english department annual report for 2014, written may 2015 · 2015. 8. 4. · classes are new),...

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English Department Annual Report for 2014, written May 2015

Part 1: GOALS FOR THE PREVIOUS YEAR AND PROGRESS MADE ON THOSE GOALS

a. Implement and address new General Education offerings. All fourteen English classes in

the new General Education program are offered in fall 2014. We need to track the

student need for these classes and begin our department’s assessment efforts. Up to

four of these classes will be volunteered for the CGEIP pilot assessment, beginning fall

2014.

b. Strengthen department recruitment and retention efforts at all levels. The new English

Major (and Minor) Welcome Event in September 2014 was a great success. We need

to create other such “bonding” and advisement opportunities for English students with

our academic program area faculty and students.

c. Continue to increase student access in important ways (for example, Professional

Writing degrees being completely available online, expand Dual Credit programs where

possible and try to hold our own against cutthroat competition by Drury and OTC) and

push all our academic programs towards the possibility for students to complete

degrees either through evening or online classes—also push for online versions of our

General Education classes.

d. Gain permission for and conduct needed search(es) in TESOL/Linguistics (all three

faculty members retiring soon, two in May, 2015)—explore creating a Diversity Hire.

e. Create the Ozarks Center for Engaged and Scholarly Writing (building on the success of

the Ozarks Writing Project and increasing its visibility at, and interaction with, MSU, the

community, and the region.

Goal a.: Implement and address new General Education offerings.

Actions

Taken

All fourteen General Education classes offered and filled at as great a

rate as before or greater than earlier Gen. Ed. Offerings; (three of the

classes are new), ENG296, Introduction to Linguistics, was dropped

from Gen. Ed., but enrollment stayed steady.

CGEIP didn’t offer pilot assessment opportunities in 2014

Outcomes

Foundation courses (Writing I and II; ENG 110, 210, 221, 310, and 321)

stayed steady.

Creative Writing remained very strong for Fall ‘14, Spring and Fall ’15.

ENG 203, Creative Writing: Poetry, gained from six sections Fall ’14

and Spring ’15 to seven sections in Fall ’15.

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ENG 205, Creative Writing: Nonfiction gained from three sections in

Fall ’14 to four sections in Spring and Fall ’15.

ENG 215, Creative Writing: Short Story, stayed steady at 14 sections

each semester.

Literature (ENG 200, Great Books and Instant Classics; ENG 282,

Literature by Women; and ENG 289, Literature, Culture, and Conflict)

improved both in average enrollment and in number of sections in

Spring ’14 (three sections, one with only eight enrolled) to four

sections with high enrollment (up to 35) each semester for Fall ’14,

Spring ’15, and Fall ’15.

Folklore, a new Gen. Ed. class, had one full section for Fall ’14, Spring

’15, and Fall ’15.

Public Affairs Classes

ENG 201, Public Issues in Popular Culture, filled one section each

semester for Fall ’14, Spring ’15, and Fall ’15.

ENG 222, Writing for Social Change, filled two sections in Fall ’14 and

Spring ’15, and three sections in Fall ’15.

Analysis

Winning the vote in the Faculty Senate in late Spring 2014 to allow

the 3-class-limit per course code to exclude Foundation courses

allowed students across campus to take English General Education

courses.

English either re-designed or created its courses to fit the goals of the

new Gen. Ed. program and to appeal to the needs and tastes of today’s

students. The most obvious example is the way Literature renamed its

courses, for example, ENG 200 changed from Introduction to Literature

to Great Books and Instant Classics.

Next Steps The 14 English Gen. Ed. MSU Classes will help recruit, retain, and

educate students, as well as increase English majors in the future.

Enrollment management is key, as is maintaining adequate available

teachers for these classes.

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Goal b.: Strengthen department recruitment and retention efforts at all levels.

Actions

Taken

COAL recruitment efforts involving English (recruitment trips to

Metropolitan Community College in Kansas City and St. Charles

Community College in St. Louis) will pay dividends for English in the

future. Prior to the trip, we had only one student enrolled in English

from MCC, and Jacqueline Gray, English Department Head of St.

Charles Community College, has expressed special interest in sending

us students and feels our department would be a good fit for their

students.

The English Department’s New Student Welcome expanded to

include not only new students, but all English majors and minors and all

students interested in English, making this event a recruitment event,

as well as a retention event.

Public Relations for the English Department has improved drastically

lately by leaps and bounds, (through the University’s, College’s, and the

Department’s, websites) and all of the new banners and cards

developed in coordination with the COAL Office. This should boost

recruitment.

English Department events are now being highlighted more

effectively to prospective students, events such as the Moon City

Reading Series, the Society for Technical Communication Annual

Region 4 meeting for students and teachers, and the Ozarks Writing

Project’s on-campus Student Writing Workshop (for middle schools

and higher-level elementary school students)

More faculty and undergraduate and graduate students are

becoming effectively involved in traditional recruiting events such as

the Majors Fair and the Fall, Spring, and Summer MSU Showcases for

prospective students and their parents. Additionally, we’re trying more

innovative approaches, such as Graduate Director Matt Calihman’s

participating in online information sessions with prospective graduate

students.

Outcomes

Recruitment and retention initiatives this year can only be judged by

enrollment improvement in future years.

Analysis

The English Department has never put forth such a vigorous and

comprehensive recruitment effort. It is designed to “pay off” in more

students who will receive a better education.

Next Steps The academic areas in the English Department have been changing

their curriculum radically in each program area (Literature, Creative

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Writing, Technical and Professional Writing, English Education,

Teaching English to Speakers of Other Languages [TESOL], and

Composition and Rhetoric) at both the graduate and undergraduate

levels to attract and retain more students and to make them more

professionally successful.

Goal c.: Continue to increase student access in important ways

Actions

Taken

Online classes for Technical and Professional Writing undergraduate

and graduate majors have increased dramatically every year, closing in,

very soon, on totally online programs.

Every summer, online class offerings increase dramatically.

Outcomes

For summer 2015, 27 of 39 sections offered are internet sections

(that is 69%!)

Every semester, internet classes increase. In Fall 2014, we offered

23 sections and for Fall 2015 we will offer 29 sections (a 26% increase!)

Analysis

More and more students want to take online classes from the English

Department.

Increasingly, English Department programs and faculty are

developing the ability to teach needed classes online (often classes that

won’t make, for example General Education classes in the summer,

make when they are offered online)

Next Steps Expand utilizing talented online teachers who couldn’t teach seated

classes in Springfield (especially in Technical and Professional Writing,

but also Creative Writing.)

Continue to develop programs and courses that can be taught online

and the faculty who can teach them effectively.

Continue to offer more evening classes (progress is being made here)

Continue to offer more blended classes (this is a relatively new

phenomenon in the English Department)

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Goal d.: Conduct needed faculty searches in TESOL/Linguistics and

Explore creating a diversity hire

Actions

Taken

Since only one faculty member in this area retired, Professor Michael

Ellis, a Linguistics Specialist, the search was reframed as a

Linguistic/TESOL search. Dr. Andrea Hellman, a specialist in both areas,

was targeted in a Dual Career Assistance search.

The planned possible diversity hire in Technical and Professional

Writing has not yet materialized.

Outcomes

Dr. Andrea Hellman was successfully hired in Spring 2015.

Analysis

Dr. Hellman should be an extraordinary asset to the department in

the future, both in covering needed Linguistic classes, but also in

helping the TESOL area, and the new master’s of Applied Second

Language Acquisition, grow substantially in the future.

Next Steps The English Department, with the Department of Modern and

Classical Languages, is coordinating and planning ways for both the

TESOL and MASLA programs to accommodate more students.

Goal e.: Create the Center for English and Scholarly Writing

Actions

Taken

Although no specific actions were taken to form this official

University Center, a monumental action was taken in late spring 2015

to incorporate the Greater Kansas City Writing Project as a satellite of

the Ozarks Writing Project.

Outcomes

The great connections the GKCP has with 450 regional schools have

now become great connections with MSU!

Analysis

The formal agreement with the GKCWP opens the door to dramatic

statewide expansion and leadership in the area of mentoring of

training teachers to better teach writing in the region and the state.

Next steps Katie Kline, the Director of the GKCWP, now works for MSU. Among

many benefits, the Graduate Certificate in Teaching Writing can now

become a certificate featured in the English Department at MSU.

