AcademicAuditReportfortheDepartmentofEnglishM.A.Program

Fall2016 I. Introduction 2 II. OverallPerformance 6 III. PerformancebyFocalArea:

A. LearningOutcomes 11 B. CurriculumandCo-Curriculum 12 C. TeachingandLearningMethods 16 D. StudentLearningAssessment 18 E. ResearchEnvironment 19 F. SupportforQualityEducation 19

IV. PotentialImprovementInitiatives 20 V. MatrixofImprovementInitiatives 21 VI. Follow-upofPreviousAcademicAudit 22 Appendices:

AppendixA:DepartmentofEnglishGraduateSurvey 23 AppendixB:DepartmentofEnglishM.A.ProgramExit/Alumni Survey 24AppendixC:NewConcentrationinCreativeWritingProposal 26AppendixD:NewConcentrationinProfessional&Technical CommunicationProposal 27AppendixE:RetitledConcentrationinLiteratureinEnglish M.A.Program 29

SourcesofEvidenceAvailable 31

TTUEnglishM.A.Report-2 I. INTRODUCTION OneofthelargestdepartmentsinTTU’sCollegeofArtsandSciences,theDepartmentofEnglishoffersanM.A.degree—theUniversity’sonlygraduateprograminthehumanities.TheM.A.inEnglishpreparesstudentsforfurthergraduateeducation,teaching,andothercareersthatdemandadvancedanalytical,reading,andcommunicationskills. Thegraduateprogramisdeliveredbyastrongresearchfaculty.TheDepartmentpromotesscholarlyactivityandcreativeworkbythisfacultyandthedisseminationofresearchfindingsthroughpublications,conferences,seminars,andothermeans.TheDepartmentalsoenhancestheculturallifeoftheUniversityandtheregionbysponsoringlectures,readings,performances,dramaticproductions,writingawards,andotherrelatedactivities. A. GoalsoftheM.A.PrograminEnglishTheDepartmenthasestablishedfivelearningobjectivesforitsM.A.students:

● Studentswilldemonstrateabroadandintegratedknowledgeofliteraryhistory,theory,andpedagogy.

● StudentswillbepreparedforsuccessinPh.D.programsinEnglish. ● Studentswillbepreparedforsuccessinotherareasofadvancedgraduateeducation. ● Studentswillbepreparedforteachingcareersinhighschoolsandcommunitycolleges. ● Studentswillbepreparedforcareersoutsideacademethatrequireadvancedanalytical

andcommunicationskills. AlatersectionofthisreportpresentstheDepartment’smethodsforassessingtheselearningobjectives.(SeeIII.A.LearningOutcomes.) B. GraduateFacultyFacultymemberswithstatusasTTUgraduatefaculty(fullorassociatemembership)mayteachgraduate-levelcoursesorserveoncommitteesforgraduatethesesorprojectpapers. InFall2011—thedateoftheDepartment’spreviousM.A.programreport—twenty-onefacultymembersintheDepartmentofEnglishandCommunicationsheldfullgraduatefacultystatus. Intheperiodcoveredbythepresentreport(2011-2016),theDepartmentdownsizedfromtheDepartmentofEnglishandCommunicationstojusttheDepartmentofEnglish,withCommunicationsseparatedintoafreestandingdepartment.Withthischange,theDepartmentofEnglishlostfivegraduatefacultymemberswithCommunicationsspecializations.Since2011,theDepartmentalsolostsixmembersofgraduatefacultywhowereEnglishspecialists;fourFullProfessorsretired,andtwoAssistantProfessorsrelocatedtootherinstitutions.TheDepartmentalsohiredfivenewAssistantProfessors,anewFullProfessor,andtwoLecturerswhoholdgraduatefacultyassociatemembership. Asoffall2016,seventeenfacultymembersintheDepartmentofEnglishholdgraduatefacultystatus(fifteenarefullmembers,thetwoLecturersareassociatemembers).Ofthese

TTUEnglishM.A.Report-3 seventeengraduatefaculty,fourteenholdaPh.D.,andthreeholdanM.F.A.ElevenrankatFullProfessor,oneatAssociateProfessor,threeatAssistantProfessor,twoatLecturer. C. TeachingLoadAllmembersofthegraduatefacultyteachundergraduatecourses.Teachingloadsforgraduatefacultyhaveimprovedslightlysincethepreviousreportin2011.Generaleducationorupper-divisionundergraduatecoursescomprisethemajorityoftheteachingloadforeachgraduatefacultymember.ButwhileEnglishfacultystillteachabase4/4courseload,in2015thedepartmentbeganaresearchcourse-releaseprogramforgraduatefaculty.Graduatefacultymayrequestaonecoursereleaseeachyearbymakingarequestthatoutlinesaprojectandagreeingtopresentatalktothefacultyonsomeaspectofthefacultymember’sresearchduringthesemesterafterthecourserelease.ThisencouragementoffacultyresearchisinkeepingwithTTU’sFlightPlangoalto“expandresearchandfacultyscholarlyactivity.”Todate,sevenfacultyhavehadthesereleasesandthreehavepresenteddepartmenttalks,withuptofourmoreplannedforSpring‘17. D. RangeofEducationalBackgroundsandAcademicInterestsTheseventeengraduatefacultymembersinEnglishexhibitawiderangeofeducationalbackgrounds,areasofspecialization,andresearchinterests.FacultymembersholdPh.D.degreesfromuniversitiesthroughoutthecountry,includingfromuniversitiesintheSouth(Tennessee,Auburn,Louisville,Mississippi,NorthCarolina,Georgia,SouthCarolina,andClemson),theNortheast(SUNYBuffalo,Binghamton),theMidwest(Iowa,Indiana,Purdue,andWisconsin),andtheWest(Berkeley). Inmostinstances,onememberofthefacultyprovidesexpertiseineachmajorliteraryperiodorareaofstudy.Someareasofneedwillneedtobeaddressedbyhiring;plannedhiresofadditionalspecialistsinProfessionalCommunicationandCreativeWritinghavebeenpostponedduetoanunexpectedshortfallintheuniversitybudgetin2016-17.ThesewereapprovedattheProvostlevelbutcutattheCollegeofArts&Scienceslevelwhenashortfallhadtobeaddressed.Intermsofliterarycoverage,arecentdepartmentpollsuggestedthatthebiggestgapsexistintheseareas,indescendingorderofimportanceandurgency:African-Americanliterature;Non-Western/Anglophone/Postcolonialliterature;ModernBritishliterature;andMedieval/OldEnglishliterature.Inadditiontoexpertiseinliterature,CreativeWriting,andProfessionalCommunication,graduatefacultyinthedepartmenthavetrainingandresearchexperienceinareassuchasRhetoricandComposition,Linguistics,CriticalTheory,GenderStudies,andFolklore. E. AdmissionRequirementsforM.A.StudentsRegulationsaffectingadmission,degreerequirements,andothermatterspertinenttograduatestudyaredevelopedbyTTU’sGraduateSchoolExecutiveCommittee.AdmissiontoEnglishgraduatestudyisbasedonmeritandlimitedtoapplicantswhoholdanearnedbachelor’sdegreefromanaccreditedinstitutionandwhoseundergraduatestudyreflects

TTUEnglishM.A.Report-4 sufficientqualityandscopetoindicatehighpromiseofsuccessintheCollegeofGraduateStudies.Atthetimeofapplication,astudentmustsupplytheCollegeofGraduateStudieswithacompletedapplication,anofficialundergraduatetranscriptshowinganoverallGPAgreaterthan2.5,GREscores(Verbalscore,AnalyticalWritingscore),andaWritingSample(minimumeight-pagecriticalessay,appropriateforsubmissioninanupper-division,undergraduateEnglishclass). UponreceivingapplicationmaterialsfromtheCollegeofGraduateStudies,theDepartment’sGraduateAdvisordistributeswritingsamplestothreemembersoftheDepartment’sGraduateStudiesCommittee,andeachreaderindependentlyassignsthesampleascore,usingthisrubric:

0—Reflectsunacceptableundergraduateworkorfailstomeetsubmissioncriteria. 1—Reflectsbelowaverageundergraduatework. 2—Reflectsaverageundergraduateworkanddoesnotshowpotentialforgraduate

work. 3—Reflectssuperiorundergraduateworkand/orshowspotentialforgraduatework. 4—Reflectsgraduatework. 5—Reflectssuperiorgraduatework.

AtthediscretionoftheDepartmentChair,readersmaybeaskedtoattendameetingtocalibratescoringamongreaders.ThecumulativetotalofnumericalscoresfromallofthereaderswillbetheWritingSampleScore.TheGraduateAdvisorreviewsthetranscripts,theGREscores,andtheWritingSamplescoresandassignsapointvalueineachoffourcategories,asoutlinedinTable1(theGREcategorycomprisestwoseparatescores,equallyweighted).Studentsreceivingaminimumoftenpointsineachcategoryoranoverallscoreofatleastfortypointsaregrantedadmissionwithfullstanding. Table1.AdmissionsScoringRubricforM.A.Applicants. Transcript,basedonQPAinENGLcoursesabovethe1000-level GREVerbalScore*

GREAnalyticalWritingScore WritingSampleScore

2.7-2.999=10pts. 153-159=5pts. 3.5-4.0=5pts. 9-10=10pts. 3.0-3.499=20pts. 160-165=10pts. 4.5-5.0=10pts. 11-12=20pts. 3.5-4.0=30pts. 166-170=20pts. 5.5-6.0=15pts. 13-15=30pts.

