Proposed Curricular Revisions in English 3 Nov 2015

46 Pages·2015·0.64 MB·English

by  Gary Derr

Proposals for Curricular Revisions

Department of English

October, 2015

TABLE OF CONTENTS

Cover Memo…………………………………………………………………….……………….2

Proposal for Revision of the English Major…………………………………………………..4

Proposal for a Minor Revision of the English Minor……….………………………...…….31

Proposal for a New Minor in Writing………………………………………………………..38

1
Daniel Mark Fogel

Professor of English
October 14, 2015

From: Daniel Mark Fogel, Chair, Curriculum Committee, Department of English

To: Nicole Phelps, Chair, Curriculum Committee, College of Arts and Sciences

Re: Proposed Revisions in the English Major and Minor and Proposal for a New
Minor

The Department of English is submitting under this cover three interlinked proposals: a
revision of the English major; a correlative (and minor) revision of the English minor; and
a new minor in Writing (both creative writing and non-fiction writing, including profes-
sional writing), also correlative with the proposed revision of the major in mirroring the
introduction into the major of Writing as a concentration

Background
In 2014 the Department of English underwent the Academic Program Review process
mandated by the Faculty Senate. Both the external reviewers and the internal review com-
mittee of the Faculty Senate called on the department to deliberate on the baccalaureate
curriculum (a departmental retreat was suggested) and to undertake revisions to provide
greater coherence, a clear trajectory within the major, and a stronger grounding for ma-
jors in literary history.

The departmental curriculum committee began intensive deliberations on the charge im-
plicit in the APR findings in the late spring of 2015. The committee conducted intensive
study of recent revisions of the major in English at other top institutions (Dartmouth,
Brown, Wesleyan, Vanderbilt, and Stanford) and then designed a departmental retreat
that was held for four hours on August 28, 2015, with the participation of most of the
departmental faculty. Afterwards, drawing on clear indications of departmental consen-
sus that emerged at the retreat, the committee developed the curricular revisions outlined
in the three proposals below. All three proposals were endorsed by the faculty by paper
ballot on September 28, 2015 by a vote that was unanimous but for a single abstention.

Highlights and Rationale
This revision of the English curriculum is notable for: its bookending of the major with
introductory and senior seminars (both existing courses, one of which, ENGS 85, is
2
repurposed as the introductory seminar); a new requirement for a two-course survey se-
quence at the below-100 level in addition to the introductory seminar; a repurposed course,
ENGS 86, renumbered ENGS 100 and retitled as “Literary Theory” (hitherto “Critical Ap-
proaches to Literature”) which requires completion of the introductory seminar and
sophomore standing and which would be recommended to students to be taken in the
sophomore or junior year; and the addition of ENGS 100 as a prerequisite for the senior
seminar. In addition to the progressive scaffolding thus inscribed in the new curriculum,
the English major follows the model of other departments around the country that have
recently revised baccalaureate programs in English by introducing formal Concentra-
tions. The Concentrations in the proposed revision of UVM’s English major are British
and Anglophone Literary Traditions, American Literary Traditions, Cultural Studies, and
Writing, plus the option of an individually designed Concentration. The introduction of
a new Minor in Writing complements the enhanced opportunities for the study and prac-
tice of writing afforded to UVM students in the new Writing Concentration for majors—
and, importantly, extends those opportunities to students across the University for many
of whom, we believe, the minor in Writing will be very attractive.

As to rationale, we believe the revised major responds constructively and efficiently to
the good recommendations that came to the department through the APR process for
scaffolding the major through a coherent programmatic trajectory, including a firmer
grounding in literary history. It does so through the implementation of a core set of
courses required of all majors and also through the comparatively greater depth of study
entailed in the requirement that majors complete a Concentration in a defined area of a
field—English language, literary, and cultural studies as well as writing—that has at once
a global reach and highly fluid boundaries. The commitment to literary history demon-
strated in the requirement for a foundational two-semester survey sequence is reinforced
in the concentrations in British and Anglophone Literary Traditions (BALT) and in Amer-
ican Literary Traditions (ALT) by requirements for courses at the 100-level in pre-seven-
teenth-century literature (BALT) and in American literature before 1900 (ALT). The revi-
sion of the existing minor simply removes from the required two-course sequence options
ENGS 85-86 since the former has been repurposed as the introductory seminar for majors
and the latter will no longer be offered.