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Part 2: DEPARTMENTAL ASSESSMENT IN DASHBOARD REPORT AREAS

a. ENROLLMENT MANAGEMENT:

1. Major Headcount (Including 1st and 2nd majors)

Academic Period Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Total by ROWS

College Dept Program

Headcount Headcount Headcount Headcount Headcount Headcount

Value Value Value Value Value Value

Arts & Letters English 603 573 540 571 573 2,860

CRWT-BA 161 152 130 131 121 695

ENGE-BSED 158 161 140 163 143 765

ENGL-MA 59 72 67 56 79 333

ENGL-MA-E 0 0 0 6 2 8

IDEN-BS 0 0 1 1 2 4

LITR-BA 93 75 72 70 62 372

OZST-GRCT 3 2 2 1 0 8

PRWR-BA 11 8 9 12 12 52

PRWR-BA-PRE 12 12 6 5 10 45

PRWR-BS 35 33 27 42 39 176

PRWR-BS-E 0 0 0 4 0 4

PRWR-BS-PE 0 0 0 2 1 3

PRWR-BS-PRE 30 26 42 28 43 169

PRWR-BS-PX 0 0 0 0 1 1

SEEN-MSED 5 2 10 7 11 35

TSOL-GRCT 14 14 11 15 17 71

WRIT-MA 22 16 23 27 27 115

WRIT-MA-E 0 0 0 1 1 2

WRTA-MA 0 0 0 0 2 2

Total by COLUMNS 603 573 540 571 573 2,860

The number of English Majors has remained relatively steady in recent years, yet

increased by nearly 6.11% from academic year 2012 to academic year 2014.

Creative Writing and Literature are down in enrollments; this will be improved

significantly if we can establish a B.S. in English soon (with both of these tracks).

English Education is down for the moment, but should rebound, given cycles in the

past.

Professional Writing B.A. and B.S. majors are our largest growth areas with a hefty

19.3% growth since 2010.

The MA in Writing students have increased by 36.3% since 2010, and the MA in

English students have increased by 37.2%, showing that our graduate offerings are

a great growth area in English.

Graduate Certificate students in TESOL have increased 21.4% since 2010.

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We have been working hard to recruit, maintain, and mentor majors with such events as the First-

of-the-School-Year Welcome for New English Majors. Also we have been developing strategies to

assure high-quality advising by our faculty (requiring Master Advisor Status to advise, focusing on

advising during faculty annual evaluation reviews, etc.).

2. Total SCH Production

Calendar Year 2010 2011 2012 2013 2014 Total by ROWS

Department UG/GR

Credit Hours Credit Hours Credit Hours Credit Hours Credit Hours Credit Hours


English 27,826 28,271 28,453 29,229 29,155 142,934

UG 26,147 26,643 26,732 27,231 27,143 .133,896

GR 1,679 1,628 1,721 1,998 2,012 9,038

Total by COLUMNS 27,826 28,271 28,453 29,229 29,155 142,934

Overall, the Student Credit Hours have increased almost 3% since 2010.

Undergraduate SCH have increased slightly, but our graduate program Student Credit

Hours have skyrocketed by nearly 20%.

In January 2010 Ginger Hendrickson left the university, and in May 2010 Clark Closser, Tim

Hadley, Carolyn Hembree, and Brian Shawver left the university. During the same year, we

hired Jen Murvin, Lanya Lamouria, and Shannon Wooden, which resulted in a net loss of

ten 3 credit-hour classes with approx. 22 students per class=660 SCH. Tim Hadley in

Technical and Professional Writing and Brian Shawver in Creative Writing have been

replaced, but not the other two.

2011 and 2012 SCH in the Tenured/Tenure Track Faculty group dropped due to Adele

Newson-Horst’s resignation and Jean Stringam’s retirement. This would account for

approximately 198 SCH in 2011 and 396 SCH in 2012.

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3. Degrees Conferred

Fiscal Year FY2010 FY2011 FY2012 FY2013 FY2014 Total by ROWS

Degree Program

Headcount Headcount Headcount Headcount Headcount Headcount


BA 51 66 62 47 50 276

CRWT-BA 21 29 36 24 26 136

LITR-BA 26 29 19 21 21 116

PRWR-BA 4 8 7 2 3 24

BS 19 23 27 16 26 111

IDEN-BS 0 0 0 0 1 1

PRWR-BS 19 23 27 13 21 103

PRWR-BS-E 0 0 0 3 4 7

BSED ENGE-BSED 23 27 32 33 26 141

GRCT TSOL-GRCT 10 4 4 4 11 33

MA 27 25 30 25 38 145

ENGL-MA 18 13 18 19 22 90

ENGL-MA-E 0 0 0 1 4 5

WRIT-MA 9 12 12 4 11 48

WRIT-MA-E 0 0 0 1 1 2

MSED SEEN-MSED 7 3 3 2 3 18

Total by COLUMNS 137 148 158 127 154 724

Overall, our BA degrees conferred have decreased by 1.9% in the last 5 years. But, the

BS degrees have increased by 36.8% (reversing earlier losses due mostly to Professional

Writing’s tightening their program admission requirements).

English Education has fluctuated since 2009, ending with an increase of 13.04% since

2010. High graduation rates in 2012 and 2013 help explain lower enrollment numbers

in 2014.

Literature graduates have decreased by 19.2% in the last 5 years. However, Creative

Writing students are half Literature students, given their required courses; and English

Education students are mostly Literature students. Revisions in the General Education

classes designed to appeal to today’s students will increase enrollment in Literature.

Creative Writing degrees conferred have increased by 23.8%.

Professional Writing had losses in 2010, 2012, and 2013 in both the BA and the BS

programs (due mostly to Professional Writing’s tightening their program admission

requirements), but, as planned, enrollment have rebounded significantly, increasing

21.73%.

The Master’s Programs have had an increase of 40.74% in degrees conferred.

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4. Summer SCH Production


Term Course Number Instructional Format

Credit Hours Credit Hours Credit Hours Credit Hours Credit Hours Credit Hours


Summer 1,611 1,743 1,836 1,767 1,650 8,607

100 Traditional 138 117 129 117 99 600

110 108 222 228 186 180 924

Internet 48 111 96 54 54 363

Traditional 60 111 132 132 126 561

200 51 57 57 54 66 285

Evening/Weekend 0 0 0 0 0 0

Internet 51 57 57 54 66 285

203 141 150 147 105 105 648


Internet 108 111 147 105 105 576

Traditional 33 39 0 0 0 72

205 48 63 57 120 81 369


Internet 48 63 57 120 81 369

Off Campus 0 0 0 0 0 0


210 126 171 204 207 180 888


Internet 60 114 204 207 180 765


215 114 117 168 120 99 618


Internet 114 117 168 120 51 570


221 222 276 228 279 279 1,284

Internet 126 219 228 279 279 1,131


225 Internet 0 0 0 0 15 15

230 Off Campus 0 0 0 0 0 0

235 Evening/Weekend 0 0 0 0 0 0

287 Off Campus 0 0 6 0 0 6


312 0 81 0 0 0 81



321 108 111 177 213 219 828

Internet 63 111 177 213 219 783


330 0 0 0 0 0 0



334 Traditional 0 30 0 0 0 30

338 Traditional 39 0 0 0 0 39

340 0 51 0 45 0 96




341 63 0 51 0 33 147

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Traditional 63 0 51 0 33 147

350 84 0 66 0 60 210


Internet 0 0 0 0 60 60


351 0 36 0 51 0 87



366 Traditional 0 0 0 0 0 0


380 0 0 0 75 0 75

Internet 0 0 0 75 0 75


390 0 0 0 0 0 0



491 Traditional 0 63 0 0 0 63

508 Off Campus 0 0 0 0 0 0


536 Traditional 0 0 0 0 12 12

558 0 3 0 0 0 3





600 0 0 0 0 0 0




635 0 0 0 0 0 0




699 Off Campus 0 0 0 0 0 0



597 Off Campus 0 0 0 0 0 0


354 Off Campus 0 0 15 0 0 15


494 Traditional 42 0 0 0 0 42

533 Traditional 0 0 21 0 0 21



546 Off Campus 0 0 0 0 0 0

541 Traditional 36 0 45 0 6 87

548 0 0 0 0 0 0




575 21 24 0 30 33 108

Internet 0 0 0 30 33 63


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629 Internet 0 0 0 0 15 15


758 33 0 51 0 0 84



725 Traditional 87 6 63 0 45 201

641 Traditional 24 0 36 0 36 96

726 Traditional 21 30 0 0 0 51

730 Traditional 105 99 78 120 33 435


636 Traditional 0 0 0 0 21 21

684 Internet 0 0 0 6 33 39

Total by COLUMNS 1,611 1,743 1,836 1,767 1,650 8,607

In 2010, over half our summer classes were not taught online. In 2014, more than two-

thirds of our classes were taught online.