Notsurprisingly,mostapplicantspossessanundergraduatedegreeinEnglish.ApplicantswithfewerthanfifteenundergraduateEnglishcredithoursmaybegrantedadmissionwithProvisionalStanding,withtherequirementofadditionalundergraduateEnglishcourses(earningaminimum3.0GPA)inordertoaccountforanydeficienciesidentifiedintheiracademicbackground.InconsultationwiththeDepartmentChair,theGraduateAdvisordetermineswhichcourseareasaredeficientandcanwaiveanyoftheserequirementsonacase-by-casebasis.Oncethosedeficiencieshavebeenaddressed,aprovisionallyadmittedstudentmustthenapplytotheCollegeofGraduateStudiesforachangetofullstanding.

TTUEnglishM.A.Report-5 Atpresent,aprovisionallyadmittedapplicant’smeasureofpreparednessisdeterminedbytheblocksintheDepartment’sundergraduateprogram.AnapplicantwhodoesnotpossessfifteenundergraduateEnglishcredithoursmusthavecompletedBritishandAmericanliteraturesurveycoursesand,ifsheattendedTennesseeTech,oneormoreupper-divisioncoursesinthecourse-areablocksofourundergraduatecurriculum.Whenapplicantsareinformedthattheyhavebeengrantedprovisionalstanding,theymaybeinformedofspecificundergraduatecoursestheyneedtotakeinordertoqualifyforfullstanding. F. ApplicantsTheDepartment’sadmissionstandardsmaintainagreatdealofflexibilityinthatstudentswhodonotmeettherequirementsforfullstandingcanbeadmittedprovisionally.Followingthecompletionofninehoursofgraduatework,theGraduateAdvisorconsultsthestudent’sgradestodeterminewhetheradmissionprovisionshavebeenmet;iftherearequestions,andifthestudentattendedTennesseeTech,theGraduateAdvisorconferswithoneormoregraduatefacultymemberswhotaughtthatstudentinclass. ThenatureoftheadmissionsprocessallowsprovisionaladmissiontostudentswhomeettheCollegeofGraduateStudiesminimumrequirementsbutwhofailtomeettheDepartment’sminimumrequirements.StudentsadmittedprovisionallyareineligiblefortheDepartment’sgraduateassistantshipsuntiltheygainfullstanding.Somestudentsadmittedwithprovisionalstandingeventuallymeetrequirementsforfullstanding,whileotherseitherchoosenottoenroll,failtoachievefullstanding,orchoosenottocontinueafterasemesterortwoofcoursework. G. EnrollmentTheDepartmentcurrentlybudgetsforsevenfull-timegraduateteachingassistantships,whichcarryfulltuitionremissionandastipendof$8,000peracademicyear(beginningfall2015,stipendswereincreasedfrom$7,000).EnrollmentintheM.A.programistypicallycomposedofthiscadreofGTAsalongwithasmallernumberoffull-andpart-timestudentswhoarefinancingtheirgraduateeducationthroughothermeans.InFall2016,thedepartmentaddeda“Fast-Track”optionforundergraduatestotakecoursesforgraduatecreditaheadoftheiracceptanceintotheM.A.program;thefirststudenttousethisoptiontotakeaclassforsimultaneousgraduateandundergraduatecredithascontracteddosoinSpring2017.“Fast-Track”waspartofthedepartment’splantoremoveitselffrom“low-producing”enrollmentstatuswithTBR,adesignationthatoccursforM.A.programswithfewerthanfivedegreerecipientsoverafiveyearperiod.(Reasonsforandresponsetoour“low-producing”statusisdiscussedinII.A.OverallPerformance:Graduates.) Duringthereportingperiodof2011-2016,theM.A.programreceived39applications.Sevenwereincomplete(andnevercompleted).Ofthe32completeapplicationsforadmission,fiveweredeniedadmission,and27applicantsweregrantedeitherfullorprovisionaladmission.

TTUEnglishM.A.Report-6 Threeofthe27declinedadmission.24enrolled.Fourdroppedoutoftheprogram,afteroneormoresemesters.Twelveofthe24finishedthedegree,andeightarecurrentlymakingprogresstowardcompletion. AsofFall2016,ninestudentswereenrolledintheEnglishM.A.program:eightfull-time,onepart-time.Fiveoftheeightfull-timestudentsaregraduateteachingassistants,whilethreehadprovisionalstatus. H. Self-studyThefirstdraftoftheself-studywascomposedcollaborativelybytheDirectorofGraduateStudiesandthecoordinatorofGraduateTeachingAssistants,basedonprogram’spreviousself-studies,theprogram’srecentSACSCOCreport,andavarietyofcurrentdatasources.ThisdraftwassharedataFall2016GraduateStudiesCommitteemeeting,andalleightmembersofthecommitteereviewedthedocumentandcontributedrevisionsuggestions,asdidtheDepartmentChair.ThereportwasuploadedtoGoogleDrive,whereitwasavailabletoalleightGraduateCommitteemembersandtheChairtoedit,priortosubmission.TheChairmadesubstantialeditsandadditionsatthisstage,andthecommitteerevieweditafinaltimebeforesubmission. Thisself-studyisalsobestunderstoodinthecontextofchangesnecessitatedbyoutsidefactorsinrecentyears.Theself-studycomesafteralongerperiodofintrospectionthatbeganwithourlow-performingdesignationin2015,followingthefirstyearofthehiringofanewDepartmentChair.Ithadbecomeclear,priortothepresentself-study,andforreasonsthatwilloutlinedinthenextsection,thatifthedepartmentwishedtoattractmorestudentswewouldhavetochangehowwehadbeendefiningthepurposeofthedegree.Twoofthegoalsofourprogram,topreparestudents“forsuccessinPh.D.programsinEnglish”andtopreparethem“forteachingcareersinhighschools...”hadbeeninfluencedbyoutsideevents,witharesultinglossofstudentsintheprogram.Wearenowaprogramintransition,intheprocessofaddingconcentrationsandadoptingalessconventionalfocus,whileneverthelessretainingourstrengthasaprograminwhich“studentswilldemonstrateabroadandintegratedknowledgeofliteraryhistory,theory,andpedagogy.”Thestepswearetakinghavenottodatechangedourgoals(thoughsuchmaybeintheoffing),butcreatedifferentemphases.Noneofourgoalswilllikelyseemoreofanincreasedemphasisthancreating“students...preparedforcareersoutsideacademethatrequireadvancedanalyticalandcommunicationskills.” II. OVERALLPERFORMANCE A. GraduatesThereisgenerallygoodretentionintheprogram.(Table4,below.)GraduationfiguresarerelativelystableanddirectlylinkedtothenumberofgraduateassistantshipsawardedbytheDepartment.Full-timestudents,includinggraduateassistants,typicallycompletetheM.A.degreewithintwoyears.Atthesametime,theM.A.degreeprogramhasconsistentlylostpopulationoverthepasteightyears.Thishashappenedroughlyintwostages.Thefirstdrop-offbeganafter

TTUEnglishM.A.Report-7 2009.SixM.A.degreeswereawardedin2008,ninein2009,butthedepartmenthasneverawardedmorethanfivesincethattime,whichcoincidedwithasignificantnationalrecession. Table2.Degreesawarded,2007-08to2010-11

Year M.A.degreesawarded 2007-08 6 2008-09 9 2009-10 3 2010-11 4

Recessions,itiscustomarilyheld,sendstudentsbacktoschool,togainmoretraining.ButforthoseinEnglishgraduateprograms,amorestrikingmessageseemstohavebeenthatthecollegeanduniversityfacultyjobsmightnolongerbeavailable.Table3below,fromthemostrecentjobreportoftheModernLanguageAssociation,showstheshrinkageofjobsavailablethroughlistingsinthe“JIL,”theJobInformationList,divingdownwardroughly40%from2007-08to2009-10,andnotyethavingrecovered.Themostrecentrecordedyear,2014-15,showstheimportantindicatoroffacultyjobsinEnglishata40-yearlow--andmaybeworsethanthat,asthedatahasonlybeenkeptforthese40years.ThisissoberingnewsforanyonewithambitionstouseanM.A.programlikeTTU’sasaspringboardtowardaPh.D.program,andalmostcertainlyhashadaneffectonourprogram.Table3.AdvertisedfacultyjobsinEnglish

Aseconddrop-offinM.A.studentsanddegreescompletedhasoccurredsince,insummer2013,theTennesseeStateBoardofEducationremovedthelicensuredesignation“Highly

TTUEnglishM.A.Report-8 Qualified,”whichsubsequentlyreducedtheincentiveforalicensedEnglishteacherwithonlyaBAtopursueagraduatedegreeinEnglish.SincethisfinancialincentiveforteacherstoearntheM.A.inEnglishwasremoved,wehavenotawardedasmanyasfiveM.A.degreesinayear,withouraverageoverthelastfiveyearsbeing3.8. Inall,adeclineinM.A.graduatesisobservableoverthepastthreeprogramreviewperiods.ThedepartmentaveragednearlysixM.A.graduatesbetween2001and2007.From2007to2011,theperiodoftheDepartment’snextprogramreview,Englishawardedanaverageof5.5M.A.degreeseachacademicyear.Duringthecurrentreportingperiod,2011to2016,theDepartmentawardednineteenM.A.degrees—anannualaverageof3.8(seeTable4).ThreecurrentM.A.studentsintendtograduateduringthe2016-2017academicyear.Accordingly,thenumberofassistantshiplinesinthedepartmentdecreasedfromtentoeightin2009,tosevenin2014.College-levelbudgetreductionswereresponsibleforthesedecreases,butforseveralsemesterstheDepartmenthasnotawardedallofitsavailableassistantshipsevenwiththesedecreasednumbers.Ourdiminishednumbersofdegreesawardedarenotduetoattritionbuttofewernewstudentsenteringtheprogram. Table4.M.A.DegreesAwardedbyAcademicYearandRetention,2011to2016.