Finally, the proposed new minor in Writing is designed to offer opportunities for aca-
demic and career development through the intensive, guided practice of writing in a va-
riety of genres—poetry, fiction, expository and professional writing—to students across
the University. Students who want writing skills to enhance their professional expertise
and employability can focus on composition and expository writing within the new mi-
nor; there is also, however, huge unmet student demand for creative writing courses that
serve both general writing skills and creative expression. We anticipate that the Writing
Minor will be attractive to both student populations.
Proposal for a Significantly Revised English Major (Appendix B Format)

I.
Title, director, participating faculty, responsible
academic
unit, and
description

of
the curriculum, research, or
service
endeavor, as it would
be
included
in
the

University, or
Graduate
College
Catalogue.

Title: Major in English
Director: Chair of the English Department, Valerie Rohy
Participating faculty: All faculty in English—both TT and lecturers—will participate in
offering and implementing the revised Major in English.
Unit: English Department
Catalogue description:

English B.A.
All students must meet the University Requirements.
All students must meet the College Requirements.
MAJOR REQUIREMENTS

Thirty-three credits to include1:
ENGS 85 Introductory Seminar 3
One of the following literature surveys: 6
ENGS 21-22 British Literature I and II, or
ENGS 23-24 American Literature I and II, or
ENGS 27-28 Western Literary Tradition (IHP) I and II
ENGS100 Literary Theory 3
At least eighteen credits at or above the 100-level, at least three of which must be from courses 18
numbered ENGS 201 - ENGS 282 (Senior Seminars).
Three additional credits in ENGS courses numbered 005 and above 3
Students must complete one of the following concentrations:
British and Anglophone Literary Traditions: at least nine hours in the following courses, including
three hours in literature before 1700 (ENGS 110-1133, ENGS 133-146, ENGS 1583, ENGS 161-
162, ENGS 164-165, ENGS 167-1693, ENGS 1733, ENGS 1793, ENGS180-182, ENGS 1893, Sen-
ior Seminar [200-level]3)
American Literary Traditions: at least nine hours in the following courses, including at least three
hours in literature before 1900 (ENGS 110-1133, ENGS 150-153, ENGS 156, ENGS 158, ENGS
159-160, ENGS 163, ENGS 164-1693, ENGS 171-172, ENGS 1733, ENGS 176-178, ENGS 1793,
Senior Seminar [200-level]3)
Cultural Studies: at least nine hours in the following courses (FTS 121-198, ENGS 110-1133,
ENGS 1433, ENGS 1563, ENGS 1603, ENGS 1633, ENGS 168-1693, ENGS 1773, ENGS 1793,
ENGS 1893, Senior Seminar [200-level3])
Writing: six credits from the following three courses (ENGS 50, Expository Writing; ENGS 51,
Topics in Composition; and ENGS 53, Introduction to Creative Writing2) and.at least six hours in
4
the following courses (ENGS 104-105, ENGS 107-108, ENGS 114, ENGS 117-120, Senior Semi-
nar [200-level3])
Individually Designed Concentration: At least three courses at the 100-level or above (may in-
clude the Senior Seminar) in an intellectually coherent area of concentration defined in a proposal
approved by the faculty adviser and the director of undergraduate advising in English
One world literature (WLIT) course may count toward the major
No more than nine credits of Film and Television Studies (FTS) at any level shall count toward the ma-
jor.

1 Only courses beginning with ENGS 005 or higher meet the English major requirements.
2 ENGS 53 must be taken by students wishing to pursue advanced poetry and fiction writing.
3 May count for different Concentrations and for more than one Concentration—students should consult
the English Department Web site.