ENG 200, 203, 205, 210, 215, 221, and 321 have been offered almost exclusively online

the past few years with excellent enrollment. In fact, the SCH for these online General

Education classes is almost two-thirds of the enrollment for the summer in 2015.

Overall, the growth of student credit hours since 2010 for summer has been almost

flat, with higher enrollments in 2011, 2012, and 2013. From looking at this class by

class, the problem seems to be a temporary lack of online teachers for the classes we

know will make. Already for summer 2015, (with more than two weeks before school

starts) we have 1,875 SCH, roughly 200 more than in summer 2014.

I have expanded the chart to include the Instructional Format. Since we have been focused on

expanding the internet, blended, and evening delivery modes, you can see the distinct outcome in

the chart above. It is not recommended to offer our developmental course, ENG 100, in anything

other than the traditional seated class, since a more “hands on” approach yields better results.

However, we have offered a few online options for ENG 110 and have had success with those

courses, although that format works much better for Writing II than Writing I.

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b. ACCESS: Traditional vs. Alternative Delivery methods

1. English Production by Instructional Format:


Department Instructional Format

Credit Hours

Credit Hours

Credit Hours

Credit Hours

Credit Hours Credit Hours


English 27,826 28,271 28,453 29,229 29,155 142,934

Arranged 267 448 479 563 488 2,245

Blended 54 222 609 492 105 1,482

Dual Credit 2,559 2,559 2,919 3,246 3,346 14,629

Evening/Weekend 2,904 3,791 3,068 3,514 3,235 16,512

Interactive Video 390 207 284 210 189 1,280

Internet 1,740 2,265 2,820 3,231 3,666 13,722

Intersession 46 68 38 37 33 222

Media/Telecourse/CD 249 0 120 90 102 561

Off Campus 466 231 285 302 219 1,503

Traditional 19,151 18,480 17,831 17,544 17,772 90,778

Total by COLUMNS 27,826 28,271 28,453 29,229 29,155 142,934

Since 2010, the SCH of our internet offerings have increased by 110.6% .

Both the blended and evening courses have seen increases in SCH, with evening SCH up

11.39% since 2010. We are slowly eliminating our ITV and Telecourse offerings, due to

lack of demand and will likely replace them with online offerings.

The SCH for traditional delivery classes has decreased in part due to the increased

online summer offerings, but some of our Springfield students have also drifted to

online classes for convenience or because the seated classes are full. Also, many

students busy with work or family obligations need the access afforded by online

classes. Also, the talent pool of our adjunct faculty is increased, for example, by

Technical Writing professionals who live around the country.

Dual Credit has had a 30.75% (our all-time high enrollment in this area is for 2014)

increase in the last 5 years, but that isn’t the whole story. There was a sharp drop in

2010 when we lost our Dual Credit Coordinator, Carolyn Hembree. Suzi Jordan worked

part-time as the temporary Dual Credit Coordinator until 2012, when she was hired full-

time. She has been tirelessly promoting our program and building it back up, which is

confirmed by the numbers. In 2012 the Dual Credit SCH increased by 14.07% and in

2013 they increased by an additional 11.20 %.

Including the summer offerings previously mentioned, we have promoted online, blended, and

evening course delivery every semester, and given credit to faculty on our annual evaluation

form for increasing student access in these ways.

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c. STUDENT SUCCESS:

1. Retention Data

i. First Fall to Second Fall Retention Rates—for 1st Time New in College Freshman:

First Fall to Second Fall Retention

Fall of Year English COAL MSU

2013 73.47% 75.71% 75.22%

2012 75.00% 73.70% 75.25%

2011 67.57% 78.92% 75.35%

2010 91.67% 78.17% 75.43%

2009 79.49% 74.19% 73.50%

We see similar rates as COAL and MSU.

This is somewhat misleading, because the numbers of Freshmen in English have

typically been relatively low. We tend to gain majors later.

ii. Total Retention Rates by Department

Academic Period Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013

Department Sem1

Program Sem1

1st Sem Count

Count Retained

% Retained

1st Sem Count

Count Retained

% Retained

1st Sem Count

Count Retained

% Retained

1st Sem Count

Count Retained

% Retained

1st Sem Count

Count Retained

% Retained

Value Value Value Value Value Value Value Value Value Value Value Value Value Value Value

English 545 329 81.65 573 360 85.17 536 331 83.21 509 310 81.93 546 326 84.07

CRWT-BA 141 96 80.85 153 105 85.62 140 85 80.00 124 82 81.45 124 77 83.87

ENGE-BSED 154 103 81.17 157 110 86.62 160 111 88.75 139 89 86.33 162 111 86.42

ENGL-MA 51 26 76.47 57 33 84.21 68 39 79.41 64 27 73.44 54 37 90.74

ENGL-MA-E 0 0 0.00 0 0 0.00 0 0 0.00 0 0 0.00 6 2 83.33

IDEN-BS 0 0 0.00 0 0 0.00 0 0 0.00 1 1 100.00 1 0 100.00

LITR-BA 85 44 85.88 87 52 85.06 72 44 84.72 66 42 84.85 66 30 72.73

OZST-GRCT 0 0 0.00 1 0 0.00 1 1 100.00 1 0 0.00 0 0 0.00

PRWR-BA 7 3 100.00 9 4 100.00 6 1 100.00 8 6 100.00 11 8 90.91

PRWR-BA-PRE 6 6 100.00 9 8 88.89 11 9 90.91 4 1 25.00 5 5 100.00

PRWR-BS 41 23 100.00 35 8 85.71 29 12 96.55 25 10 96.00 42 15 90.48

PRWR-BS-E 0 0 0.00 0 0 0.00 0 0 0.00 0 0 0.00 4 0 100.00

PRWR-BS-PE 0 0 0.00 0 0 0.00 0 0 0.00 0 0 0.00 2 0 0.00

PRWR-BS-PRE 17 9 52.94 28 26 92.86 26 20 76.92 41 33 82.93 27 24 96.30

SEEN-MSED 11 3 90.91 5 1 80.00 2 2 100.00 10 4 60.00 7 3 85.71

TSOL-GRCT 10 5 50.00 10 4 50.00 6 2 33.33 5 3 80.00 9 3 33.33

WRIT-MA 22 11 72.73 22 9 77.27 15 5 53.33 21 12 71.43 25 11 76.00

WRIT-MA-E 0 0 0.00 0 0 0.00 0 0 0.00 0 0 0.00 1 0 100.00

Total by COLUMNS 545 329 81.65 573 360 85.17 536 331 83.21 509 310 81.93 546 326 84.07

Obviously, once students become English majors (typically beyond first-

semester Freshmen), the retention rates are significantly higher.

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iii. Freshmen Fall to Fall Retention Rates by Department

Academic Period Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013

Department Sem1

Program Sem1

Student Class Sem1

1st Sem Count

Count Retained

% Retained

1st Sem Count

Count Retained

% Retained

1st Sem Count

Count Retained

% Retained

1st Sem Count

Count Retained

% Retained

1st Sem Count

Count Retained

% Retained


English 51 35 68.63 64 53 82.81 55 40 72.73 44 28 63.64 65 45 69.23

CRWT-BA Freshman 19 14 73.68 23 21 91.30 16 10 62.50 17 12 70.59 15 10 66.67

ENGE-BSED Freshman 21 14 66.67 19 13 68.42 23 17 73.91 17 7 41.18 33 23 69.70

LITR-BA Freshman 3 0 0.00 13 11 84.62 7 7 100.00 4 3 75.00 8 5 62.50

PRWR-BA Freshman 0 0 0.00 0 0 0.00 0 0 0.00 1 1 100.00 1 1 100.00

PRWR-BA-PRE Freshman 3 3 100.00 2 1 50.00 3 2 66.67 0 0 0.00 2 2 100.00

PRWR-BS Freshman 0 0 0.00 0 0 0.00 0 0 0.00 0 0 0.00 1 1 100.00

PRWR-BS-PE Freshman 0 0 0.00 0 0 0.00 0 0 0.00 0 0 0.00 1 0 0.00

PRWR-BS-PRE Freshman 5 4 80.00 7 7 100.00 6 4 66.67 5 5 100.00 4 3 75.00

Total by COLUMNS 51 35 68.63 64 53 82.81 55 40 72.73 44 28 63.64 65 45 69.23

This is somewhat misleading because the numbers of Freshmen in English

have typically been relatively low. We tend to gain majors later.

