Senate Bill 1314-05
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by:
Graduate Academic Council
University Planning & Policy Council
Date:
April 18, 2014, 2014
PROPOSAL TO ESTABLISH A GRADUATE CERTIFICATE PROGRRAM IN
TEACHING COMPOSITION
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1.
That the University Senate approves the attached proposal to establish a Graduate
Certificate Program in Teaching Composition as approved by the Graduate
Academic Council and University Planning & Policy Council.
2.
That this proposal be forwarded to the President for approval.
14-017 ENG Certificate in Teaching Composition (Proposal).doc
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College of Arts and Sciences
Office of the Dean
March 5, 2014
TO:
Susan Phillips, Provost
Kevin Williams, Vice Provost and Graduate Education Dean
FROM:
Edelgard Wulfert, Dean, College of Arts and Sciences
RE:
Certificate in Teaching English Composition
Attached please find a proposal from the Department of English to create a
Certificate in Teaching English Composition. This graduate level certificate is
designed to provide a competitive advantage in both recruitment and placement of
English doctoral students. The Certificate in Teaching English Composition will
afford students the opportunity to develop an expertise in teaching rhetoric and
composition and with this added credential be more competitive on the academic
job market. I fully support this proposal as I believe it will be very beneficial to
our students.
Much of what the certificate entails is already in place within the doctoral
program therefore the implementation of the program will be resource neutral.
The proposed certificate program also further strengthens the collaboration
between the Department of English and the Writing and Critical Inquiry (WCI)
program.
Please let me know if you have any questions.
cc:
Jon Bartow, Graduate Education Vice Dean
Randall Craig, English Department Chair
Kathleen Gersowitz, Assistant Dean
Arts and Sciences Building, Room 217
1400 Washington Avenue, Albany, NY 12222
PH: 518-442-4654 FX: 518-442-3374
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www.albany.edu
14-017 ENG Certificate in Teaching Composition (Proposal).doc
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November 7, 2013
Edelgard Wulfert
Dean, College of Arts and Sciences
AS-217
Dear Elga:
I am submitting for formal approval a proposal to establish a Certificate in Teaching
Composition. This program would enable Ph.D. students to establish an expertise in teaching
rhetoric and composition that would complement their emphases in other areas of English
Studies (Theoretical Constructs; Literature, Modernity and the Contemporary; and Cultural,
Transcultural, and Global Studies). It would also bolster the inherent strength of our concentration
in Writing Practices: Poetics, Rhetorics, Technologies.
This certificate has significant benefits without requiring additional resources from the
College. It would strengthen the doctoral program, enabling students to acquire the competence
and the credential that will make them more competitive on the job market. It would, therefore,
also improve our ability to attract the strongest graduate students to the University at Albany. It
will further strengthen the research profile of the Department in this field by promoting writing
pedagogy as an area of study. This benefit would not limited to the College of Arts and Sciences,
as pointed out in the supporting letter from the Director of Writing and Critical Inquiry, Bob
Yagelski.
The proposed certificate in Teaching Composition would not only cement ties between
the WCI and the English department's faculty and graduate student researchers in rhetoric and
compositions studies, but it would also offer all of our doctoral students in English a credential
available at other SUNY centers and peer institutions offer (see, for example, the program at
Binghamton: http://www2.binghamton.edu/grad-school/prospective-students/academic-
programs/certificates/teaching-college-university-certificate.html). In polling our current doctoral
students, we found that fully half of the two dozen students currently enrolled in coursework --
those who have not yet begun their exams or dissertations -- would take advantage of such a
program if it were approved and in place now. Many students emphasized the benefits of such a
certificate for their job searches: given the competitive nature of the job market, students describe
teaching composition at the community college and four-year college level as "a realistic option,"
making such a certificate an "obvious help on the job market." One student wrote that she
thought this was a "great idea" and in fact had completed just such a program over the summer at
another institution, and would certainly have done so here if it had been available. The
enthusiastic response from our current doctoral students suggests that the courses in rhetoric
and composition studies required by the certificate would fill each semester with no problem.
