Students consistently named the visiting writers, Helicon West, Scribendi, and the Bull Pen as key facets to their learning.

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1 Annual Assessment Report: Creative Writing, Summary The creative writing committee implemented a more thorough assessment procedure this year. In addition to reading final projects against department objectives we added exit interviews and questionnaires. We found that students met or exceeded expectations in each area of assessment. Assessment Plan Last year the committee put into place more rigorous assessment measures. We wanted more information from students in order to make decisions about the program. Exit interviews and assessment questionnaires were added to the reading of sample assignments against the five department objectives. Overwhelmingly, the committee found these additional assessment tools very helpful in evaluating our program and the learning outcomes for our students. On Wednesday, December 5, 2012, the creative writing committee held its annual assessment meeting. Outcomes Data At the annual assessment meeting, the committee reviewed the data collected by the subcommittee which read the sample portfolios against the department s rubric, the data collected from exit interviews last spring, and the data collected from the questionnaires given in all advanced classes last spring. They found that in all areas students met or exceeded expectations. Students consistently named the writing workshops as the most important aspect to their learning. We operate on the Iowa workshop model, and our writing classes devote the majority of class time to workshopping essays, stories and poems. Students saw this time as well spent and named it as highly important to their success. Students consistently named the visiting writers, Helicon West, Scribendi, and the Bull Pen as key facets to their learning. Students consistently named the faculty as exceptional, pointing to their knowledge of the subject and their passion. Students liked the requirement to take all genres, even though they didn t think they would. They liked being forced to write in ways that stretched them. Students liked the kind and number of literature courses that they were required to take. Students consistently mentioned the poor quality of the building as a factor that impeded their learning.

2 Students suggested some kind of opening social or event where older students could inform newer students about important opportunities that lead to success. Students wanted courses in genre fiction and more specialized courses within genres (a course just on memoir, for example, or one just on novels) Students wanted to see increased interrelation between the intro and advanced courses within each genre. In the past, students have had trouble getting into advanced courses, but many mentioned the changes Susie has made in terms of advising to be beneficial and think those problems might no longer be the case. Students mentioned that nonemphasis students in the intro classes bring the overall quality of the class down. Students wanted to have a capstone experience Learning Objectives Last spring, we collected sample assignments from the advanced classes. A subcommittee was formed to read those assignments and to complete the department s rubric. In relation to the five objectives set forth by the department, the subcommittee found the sample assignments to succeed in every category. The summary tally shows the assignments as either acceptable or exceptional, so the committee felt that the series of courses that creative writing students take fully prepared them to meet the department s objectives. Data-Based Decisions We have instituted an emphasis meeting for our majors that will happen each semester. The first is January 16. The first part of that meeting will be a social opportunity. The meeting will include senior students advising newer students on things they think are crucial for success. We will also have information on advising, the honors program, Scribendi, visiting writers, internships, the Bull Pen. Faculty will introduce themselves. We are considering a new core class a general creative writing class that would be for non emphasis students. It would cover all three genres. We will talk with Susie Parkinson, the HASS advisor, about whether this would create more pressure. Such a course would then mean the intro classes were emphasis only. We are trying to use the Bull Pen, the department s creative writing club, as a replacement for the capstone course, and we will encourage more students to attend. We will argue for a fiction hire who can teach genre fiction. The faculty who teach each genre will meet once a semester to talk about the relationship between the intro and adv classes.

3 Annual Assessment Report: English Education, A subcommittee composed of Joyce Kinkead, Ben Gunsberg, and Steve Shively met on November 20, 2012 to complete this part of the department s assessment procedure. We examined 10 student papers/projects which had been completed as part of the students work in courses from the English Teaching emphasis. All of the students were classified as seniors with an English Teaching emphasis in the major or an English Teaching minor. The subcommittee s report follows. Common Learning Objectives in English and American Studies Learning Objective 1: identify and develop key questions. Learning Objective 2: gather relevant information from electronic, print, site specific, and human sources. Learning Objective 3: reach compelling conclusions through the development of critical arguments, professional documents, or creative texts. Learning Objective 4: weigh alternative systems of thought or approaches to craft, recognizing their assumptions, implications, and practical consequences. Learning Objective 5: communicate ideas effectively or imaginatively in both writing and speaking. Marginal: Unacceptable: Evidence that the student has mastered this objective is not provided, unconvincing or very incomplete Evidence that the student has mastered this objective is provided, but it is weak or incomplete Acceptable: Evidence shows that the student has generally attained this objective Exceptional: Evidence demonstrates that the student has mastered this objective at a high level Notes: 1. We are impressed with the creative thinking of our students. Their eagerness to try out their ideas in the classroom is admirable. We see considerable evidence that these students are approaching their work with a promising blend of critical thinking and enthusiasm. The questions they are asking as they prepare teaching units and form teaching philosophies demonstrate an understanding of key pedagogical concepts appropriate for their level of education and experience. 2. These samples indicate that our students are able to communicate their ideas at an acceptable level; nevertheless, we seek a more sophisticated mastery of writing skills. Specific concerns include reflective writing, mechanics, editing, and in-depth analysis. We also suggest more focus on the kinds of writing used in the teaching profession (job applications, newsletter articles, letters to parents, textbook rationales, teaching philosophies, etc.). 3. These samples reveal some overlap among our courses; therefore, we plan to work on curriculum mapping and clarifying a logical path for students to move through the English Teaching program. We also seek greater coordination between our courses and STEP courses. We will obtain information about assignments and course topics from syllabi and faculty discussion, and then meet to reduce repetition when appropriate. We may consider establishing pre-requisites for some courses as well. These concerns will be addressed by the entire English Teaching committee in a future meeting.