AcademicYear Newstudents* ProjectedGraduating**

EnglishM.A.Degrees

%attainingdegree

2011-2012 4 5 5 100%

2012-2013 3 5 3 60%

2013-2014 3 4 4 100%

2014-2015 3 3 4 133%

2015-2016 5 3 3 100%

2011-2016total: 18 20 19 95% 2011-2016annualaverage: 3.6 4 3.8 -- *CountsstudentsinFallplusanynewentrantsfrompriorSpring **Numberenteringtheprogram2to2.5yearsbefore

Studentsintheprogramhaveanoptionofwritingathesisoraprojectpaper.Onlythreehaveexercisedthenon-thesis/projectpaperoptionoverthepastfiveyears,buttwoofthesewerein2015-16,andoneofthesewaswithastudentwhonearlydroppedoutoftheprogramandlikelywouldhavewithoutthenon-thesisoption.Traditionally,thethesisoptionhasbeenseenasthemoreseriousoptionforfutureresearchers,andthenon-thesisoptionhasbeeninplacetoaidthoseseekingthedegreeformorepractical,short-termgoals,likegettingateaching

TTUEnglishM.A.Report-9 license.Butthenon-thesisoptionisalsohelpfulformakingsurestudentsfinishthedegree.OtherdatashowthenineteenM.A.studentswhograduatedin2011to2016tobeastronggroup.Theoverallgradepointaveragewas3.85,withsevenstudentsearning4.0GPA;thelowestGPAwas3.04.Thirteenofthesenineteenstudents(68%)heldagraduateassistantshipintheDepartmentatsomepointduringtheirdegreeprogram.Elevenofthesenineteenstudents(58%)finishedtheirM.A.degreeswithintwoyearsoffirstenrolling;sixteen(84%)completedwithinthreeyears.Thestudentswehavehadintheprogramhavegenerallybeenimpressive. Nevertheless,improvingenrollmentisanecessity.Afirststepinthisdirectionoccurredin2014withtheprintingofanewM.A.programbrochure,whichwasdistributedatadmissionseventsandtoallundergraduatemajors.Ayearlater,inourFall2015ProgramProductivityPlanreport,severalimprovementinitiativeswereproposed,togivethegraduateprogrammorevisibilityandtrytoboostenrollment.TheearliermentionedBA-MAFast-Trackwasintroduced.ThedepartmentintegratedrecruitmenteffortsbetterwiththeCollegeofGraduateStudies;afirstannualinformationsessionincooperationwitharepresentativefromtheGraduateCollegetookplaceinMarch2016.ThatmonthalsoweinvitedbackthreeM.A.programalumswhohadgoneontosuccessfulattainmentoftenure-trackacademicjobs,foraneventtitled,“FromT.T.U.toTenure-TrackYou,”toofferstrategiesforgettingpositionsinadifficultmarket.Anannualgraduatestudent/facultyeveningreception,togivegreaterdistinctiontobeingagraduatestudentinadepartmentwhereundergraduatesoutnumberthembymorethan10to1,washeldinApril2016.Also,beginninginJanuary2016,wemadetheWritingExcellenceStudioatTech(“W.E.S.T.”)operational.Thisadvancedwritingsupportcentercaterstoupper-divisionandgraduatestudentsonourcampus,whichwillprovideourGAswithexperiencesinprofessionalandtechnicaldiscoursesoutsideofEnglish,suchasmightleadtojobswhereskillsininterpretingdifficulttextsandcommunicatingbetweendifferentdiscoursesareimportant.Finally,thedepartmentbegandevelopingnewconcentrationsinourMaster’sprogram,inCreativeWritingandinProfessionalandTechnicalCommunication(thelatterofthesebeingviewedasparticularlyimportantatourtechnologicaluniversitycampus).Atthiswriting,theseprogramshavebeendesignedandpassedthroughthedepartmentlevel,tobeevaluatedbytheCollegeofArts&SciencesCurriculumCommitteeattheendofthismonth.TheexcitementsurroundingchangesintheM.A.programhasstartedtodrawmorestudents:fivenewstudentsenteredtheprogramin2016,thebestnumberwehavehadinthepastfiveyears.WearehopingtobeginofferingthenewM.A.concentrationoptionsinFall2017. B. Post-GraduationGenerally,studentsgraduatingfromtheDepartment’sM.A.programhaveperformedwell.Threeofnineteenpost-2011M.A.graduatesarepursuingPh.D.degreesinEnglish—oneeachatLouisianaStateUniversity,UniversityofArizona,andUniversityofFlorida.Additionally,severalcurrentgraduatestudentsandrecentgraduatesintendtoapplytoPh.D.programsforfall2017.StudentswhoearnedM.A.degreessince2011havepresentedpapersatprofessional

TTUEnglishM.A.Report-10 meetingsandconferences,includingtheNewVoicesGraduateStudentConferenceatGeorgiaStateUniversity,theMixSymposiumonComicsinColumbus(OH),theLouisvilleConferenceonLiteratureandCultureSince1900,theTennesseePhilologicalAssociation,theUniversityofFlorida’sConferenceonComicsandGraphicNovels,andtheCouncilofWritingProgramAdministratorsConference.Onepublishedanarticleinawell-respectedacademicjournal,StudiesintheNovel.Sevenpost-2011graduateshavetaughteitherfull-timeorpart-timeatuniversitiesorcommunitycolleges,includingTTU,UniversityofSouthernMississippi,andVolunteerStateCommunityCollege.Threegraduatesteachatthehigh-schoollevelinTennessee.OneisaTTUacademicadvisor. EnglishM.A.graduatesalsohaveplacedinawidevarietyofcareers,buthowvariedthesearedidnotemergeclearlyuntil,viaageneralalumnisurveyinJanuary2016,weheardalotofnewstoriesaboutwhatourM.A.graduateshaddonewiththeirdegrees,outsideoftypicalacademicpaths.Onegraduate,“David”(M.A.,1996),reportedapositionasDirectorofOperationsatapharmaceuticalcompany.Hecametothisinaroundaboutway,butviaacoursethatneverthelessshowedhowEnglishtrainingmightfunctioninbuildingacorporatecareer.Havinggrownfrustratedwithlimitedprospectsasanadjunctteachingbasicwriting,afterhavingfinishedhisM.A.,Davidbeganworkingfortheuniversityalumnimagazine.Throughanarticlehewasassignedtowrite,hebecameawareofandstartedtoinvestigatecorporatecomplianceprocedures.Intime,herecognizedhehadtheskillstointerpretsyntacticallydensegovernmentcomplianceproceduresandcommunicatewhatwasrequiredtoothersinacompany.Workasacomplianceofficerledintimetoapromotion,andultimatelyanexecutivepositioninafieldhehadneverimaginedhimself.AnotherM.A.grad(2006)reportedbeingCommunicationsDirectorforaNonprofitDisabilitiesResearchorganization;another(2014)NationalChessEducationConsultanttotheUnitedStatesChessFederation;yetanother(2004)LegislativeAuditorfortheComptrolleroftheTreasuryoftheStateofTennessee.WrotethislastM.A.graduate:“ThoughlaterIwentbackandobtainedanaccountingdegree,IfoundthattheskillsIlearnedasanEnglishmajorarefarmorevaluableinmycareer.Eachday,IresearchStateandFederallaw,contractagreements,andpolicystatements,andIspendasignificantamountoftimeinterviewingstaffandmanagement,draftingmemosandauditreports,etc.ThecommunicationanddraftingskillsthatIobtainedasanEnglishmajorarefarmorevaluablethanmyabilitytofootanaccountingstatementorprocessdebitsandcredits.Sure,theaccountingstuffwasusefulwhenIsatfortheCPAexam,butIusemyEnglishdegreeeverydayintheoffice.” It’shopedthatthediversityofconcentrationsinthenewM.A.program,aswellastheintroductionofourgraduatestudentstothewritingproblemsandcareertrajectoriesofadvancedstudentsinotherprofessionalfields,willleadmoreofourgraduatestudentsintothewidearrayofpossibilitiesforapplyingthetrainingtheyreceiveinourprogramaswellashelpingstudentsviewgraduateeducationinEnglishaspreparationforworkoutsideacademia.

TTUEnglishM.A.Report-11 III. PERFORMANCEBYFOCALAREA A. LearningOutcomesTheDepartmenthasestablishedfiveprogramlearningoutcomesforitsM.A.students:

● Studentswilldemonstrateabroadandintegratedknowledgeofliteraryhistory,theory,andpedagogy.

