 15 IV. Numerical Measures 16 Appendix A: Program of Basic Studies Task Force Report 22 Appendix B: Offerings and Enrollments, Fall 2004-2011 46 Appendix C: Full-Time Faculty Curriculum Vitae 68 2 I. Introduction This Program Review reports significant, systemic changes in the English program and its concentrations at the University of Maine at Presque Isle. As we survey the students we serve, the faculty who serve them, and the future direction of our program, we recognize both challenges and opportunities. We affirm our campus role as a regional state university and its responsibility to offer educational opportunity to the students of northern Maine. However, we also recognize our need to develop programs and delivery modalities capable of reaching students well beyond our region, particularly in the form of online and hybrid offerings. The English majors we serve continue to evolve in their constituencies. For instance, twelve years ago, at the time of our previous Program Review, Education students comprised the majority of all English majors. As of Spring 2011, of our 69 majors, less than half are now Education majors, with significant growth in concentrations in Writing (14), Professional Communication and Journalism (8), and fully online students. This indicates both an increase in overall majors (the highest number of majors in any given year indicated in our previews report was 66, with an average of 52) as well as a crucial growth of non-Education majors due to expanded program concentrations. We believe we have responded to student needs flexibly and responsively, by developing new courses and concentrations, even following administrative decisions to downsize the program by one faculty member while responsibilities to the General Education Curriculum have increased. The faculty serving these students continues to evolve. Of our six full-time faculty, four are tenured (two full professors [the second as of Fall 2011], one associate professor, and a tenured lecturer), with two assistant professors hired in the past three years, only one of whom is tenure- track. We represent a wide range of theoretical and pedagogical positions, continuing to work toward a balance between programmatic stability and innovation. Our faculty serves on nearly every crucial campus committee (including Curriculum, Academic Standards, and the General Education Task Force), and one member currently serves as Chair of the College of Arts and Sciences. Since the previous Program Review of April 1999, the English faculty has overseen the following major revisions in its curriculum: I. Development of a completely online iteration of the English major; II. Development of a Professional Communication and Journalism concentration (including several new courses and a relisting of existing courses under the PCJ prefix); III. Development of a Film Studies Concentration; IV. Major revisions to the Writing Concentration; 3 V. Development of a Professional Communication A.A. degree and minor with interdisciplinary connections; VI. Institution of a “common core” of English courses in all of the above named concentrations; As a result, the English major has shown significant growth in the annual number of majors served, increases in general English/PCJ course enrollments, a gradual increase in the number of students graduated, and improving retention/persistence rates. II. Program Description a. Mission Statement The English program includes introductory writing and reading courses; surveys of English, American, and world literature; courses in historical periods, form and genre, language and theory, writing and special topics; courses in film and screenwriting; and courses in professional communication and journalism . The student who majors in English can prepare for a career in teaching, for graduate study in the arts and humanities, or for the professions. Others desiring the rewards that come to adults who read and write well are advised to take several English courses at the 200-level and above. Learning Outcomes (revised Spring 2012): Make connections among the various concentrations in the English program; Write effectively and creatively in multiple venues; Demonstrate familiarity with the manner in which written and visual texts are produced; Select from and evaluate a wide range of resources appropriate to their textual, oral, or visual projects; Evaluate and synthesize new information and ideas into a variety of projects. b. Curricular Options The English, B.A., offers concentrations in Writing, Professional Communication and Journalism, Film Studies, as well as a general degree in English; provides a complete curriculum in English for the Secondary Education-English, B.S., and 30 hours of content coursework in the Elementary Education-English concentration, B.S. It also supports a Professional Communication, A.A. and minors in English, Film Studies, Professional Communication, Philosophy, and Humanities. Specific concentrations are detailed in Section 3. c. General Education Curriculum (GEC) Role 4 The English program provides a number of courses essential to the GEC, both within multiple categories and as “Writing Intensive” courses required of all Arts and Sciences graduates. Specific courses are as follows: Writing Concentration and Literacy: ENG 100, 101 and ENG 121 (quondam ENG 201) Diversity and Global Issues courses: ENG 259, ENG 376 Humanities and Fine Arts (course in literary writing/analysis/philosophy): ART/ENG 116, ENG 151, ENG 211, PHI 151, PHI 152 In addition, all upper-division ENG and PCJ courses provide Writing Intensive credit. d. Professional Program Curricular Role The English Program provides 39 credit hours for the content area of Secondary Education- English, B.S. and 30 credit hours toward Elementary Education-English concentration. Secondary Education-English: Eng 240 Medieval and Early Modern Literatures/Cultures 3 Eng 241 Enlightenment and Anglo-American Lit/Cultures 3 Eng 242 Modern/Contemporary Anglo-American Lit/Cultures 3 Eng 259 Contemporary World Literature * 3 Eng 367 Topics in Shakespeare * 3 Eng/Phi388 Literary Theory and Critical Practice 3 Eng 391 Studies in the English Language 3 Select Eng 211 Introduction to Creative Writing OR Pcj 212 Journalism: News Reporting and Writing 3 Select 15 credits of upper level (300-400) English electives Elementary Education-English concentration: Eng 259 Contemporary World Lit 3 Eng 391 Studies in English Language 3 Select two of the following literature survey courses for a total of six credit hours: Eng 240 Medieval and Early Modern Literatures and Cultures Eng 241 Enlightenment and the Rise of Anglo-American Literatures and Cultures Eng 242 Modern and Contemporary Anglo-American Literatures and Cultures 6 Select Eng 211 Introduction to Creative Writing OR Pcj 212 Journalism: News Reporting and Writing 3 Complete 15 credit hours of upper level English electives (300 and 400 level courses) 15 5 The Professional Communication and Journalism (PCJ) courses provide the majority of coursework toward the interdisciplinary Professional Communication, A.A. degree (see above), as well as the following specific coursework for individual professional programs: PCJ 215 Business Communication is required of Business Administration, Criminal Justice, and Recreation/Leisure Services majors. PCJ 180, PCJ 215, PCJ 315, PCJ 493 are required for the Professional Communication Minor, with PCJ 212, PCJ 316, PCJ 317, and PCJ 318 as additional options. 2. Assessment of Progress Since Previous Program Review The following assessment is based upon the recommendations from the most recent external review of the English program made by Dr. Lynn Z. Bloom, Professor of English and Aetna Chair of Writing, University of Connecticut, in 1999. Dr. Bloom’s report included 16 major recommendations, each summarized below in italics, followed by a narrative response/assessment. 1. Hire another writing specialist to fill the vacancy caused by a recent resignation. Dr. Deborah Hodgkins was hired for this purpose (although approximately 25% of her teaching includes American literature), thus meeting this recommendation. However, Dr. Hodgkins is the only writing specialist currently on staff, with the exception of Karen McCosker, who was moved into a full-time role in English instruction, and has expertise in developmental coursework. Thus, the department remains below the recommended capacity of the 1999 report. 2. Replace current writing sequence. The old writing sequence of Eng 101, 102, and 213 was replaced by ENG 101 (College Composition) and ENG 201 (Advanced Composition), thus removing literary analysis from the sequence. In addition, all majors in Arts and Sciences require an upper level “writing intensive” course for graduation. A new category in the GEC was subsequently constituted, which includes literary analysis coursework (ENG 151, ENG 201, etc.) 3. Reinstate the campus-wide Writing Center and appoint a half-time Director. The Writing Center was indeed established after the external review, under the direction of Dr. Hodgkins, and has grown substantially over the past decade, now serving the Houlton Center as well as Presque Isle students and with plans to expand online.