Assessment Plan for the Department of English Language and Literature
February 17, 2004
1. Student Outcomes:
·
·
Educational Objectives for program in
literature.
We aim to teach students to recognize a variety of literary forms, to distinguish their types, to recognize the period from which they arise, and to be able to discuss and write about those literary texts from a variety of theoretical and ethical periods. This includes recognizing canonical authors and texts, how issues of race, class, and gender have shaped and been shaped by canonical concerns, and to distinguish between aesthetic and cultural interpretations of texts. We further aim to assist students in the development of linguistic terminology and methodology, as well as sensitivity to language. Our work extends to teaching students to explicate texts in writing, to describe texts in terms of genre conventions, to identify and use rhetorical tropes and strategies, and to write productively about all of this.
Student outcomes: Successful students will be
able to:
1. Distinguish
literary texts, recognize literary forms, analyze texts of various types and
periods.
2. Discuss
literary texts from various theoretical and ethical perspectives.
3. Command
linguistic terminology and methodology.
4. Recognize
canonical authors and texts; race, gender, class issues with respect to canon;
differences between aesthetic and cultural concerns.
5. Explicate
texts; to recognize genres, rhetorical features, and literary conventions; to
display sensitivity to language.
6. Write short essays, impromptu essays; long research papers.
· Educational Objectives for program in creative writing.
Our creative writing program teaches students about contemporary authors through reading and discussion, and teachers them the terms and methods of the field, as well as how to analyze creative writing through conventional and generic lenses.
Student outcomes:
Students will be able to:
1. Read and be knowledgeable about contemporary writings.
2. Demonstrate in writing a command of creative writing terminology and methodology.
3. Write in the genres of poetry, short fiction, screen writing, non-fiction, and other interdisciplinary genres and to utilize the techniques and strategies of said genres.
· Educational Objectives for program in ESL.
Our purpose is to teach the teaching of writing of English to non-native speakers of English in our public schools and to non-native speakers of English in US colleges or abroad in colleges and universities.
Student Outcomes:
Our students will be able to:
1. Teach the writing of English to non-native speakers of English in the public schools.
2. Teach at the college level English to non-native speakers of English in the US or abroad in colleges and universities, workplace training programs, and other environments.
· The Educational Objectives and Student Outcomes for the composition program have been presented in a separate document as they are extensive, apply across the university, and because the program does not culminate in a major.
· Relation to Student Outcomes:
1. Literature Program.
A. The data permit us to make qualitative assessments of our progress toward meeting our instructional goals.
B. Numerical data gathered from syllabi and portfolios indicate whether or not students have been exposed to, and asked to use, knowledge of literary forms, textual analysis, theoretical and critical perspectives, linguistic terminology, canonical authors, interpretive strategies, and various kinds of writing assignments. C. Examination of content of portfolios should reveal the extent to which students have mastered the six outcomes listed above.
2. Creative
Writing Program.
A. Survey of students completing English 3010 will indicate ability levels and interests in the various genres of writing.
B. Portfolios will demonstrate the command of writing terminology and methodology.
C. Portfolios will demonstrate the ability to write in the genres of poetry and short fiction and the abilities to utilize the techniques and strategies of each genre.
3. ESL Program.
A. Monitoring of graduates indicates success of program.
B. Observing of instruction prepares students for teaching jobs.
C. Monitoring professional activities indicates preparation of students to take on professional responsibilities.
D. Monitoring graduates of 1020 and 1120 indicates their preparation for college writing.
2. Types of Assessment:
· The number of programs offered complicates the overall assessment effort of the Department of English—e.g., service (freshman composition, ESL, and the interpretation of literature), and several majors (literature, writing, creative writing, and linguistics). The departmental assessment committee continues to monitor assessment activities in the department.
· The literature program has discussed two methods of assessment: portfolio and capstone course. An experiment with portfolios a few years ago was inconclusive. A capstone experience exists for honors students (the senior thesis and thesis seminar). Requiring that all graduating seniors do a senior project in one of their courses for review by an appropriate committee may be the way the accomplish the capstone objective for students not in the honors program. Until curriculum change occurs, assessment will rely on portfolios, which will include copies of all formal written assignments but not impromptu writing. The assignment sheets for all formal written assignments will be included (including mid-term and final examinations).
· Creative writing students present portfolios of their writing for review by the creative writing faculty and participate in capstone course. Portfolios will contain publishable materials, a unified writing sample, and work in final versions. In addition, students in English 3010 (the introductory course) respond to a survey concerning their experiences in the course. In spring of each year creative writing faculty review the survey data and the portfolios.
· In the ESL program, the following strategies are pursued:
1. Tracking level and type of student involvement in professional activities, such as participation in conferences in ESL and linguistics, publication in professional periodicals.
2. E-mailing recent graduates to track their progress in finding jobs or in further graduate study.
3. Obtaining feedback from students during advising sessions.
4. Mentoring TAs in their first semester in teaching.
5. Collecting and archiving syllabi.
6. Observing TAs in classroom.
7. Using ESL composition exit for English 1020 and 1120 to maintain consistency among graduating students.
· In the literature program the data permit us to make qualitative assessments of our progress toward meeting our instructional goals.
1. Numerical data gathered from syllabi and portfolios indicate whether or not students have been exposed to, and asked to use, knowledge of literary forms, textual analysis, theoretical and critical perspectives, linguistic terminology, canonical authors, interpretive strategies, and various kinds of writing assignments.
2. Examination of content of portfolios should reveal the extent to which students have mastered the six outcomes listed above.
· In the creative writing program:
1. Survey of students completing English 3010 will indicate ability levels and interests in the various genres of writing.
2. Portfolios will demonstrate the command of writing terminology and methodology.
3. Portfolios will demonstrate the ability to write in the genres of poetry and short fiction and the abilities to utilize the techniques and strategies of each genre.
·
In the ESL program:
1. Monitoring of graduates indicates success of program.
2. Observing of instruction prepares students for teaching jobs.
3. Monitoring professional activities indicates preparation of students to take on professional responsibilities.
4. Monitoring graduates of 1020 and 1120 indicates their preparation for college writing.
3. Timeline for
Assessment:
· Literature Program. Portfolios will be gathered annually in Spring Semester by undergraduate advisors. Information will be collected by the Assessment Committee in time to report to the faculty in the following Fall. Numerical data from syllabi will be tabulated during Spring Semester and reported the following Fall.
· Creative Writing Program. Survey and portfolios will be analyzed in Spring Semester by the Creative Writing Faculty and reported to departmental faculty the following Fall.
4. Specific Program/Curricular changes:
· Literature Program. In response to changing enrollment patterns and to changes in the discipline of literary studies the department has taken the following actions:
1. Dropped nine courses.
2. No longer offers doctoral level courses.
3. Redefined four courses.
4. Added twelve courses.
· Creative Writing Program.
1. Dropped one course.
2. Added two courses
· Linguistics Program. The department will no longer offer a linguistics major.
5. Specific changes to Planning and Reallocation: In response to the changes in enrollment patterns and changes in the disciplines of English reflected in the curricular changes listed above, the department has eliminated one position in sixteenth century English literature, one position in seventeenth-century English literature, and two positions in nineteenth-century English literature. In addition, it has redefined a position held by a composition faculty member who retired.
6. Assessment Liaisons: The chair, in conjunction with the Department’s assessment committee, which is composed of W. Free, Chair, Carol Nelson-Burns, and Roberta Thornton.