● StudentswillbepreparedforsuccessinPh.D.programsinEnglish. ● Studentswillbepreparedforsuccessinotherareasofadvancedgraduateeducation. ● Studentswillbepreparedforteachingcareersinhighschoolsandcommunitycolleges. ● Studentswillbepreparedforcareersoutsideacademethatrequireadvancedanalytical

andcommunicationskills. Weseektoassessthesevia:

● Comprehensiveexams(seeIII.C.TeachingandLearningMethods)–outcome1● DepartmentGraduateStudentSurvey(seeIII.D.StudentLearningAssessment)-

outcome1● GeneralAlumnioutreach-outcomes2through5● Graduationrecords(seeII.A.Graduates)-outcome1● M.A.alumnisurveys(seeIII.D.StudentLearningAssessment)-outcomes2through5

Weareabletomonitorsuccessofstudentsinourprogramsveryclosely,givensuchlowenrollmentintheM.A.program.Thestudent-teacherratioindedicatedgraduateclasses(6000-level)isapproximately5:1.WehaveinrecentyearsbeenlesssuccessfulatcontactingalumnithroughourdedicatedM.A.programsurvey,thoughwehavehadsomesuccessthroughgeneralalumnicontacts(manyB.A.studentshavinggoneontoourM.A.programovertheyears). Whilethelearningoutcomesofourprogramreflectmoreorlessfundamentalconcernsofsuchaprogram,itappearsthatithasbeenmanyyearssincetheyhavebeenformallyexaminedandre-evaluated.Learningoutcomes2through5appearintheM.A.reportin2002,anditappearsthatL.O.1wasadoptedwhentheComprehensiveExambegantobegivenin2003.DuringthistimetherehasbeensubstantialchangeoverintheM.A,program.Halfofthecurrenteight-memberGraduateStudiesCommittee,aswellastheDepartmentChair,arrivedin2011orlater.ThiswouldappeartobeaworthwhileImprovementInitiativeforourupcomingreviewperiod.InrevisingtheMaster’sprogramoverthepastyear,aswemovetoadegreethatwillfeatureconcentrationsinCreativeWriting,Literature,andProfessionalandTechnicalCommunication,thedepartmenthasgivenincreasedattentiontotheM.A.core–thecoursesstudentsintheEnglishM.A.alltakeregardlessofconcentration.AtpresenttherequirementsfortheM.A.inEnglishare:

TTUEnglishM.A.Report-12

• OnegraduatecourseinBritishLiteraturebefore1800.• OnegraduatecourseinBritishLiteratureafter1800.• OnegraduatecourseinAmericanLiterature.• English6000.

Theproposalthathaspassedthedepartmentrevisesthiscore,sothatallEnglishM.A.studentswilltaketheseclasses;thechangeequalizestheemphasisbetweenBritishandAmericanliteratures.

InadditiontoGraduateSchooldegreerequirements,thestudentmustcomplete:

• OnegraduatecourseinBritishLiteraturebefore1800.• OnegraduatecourseinBritishLiteratureafter1800.• OnegraduatecourseinAmericanLiteraturebefore1865.• OnegraduatecourseinAmericanLiteratureafter1865.• English6000.

Ourone“corecourse,”inthesenseofbeingacourseeverystudentintheM.A.programmusttake,isENGL6000–IntroductiontoGraduateStudies.Thisisunchangedfromtheoldtothenewversionsoftheprogram.HerearetheStudentLearningOutcomesforthisclass:

English6000willempowerstudentsto:1. Conductgraduate-levelresearchinEnglishstudies2. Interprettextsfromavarietyofcriticalapproachestoliterature3. UsetheconventionsofscholarlywritinginEnglishstudies,includingMLA-style

documentation4. UnderstandprofessionalissuesandfollowprofessionalpracticesinEnglishstudies5. Createandbegintodevelopyourcurriculumvitae

ENGL6000’sSLOssupportallofourprogramoutcomes,particularlyenhancing“broadandintegratedknowledgeofliteraryhistory,theory,andpedagogy”(1),preparingstudentsfor“successinPh.D.programsinEnglish”(2)and“inotherareasofadvancedgraduateeducation”(3).Throughitsattentiontocareer-relatedissues,preparinganddevelopingaC.V.,andtheadvanced,appliedcriticalthinkingandwritingactivitiesthatareattheheartofgraduateeducationinEnglish,ENGL6000alsopreparesstudents“forcareersoutsideacademethatrequireadvancedanalyticalandcommunicationskills”(5).WiththeadditionofENGL6010–TeachingComposition,requiredofallfundedGraduateTeachingAssistants,graduatesreceiveexcellentsupportaswellforprogramoutcome4,being“preparedforteachingcareersinhighschoolsandcommunitycolleges.”Thedepartmentwillreviewgraduatecourseoptions(5000and6000-level)inthecurriculumforconsistencyofstudentlearningoutcomesinsyllabi,asanimprovementinitiative.

TTUEnglishM.A.Report-13 B. CurriculumandCo-Curriculum Curriculum TheM.A.degreeinEnglishrequireseitherthirtysemesterhoursofcreditincludingsixhoursforthethesisoptionor33semesterhoursofcreditincludingthreehoursfortheprojectpaperforthenon-thesisoption.Atleast21credithoursincludingthethesisarerequiredatthe6000level.Theremainderofthecoursesintheprogramofstudymaybetakenatthe5000level;however,notmorethanthirtypercentofcoursesinastudent’sprogramofstudymaybeindually-numbered5000-levelcourses(i.e.,graduatecoursescross-listedwith4000-levelundergraduatecourses).TheDepartmentalsohasacorecurriculumthatrequiresstudentstotakeonegraduatelevelcourseinBritishliteraturebefore1800,oneinBritishliteratureafter1800,andoneinAmericanliterature.IntroductiontoGraduateStudies(ENGL6000)isalsorequiredofallM.A.students.StudentsarelimitedtoamaximumofoneSpecialTopicscourse(ENGL6400),whichistypicallyofferedasanindependent-studycourse. Aspartofourrecentcurriculumchanges,thedepartmentoptedtoequalizetheemphasisofAmericanliteraturewithBritish,andhasproposedrequiringequalcourseworkineachtraditionaspartofthecoreofeachofthethreeM.A.concentrations,CreativeWriting,Literature,andProfessionalandTechnicalCommunication. StudentsmaytakeanadditionalSpecialTopicsindependent-studycourseonlywithapprovaloftheDepartment’sGraduateStudiesCommittee.StudentswhointendtopursueanM.A.degreeinEnglisharenormallyexpectedtoholdaB.A.inEnglishwhentheybegintheirprogramofstudy;anyonewhodoesnotandwhosebackgroundisjudgeddeficientintheundergraduateprerequisitesbytheDepartmentmayberequiredtotakecoursesbelowthe5000leveltoremovethedeficiencies.Coursesbelowthe5000levelarenotcountedtowardagraduatedegree,andalthoughtheymayappearonthewrittenprogramofstudyasbackgroundrequirements,thesecoursesarenotfiguredintodegreerequirements(seesectionI.E.above). Graduatecoursesaretypicallyofferedonatwo-yearcycle.Duringthecurrentreportingperiod,courseshavebeenofferedasscheduled,taughtevenincaseswheretheenrollmentwasquitesmall,withthejustificationthatthestudentsneededthecoursestocompletetheirdegreerequirements.Additionally,graduate-levelcourseopportunitiesaretypicallyofferedeachsummer. AchiefdifferencebetweengraduateandundergraduateinstructioninEnglish,otherthanthedepthoftreatmentofmaterialincourses,isinthescopeoftheresearchcomponent.Studentstakingcoursesatthe6000levelarenormallyexpectedtocompleteasubstantialresearchprojectaspartofthecourserequirement.6000-levelcoursesaretypicallyconductedasseminars,withstudentscarryingsomeresponsibilityforpresentingcoursecontent.Graduate

TTUEnglishM.A.Report-14 studentsindually-numbered5000-levelcoursesaretypicallyexpectedtocompletearesearchprojectsubstantiallygreaterinbothqualityandscopethanundergraduatestudentsinthe4000-levelcross-listedcourse. EachEnglishM.A.candidateisalsorequiredtocompletearesearchprojectindependentofaspecificcourseandtoproduceathesisorprojectpaperasaresultofthatproject.Normally,astudentarrivesatasubjectforthisresearchprojectinconsultationwithafacultymember,whonormallyservesasthechairofthestudent’sgraduateadvisorycommittee.Afterchoosingatopic,thestudentpreparesaprospectusoutliningaplanfortheresearchandestablishesascheduleforcompletingtheprojectedresearchandforwritingthethesisorprojectpaper.Studentsthensubmittheirprospectustotheirrespectivegraduateadvisorycommitteesforfeedbackandapproval.Studentsareexpectedtoconsultfrequentlywiththeirmajoradvisorduringthesisorprojectpaperpreparation.Whenasatisfactorydrafthasbeencompleted,thethesisorprojectpaperissubmittedtothegraduateadvisorycommittee.Theonlyrevisionstobemadeafterthisarethosesuggestedbytheadvisorycommittee.Anelectroniccopyofthecommittee-approvedthesismustbedepositedwiththeDeanoftheCollegeofGraduateStudiesbyaspecifieddeadlinepriortothecloseofthesemesterinwhichthedegreeistobeconferred.FinalapprovalofeachthesisismadebytheDeanoftheCollegeofGraduateStudies,usingtheTennesseeTechGuidetothePreparationofThesesandDissertationsastheapprovalstandard.Studentsmustconsultthemanualforspecificformatandotherrequirements(availablefromalinkathttps://www.tntech.edu/graduatestudies/currentstudent/etd). TheM.A.student’sadvisorycommitteemaybeappointedduringthestudent’sfirsttermbutnolaterthantheterminwhichthestudentwillcompleteeighteengraduatecredits.Thestudentandthegraduateadvisordetermineaminimumoftwoadditionalgraduatefacultymemberssuitableforservingonthecommittee.Membersnormallyrepresenteachoftheareasinwhichthestudentexpectstostudy,withtwomembershavingbackgroundinthemajorarea.Atleastonememberoftheadvisorycommittee,usuallythestudent’smajoradvisorandthechairpersonofthegraduateadvisorycommittee,hasadequatebackgroundandresearchinterestsintheareainwhichthestudenthasproposedaresearchobjective.Afterformationofthestudent’scommittee,theselectionissubmittedtotheCollegeofGraduateStudiesforapprovalandappointment.Astudent’sgraduateadvisorycommitteenormallyconsistsofthreemembersofthegraduatefacultyoftheDepartment;however,largercommitteeshavebeenappointed,albeitrarely;onlyonecommitteesince2001hasincludedfourmembers.Incaseswherethetopicofastudent’sprojectpaperorthesiswarrantsexpertiseoutsidetheDepartment,amemberofthegraduatefacultyfromanotherdepartmentmayserveonthestudent’scommittee;threegraduatecommitteessince2007haveincludedfacultymembersfromotherdepartments:History,CurriculumandInstruction,andForeignLanguages.Eachproposedprogramofstudymustbeapprovedbythestudent’sadvisorycommitteeandtheDeanoftheCollegeofGraduateStudies.