Please do not hesitate to contact me if there are any questions. Jennifer Greiman,
Director of Graduate Studies, and I are happy to discuss this proposal at any level of
administrative or governance review. We hope that this important addition to the Ph.D. program
at Albany can be put in place as soon as possible.
Sincerely,
Randall Craig
Professor and Chair
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University at Albany – State University of New York
College of Arts and Sciences
Course and Program Action Form
Proposal No.
14-017
Please check one:
Course Proposal
X Program Proposal
Please mark all that apply:
New Course
Revision of:
Number
Description
Cross-Listing
Title
Prerequisites
Shared-Resources Course
Credits
Deactivate/Activate Course (boldface & underline as appropriate)
X
Other (specify): Certificate in Teaching
Composition
Department:
English
Effective Semester, Year: Fall 2014, or as soon as approved
Course Number
Current:
New:
Credits:
Course Title:
Course Description to appear in Bulletin:
Prerequisites statement to be appended to description in Bulletin:
If S/U is to be designated as the only grading system in the course, check here:
This course is (will be) cross listed with (i.e., CAS ###):
This course is (will be) a shared-resources course with (i.e., CAS ###):
Explanation of proposal:
The proposal is to establish a Certificate in Teaching Composition.
(see attached documentation)
Other departments or schools which offer similar or related courses and which have certified that this proposal does not
overlap their offering:
None.
If this proposal is for an interdisciplinary program, please indicate the Department where the major/minor will be housed:
Chair of Proposing Department (TYPE NAME)
Assistant to Chair or Department Secretary (TYPE NAME)
Date
Randall Craig
Liz Lauenstein
01/30/2014
Approved by Chair(s) of Departments having cross-listed course(s)
[Copy of e-mail approval(s) on following page.]
Date
Dean of College
Date
Chair of Academic Programs Committee
Date
Dean of Undergraduate or Graduate Studies
Date
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Proposal for Certificate in Teaching Composition Program
Introduction: The Department of English, in conjunction with the Program in Writing and Critical
Inquiry, proposes a new Certificate in Teaching Composition for English doctoral students who
complete a set of requirements in training, scholarship, and teaching. This Certificate Program
will provide official recognition to doctoral students with significant experience, professional
development, and scholarly engagement in rhetoric and composition above and beyond their
primary area of scholarly specialization.
Rationale: To be competitive on the academic job market today, English Ph.D.’s are well-advised
to gain experience teaching first-year writing to undergraduate students. Yet increasingly, mere
experience in teaching first-year writing is not enough to prepare successful job applicants as
more English doctoral programs are working to distinguish the preparation of their graduates with
genuine, deep professional development that enables graduates to understand the theory and
research behind recommended pedagogical practices in composition. This proposal is informed
by the success of such programs in English departments at universities such as Binghamton
University, Stony Brook University, and University of Pittsburgh. It is noteworthy that a number of
successful applicants for instructorships in University at Albany’s new Writing and Critical Inquiry
Program had received Certificates in Teaching Composition from such programs.
Though valuable to English doctoral students in any specialty, this Certificate program should
particularly distinguish and develop the talents and interests of our doctoral students in the
English graduate program’s Writing Practices concentration. Historically rhetoric and composition
has been a strength of the English doctoral program at U. Albany. This certificate program
establishes an ongoing, consistent means for students in this field to obtain teaching experience
in composition that complements and supports their studies. It formalizes, officially recognizes,
and strengthens the training in writing instruction that previously some students in the Writing
Practices concentration cobbled together on an ad hoc basis.
Further, the proposed certificate program would also well serve the undergraduate students who
fulfill their required introductory writing course with either UNI 110 or ENG 110. Because the
doctoral students in this certificate program would be carefully mentored and receive in-depth
training in the theory and practice of writing instruction, they will be well-prepared to provide
effective instruction to undergraduates. At the same time, a number of graduate students enter
doctoral study in English at U. Albany with previous experience as college writing instructors and
with prior exposure to relevant composition theory and rhetorical scholarship. The WCI program
and undergraduate students stand to benefit from sharing and developing this experience and
knowledge.