II. Rationale
for
the
revision
of
an
existing
academic
unit, curriculum, research, or
service endeavor:
A.
Philosophic
goal
statements
that
are
divergent
from
present
ones;
The revised curriculum strengthens the English major for the benefit of students through
a comprehensive response to curricular recommendations for greater coherence, a clearer
trajectory, and attention to literary history—recommendations endorsed by both external
reviewers and the internal review subcommittee of the Faculty Senate as part of the de-
partmental Academic Program Review (2014). It achieves the recommended outcomes
through both a carefully sequenced fifteen-credit core required of all majors and the in-
troduction of concentrations. Not only is the new curriculum responsive to APR recom-
mendations, but it also reflects and was informed by intensive departmental study of
recent curricular revisions in English at other top institutions (including Dartmouth,
Brown, Wesleyan, Vanderbilt, and Stanford). Although the new major is a significant re-
vision, it is efficient in requiring only minor adjustments to the department’s course in-
ventory and catalog descriptions. The concentration in Writing (and the concomitant pro-
posal for a new Writing Minor) respond, moreover, to significant student demand for
more courses in writing, both creative and expository. Writing is essential to virtually all
careers pursued by UVM graduates.
B.
General
and
specific
objectives
of
the
revision.
The objective is to increase the rigor, breadth, depth, and coherence of the English major
consistent with APR recommendations and best practices at distinguished peer institu-
tions.
III. Changes
in
the
relationship
of
this
proposed
revision
to
current
missions
and
long-range plans
of:
A.
The
University;
5
The proposed curricular revision does not alter the relation of the program to the current
mission and long-range plans of the University; it does, however, support the Univer-
sity’s overall advance as a center of undergraduate education and, within that broad con-
text, further strengthens the arts and humanities as part of the University’s liberal arts
core.
B.
Participating
college(s), school(s), department(s) and program(s).
None other than English.
IV. Relationship
of
revisions
to
other
academic
units, curricula, research, or
ser-
vice endeavors
currently
being
offered.
No change except that the change in ENGS 086—renumbered as ENGS 100 and slightly
revised in title and description—will require a minor change in the program of study for
Education majors in secondary English (see section V., below).
V. Provide
evidence
of
communication
with
academic
units
likely
to
be
in-
volved
in
 or affected
by
the
revised
program.
A. Indicate the effect (cost, enrollment, etc.), the revised program will have on other aca-
demic units.
None.
B. Faculty engaged in the substantial revision of a program must discuss the proposed
revisions with each dean and chairperson/program director of an academic unit likely to
be affected by the new program. All units whose courses are an integral part of the pro-
posed program must be included. A letter of support, or at least a record of e-mail corre-
spondence, from each such unit must be attached to the proposal.
See Appendix A. We have not received a response to this message as of October 14, 2015.
C. The Graduate College Executive Committee must approve proposals to substantially
revise graduate programs before they come to the Faculty Senate Curricular Affairs Com-
mittee. A letter indicating the approval and explaining the rationale for same must ac-
company the proposal.
N/A
VI. Evidence
of
demand
or
need
for
revision:
A.
Explain education, personnel
needs, and
social
needs
that
exist. Refer to specific
authorities
or
studies
consulted;
6
The English major will continue to support the critical tasks of maintaining the centrality
and importance of the arts and humanities within the research university. English re-
mains one of the most heavily enrolled majors in CAS and on campus generally, in large
part because the skills in writing and critical thinking that it inculcates are widely docu-
mented as highly attractive to employers and as excellent preparation for many profes-
sions and for graduate study in a wide variety of fields. See, for example,
“Employers and Public Favor Graduates Who Can Communicate, Survey Finds”
(Chronicle of Higher Education, 2013), http://chronicle.com/article/EmployersPublic-
Favor/141679/

The article states: “"Americans adults and employers want colleges to produce gradu-
ates who can think critically and creatively, and can communicate orally and in writ-
ing."

Also, “Career Coach: Are writing skills necessary anymore?”(Washington Post, 2011)
http://www.washingtonpost.com/business/capitalbusiness/career-coach-are-writing-
skills-necessary-anymore/2011/05/18/AFJLUF9G_story.html

The article states: "Business leaders also felt that writing skills among graduates seem to
have declined over the years. Those who demonstrate good writing skills are often sought
to participate in more interesting projects.” As one chief executive put it, “Employees
have to be able to write proposals for client work; they can’t just cut and paste from the
Web."

B.
Indicate
how
this
revised
program
will
meet
local
and
regional
needs;
The need for high degrees of literacy, including skills in critical reading and writing, ex-
tends throughout the region and nation in a variety of professions.
C.
Discuss
projections
for
continued
need
over
the
next
five
years.
We believe that there will continue to be a strong demand for students who have mas-
tered critical reading and writing skills to populate graduate and professional programs
across the disciplines and to enter the workforce in a virtually countless variety of occu-
pations and workplaces. We expect that the new curriculum will enhance the efforts of
the department to recruit and retain students and to sustain the major in English as one
of the largest at UVM.
VII.
If
proposed
revision
is
of
a
program, indicate
effects
on:
A.
Students:
1.
Evidence
of
change
in
source
of
candidates;
7
N/A
2.
Change
in
requirements
for
admission
and
retention;
N/A
3.
Any
change
in
selection
process;
N/A
4.
Financial
support
available
through
the
department
and
college
or
other UVM

