Department of English Language and Literature Self Study for Academic Program Review January 2010 (Compiled by Gail Turley Houston and LynnDianne Beene) Academic Program Review, 2004-2009 Page i 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 Academic Program Review, 2004-2009 Page ii 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 Academic Program Review, 2004-2009 Page iii Academic Program Review, 2004-2009 Page iv 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 Academic Program Review, 2004-2009 Page v 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 Academic Program Review, 2004-2009 Page vi 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 Academic Program Review, 2004-2009 Page vii 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%)