TTUEnglishM.A.Report-15 Astudentplanshis/herprogramofstudyinconsultationwiththeDepartment’sGraduateAdvisorandthegraduatefacultymemberwhoservesasthechairpersonofthestudent’sgraduateadvisorycommitteeforthethesisorprojectpaper.AsecondorminorfieldofstudyisnotrequiredforaM.A.degreeinEnglish,andconsequentlyallofthecoursesinastudent’sprogramaretypicallytakenintheDepartmentofEnglish.Astudentmay,however,withtheapprovalofhis/hergraduateadvisorycommittee,constructaprogramwiththemajorportionofthecoursestakenintheDepartmentandcoursesinoneormoreminorareasofcollateralstudytakeninoneormoreotherdepartments.Forexample,onestudentwhograduatedsince2011tookacourseinYoungAdultLiteratureofferedbytheDepartmentofCurriculumandInstruction. Co-Curriculum Membersofstudents’advisorycommitteesalsoprovidevaluablecareerguidance.Becauseoffamiliaritywiththeirstudents’abilitiesandinterests,committeemembersarebetterabletoguidetheirstudentsinacourseofstudybeyondtheM.A.ortheavailabilityofsuitablepositions.Manystudentsalsorelyonfavoriteprofessorsandonteachingmentorsforthisadviceandencouragement,whichcanalsoincludelettersofrecommendationforpositions,fellowships,andadmissiontoothergraduateprograms. TheDepartmentappointsagraduatestudentrepresentativetotheGraduateStudiesCommitteeandagraduateassistanttotheCompositionCommittee;typically,theserepresentativesarefull-timestudentswhoholdgraduateteachingassistantships.TheDepartmentalsohostsplannedactivitiessuchasanawardsceremonyattheendofeachacademicyearandotherfaculty/graduatestudentgatherings;theseactivitiesprovideopportunitiesforinteractionsamonggraduatestudentsandfaculty.Infall2015,forexample,graduatestudentsmetwithfacultyforaninformaldinneratalocalrestaurant. Additionally,severalfacultymembersdevisedspecialeventsoutsideofthetraditionalclassroom.Forexample,oneprofessortakesstudentsinhisFaulknerseminaronatriptoFaulkner’shomeinOxford,Mississippi.Anotherprofessortakescompositioninstructors,includingsomegraduateteachingassistants,toMiddleTennesseeStateUniversity’sannualVirginiaPeckCompositionWorkshop,whichfeaturesatopscholarinwritingpedagogy.ThedepartmenthasmembershipintheAssociatedWritingPrograms,throughwhichstudentshaveaccesstotheAWPwebsite,fullofresourcesforcreativewriters,freecopiesofChronicle,theAWPmagazine,and(particularlyimportantastheMaster’sconcentrationinCreativeWritingdevelops)accesstotheannualAWPconference,likelytobeafutureannualdestination. Severalprofessorsencouragetheirgraduatestudentstosubmitpaperswrittenfortheir5000-or6000-levelcoursestoconferences,andstudentshaveoftenworkedcloselywiththeirprofessorstoproposeandpresentconferencepapersatsuchconferencesastheNewVoicesGraduateStudentConferenceatGeorgiaStateUniversity,theMixSymposiumonComicsin

TTUEnglishM.A.Report-16 Columbus(OH),theLouisvilleConferenceonLiteratureandCultureSince1900,theTennesseePhilologicalAssociation,andtheUniversityofFlorida’sConferenceonComicsandGraphicNovels.Supportinggraduatestudents’revisionofcourseprojectsforextracurricularconferencepresentationsisimportantfacultywork,sinceithelpsstudentsdevelopawarenessofacademiaasaprofession.Suchsupportprovidesforincreasedopportunitiesforgraduatestudentstointeractwithfaculty.Theseendeavorsalsodemonstratethatprofessorstakeseriouslytheirstudents’intellectualandprofessionaldevelopment. TheDepartmentofEnglishhasastudent-runliterarymagazineAerie(formerlyHomespun),availableonline.Aswell,UndertheSun,anationallyrecognized,award-winningannualjournalofnon-fictionessaysthatbeganinthedepartmentsomeyearsago,offersinternshipopportunities.Graduatestudentshavepublishedworkinbothofthesepublications,aswellasservingaseditorialassistantsforeach.Additionally,theDepartmenthashostedguestartistsandscholarsforreadingsandlectures.TheCenterStageSeriesbringssignificantfamousartiststoTTU,andtheDepartmentofEnglishhashadasuccessfulproposalinthisserieseachofthelastseveralyears,includingMichaelChabonin2013,ArtSpiegelmanin2014,MargaretAtwoodin2015,andJunotDiazinFall2016.Studentinteractionwiththevisitingartistisagoalwitheachvisitor.Forexample,MargaretAtwoodnotonlygaveanhour-longpresentationtoageneralaudiencebutalsometwithandansweredquestionsfromagatheringofapproximately65(mostlyEnglish)studentsandfaculty.Attheendoftheevening,sixstudentswhohadwonspotsbylotteryjoinedAtwoodandasmallnumberoffacultyfordinneratalocalrestaurant. TheBirdistheWord!readingseriesprovidesstudentswithmorefrequentone-on-oneopportunitiestomeetandlearnfromestablishedwriterswhoaregenerallyfacultyatotherUSuniversities.Foundedin2014andfundedgenerouslybythedepartment’sJereMitchumendowment,BirdistheWord!bringsvisitingpoetsandfictionwriters,usuallywiththeDepartment’schairservingashost.Thewritersdoreadings,holdMasterClassesforstudents,andmeetsociallyattheendoftheday.Acoupleeventsfeaturinglocalwriters,students,andfacultyonstagesupplementtheinvitedguestevents,foratotalofaboutfiveeachyear.CaliforniaCollegeoftheArtsprofessorandpoetJosephLeasevisitedin2015,andguestsinspring2016includedMoreheadStateprofessorandfictionwriterThomasWilliamsandAimeeParkison,afictionwriterandprofessoratOklahomaStateUniversity.BothCenterStageandBirdistheWord!augmentwhat’spossiblewithwhatispresentlyarathersmallcreativewritingfaculty. Thedepartment’sownEnglishFacultyResearchSeriesprovidesanopportunityforourgraduatestudentstoseescholarshipmodelledbyourgraduatefaculty.Presentationroughlyfivetimesayeararemadebygraduatefacultywhohavereceivedresearchcourse-releasesinrecentsemesters.Departmentmembersalsooccasionallyproposevisitingscholarevents;oneoftheserecentlyresultedinthevisitofprominentWilliamBlakescholarandprintmakerMichaelPhillips,wholedaprintmakingworkshopandgaveapowerfultalkabouttheRomanticpoetandhiswife.TheeventalsofeaturedacollaborationwiththeMusic

TTUEnglishM.A.Report-17 department,whichperformedBlake-themedcompositionsbyRalphVaughnWilliams,performedbyaTTUoboestudentLacyRobbinswithvoiceaccompanimentfromDianePulte,TTUfacultymezzo-soprano. Boththemusicalcollaborationandtheprintmakingworkshop,whichresultedinactualprintsfromfacsimileplatesfromBlake’sworksthatPhillipshadre-createdfromtheoriginalprints,tookstudentsoutofthetraditionalclassroomtogivethemhands-onexperience.WiththecollaborationofTTUartprofessorPerryJohnson,thiswasatrulyinterdisciplinaryevent. C. TeachingandLearningMethods Animportantaspectoflifeasaprofessionalintheacademyispresentingpapersatconferences,nottomentionlecturingorengagingwithstudentsinaclassroomsetting.Inordertoinitiatestudentsintotheseaspectsofprofessionallife,manystudentsingraduateseminarsdoapresentationonatopicorauthor,basedonresearchusingasetnumberofpeer-reviewedsources,tyingtheirtopictothecourse’scontent.Afterpresentingtotheclass,theyrespondtoquestionstheirfellowgraduatestudentshaveprepared,whichgeneratesdiscussionintheclass. DevelopingresearchskillsisanotherimportantcomponentofgraduatestudyinEnglish.Theprojectsstudentssubmitincludeproperinternalcitationsandbibliographies,usuallyinMLA’sdocumentationstyle,whichprovidesstudentswithaclearandconsistentsetofguidelinesforsourceattribution.Havingtousepeer-reviewedsourceshelpsthemtodistinguishbetweenacredibleacademicsourceandalessreliablesource.Englishfacultyremainknowledgeableintheseareasbycontinualfacultydevelopmentefforts.Graduatefacultyhavemembershipsinnumerousprofessionalorganizationsonthestate,national,andinternationallevels.Theyregularlyattendprofessionalmeetingsoftheseorganizations,sometimespresenting,sometimessolelytokeepcurrentintheirfields,evenwhenthishastooccurattheirownexpense.Facultyarealsocommittedtonewideasandinnovativepracticesintheclassroom.ThreefacultyinthepasttwoyearshavereceivedEnhancedDiscoverythroughGuidedExploration(EDGE)grants.ThisprogramdevelopedthroughTTU’sQualityEnhancementPlanfocusesonencouragingCreativeInquiryinundergraduateclasses,butasmanyEnglishgraduateclassesare5000-levelclassestakenbycontractviaupper-divisionundergraduateofferings,thisprogramhaseffectonourgraduateofferingsaswell.OnefacultymemberinEnglishwasselectedthroughacompetitiveprocesstobeanEDGEfacultyfellow,servingtonurturenewprojectsamongfacultyintheHumanities.ThisprogramisofferedthroughTTU’sCenterforTeaching&Learning,andseveralEnglishfacultyhavebeenactivethroughthiscenter,includingonewhoisteam-teachingaclassinEnglishthisSpringwiththeDirectorofthecenter.FacultyengageinconversationsaboutimprovementsinteachingandlearningatboththegraduateandundergraduatelevelsatGraduateCommitteemeetingsandatmonthlydepartmentmeetings.Departmentmeetingshaveregularminutesrecordedbyfacultythemselvestoensurethatourrecordspreservea