2. MAPP Scores

Fiscal Year

English Average

Proficiency Score

COAL Average

Proficiency Score

National 80%

National 50%

2013 459.39 453.06 466 446

2012 463.35 453.90 464 444

2011 460.27 453.43 464 444

2010 462.98 453.53 464 443

Our students consistently maintain high proficiency nearing the national

target 80% rate.

3. Other student success assessment data or indicators

On the Praxis test taken by our English Education majors in 2013, 100% of the 22 students

taking the test passed! The passing score was 158. The median score for those students in

our department taking the test was 178. This test is no longer offered.

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d. RESOURCES & PRODUCTIVITY:

1. Sections by Size/SCH/Faculty Class, etc., by Department

Calendar Year 2010 2011 2012 2013 2014

Department Faculty Group

Section Count

Avg Section Size SCH

Section Count


Section Count


Section Count


Section Count



English 378 21.78 27826 386 21.75 28271 384 21.82 2845

3 399 21.09 29229 429 19.50 29155

Tenured/Tenure Eligible 152 22.61 10934 139 22.86 10090 125 23.39 9313 131 22.10 9459 151 19.54 9468

Other Regular Faculty 88 21.78 5675 95 21.60 6115 90 21.88 5856 95 21.67 6103 102 19.38 5898

Supplemental Faculty 30 19.57 1779 43 19.33 2493 62 19.58 3642 71 19.25 4101 67 18.46 3843

Graduate Assistants 107 21.26 6825 102 21.36 6573 106 21.32 6654 102 20.52 6279 109 20.17 6597

Other 0 0.00 2565 6 23.33 2949 0 0.00 2949 0 0.00 3267 0 0.00 3349

Academic Administrators 1 16.00 48 1 17.00 51 1 13.00 39 0 0.00 20 0 0.00 0

Total by COLUMNS 378 21.78 27826 386 21.75 28271 384 21.82 2845

3 399 21.09 29229 429 19.50 29155

Most of the English Department classes are writing classes, which are capped at 22

students in seated classes and 20 students in online classes. Our average section size is

nearly 22 students every semester, with the exception of Supplemental Faculty, who have

a high percentage of online classes. This lowers the average class size since they are

capped at 20. All our other classes are writing intensive classes, as well.

Most of our undergraduate Literature classes have higher caps of 30 or 40 students, and

these are taught by our Tenured/Tenure-Track faculty. This tends to offset large numbers

of lower-populated graduate classes.

The Department has a strict policy of not overloading Graduate Assistant classes, since they

have an equal load of classes that they take as well as their teaching assignment. Not all

Graduate Assistants teach two courses, but virtually all teach one course, and the large

majority teach two.

Overall, the departmental section size and SCH is very close to our targeted class cap.

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2. Delaware Data: DEPT SCH/DEL SCH

Fall 2008 2009 2010 2011 2012

Department Delaware Faculty Group

MSU SCH/ DEL SCH

MSU SCH/ DEL SCH

MSU SCH/ DEL SCH

MSU SCH/ DEL SCH

MSU SCH/ DEL SCH

Value Value Value Value Value

English a) Tenured/Tenure-Track Faculty 97.0 98.4 108.8 103.1 92.7

b) Other Regular Faculty 99.2 107.0 106.5 112.1 110.0

c) Supplemental Faculty 103.5 100.0 99.6 98.1 110.6

d) Graduate Assistants 77.1 80.6 79.6 75.8 80.1

e) All Faculty Combined 92.6 96.3 99.1 101.9 100.9

2011 Lanya Lamouria was on unpaid leave.

Fall 2011-Spring 2012 Keri Franklin had a 1-course buyout to be the Provost Fellow for

Writing.

Fall 2012 Jane Hoogestraat and Margaret Weaver had sabbaticals.

Lanette Cadle was on sabbatical Spring 2013, Yili Shi was on sabbatical Fall 2013, Linda

Moser was on sabbatical Spring and Fall 2013.

Each semester Matt Calihman and Ken Gillam have reassigned time for Graduate

Director/Composition Director, and Kris Sutliff has reassigned time for being Assistant

Department Head.

The GA’s percentage is extremely low, which skews the total. This seems unfair since our

GA’s teach far more than other departments on campus both in overall SCH and typically in

terms of percentage of GA’s teaching and percentage of GA’s teaching two sections. Only

two departments in COAL have higher ratios in this area than English—and COAL GA’s

teach at a much higher rate than typical GA’s at MSU. Virtually all of our GA’s teach one

class per semester, and most do teach two sections. Our GA’s for the “Master Teacher”

sections teach 22 students per section but aren’t the “instructor of record” for these

students. These things result in a lower student credit-hour ratio.

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3. MSU SCH/DEL SCH COST

Education in the English Department at MSU is both high-quality instruction and a huge

bargain, as these numbers illustrate.

In 2011 when Professor Adele Newson-Horst resigned and we hired Instructor Sara Burge,

the net result was a $61,000 salary savings. In 2012 when Professor Jean Stringam retired

and we had no new hire, the savings was over $50,000.

The much-needed hires of Mike Czyzniejewski and Angela Kohnen in 2013 and Cathie

English and Rhonda Stanton in 2014 has increased the cost ratio slightly, but there’s a huge

gain in the quality of instruction.

Our low instructional cost is directly attributable to our efficiency and use of Graduate

Assistants (especially), Per Course Faculty, and Dual Credit Faculty. In 2014, Gas, Per

Course Faculty, and Dual Credit Faculty taught 47.46% of our student credit hours. They

are wonderfully supervised (which hurts our Tenure/Tenure-Track faculty ratio), and their

students are taught well.

e. RESEARCH & SCHOLARSHIP

Year 2010 2011 2012 2013 2014

Department Contribution Type

#Contributions #Contributions #Contributions #Contributions #Contributions

Value Value Value Value Value

English 27 26 16 43 40

Book 10 6 2 4 4

Book Chapter 7 6 1 8 7

Journal Article 10 14 13 31 29

Total by COLUMNS 27 26 16 43 40

When examining the 2010 and 2011 entries, there are several books that were edited by our

faculty as part of Moon City Press that may have been duplicated (editors submitting the same

book separately). Since then the edited items have been included under layout and design. I have

also noticed that several books have appeared on multiple years in the Books section (after it has

been submitted and until it is actually published).

Fiscal_Year 2010 2011 2012 2013

College_Desc Department_Desc Area

MSU_SCH_DEL_AVG MSU_SCH_DEL_AVG MSU_SCH_DEL_AVG MSU_SCH_DEL_AVG

Value Value Value Value

Arts and Letters English English 79.52 78.53 76.65 82.04

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In 2014 we published four books, seven book chapters published, also with

numerous books and book chapters submitted, and had twenty-nine book

chapters accepted.

Also in 2014, we had twenty-nine journal articles published, with numerous

articles accepted and submitted. There were numerous other

submissions/publications in the Poetry, Short Fiction, Non-Fiction, Book Review

columns, as well.

Overall, our department has a stellar record of publication as illustrated by Digital

Measures.

f. PROGRAM/CURRICULUM ENHANCEMENT

The following revised General Education courses were approved for the new General

Education Program and all offered in Fall ’14, Spring ’15, and a majority were offered in

Summer ’15 as well:

ENG 110 Writing I

ENG 200 Great Books and Instant Classics

ENG 203 Creative Writing: Poetry

ENG 205 Creative Writing: Nonfiction

ENG 210 Writing II

ENG 215 Creative Writing: Short Story

ENG 221 Writing II: Writing for the Professions

ENG 310 Writing II: Writing for Graduate and Professional Schools

ENG 321 Writing II: Beginning Technical Writing

ENG 380 changed to ENG 282 Literature by Women

The following courses were deleted from the General Education Program:

ENG 287 Lifestages in Literature (replaced by ENG 289)

ENG 296 Introduction to Linguistics (retained its enrollment as a non-Gen. Ed

course in 2014-2015)

The following existing non-General Education course was revised and added to the

General Education Program:

ENG 283 Folklore & Cultural Engagement

The following new courses were added to the General Education Program:

ENG 201 Public Issues in Popular Culture

ENG 222 Writing for Social Change

ENG 289 Literature, Culture and Conflict

In addition to the Revised General Education courses being offered, the following course

and program changes have been approved:

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New Courses:

ENG 305 Creative Writing: Nonfiction

ENG 305 Creative Writing: Recurring Topic: Memoir

ENG 305 Creative Writing: Recurring Topic: Narrative Nonfiction

ENG 575 Topics in Professional Writing

ENG 701 Graduate Fiction Workshop

ENG 707 Graduate Poetry Workshop

ENG 732 Issues and Trends in English Education

Course Changes:

ENG 301 Seminar in English Studies and Public Affairs

ENG 500 Advanced Writing: Nonfiction

ENG 551/651 Preparation for Literary Publication

ENG 604 Advanced Writing Nonfiction

Program Changes:

MSEd Secondary Education English

MA Writing (2X)

MA English

BA in English/Literature Option

BA in English/Creative Writing

BA, BFA, BS Creative Writing Minor

Academic Rules Change: “Excluding the Foundations Area” students may count no more

than 3 classes with the same course code toward the General Education requirement.