Curriculum and requirements: The certificate requirements below draw from the architecture of
similar Certificate programs at peer institutions while also capitalizing on the unique resources
available at the University at Albany. English doctoral students who wish to apply for a Certificate
in Teaching Composition must meet the following requirements:
•
Complete ENG 770 Teaching Writing and Literature (4 credits) and ENG 771 Practicum in
Teaching Writing and Literature (4 credits)
•
Complete one of the following courses (4 credits each):
o
ENG 521 History and Theory of Composition
o
ENG 522 History and Theory of Rhetoric
o
ENG 621 Current Trends in Rhetorical Theory and Research
o
ENG 685 Special Topics (when the topic is related to rhetoric and composition)
o
Additional rhetoric and composition course offerings may also satisfy this requirement at
the discretion of the English graduate director.
•
Teach at least two semesters of ENG 110 or UNI 110
•
While teaching ENG 110 or UNI 110, participate in WCI professional development opportunities,
including any instructor orientation and staff meetings.
•
While teaching ENG 110 or UNI 110, have one’s teaching effectiveness be documented through
student evaluations and through observation (and subsequent mentoring) by the WCI program
director or designated English faculty liaison between English and the WCI program.
14-017 ENG Certificate in Teaching Composition (Proposal).doc
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•
Work at least one semester as a tutor in the Writing Center and participate in all Writing Center
professionalization activities such as orientation and staff meetings during that semester.
•
Prior to graduation submit a teaching portfolio to the WCI director or designated English faculty
liaison between English and the WCI program.
Faculty credentials and course responsibilities: All courses will be taught by faculty or affiliate
faculty of the English Department. Instructors of record are responsible for all class instruction,
office hours, and advising/mentoring pertaining to the class itself.
Admission and advisement: Admission to the Certificate in Teaching Composition program is
limited to U. Albany English doctoral students. Interested applicants should notify the Director of
Graduate Studies in English of their intention to complete the Certificate requirements. The
Director of Graduate Studies will keep a record of the students’ completion of the Certificate
requirements, which can be updated each semester during the students’ advising appointments
with the Director. Some requirements, such as participation in WCI professional development
opportunities or successful completion of a teaching portfolio, will require the oversight and
approval of the WCI director or designated English faculty liaison between English and the WCI
program.
Resources and support programs: The proposed Certificate in Teaching Composition would
provide a means for formally recognizing the development of significant expertise in the teaching
of college-level writing acquired by a number of our English doctoral students. The proposed
requirements for completing the certificate would set high standards that we believe a number of
English doctoral students would choose to meet in order to gain this expertise and have this
expertise publically acknowledged. The requirements include some experiences that currently
nearly all English doctoral students already complete as part of their course requirements (ENG
770 and ENG 771) and employment (Writing Center tutoring). However, successfully completing
the other proposed certificate requirements would entail new and significant time commitments
and rigorous professionalization and study.
Yet while this certificate program asks a good deal more of our doctoral students interested in
writing instruction, it takes advantage of professionalization activities and graduate instruction
already in place and hence actually taxes University and Department resources very little. The
certificate program requires interested English doctoral students to teach in an already (though
newly) established Writing and Critical Inquiry Program and participate in the professionalization
activities that will already be a part of the instructional life and culture of this Program. The
Department has been able to offer the graduate courses proposed as requirements for the
certificate (ENG 521, 522, 621, 685) regularly in recent years because of the recent increase of
Department faculty in the field of rhetoric and composition (there are now two faculty in the
Department and one affiliate faculty member in this field). The only additional burden on faculty
resources would be the need to review (and help students prepare) the required teaching
portfolios. Faculty already in informal ways and through the Department’s Professionalization
Committee help graduate students prepare such portfolios, and the Institute for Teaching,
Learning and Academic Leadership also regularly holds workshops for graduate students on the
construction such portfolios. However, the Director of WCI (or an English faculty member liaison
with WCI) would need to allocate time for reviewing completed portfolios.