TTUEnglishM.A.Report-18 highlevelofacademicprofessionalism,apracticethatbeganin2015-16.Insummer2016,Englishalsohelditsfirstdepartmentretreat,tohaveamorecontemplativespacetoengagedepartmentalissuesandplanpotentialimprovementinitiatives.StudentIDEAevaluationsareofferedforeveryclassandrequiredofallfacultyinrepresentativecourses;theseformacentralbasisforannualevaluationsoffaculty,asdofacultyEffortReports,wherefacultyreportontheirpreviousyear’saccomplishmentsinteaching,scholarship,andservice,andareinvitedtoengageinreflectiononsuccessesandareasforfutureimprovement.ThesearediscussedinannualevaluationmeetingswiththedepartmentchaireachSpring. Manygraduatefacultypromoteactiveandcooperativelearningbyhavingstudentsposttheirfinalprojectstoanonlinecoursemanagementsystem(suchasD2L/iLearn),sothatstudentscanlearnfromreadingeachother’swork.Throughonlinepostings,theyalsoexchangeideasgeneratedbyin-classdiscussionandcoursematerial. Anassignmentinmanygraduateclassesisalongresearchpaper(15to20pages,plusabibliography).Studentsmayexchangedraftsoftheirprojectsinclassandprovidefeedbacktoeachother.Thisprocessallowsgraduatestudentstohonetheirreadingandeditingskills.Additionally,peer-feedbacksessionsincoursesencouragedevelopmentofcollegialrelationshipsamongpeerstothepointthat,astheygoontoworkontheirthesesorprojectpapers,graduatestudentssometimesasktheirstudentcolleaguestocommentontheirdraftsandrevisionsinaninformalway,beforesubmittingtheirdraftstothechairsoftheirgraduateadvisorycommittees. Duringthedraftingandrevisionprocesses,thestudentsdevelopsomeideaofwhatitmightlaterbelikeasaprofessionalinthefieldrespondingtoeditors’commentsduringthepublishingprocess. Duringthesemesterinwhichthethesisorprojectpaperandallcourseworkarecompleted,thestudentisrequiredtopassacomprehensiveexamination.Questionsforthisexaminationaredevisedbythestudent’sgraduateadvisorycommittee.Thiswrittenexaminationconsistsoftwoparts,thefirstrelatedtopedagogyandthesecondrelatedtothestudent’sthesisorprojectpaper.Table5providesdetailsregardingrequirementsforcomprehensiveexamsanddefensesofthesesorprojectpapers.Thestudent’sgraduateadvisorycommitteegradesthecomprehensiveexamonapass/failbasis.Uponsuccessfulcompletionofwrittencomprehensiveexams,thestudentandadvisorycommitteescheduleadateforathesisorprojectdefense.Uponthesuccessfuldefense,thestudentmakesapresentationbasedonresearchforthethesisorprojectpaper.ThepresentationisopentoallmembersoftheDepartment.Forthesisstudents,thegraduateadvisorycommitteeformallyapprovesandacceptsthestudent’sthesisonbehalfoftheDepartmentatthestudent’ssuccessfulcompletionofthethesisdefense.Forprojectpaperstudents,thegraduateadvisorycommitteeformallyapprovesandacceptsthestudent’sprojectpaperonbehalfoftheDepartmentatthestudent’ssuccessfulcompletionofthepresentation.

TTUEnglishM.A.Report-19 Table5.GuidelinesforM.A.ComprehensiveExamsandThesis/ProjectPaperDefense. ComprehensiveExamsandThesis/ProjectPaperDefense [MAComprehensiveExaminationGuidelines,DepartmentofEnglish,RevisedSpring2003]

1. Thestudentwillrespondinwritingtotwoquestionspreparedbyhisorheradvisorycommittee.Thefirstquestionwillaskthestudenttodiscusssomeoftheteachingtechniquesheorshehasused,ortodiscussthewaysheorshewouldpresentinformationfromthethesisorprojectpaperinapresentation.Thesecondquestionwillaskthestudenttorelatewhatheorshelearnedinwritingthethesisorprojectpapertoliterarymovementsorcriticaltheoriesorwritersnotcoveredinthethesisorprojectpaper.Ifthethesisorprojectpaperdealswithpedagogicalissues,thestudentwilldiscussothertheoriesnotincludedintheresearch.Thestudentwillhaveoneandone-halfhourstorespondtoeachquestion.

2. Thestudent’sadvisorycommitteewillconductanoralexaminationordefenseofthethesisortheprojectpaperwiththestudent.

3. Aftersuccessfulcompletionofthewrittenandoralexamination,thestudentwillmakeapresentationbasedonresearchforthethesisorprojectpaper.Thepresentation,whichwillbeheldfollowingthewrittenexaminationandtheoraldefense,isopentoallmembersoftheEnglishdepartment.

4. Variationsinitems1and2abovemustreceiveapprovalfromthedepartmentalGraduateStudiescommittee.Studentsmustmakethepresentationdescribedinitemthree.

5. Thestudent’sadvisorycommitteewillevaluatehisorherperformanceinitems1and2above.Priortothepresentation(item3)themajorityvoteofthecommitteewilldeterminewhetherthestudentpassesorfailsthecomprehensiveexam.Thepresentationisrequired,butnotevaluated.

D. StudentLearningAssessment AllstudentsintheM.A.programmustwriteathesisoraprojectpaper.Eitherissupervisedbyacommitteeofthreemembersofthegraduatefacultyandmustbedefendedorallybeforethatcommittee.ThesethesesandprojectpapersarekeptonfileintheDepartment.ThesesareadditionallysubmittedtotheCollegeofGraduateStudieselectronicallyandboundinprintandcatalogedinTTU’sVolpeLibrary. AllstudentsintheM.A.programmusttakeawrittencomprehensiveexamination.Thisexamisdevisedandassessedbythestudent’sgraduateadvisorycommittee. Facultyingraduatecoursesassessstudentprogressthroughavarietyofmeans.Mostrequireresearchpapersorsomesubstantialpieceofwritingsuchasanannotatedbibliography.Many

TTUEnglishM.A.Report-20 facultyrequireoralreportsonsupplementalreadingoroncriticalworks.Manyrequirewrittenexaminationscoveringthematerialpresentedinthecourse.Thus,studentprogressandstudentabilitytocommunicatearemeasuredfrequentlyandappropriately.CopiesofsyllabifromrecentgraduatecoursesareonfileinthemainEnglishoffice.Thesesyllabirevealthevarietyofstudentoutcomesassessmentmethodspracticedbythegraduatefaculty.Further,facultyfrequentlyencouragegraduatestudentstosubmitpaperstoconferencesandforpublication. Aspartoftheprogram’songoingformativeassessmentefforts,asurveywasgiventograduatestudentsenrolledintheM.A.program;thequestionsonthesurveyfocusedonthelearningobjectivesoftheprogram(seeAppendixA).Ofthestudentsenrolledforthisreportingperiod(2011-16),twentysubmittedresponses,andthesurveyandresponsesareincludedwithintheappendicesattheendofthereport.Table4providestheaveragescorereceivedforeachsurveyitem(Scale:4=stronglyagree,3=somewhatagree,2=somewhatdisagree,1=stronglydisagree). Table6.TTUDepartmentofEnglishGraduateStudentSurvey:AverageScores(n=20).

SurveyItems: Average

Score(1-4) 1. Didcourseworktakenduringyourmajorprepareyoutowork

collaboratively?3.79

2. DidENGL6000prepareyouformoreadvancedcourses? 3.68 3. Didthecurriculumprepareyoutowriteresearchpapers? 3.95 4. Didcoursesprovideenoughtopicchoice/options/varietytomeet

yourneeds?3.25

5. DidtheEnglishmajorprovideyouwithdiverseculturalexperiences? 3.10 6. Didthecoursesprovideyouwithexperienceineffectiveoral

communication?3.75

7. DidtheEnglishDepartmentclearlyindicatetoyouthedegreerequirementsfortheprogram?

3.70

8. Inyouropinion,didthecoursesinyourconcentrationprepareyouforthefieldstudied?

3.60

9. AreyoudevelopinganunderstandingofhistoryinBritishandAmericanliterature?

3.90

Additionally,allgraduatingM.A.studentsareaskedtocompleteanexitoralumnisurvey.Unfortunately,onlythreeM.A.studentsgraduatingbetween2011and2016respondedtothesurvey.Becauseofthislowresponserate,thesurveyresultsarenotviewedasstatisticallyvalid.SeeAppendixBforacopyofthesurvey. Throughalumnisurveysconductedindependentlyofthegraduateprogram,wehavegatheredanecdotalevidenceofstudentcareertrajectories,andinvitedsomeofthesestudentsto