The following Curricular Proposals are in the curricular process:

Program Changes:

MA in English

Creative Writing Minor (ENG 339 Writing for Children and Young Adults added as an

option)

Creative Writing Major (ENG 339 Writing for Children and Young Adults added as an

option)

Course Changes:

ENG 609 Creative Writing Project

New Courses:

Graphic Narrative (offered cooperatively with a new parallel Art course)

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During the General Education revision process, the Faculty Senate voted to limit students

to only taking three courses from one course code to fulfill their General Education

requirements. The department’s curricular proposal to limit the students to only taking

three courses from one course code in the Breadth of Knowledge area excluding the

Foundations area (in which students are required to take Writing I and Writing II—English

has the only Writing I course on campus, and roughly 95% of the students on campus take

an English Writing II class). This proposal passed both CGEIP and the Faculty Senate by a

wide margin!

Due to the new Adobe “Cloud” method of selling their product, we have had to revise the

way that we offer technology in our Professional and Technical Writing Classes. We have

successfully added program fees to specific classes in this program area.

We sent a teacher to the “2+2” program with OTC in Lebanon, starting in fall 2014 in ENG

321, Writing II: Beginning Technical Writing, although the enrollment didn’t make. We have

prepared a four-course rotation over four semesters to offer in Professional and Technical

Writing at the OTC Table Rock (Hollister) campus (the first student enrolled on May 28,

2015).

g. PUBLIC AFFAIRS: REPRESENTATIVE INITIATIVES AND ACTIVITIES

The most important change this year is offering two new Gen. Ed. classes in the “Public

Affairs” area. ENG 201, Public Issues in Popular Culture and ENG 222, Writing for Social

Change. English offers two of the ten Gen Ed Public Affairs classes offered at MSU.

Most of our classes have Public Affairs components. In our recent Capstone Program

Changes we indicated that English Education uses ENG 432 and 433 as the courses that

satisfy the 3-hour Public Affairs Capstone Experience. Creative Writing and Literature

students take the 3 credit-hour ENG 301 course and many of the students in Creative

Writing classes and majors work with the After School Program students at the Springfield

Boys and Girls Clubs with their creative writing. Professional Writing Majors will need to

take one 3 credit-hour course of from ENG 421, 422, or 574. Many of the Technical Writing

Majors do their internships with regional non-profit organizations and write projects at

every level that include collaboration with community partners.

PART 3: Program assessment (data, analysis of the data, adjustments on the basis of data) and PART 4: NARRATIVE ASSESSMENT (based on data)

In terms of assessment data collected and changes made as a result of that data, English

Education is easily at leader in this area. They are always collecting data and completing

detailed assessment reports that run many dozens of pages. All of our programs do such

assessment, to the best of their abilities, and make changes to benefit students as a result.

Literature, recently, is the champion in our department, along with Professional Writing,

of collectively reading student work, and making changes to their classes, as a result. With

this said, monumental changes have been made in virtually all our academic programs,

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changes that follow the faculty in those programs assessing the greatest student needs in

those programs and designing curriculum to address those needs. Pages 14-16 in this

report, Program Curriculum Enhancement, chronicle those changes. The department

Program Review Consultant’s visit and report in spring 2012 was the catalyst that led our

academic programs to dramatically re-assess their programs.

More than any department on campus, the English department revised its

General Education offerings to fit the new General Education Program. Seventy

percent of the new General Education classes on campus weren’t revised,

whereas all English offerings were revised or new. The English Department

systematically revised ten of its previous General Education classes, dropped

two of its previous General Education classes, and added four new General

Education classes. These revisions are paying off in terms of new student

interest and more student enrollment in 2014-2015.

In 2013, the English Department deleted five courses, all in the Literature area,

streamlining its offerings, a needed balance to our adding new classes.

The three course changes for the year reflect important program changes the

year earlier (prompted by Program Review) being refined.

o ENG 551/651, Preparation for Literary Publication was changed to

Literary Publication, to emphasize the business side of the publication

business, as well as helping students get their work published. It took a

long time to develop this course, and it’s absolutely central to the

program. Student gains in terms of publishing success are remarkable,

and the success rate of the students publishing their work is extremely

high.

o Changes to ENG 604, Advanced Writing, Nonfiction, prepare for the

growth in the graduate area that Creative Writing is experiencing.

o ENG 301, Seminar in English Studies and Public Affairs, became the

official Public Affairs Capstone course for the Literature and Creative

Writing Programs.

The new courses reflect important changes in the English Education degree, the

Technical and Professional Writing undergraduate degrees, and the Creative

Writing graduate degree.

o ENG 732, Issues and Trends in English Education illustrates the

broadening fields of English Studies that high school teachers in English

must be aware of.

o ENG 575 shows a similar diversified growth in the field of Technical and

Professional Writing.

o The addition of ENG 701, Graduate Fiction Workshop, and ENG 707,

Graduate Poetry Workshop, illustrates the Creative Writing program’s

move to professionalize the degree.

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The five official program changes, one new program, one campus-wide Gen. Ed.

guideline change, and curricular proposals still in the curricular process also

reflect the “sea change” in the great majority of our academic programs!

o The change in the M.A. in Writing affects both the Professional Writing

and Composition and Rhetoric Tracks. They share less in common now,

but are much closer to creating the “ideal” programs for their students.

o The program changes to the Creative Writing B.A. and Minor were to

accommodate new courses and more advanced courses in the growth

areas of Graphic Narrative, Creative Nonfiction, and Writing for Children

and Young Adults.

o The academic rules change in General Education gives students more

access to diverse classes and allows English Gen. Ed. classes the

opportunity to thrive and boost student interest in English majors and

minors.

The most sweeping changes were (are being) made at both the undergraduate levels of

Professional Writing and English Education. But substantial changes were (are being) made

at the undergraduate and graduate levels of Creative Writing and TESOL (Teaching English

As a Second Language), and at the graduate level of the Professional Writing and

Composition and Rhetoric programs.

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PART 5: DEPARTMENT GOALS FOR NEXT YEAR

Goals for Upcoming Year

a. Organize and maximize future plans for TESOL/Linguistics. With the hire of

Andrea Hellman, an internationally respected expert in this area, and with the

approval of the new Masters of Applied Second Language Acquisition, the “sky

is the limit” in terms of potential growth. We can draw more students

regionally, nationally, and internationally, and hires in Modern and Classical

Language could potentially teach numerous classes for English, as we plan the

future and share teaching resources together.

b. Organize and maximize future plans for English Education at both the

undergraduate and graduate levels. Danielle Lillge, a nationally respected expert

in English Education, has just been hired as Director of English Education, which

allows for the department’s largest program to grow further and increase its

excellent reputation as the largest and best English Education program in the

state.

c. Organize and maximize plans for Technical and Professional Writing and

Creative Writing as staffing changes occur. The retirement of Senior Instructor

Richard Neumann in May 2016 or 2017, and the possibility of a diversity hire in

Technical and Professional Writing, open up opportunities for the department,

as have a significant and carefully calculated curricular changes at all levels in

both programs.

d. Strengthen department recruitment and retention efforts at all levels. The new

English Major (and Minor) Welcome Event in September 2014 and 2015 has

been a great success. We need to create other such “bonding” and advisement

opportunities for English students with our academic program area faculty and

students. The new banners and PR cards coordinated through COAL symbolize a

new energy for recruiting in the department.

e. Continue to increase student access in important ways (for example,

Professional Writing degrees being completely available online, expand Dual

Credit programs where possible and try to hold our own against cutthroat

competition by Drury and OTC) and push all our academic programs towards

the possibility for students to complete degrees either through evening or

online classes—also push for online versions of our General Education classes

and many more online classes in our other academic programs.