sources;
No change.
5.
Change
in
mechanism
of
advising;
There will be no change in the mechanism of advising, but, contingent on approval of the
revised curriculum the departmental curriculum committee plans to develop a written
set of guidelines so that advisors can best inform students about the new curricular op-
tions that will, we hope, be in place for majors (and for minors as well).
6.
Prospects
for
employment
or
opportunities
for
further
education
of graduates.
Numerous articles in prominent publications like those cited above argue that writing
skills gained in an English major or minor increase the job prospects for students in a
variety of professions. The English website has links to more articles, including some that
document the attractiveness of English majors as applicants in a wide range of graduate
and professional programs. See:
http://www.uvm.edu/~english/?Page=english_careers_in_the_news.html.
B.
Program
of
study: 1.
Indicate
all
courses, classes, research, field
work, and
inde-
pendent
study
to be
included
in
the
revision.
a.
list
existing
courses
envisioned
as
part
of
the
revised
program;
The English major uses all of the ENGS courses in the catalog numbered 005 and above.
It also allows up to 9 credit hours in Film and Television Studies (FTS), a major housed
in the department (courses in FTS will also count toward the Cultural Studies concentra-
tion), and up to three hours in World Literature (WLIT).
We have surveyed our 100 level offerings from academic years 2015 and 2016 to ensure
that our current courses and staffing levels, with only the addition of a fiction writer, can
adequately accommodate students in all four Concentrations. See Appendix B.
8
b.
list
newly established courses required of the student as part of the
revised
program. NOTE: If new courses
are
required, refer to attached guidelines for new course
approval and submit requests concurrent with program
proposal.
Only one new course is required. Several changes to existing courses will be entered into
Course Leaf:

 Proposed NEW Course [Please see sample syllabus in Appendix C, below]
ENGS 100: Literary Theory
Survey of literary and cultural theory introducing a variety of major ap-
proaches to the interpretation of literature. Required for all English Majors.
Prereq: ENGS 085 and sophomore standing. Credits: 3:00

 English 27-28 will have added to the course titles I and II for symmetry with
the other required survey-course pairings in the required core.

Current catalog descriptions and prerequisites:
ENGS 027 - Lit of Western Trad:Int Humn
Study of primary authors in the Western cultural tradition from Homer to
the modern period with particular reference to history, religion, and phi-
losophy. Students may not take for credit both ENGS 025 and ENGS 027, or
both ENGS 026 and ENGS 028. Prerequisites: Concurrent enrollment in REL
027, REL 028. Credits: 3.00
ENGS 028 - Lit of Western Trad:Int Humn
Study of primary authors in the Western cultural tradition from Homer to
the modern period with particular reference to history, religion, and phi-
losophy. Students may not take for credit both ENGS 025 and ENGS 027; or
both ENGS 026 and ENGS 028. Prerequisite: Concurrent enrollment in REL
027, REL 028, HST 013, HST 014; Integrated Humanities Program. Credits:
3.00

New catalog descriptions and co-requisites:
ENGS 027 - Lit Western Trad I: Int Humn
Study of primary authors in the Western cultural tradition from Homer to
the modern period with particular reference to history, religion, and phi-
losophy.

Co-requisites: Enrollment in the Integrated Humanities Program and REL
027 and HST 013.

9
ENGS 028 - Lit Western Trad II: Int Humn
Study of primary authors in the Western cultural tradition from Homer to
the modern period with particular reference to history, religion, and phi-
losophy.

Co-requisites: Enrollment in the Integrated Humanities Program and REL
028 and HST 014.

 English 085 will have a slightly revised description and will be designated
as the Introductory Seminar required of majors:

Current catalog description:
ENGS 085 – Text & Context: 1st Yr Prosp Mjrs
Introduction to the critical work of close reading and close writing. Read-
ings vary by section. Recommended for First-Year students planning to ma-
jor in English. Credits: 3.00

Proposed Change
ENGS 085 - Introductory Seminar
Introduction to the critical work of close reading across literary genres, un-
derstanding of key terms and concepts, and writing in the discipline. Topics
vary by section. Required of all English Majors.

 ENGS 086 will no longer be taught since it is superseded by ENGS 100.

 All sections of English 201-296, the senior seminar in English, will add new
prerequisites to establish its place clearly within the core sequence. Sample
description:

Current catalog description:
ENGS 221-Seminar in Literature to 1800
Recent topics: "Women in 17th Century English Poetry;" "Dante and the Ex-
perience of Reading;" "Orality and Textuality in Middle English Literature."
Prerequisite: ENGS 086; six hours at the intermediate level; Instructor per-
mission. Credits: 3.00

New catalog description:
ENGS 221-Seminar in Literature to 1800
10