TTUEnglishM.A.Report-21 campustosharetheirexperiences.Weneedtomakeabetterefforttocollectdatafromourrecentgraduatesinamoreprogrammaticway. E. ResearchEnvironmentTheCollegeofGraduateStudiesrequiresacontinuedpatternofpeer-reviewedscholarlyorcreativeactivityforfullmembershiponGraduateFaculty.Forthisself-study,allfifteenoftheDepartment’sfullmembersofGraduateFacultyweresurveyedregardingtheirpeer-reviewedpublicationsfor2011-2016.Elevenresponded.Severalhavepublishedinprominentpeer-reviewedacademicjournals,annuals,referenceresources,orothersignificantpeer-reviewedsources,includingapublicationbyonefacultymemberinaflagshipjournalinhisfield,AmericanLiterature(DukeUP).Anotherfacultymemberauthorstheannualreviewofscholarshipin“Early19thCenturyAmericanLiteratureforAmericanLiteraryScholarshipAnnual(DukeUP).OneEnglishgraduatefacultymemberisauthorofabookontheTowerofLondon,recentlyreprintedinpaperbyRoutledge.Twomorehavebookcontracts,oneforabookinthefieldof20thcenturytheatre;theotherforaneditedcollectionofessayontheNewZealandauthorJanetFrame.Severalhavealsoengagedinvariouscreativeactivities,includingafictionwriterinthedepartmentwhoin2015publishedastoryintheprominentartsandculturequarterly,BOMB.Facultyscholarshipisitemizedoneachfacultymember’scurriculumvita,allofwhichareavailableintheEnglishoffice.Facultypublicationsarealsolistedonthedepartmentwebsite:https://www.tntech.edu/cas/english/faculty-publications.FacultyawardsandpresentationsarereportedontheFacultyHighlightspageonthesiteaswell:https://www.tntech.edu/cas/english/faculty-highlights.Inaddition,Englishgraduatefacultypresentresearchatconferencesatstate,national,andinternationallevels.Fundsareavailableforconferencetravelforpresentations,whenpapersareacceptedorinvitationsreceived,throughtheFacultyDevelopmentTravelfund,wihichoffersallowancesforfacultyintwoyearcycles.Inthemostrecentsuchcycle,ninegraduatefacultyreceivedatotalof19awards.AdditionalawardsareavailablethroughafundsponsoredbytheProvost’sofficeandthroughpetitiontotheCollegeofArts&Sciencesdirectly,whichhasfoundationfundsatitsdisposal.Inrecentyears,twofacultyreceivingnon-instructionalleaveawardsinacompetitiveprocess,in2015-16andagainin2016-17,receivedadditionalfundsfromthesesupplementalsources,andanotherfacultymemberreceivedsupplementalfundingforspecializedsummerimmersiontraininginLatintobetterequipherforresearchinEarlyModernBritishliterature.TheCollegeofArts&SciencesResearchandCreativeActivityaward,forwhichfacultyinEnglishareeligiblebiennially,competitivewithotherA&Sdepartments,hasgonetomembersoftheEnglishdepartmentthelasttwotimesinwasawarded,oncetoafacultymemberinAmericanliterature,thenexttimetoafacultymemberonTheatre,bothmembersofthegraduatefaculty. F. SupportforQualityEducationVolpeLibraryhasapolicyofpurchasinganybooksthatfacultydesirebeaddedtothecollection,andfacultytakeresponsibilityforimprovingtheirareasofscholarship.Thisisa

TTUEnglishM.A.Report-22 welcomingsituationforfacultylookingtobolsterareasofscholarship,butsomeareasarediscoveredbyrecentlyarrivedfacultytobewoefullylackingfromneglectbypreviousfaculty.Aswell,journalsarenotgiventhesamesupport,giventhatsubscriptionsarenotone-timepurchasesbutopen-endedfinancialcommitments.Interlibraryloanworkswellandspeedilytomakeavailablerequesteditems;however,somefacultyhavereporteddifficultyobtainingsomejournals,andlackofphysicaljournalsremovestheabilitytobrowsejournalsinordertodiscovernewcriticalissuesanddebates.Thus,thelibrary’sbudgetrestrictionsdohaveaneffectonEnglish.Anothereffectonscholarship,andthusonteachingpreparation,istheheavyteachingloadforfacultyinEnglish.Somealleviationofthishasalsocomeviathecoursereleasesforresearchprovidedtofacultywhohaveappliedsincethisprogrambeganinthedepartmentin2015.WithmorestudentsearningtheircreditsforcompositionclassesinhighschoolorcommunitycollegespriortoattendingTech,theremaysoonberoomtoalleviatefacultyteachingloadsinEnglish,perhapstoabase4-3,withresearchingfacultyperhapsabletoteach3-3.Therehasyettobeseriousmovementonthisissue,givenrecentbudgetdifficulties.(Adeficitinexpectedinternationalstudentscauseamajorshortfallin2016-17.)Thepositiveeffectfornthegraduateprogramwouldbethatfacultywithlessenedteachingloadswillhavemoretimetodevotetoresearch,withtheresultofmorefacultybeingabletoofferagreaterrangeofviablegraduateEnglishcourses,benefittingagrowingprogramwithmultipleconcentrations.Variouseffortsinrecentyearshaveimprovedstudentengagementtowardaugmentingprogramsustainability.Severalprogramshavefeaturedreturningalumni,andthemostnotableofthesefromtheperspectiveoftheM.A.programandencouraginggraduateeducationingeneralwas“FromTTUtoTenure-TrackYou.”Forthisevent,inMarch2016,threetenure-trackassistantprofessorsfromaroundthecountrywhohadgottentheirM.A.satTechandthengoneontoearnPhDsvisitedandpresentedthoughtsandstrategiesforfollowingintheirfootsteps.Asmentioned,thisisjustoneoftheinitiativeswe’vetakenoverthepasttwoyears,mostparticularly,toeducatestudentsaboutgraduateEnglishatTech.OthershaveincludedapresentationbythegraduatecollegetoEnglishdepartmentstudentsinSpring2016,withplansforannualsuchpresentations;discussionsabouttheM.A.programatTechandageneralgraduateschoolQ&AwithstudentsintheundergraduateEnglishhonorssocietychapter,SigmaTauDelta;theinitiationofFast-Track,whichhelpsundergraduatesmovemorequicklyandefficientlyintoourM.A.program;thespreadingofstoriesofourM.A.ssuccessfulcareersviaalumnivisitsandpublicationofthesestoriesinourdepartmentnewsletter.Finally,inadditiontotwonewconcentrationsattheM.A.level,inProfessional&TechnicalCommunicationandCreativeWriting,EnglishhasdevelopedacertificateinProfessional&TechnicalCommunication.Wearehopinggreateroptionsenticemorestudents,fromvariousbackgrounds,toourprograms.

TTUEnglishM.A.Report-23 IV. POTENTIALIMPROVEMENTINITIATIVES

● InstitutingnewCreativeWritingtrackintheM.A.program-CreativeWritingisthe

driverofoneofourthreeleadingundergraduateconcentrations,“Writing/Language/Genre,”andundergraduatecoursesregularlyfilltocapacity.CreativeWritingisalsoagrowthprograminuniversitiesnationally.Withoutmuchaddedcost,weshouldbeabletousesuchaprogramtoboostourenrollmentandenrichculturallifeinthedepartment.

● InstitutingnewProfessionalandTechnicalCommunicationtrackintheM.A.program-Thiswouldbeanextensionofanotherofourmostsuccessfulundergraduateconcentrations,aswellashelpingbridgeourdepartmenttootherinterestsacrossourtechnologicalcampus,toprovidewritingsupport(andexperienceforourstudents)andpotentialgraduateopportunitiesforundergraduatesinotherdepartments.

● RevisingtheLiteraturetrackintheM.A.program-DesiretoequalizetherepresentationofAmericanandBritishliteraturesinourcurriculumresultedfromafierybutultimatelyhealthydialoguebetweendifferentdepartmentalinterests.Thisrevisioniscurrentlymovingforward.

● Developingamoreeffectivesurvey(andsurveytechnique)formeasuringrecentM.A.alumniexperiences-Inordertoknowhowbesttopreparestudentsforsuccessaftergraduation,weneedtoknowbetterwhatourstudentshavediscoveredaboutthevalueofthisdegreeandwhatfeedbacktheycangiveustowardimprovement.Phonecontactmightbeemployedaswellasemail.

● ReviewandevaluateM.A.programLearningOutcomes-Revisitingthesemayormaynotresultinchanges,butatminimumwillincreasethesenseofownershipofthemamongthecurrentfaculty.

V.MATRIXOFIMPROVEMENTINITIATIVES

Initiative Objective Who PerformanceIndicator

When

1 InstitutingnewCreativeWritingtrackintheM.A.program

Developanewconcentration

Departmentfaculty

Programbeginstobeoffered

Fall2017orSpring2018

2 InstitutingnewProfessionalandTechnicalCommunicationtrackintheM.A.program

Developanewconcentration

Departmentfaculty

Programbeginstobeoffered

Fall2017orSpring2018

3 RevisingtheLiteraturetrackintheM.A.program

Developarevisedconcentration

Departmentfaculty

Revisedprogrambeginstobeoffered

Fall2017orSpring2018

TTUEnglishM.A.Report-24 4 Developand

enacteffectivesurveyofM.A.alumni

Revisitandredesignsurveyandmeansofdelivery

Departmentgraduatefaculty

Contact50+%ofgraduatesfrom2007-date

Spring2018

5 ReviewandevaluateM.A.programL.O.s

RevisitanddiscussL.O.sinthelightofnewsurveydata

Departmentgraduatefaculty

GraduatecommitteeapprovalandEnglishdept.votetoaccept/reaffirmoutcomes

Fall2018

6 Reviewgraduatecoursesinthecurriculumforconsistencyofstudentlearningoutcomesinsyllabi

SyllabireviewandcreationofL.O.sbyfacultywithresponse-bilityforcoursesinarea(s)

Departmentfaculty

GraduatecommitteeapprovalandEnglishdept.votetoaccept/reaffirmoutcomes

Spring2019

VI.FOLLOW-UPOFPREVIOUSACADEMICAUDIT TheAcademicAuditorTeamReportfrom2011-12madethreerecommendations:

1. ThatadministrationadjustgraduateteachingassistantstipendstoequalthoseofotherprogramsintheCollegeofArts&Sciences.2. Thatthedepartmenttakeactiontoenlargetheirgraduateprogram.3. Thatfacultymoreactivelysupportthegraduatethesispresentation.