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PART 6: APPENDIX A

Staffing Plan for Next Three Years

Three hires in TESOL (Teaching English As a Second Language)/Linguistics in the next 3-4

years

o Andrea Hellman was hired in Spring 2015 (to begin teaching in fall 2015) to replace

Linguistics professor Michael Ellis. In addition to covering essential classes he

taught, her high level of expertise will be invaluable for the department as it plans

growth in the TESOL area for the future.

o Tina Biava is scheduled to retire in May 2016 (official resignation letter needed to

trigger search), and a search will be needed to replace her.

o Also, Yili Shi is scheduled to retire in May 2018 or 2019, and a search the following

fall will be needed to replace her.

o TESOL would be a growth area even if we hadn’t just added an ESL minor (used

across campus, for example, virtually all Global Studies majors and many Business

students) and the new M.A. in Applied Second Language Acquisition (with Modern

and Classical Languages—with tracks in English, Spanish, and French).

Diversity hire may be possible in Professional Writing in the next few years, to replace

Professor Kris Sutliff, scheduled to retire within the next few years.

English Education will have a fantastic new director, Danielle Lillge (just hired) for fall 2015.

English Education is a growth area both in the undergraduate and graduate areas—and

there is huge and important grant activity connected with that area. However, with two

ranked faculty hired the last two years, as well as a staff Student Teacher Supervisor, the

extra help will probably be hired by grant money and/or experienced adjuncts in the field

(perhaps newly retired public school teachers).

Senior Instructor Richard Neuman, an invaluable component of the Creative Writing

program will retire either in May 2016 or 2017, with a search needed to replace him the

following fall.

Creative Writing is a large program (at both the undergraduate and graduate levels). It is

not growing at the moment at the undergraduate area, but generally is holding its own,

while there is some growth at the graduate level. New curricular offerings (Creative Non-

fiction, Graphic Narrative, and Writing for Children and Young Adults) should bring in new

students. The “master teacher” plan the department uses for its 200-level classes ( a

master teacher teaching a double-sized class, while teaching graduate teaching assistants

to cover half the class each in break-out section) could possibly facilitate the upgrade of a

Senior Instructor position to a ranked faculty position.

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PART 7: APPENDIX B

DEPARTMENT ACCOMPLISHMENTS AND HIGHLIGHTS

Fourteen new Gen. Ed. Classes offered for first time Fall 2014:

ENG 110, Writing I

ENG 200, Great Books and Instant Classics

ENG 201, Public Issues in Popular Culture

ENG 203, Creative Writing: Poetry

ENG 205, Creative Writing: Nonfiction

ENG 210, Writing II: Writing Across the Disciplines

ENG 215, Creative Writing: Short Story

ENG 221, Writing II: Writing for the Professions

ENG 222, Writing for Social Change

ENG 282, Literature by Women

ENG 283, Folklore and Cultural Engagement

ENG 289, Literature, Culture, and Conflict

ENG 310, Writing II: Writing for Graduate and Professional Schools

ENG 321, Writing II: Beginning Professional Writing

Important new graduate program offered jointly with the Modern and Classical Languages

Department, Master of Applied Second Language Acquisition with tracks in TESOL, Spanish,

and French.

Many new classes developed (as noted before) such as ENG 216: Graphic Narrative II

(offered jointly with the equivalent ART class) and graduate-only classes for Creative

Writing graduate students.

New Tenure, Promotion, and Annual Appointment Guidelines, closely vetted by the

Provost’s Office, approved.

Moon City Press Reading Series

September 26: Debra Kang Dean, winner of the Moon City Poetry Chapbook competition

for Fugitive Blues. Also the author of the three collections Back to Back, News of Home,

and Precipitates.

October 17: Michael Nye, Managing Editor of The Missouri Review and author of the story

collection Strategies Against Extinction. Part of the Missouri Author Series.

November 21: Student Invitational

Jason Brown (Fiction)

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Shane Page (Fiction)

Cassandra West (Fiction)

Jenn Jones (Nonfiction)

Elizabeth Alphonse (Poetry)

Sun Jones (Poetry)

January 23: Jane Hoogestraat, reading from her debut collection of poems, Border States,

winner of the John Ciardi Prize, given by BkMK Press.

March 6: Trudy Lewis, author of the Moon City Press novel The Empire Rolls, the first book

in MCP's Missouri Authors Series.

April 17: Ed Madden is a poet. His most recent book is Nest, but he is also the author of the

collections Prodigal: Variations and Signals.

May 1: Student Invitational

Mariah Bohanon (nonfiction)

Joel Coltharp (fiction)

Allyson Dale (poetry)

Ryan Hubble (fiction)

Nicholas Penton (fiction)

Jordan Ryan (nonfiction)

Alex Webster (poetry)

Society of Technical Communications Regional Conference

March 20, 2015 Workshop for Teachers of Technical Writing

Developing report and correspondence cases for technical communication courses

Elizabeth Tebeaux * Professor of English * Texas A&M University

Teaching project management skills

Sandi Harner * Senior Professor of Technical Communication * Cedarville University

Visual design in global contexts: strategies for visual communication across culture

Kirk St. Amant * Professor of Technical and Professional Communication of International

Studies

Behavior change and the professional writer

Jamie Conklin * Associate Professor * Concordia University

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Using the introductory tech comm class to help students explore writing careers

Nick Carrington * Instructor of Professional Writing & Information Design

Aligning forward pedagogy through backward course design

Zach Carnagey * Online Instructional Designer * Indiana University

Where do we go from here? – Trends in the profession

Round table discussion

March 21, 2015 13th Annual STC Regional Student Conference

The value of history for technical communication

Elizabeth Tebeaux * Professor of English * Texas A&M University

Applying rhetorical principles to visuals

Sandi Harner * Senior Professor of Technical Communication * Cedarville University

Working in social media: beyond tweets, likes, and hashtags

Fawn Rechkemmer * Freelance Writer & Social Media Consultant * Springfield, MO

Process mapping and procedural documentation strategies

Erik Renth * Training & Compliance Coordinator * FreightCar, Chicago IL

Content strategy as a new field for technical and professional writers

Nick Carrington * Instructor of Professional Writing & Information Design

Making connections in the corporate world

Matt Frauenhoffer *Senior Manager of Research & Innovation Communication *Express

Scripts, St. Louis, MO

You are more powerful than you think: broadening the context for technical writing

Jamie Conklin * Associate Professor * Concordia University

Taking the medical global: an introduction to health and medical communication in global

contexts

Kirk St. Amant * Professor of Technical and Professional Communications & of International

Studies

So a technical writer and an instructional writer walk into a bar…

Zach Carnagey * Online Instructional Designer * Indiana University

Undergraduate Literary Conference

4/17/2015 First Annual Undergraduate Literary Conference (organized by the Literature

Program) held for two days.

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05/08/2015 Youth Writing Camp, Ozarks Writing Project, regional 4th grade students attend

a one-day session in which they are given tips for better writing.

05/08/2015 English Department Awards Reception-Scholarship Awards and Faculty Awards

given. Donors and members of the English Advisory Council invited as well as the

recipients.

FACULTY ACCOMPLISHMENTS

Honors, Grants, and Awards

James Baumlin Served as state representative (with Tom Peters) of the Missouri Center for

the Book (MCB) at the 14th Annual National Book Festival of the Library of Congress,

August 2014. Baumlin is currently vice president of the MCB state affiliate of the U.S.

Library of Congress

Matthew Cahliman Co-organizer of the 2015 MELUS Conference/Ralph Ellison Centennial

Symposium (Oklahoma City, March 2015)

Joel Chaston Has been elected to the Board of Directors for the International Children’s

Literature Association

Cathie English $20,000 grant for the Ozarks Writing Project

Rachel Gholson Organized the Vampire Conference April 2015

Jane Hoogestraat Won the John Ciardi Award for Border States (A Collection of Poems).

Kansas City, Missouri: BkMk Press

Lanya Lamouria Organized the First Annual MSU Undergraduate Conference April 2015

Rhonda Stanton Summer Faculty Fellowship

Sample Scholarly and Creative Publications

James Baumlin

Tita F. Baumlin, and Frances Malpezzi, eds. Explorations in Renaissance Culture, 40th

Anniversary Double Issue, 40.1 and 40.2 (2014): 261 pp.

Review of Bodies, Politics and Transformations: John Donne's Metempsychosis. By Siobhán

Collins. Burlington, VT: Ashgate, 2013. Renaissance Quarterly 67 (2014): 734-35.