4 Annual Assessment Report: Literary Studies, In accordance with departmental procedure, three members of the Literary Studies committee (Funda, Jensen, McCuskey) read 12 essays submitted by graduating Literary Studies students in Spring 2012 and Fall Each reader evaluated each essay in light of the English Department s five main learning objectives. To convert the results into numerical averages, we used the following scale: Exceptional = 4 Acceptable = 3 Marginal = 2 Unacceptable = 1 The average scores were: Learning Objective 1: 3.4 Learning Objective 2: 3.2 Learning Objective 3: 3.3 Learning Objective 4: 3.0 Learning Objective 5: 3.0 In sum, this group of Literary Studies graduates met or exceeded all 5 learning objectives. In Spring 2012, as part of a general discussion of our course and level objectives, the faculty focused on how well our 3000-level literary history courses were meeting the needs of English majors fulfilling their explore requirement. After discussion, the committee decided in Fall 2012 to change our explore course to English 2600, effective Summer 2013, for the following reasons: Currently, the department requires that all English majors take at least one 3000-level literary history course: that is our contribution to the Explore distribution requirement. At the same time, every emphasis except for Technical Writing also requires English 2600: Introduction to Literary Analysis (which emphasizes formal analysis over contextual analysis). And so a question arises: is it better for Technical Writing students to explore in literary history or in literary analysis? The Literary Studies faculty think that it would be better for 2600 to be our Explore option. Functionally, this change would matter only to TW students, since everyone else takes both 2600 and 3000-level literary history as a matter of course. Here are the reasons: The analytical skills taught in 2600 are more relevant to technical-writing subjects (language, form, rhetoric, genre, etc.). The analytical skills taught in 2600 are better overall preparation for higher-level

5 literary studies courses, including the lit-histories, if a TW student wants to take more them. In fact, they may feel more encouraged to do so. The writing instruction in 2600 is more generally valuable to TW students than the historical information at the 3000 level. (This is not to say that those courses don t teach writing, but 2600 does emphasize more general critical writing skills.) Literary history courses make the most sense in relationship to one another, after taking several of them, an outcome which is lost on students required to take only one. Those, we think, are good pedagogical reasons to make the switch. To make sure there are no logistical reasons against making it, we have discussed this proposal with Susie Parkinson. Here is her take: Dan and I fully support the idea of using ENGL 2600 as the Core/Explore Literature course. It is a much more appropriate option for freshmen and most transfer students than a course from the Lit History group. As long as we can provide 100 seats each year (four sections of 25 seats), then we should be able to accommodate all of the English majors. And, with a fifth section every other year, we should be able to keep up on any small bumps in enrollment. In short, we would be able to continue as usual: 4 sections of 2600 and 10 sections of 3000-level literary history each year, with occasional adjustments as necessary. Because all English majors will now take English 2600, the Literary Studies committee will begin working in Spring 2013 on how best to standardize that course, while still accommodating individual faculty expertise and approach. In Spring 2013, the committee also plans to continue discussing the 3000-level literary history courses, revising their goals and methods so that these courses clearly build upon the skills and knowledge acquired in English Annual Assessment Report: American Studies, During the academic year, there was, once again, no formal assessment of the American Studies program. The program continued to suffer due to the budget cuts that took place in the and academic years, which caused the attention and focus of existing American Studies faculty to be diverted to their home departments. The director of the American Studies program, Evelyn Funda, continued as Director of Graduate Studies for the English dept., which hindered her ability to devote time to the American Studies program. As a result of these factors, the American Studies program once again did not have the resources and support to complete an assessment of the program according to its plan. Data concerning learning objectives is therefore not available for Although data about learning outcomes and student involvement in the program is not available, the American Studies faculty did meet in the fall semester of 2011 and discussed ideas specifically related to promoting the American Studies program to undergraduates and improving the number of majors and minors. To this end, the faculty

6 developed new promotional materials, including a video quiz, posters, and pamphlets that highlighted famous people with American Studies degrees and the kinds of careers people with American Studies degrees go on to pursue. These materials were presented at the annual Majors Fair at USU, where most of the current American Studies faculty participated. The fair seemed to be successful in generating interest in the program, allowing Dr. Funda to compile a list of students who were interested in pursuing an American Studies major or minor. Following these efforts to promote the program in the fall, however, the American Studies faculty were too stretched in the spring and were unable to follow up with additional assessment of the program. Annual Assessment Report: Technical Communication and Rhetoric, The Technical Communication and Rhetoric Program focused on updating and documenting the curriculum and procedures for our doctoral program. This included designing and instituting a new annual review process for PhD students to scaffold them in progressing through the program. Outcomes Data: Each student in the doctoral program participated in a review with his/her supervisory committee. This first annual review established a baseline for student performance and committee expectations. Learning Objectives: PhD students will make sufficient progress toward their degree. In addition, each PhD student will identify teaching-related objectives and scholarly objectives for the coming year. These objectives are reviewed and approved by the supervisory committee. Data-Based Decisions: The annual review materials produced in this year will inform PhD student annual progress assessments the following year.

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