GraduateTeachingAssistantsalarieshavebeenincreasedsince2011-12,includinganincreasetwoyearsago,buttheyhavenotbeenequalizedwithotherprogramsinArts&Sciences.TheDean’sofficehasarguedinthepastthatmarketfactorsdeterminethatTAsindifferentdisciplinesbepaidatdifferentlevels.TheEnglishdepartmentisinagreementwiththeauditors’pastperspectiveonthisissue,andencourageareaffirmationofthisprincipleinauditors’2017recommendations.Thedepartmenthasundertakentoenlargeitsgraduateprogram,althoughournewprogramshavenotofficiallybeenapprovedbeyondthedepartmentlevel,asofthiswriting,norhavethenumbersofstudentsinourM.A.programincreased.AseriousefforttoengagethisrecommendationbeganwiththearrivalofanewdepartmentchairinFall2014.AnewMaster’sprogrambrochure,designedthepreviousyear,wasprintedanddistributed,beginninginFall2014.Discussionofnewprogramsbeganin2015andtwonewM.A.concentrationsarenowdevelopedandhopefullyontheirwaytoadoptionforFall2017.

TTUEnglishM.A.Report-25 Arecordoftheconcernsthatrecommendation#3wasmeanttoaddresshasbeenlost.Itmaybethatstudentsin2011-12remarkedthattheirthesispresentationswerenotwellattended.Facultymakesincereandconcertedeffortstoattendthesepresentations,atpresent,andwillcontinuetodoso.

TTUEnglishM.A.Report-26

TTUEnglishM.A.Report-27 AppendixB

TTUEnglishM.A.Report-28

TTUEnglishM.A.Report-29 AppendixC–NewConcentrationinCreativeWritingProposal

MEMORANDUM TO: The Graduate School Executive Committee

VIA: The University Curriculum Committee

VIA: The Arts and Sciences Curriculum Committee

VIA: The Department of English Graduate Studies Committee

FROM: Dr. Ted Pelton, Chair, Department of English

DATE: December 7, 2016

SUBJECT: New Concentration in Creative Writing within the English M.A. Program

The Department of English Graduate Studies Committee proposes the following concentration in Creative Writing within the English M.A. Program: Core (9 credit hours) One 6000-level course in American Literature One 6000-level course in British Literature ENGL 6000 Content Courses (15 credit hours) Three courses from among ENGL 5430, 5440, 5450, 6710, and 6720 (any of these courses may

be repeated, for credit) Two additional graduate-level electives in ENGL, THEA, or PC (at least one of these must be at

the 6000-level) Thesis Hours (6 credit hours) ENGL 6990 Justification This concentration provides an additional option for English MA students wishing to develop their abilities as creative writers, in poetry, fiction, and/or essay/memoir. Graduates of this concentration will develop exceptional creative and communication skills, applicable to a variety of career uses and for artistic development. Effective Date Fall 2017

TTUEnglishM.A.Report-30 AppendixD–NewConcentrationinProfessional&TechnicalCommunicationproposalMEMORANDUM TO: The University Curriculum Committee VIA: The Graduate School Executive Committee VIA: The Arts and Sciences Curriculum Committee VIA: The Department of English Graduate Studies Committee FROM: Dr. Ted Pelton, Chair, Department of English DATE: November 1, 2016 SUBJECT: New Track and Certificate Option in Professional and Technical Communication within the English M.A. Program I. The Department of English Graduate Studies Committee proposes the following track in

Professional and Technical Communication within the English M.A. Program: Core (9 credit hours) One 6000-level course in American Literature One 6000-level course in British Literature ENGL 6000 Content Courses in Professional and Technical Communication (15 total credit hours: PC 6030 and 6050, plus 9 credit hours from 5000-level courses below)* PC 6030 (Core Issues and Research in the Field) PC 6050 (Teaching Professional and Technical Communication) PC 5850 (Internship) PC 5940 (Technical Editing) PC 5970 (Professional Communication II) PC 5990 (Seminar in Professional Communication) *ENGL 6010 may be substituted for one of the 5000-level courses above. For students who have taken any of the above courses at the 4000-level, two of the following courses may be substituted for two of the above 5000-level courses: ENGL 5411 Writing in the Professions ENGL 5421 Forms of Argumentation and Persuasion: Theory and Practice ENGL 5511 Introduction to Descriptive Linguistics ENGL 5531 Grammar and Language ENGL 5541 Topics in Linguistics/Language ENGL 5551 Introduction to Rhetoric: Theory and Practice ENGL 5561 American English (NOTE: As of September 29th, this course proposal was in the process of being reviewed by various curriculum committees.) Thesis Hours (6 credit hours) ENGL 6990

TTUEnglishM.A.Report-31 II. The Dept. of English Graduate Studies Committee proposes the following certificate

option in Professional and Technical Communication within the English M.A. Program:

For students completing the certificate, ENGL/PC 3250 is a co requisite for the first course taken in the program. Content Courses in Professional and Technical Communication (15 total credit hours: PC 6030 and 6050, plus 9 credit hours from 5000-level courses below) PC 6030 (Core Issues and Research in the Field) PC 6050 (Teaching Professional and Technical Communication) PC 5850 (Internship) PC 5940 (Technical Editing) PC 5970 (Professional Communication II) PC 5990 (Seminar in Professional Communication) For students who have taken any of the above courses at the 4000-level, two of the following courses may be substituted for two of the above 5000-level courses: ENGL 5411 Writing in the Professions ENGL 5421 Forms of Argumentation and Persuasion: Theory and Practice ENGL 5511 Introduction to Descriptive Linguistics ENGL 5531 Grammar and Language ENGL 5541 Topics in Linguistics/Language ENGL 5551 Introduction to Rhetoric: Theory and Practice ENGL 5561 American English (NOTE: As of September 29th, this course proposal was in the process of being reviewed in various curriculum committees.) Justification This track and certificate option provide additional opportunities for English M.A. students who are preparing for careers or teaching within the field of Professional and Technical Communication. In addition, the Department would like to increase students’ opportunities to work with other disciplines (such as Engineering and Business), both on campus and off campus, that require facility with technical writing and effective communication skills in business environments. The certificate option allows students from other programs to gain some expertise in technical and professional writing specifically and communication in general; collaborating with other colleges on campus demonstrates a broad applicability of our English program to the campus as a whole and will increase its visibility and applicability to students who need these skills, yet may not have had the opportunity to develop them during their undergraduate work. Overall, the Professional Communication M.A. track and certificate option provide opportunities for students with various backgrounds who are seeking advanced skills in grant writing, technical writing, or other advanced Professional and Technical Communication proficiencies. Effective Date Fall 2017

TTUEnglishM.A.Report-32 AppendixE–RetitledConcentrationinLiteratureinEnglishM.A.ProgramMEMORANDUM TO: The Graduate School Executive Committee VIA: The University Curriculum Committee VIA: The Arts and Sciences Curriculum Committee VIA: The Department of English Graduate Studies Committee FROM: Dr. Ted Pelton, Chair, Department of English DATE: December 7, 2016 Subject: Newly retitled concentration in Literature within the English M.A. program The Department of English Graduate Studies Committee proposes the following changes in the current M.A. program, so as to create a Literature concentration within the English M.A. program. I. Title change As part of other changes to the English M.A. program, which will create two new concentrations, in Creative Writing and in Professional and Technical Communication, the traditional, literature-based Master’s program will now be known as the Literature concentration, and be one of three concentrations overall in the English M.A. Justification: This concentration retains the emphasis of the traditional English M.A. for students wishing to further develop their abilities as literary scholars and critics, in preparation for graduate school and/or careers requiring high-level interpretive and written communication skills. No new courses need be developed in order to create this concentration. This new concentration would result in no additional costs, and is in keeping with departmental goals. II. Change in degree requirements The following change will be made in the degree requirements in the English M.A. program, as it becomes the Literature concentration of the English M.A. From:

In addition to Graduate School degree requirements, the student must complete: • One graduate course in British Literature before 1800. • One graduate course in British Literature after 1800. • One graduate course in American Literature. • English 6000.

TTUEnglishM.A.Report-33

To:

In addition to Graduate School degree requirements, the student must complete: • One graduate course in British Literature before 1800. • One graduate course in British Literature after 1800. • One graduate course in American Literature before 1865. • One graduate course in American Literature after 1865. • English 6000.

Justification: This change in degree requirements creates an equal emphasis between British and American literature in the Literature concentration, whereas the degree requirements previously required more British than American literature. This is in keeping with current trends and practices in the field.

TTUEnglishM.A.Report-34

SourcesofEvidenceAvailable

TypeofEvidence WhereEvidenceIsAvailableGraduateSurvey AppendixAAlumniSurvey AppendixBCourseSyllabi TheEnglishOffice

GraduateOnlineCatalog http://catalog.tntech.edu/index.phpFacultyVitae TheEnglishOffice

AnnualReports TheEnglishOfficeM.A.ProgramAdmissionandDegreeRequirements

https://www.tntech.edu/cas/english/maenglish/m.a.-program-admission-and-degree-requirements

Fast-TrackProgramhttps://www.tntech.edu/cas/english/b.a./m.a.-fast-track-

programProgramandLearning

Outcomeshttps://www.tntech.edu/cas/english/program-and-

learning-outcomes