“My Schmiss.” Scars: An Anthology. Ed. Erin Wood. Little Rock: Et Alia, 2015. 174-84

“Hamlet the Sailor.” Maritime Shakespeare. Ed. Anthony Guy Patricia. Columbia, SC:

Layman Poupard for Gale/Cengage, forthcoming 2015

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Tita F. Baumlin

James Baumlin, and Frances Malpezzi, eds. Explorations in Renaissance Culture, 40th

Anniversary Double Issue, 40.1 and 40.2 (2014): 261 pp.

Lanette Cadle

Review of Buick City by Sarah Carson. Moon City Review, 2015.

“In the Days of Tra-La-ing.” NEAT: Midwestern Lit Served Neat and Down-to-Earth, 2015(7).

59.

“Why the Frog Rejected the Princess.” Young Ravens Literary Review, 1(2).

“Things Found along Boyer Road between El Dorado, KS and the Dump.” TAB: A Journal of

Poetry and Poetics, 3(2).

Tupelo Press 30/30 Project: Poem a day fundraiser

February 2015 30/30 Project. Tupelo Press. tupelopress.wordpress.com/3030-project/

Matthew Calihman

“Approaches to Teaching Amiri Baraka's Dutchman.” New York, NY: Modern Language

Association (MLA) Press.

Ralph Ellison Centennial Special Issue. Lawrence, KS: American Studies.

Michael Czyzniejewski

“Hot Lettuce.” The Cincinnati Review.

“Opal Forever.” Pleiades.

Michael Ellis

Cited Research Ellis, M. In Joan Hall (Ed.), Dictionary of American Regional English.

Jane Hoogestraat

“Late Summer Tones,” (poem). Hartskill Review.

“Summer's Distillation Left,” (poem). Upstart: A Journal of the American Renaissance.

“Crossing the Connecticut River,” (poem). Fourth River.

“Benedict's Cave,” (poem). Windhover.

“Summer's Distillation Left,” (poem). Out of Sequence: The Sonnets Remixed Issue of

Upstart, A Journal of Renaissance Studies.

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Mara W. Cohen Ioannides

“Creating a Community: Who can belong to the Reform Synagogue?” Who is a

Jew? Leonard Greenspoon, ed. West Lafayette,IN: Purdue U.P., 2015. 267-284.

Marianthe Karanikas

“Reflections on Scientific Ethos.” Histories of Ethos.

“The Spotlight and the Muse.” Narrative Medicine and the Neuroscience of Emotion.

Angela Kohnen

“They’re not keeping a journal of feelings’: Literacy initiatives and career and technical

education.” Journal of Adolescent and Adult Literacy, 58(8), 658-667.

“Welcoming new partnerships across the curriculum.” English Journal, 104(2), 54-60.

“STEM literacy through science journalism: Driving and communicating along the

information highway.” R. E. Yager & H. Brunkhorst (Eds.), Exemplary STEM programs:

Designs for success (pp. 143-161). Arlington, VA:NSTA Press.

Lanya Lamouria

“Financial Revolution: Representing British Financial Crisis after the French Revolution of

1848.” Victorian Literature and Culture, 43.3 (2015).

Etta Madden

Utopian Studies. Utopia and Food special issue. Lead editor,with Lyman Tower Sargent

and Timothy Miller. 26.1 (2015).

Margaret Weaver

“Re/Framing Virtual Conversational Partners: A Feminist Critique and Tentative Move

Towards a New Design Paradigm.”

“That’s a Blonde Remark’: Gendered Communication in the Workplace.” Feminist

Challenges or Feminist Rhetorics?: Locations, Scholarship and Discourse. Ed. Kirsti Cole.

Newcastle, UK: Cambridge Scholars Publishing, 2015. 145-156.

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Sample Scholarly and Creative Presentations

Lanette Cadle

“Teaching Teachers about OWI: It’s about Knowing Your Options.” NCTE/CCCC, Tampa, FA.

(March 20, 2015).

Marcus Cafagna

ENG 503/607, "Poetry Reading / Guest Lecture," Missouri State English, Siceluff. (January

26, 2015).

Joel Chaston

“One Read” Program: “Lois Lowry and the Dystopian Tradition.” Greene County Libraries,

MSU Library, Brentwood Library. Springfield, MO. (April 16, 2015).

Michael Ellis

SECOL 82: “Mapping Southern American English, 1861-1865.” Southeastern Conference on

Linguistics, Raleigh, North Carolina. (April 10, 2015).

Catherine English

“Teacher Reflective Practice: Utilizing Digital Tools with Pre-service Secondary English

Teachers.” Conference on English Education (CEE) and The International Federation of

Teaching of English (IFTE), Fordham University, Bronx, NY. (July 2015).

“Academic Writing in the Language Arts Classroom.” Nebraska Writing Project Professional

Writing Retreat. University of Nebraska-Lincoln, Lincoln, NE. (July 29, 2015).

“Beyond Four Walls: Authentic Inquiry of Place.” Association for Literature and the

Environment (ASLE) Biennial Conference, University of Idaho, Moscow, ID. (2015).

Keri Franklin

“21st Century Teachers in a 20th Century School: Exploring the Shift of Early CareerTeacher

Identity and Teacher Practices.” National Council of Teachers of English, "NCTE, San

Antonio, TX.

Kenneth Gillam

“Public Affairs and Popular Culture: Respect and Relativism in Postmodern General

Education Pedagogy.” Popular Culture Association/American Culture Association

Conference. New Orleans, Louisiana. April, 2015.

“Ethical Citizenship, Phronesis, and Relativism in Graduate Teaching Assistant

Training.” Conference on College Composition and Communication. Tampa,

Florida. March, 2015.

Rachel Gholson

“The Ferguson Riots: A Preliminary Analysis of Socio-Economics, Folk groups, and .gif

.Lore.” Missouri Folklore Society Meeting 2014.

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Jane Hoogestraat

ENG 503/607, "Poetry Reading / Guest Lecture," Missouri State English, Siceluff. January,

2015.

Judith John

“Censorship and Huck Finn.” Presented at the Central Library, Springfield, MO. September,

2014.

Lanya Lamouria,

“Materializing Democracy: British Victorians and the Civic Architecture of France’s Second

Republic.” Nineteenth Century Studies Association. March, 2015.

Etta Madden

Margins and Periphery: Biennial Conference, “Rome Correspondent Anne Hampton

Brewster’s American Audiences,1869-1890.” Constance Fenimore Woolson Society,

Washington, DC. February, 2015.

Kris Sutliff

“Professional Development for Students.” Council for Programs in Technical and Scientific

Communication. Colorado Springs, CO. September, 2014.

Margaret Weaver

“Counteracting the Notion of Fixed Intelligence: An Exercise in Collaborative Problem-

solving between Basic Writers and Presidential Scholars.” Conference on College

Composition and Communication, Tampa, Florida. March, 2015.

“Exposing the ‘Magic’ of Conversing (or Redefining Collaboration Through Online

Presence).” International Writing Centers Association Conference, Orlando, Florida.

October 2015.

Sample Student Accomplishments Award Winners

Robert Henigan Graduate Critical Essay Award Winner

Tristin Hooker, for her essay, “In Defense of Age-Inappropriate Literature: How I

Wrote Jane Eyre”

Fulbright Teaching Award Winner

Rachel Schober (for teaching in Czech Republic 2015/2016)

MSU Creative Writing Contest Winners

Tyler Barnes, First Place for Fiction “Limbs for the Loved”

Hannah Farley, First Place for Poetry “Harrisburg, One Week Later”

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Greef Award Winner

Meghan Walker, for top English Education student in the Department

Rural School and Community Trust Global Teacher Fellowship

Amy Sampson

Tammy Gardner Graduate Travel Award

Barbara Anderson, Mollie Gagnon, Madison Pollock, Bambi Whitaker, and

Tristin Hooker

Sample Student Scholarly and Creative Publications

Jennifer Barnhart "Girl Meets Boy" published by Drunk Monkeys, 2014.; Book review for

The Turtle of Oman by Naomi Shihab ; Nye, Moon City Review, 2015.

Mollie Gagnon “Media and Hyperreality in the Film Adaptations of the Suzanne Collins’

Hunger Games Trilogy.” The Fantastic Made Visible: Essays on the Adaptation of Science

Fiction and Fantasy from Page to Screen. Ed. Matthew Wilhelm Kapell and Ace G.

Pilkington. Jefferson, NC: McFarland & Company, Inc., Publishers, 2015. 133-144.

Mary Lutze and Gabriel Jay Rauhoff “Index of EIRC Essays, Vols. 1-40”" in Volume 40 of

Explorations in Renaissance Culture (Summer and Winter 2014).

Sam Nichols “Hermanos de Sangre” (Moon City Review, 2014); “To Know What's

Inside” (Prairie Margins, 2014); “Above the Mandolin, the Fiddle”" (Monkey bicycle, March

2015).

Gabriel Jay Rauhoff and Mary Lutze “Index of EIRC Essays, Vols. 1-40” in Volume 40 of

Explorations in Renaissance Culture (Summer and Winter 2014).

Madison Pollock, “Exhausted.” Sigma Tau Delta Rectangle (2015).

Taylor Supplee, “Badlands” Missing Slate (2014) “Scarecrow.” Revolver (2014) “Rapture”

Roanoke Review (2014) “Homunculus.” SLAB (2014) “Mobius.” Superstition Review (2014)

Brenna Womer Neat (2014-2015)

Sample Student Scholarly and Creative Presentations

Barbara Anderson, “The Visual Rhetoric of Queen Elizabeth II.” Popular Culture Conference,

New Orleans, LA, 2015.

Brittny Campbell, “River Poetics: Writing our Experiences with Waterways.” Association for

Study of Literature and the Environment, University of Idaho in Moscow, 2015.

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Gail Edie, “Progress vs. the Past: Sedgwick’s “Great Excursion” and “An Incident at Rome.”

Catherine Maria Sedgwick Society Symposium, St. Louis, MO, 2014.

Islam M. Farag, “Arabic Speakers' Avoidance of Present Perfect.” TESOL & SLA Professional

Development Conference, 2015.

Mollie Gagnon, “Will the Circle Be Unbroken?: A Look at Choice, Fate, and Allusion in the

Narrative of BioShock: Infinite.” Pop Culture Association / American Culture Association.

Tristin Hooker, “Feminizing the Rural Body.” Conference on College Composition and

Communication, Tampa, FL, 2015.

Mary Lutze, “Donne's Denouement: Sickness, Recovery, and Calvinist Election in John

Donne's Spiritual Voyage.” South-Central Renaissance Conference, Raleigh, NC , 2015.

Lindsey Novak, “Restricted Voice: The Possibility of Change.” Conference on College

Composition and Communication, FL, 2015.

Madison Pollock, “You Hate One, You Hate Them All.” Sigma Tau Delta International

Convention, Albuquerque, NM, 2015.

Gabriel Rauhoff, “Reactions of Graduate Teaching Assistants to the Academic Writings of

Native and Nonnative English-Speaking Students.” Conference on College Composition and


Amy Sampson,“Local and National Parks: Connecting Internally and Externally Within a

Place-Based Curriculum.”

Association for Study of Literature and the Environment, University of Idaho in Moscow,

2015.

Bambi Whitaker, “The Narrative Medicine of Virginia Woolf & Dorothy L. Sayers.” The

Aftermath: Cultural Legacies of World War I Conference, King's College, Arts & Humanities

Research Institute, London, England, 2015.

Matt Whitaker, “Writing a Home-Grown Identity.” Conference on College Composition and


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MSU Undergraduate Literature Conference

Presenters

Kyle Osredker, “Loss in Lincoln: A Close Reading of My Antonia.”

Liv Scott, “Masculinity Divided from Male Anatomy: A Close Look at Pauline Réage’s Story

of O.”

Michelle Trantham, “Van Helsing’s Role: The Relationship Between East and West in

Stoker’s Dracula.”

Katelyn Whitaker, “Jane Eyre’s Search for Identity: St. John Rivers and Edward Rochester as

Masculine Alter Egos.”

Kimberly Manning, “An Analysis on Margaret Fuller’s Transcendental Ideas and How They

Changed the Women’s Rights Movements.”

Ryan Gilliam, “A Sterling Example of Masculinity in Archer.”

Paige Whitcomb, “Hemingway the Feminist.”

Danielle Martin, “The Anti-Fairytale of Sorrow: A Feminist Approach to Gail Godwin’s A

Sorrowful Woman.”

Kevin Davis, “Saving the Princess: Critical Analyses of Conventional Gender Identity in The

Last of Us.”

Guy Smith, “Bathroom Ghost Rituals: Children Face Fear by Conjuring Monsters.”

Courtney Price, “‘To Thine Own Self Be True’: The Use of Binary Oppositions in Interpreting

Shakespeare’s Hamlet.”

Katelyn Grisham, “A Proper Education in Out of Africa and Weep Not, Child.”

Ziyun Chen, “A Doll’s House: Time and Space under the Masquerade.”

Rachel Combs, “Inversions of Social Order in The Clerk’s Tale: The Clerk’s Case for Powerful

Wives and Common People.”

Dailynn Turner, “The Hogwarts Revolution: A Marxist Analysis of the Harry Potter Series.”

Taylor Pitts, “Synthetic Art: Creative Expression in Walden Two.”

Program Moderators: Bambi Whitaker, Natalie Whitaker, Brenna Womer, Mary Lutze,

Gail Edie, Robin Bryant, Matthew Stewart, Heather Weaver

Graduate Students Presenting at the Interdisciplinary Forum

Sohaib Al-Kamal, “The Orientalism of Edgar Allan Poe's ‘Al-Aaraaf.’”

Faculty Advisor: Dr. Matthew Calihman

Mohammed Al-Rubaye, “Analysis of Lexical Choices of VERB in Arab ESL Academic Writing.”

Faculty Advisor: Dr. Christina Biava

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Zahraa Habeeb, “Omnipresent War and the Blurred Lines between Life and Death in Sinan

Antoon’s The Corpse Washer.”

Faculty Advisor: Dr. Matthew Calihman

Mary Lutze, “Donne's Denouement: Sickness, Recovery, and Calvinist Election.”

Faculty Advisor: Dr. James Baumlin

Folklore Club 2015 MSU Vampire Conference

Shay Stowell, “Dracula Comparisons: Lugosi versus Gary Oldman.”

Kiefer Robinson, “Vampires as a Scapegoat in Popular Culture.”

Suzy Borth, “Motifs in Accounts of Modern Vampirism.”

Josh Harvey, The Horror of Dracula.”

Kelly Williams, “Blood Thirst: Genres of Dracula.”

“Untold History: The American Vampire Epidemic.”

Ashley Morgan, “Hunters vs. Vampires.”

Kori Chrismer, “Ahhh!! Real Vampires.”

Corom Hall, “Individualism and Hunters.”

Kyle Smith, “European Vampires of Yore and Lore.”

“The Psychic Vampire.”

Sample Undergraduate Students: Where do we go from here?

Rachel Combs has been accepted into the master’s program in English at Missouri State

University.

Alec Conner will be teaching English at Salem High School.

Dustin Curtis will be teaching English at Sarcoxie High School and pursuing his MSEd-English

at Missouri State University.

Kevin Demster will be teaching English and Social Studies at Lockwood High School.

Abbey Fridley will be teaching English and coaching cheerleading at Perryville High School.

Jennifer Neighbors will be teaching English at Crocker High School.

Lee Prost has been accepted into the master’s program in English at Missouri State Univ.

Kathleen Sanders has been accepted into the Accelerated Master of Arts in Writing

(Technical Writing) at Missouri State University.

Nicholas R. Stratmann has been accepted into the St. Louis School of Law.

Elizabeth Turley will be teaching English at Carthage High School.

Meghan Walker will be teaching English at Richmond High School.

Lydia Welker has been accepted into the Master of Arts in Professional Writing and

Editing at West Virginia University in Morgantown, WV.

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Sample Graduate Students: Where do we go from here?

Barbara Anderson has been accepted into the master’s program in Composition/Rhetoric

at Missouri State University.

Robin Bryant has been admitted to the Ph.D. program in Literature at St. Louis University.

Mary Lutze has been admitted to the Ph.D. program in Literature at Loyola University,

Chicago.

Amanda Morgan will continue working at kCura as a technical writer in Chicago.

Gabriel Jay Rauhoff will begin his PhD work in linguistics at the University of Turku,

Finland.

Cali Pettijohn has accepted a full-time position teaching ESOL at the English Language

Institute.

Rachel Schober has earned a Fullbright English Teaching Assistantship in the Czech

Republic.

David Valenciano has accepted a full-time position teaching ESOL in the Monett Middle

School TESOL program.

Heather Weaver has been admitted to the Ph.D. program in Literature at Auburn Univ.

Bambi Whitaker has been admitted to the Ph.D. program in Literature at the Univ of Iowa

Matt Whitaker has been admitted to the Ph.D. program in Composition/Rhetoric at the

University of Nebraska, Lincoln.

english department annual report for 2014, written may 2015 · 2015. 8. 4. · classes are new),...

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