14-017 ENG Certificate in Teaching Composition (Proposal).doc
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September 30.2013
To Whom It May Concern:
Offk:.e IJf the Vice Prvooo.l
for U"delfv,...~te a..c•t1011
Wtllir'IO and Ctilieaiiii<:IUry Prooram
I am writing in support of the proposal, submitted by the Department of English, to establish a
graduate certificme program in teaching composition. The establishment of such a program
would significantly enhance the professional preparation ofUAlbany doctoral students in
English and enhance their prospects on the academic job market; more important, this program
hao:; the potentjal to improve the quality oflhe new Program in Writing and Critical lnquir.y and
'therefore benefit UAlbany undergraduate students.
As noted in the proposal rationaJe, the academic job market in the field of English requires
.candidates to have more than appropriate teaching expe-rience to be competitive. Increasingly •
.candidates for positions in departments of English, humanities, writing, and othe-r units that
ltouse undersraduate \Vfiting progrruns are expected to prese-nt crede-ntials renec.ting extensive
professionaJ pre,paration in teaching writing and in-depth study of research, theory, and pedagogy
related tO writing instruction. The prorx>sed ce-rtificate program would provide UAibany docLOral
students with jtLo:;t this kind of credetuial. For doctoral student~ whose primary scholarly f()cus is
:literary studies and related tie-Ids. such a credential can mean the difference between tinding a
:stable academic position and being passed over for such a position. To some extent. this is a
maucr of supply and demand: There are simply many more qualified candidates for
]POStsecondary positions that involve teaching writing than there are such positions. To secure
such a position, our graduates must be more than good scholars with teaching experience. The
proposed certificate program would enable them to claim e.xpe.rtise and professional preparation
that would distinguish them from most other Ph.D.'s in English and related fields.
)..ty recent experie.nce. overseeing the hiring of sixteen full-time lecture.rs for UAibany's oow
program in Writing and Critical Inquiry (WCJ) underscores the need for a certificate program
su-ch as tlle one being proposed by the English Department. Not surprisingly, the announceme-nt
of these-sixteen openings generated scores of applications from candidates with Ph.D.'s in
various areas of literary study. Most of these candidaws had some experience t(:aching first-year
wriling (usually as doctoral teaching assistants), but few had any substantive background in
research and theory in writing instruction and even fe\\o'er had mu-ch interest in such scholarly
work. Those who did rose to the top of the applicant pool, and it is sig.nificant that among the
nineteen candidates who were offe-red positions as WCJ lecturers were three who had earned
ce.11iticates in teaching composition from Binghamton University- all three of whose
dissertation studies were in areas other than rllelOric and composition but whose credernials
included substantive scholarly and practical preparation in lhe teac.hing of writi1lg a~ a res.ult of
completing tlle certificate program. (It is also worth noting that these candidates were selected
over a number of candidates who had earned their Ph.D.'s in English from UAibuny.) In short,
the proposed certificate program would serve UAibany's doc.toral S[Udento; (in English as well as
in other academic disciplines. such as linguistics and education) extremely \V"ell in an intensely
c:ompe.titive-academic job rnarket.
8llildinl 25. Room 207
14{1() Y!~hin6'()n A~-enuc:, All:umy. NY 12222
I'M! $18-442.JJ41
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Offk.e of the v~ 'rovost
tor U"doMv,.._l• Ed~tto"
Wfll~ am Crti:altnquiry Pfogrlm
The pr~mary reason I support this proposal, however, lies in the benefits it wm ha\•e for the new
Progrnm in Writing and Critical inquiry. The proposed eenifieate progrnm will anract grnduate
students who are intere$ted in deepening their understand~ng of ''Titing instruction and gaining
extensive practical experience in an innovative first-year writing program. These graduate
students, who will serve under the mentorship and super"ision of the. director of WCI, will bring
this commitment to writing instruction to t:hcir own teaching. Our tirst-year students will be the
beneficiaries of this commiune.nt.
One of the longstanding and serious flaws in most large-seale first-year writing programs
(includ·ing those at most or our peer institutions) is that the courses are t<lught largely by
contingent faculty and graduate teaching assistants with little or no professional intcrc:,1 in
"Tiling inmuction or the scholarship that i nfonns it. WCI was explicitly designed to avoid this
problem by hiring a stable facuhy of writing expe.rts. The proposed graduate oertificate progl'llln
\viii en.hance our model hy bringing to the WCI Sle)rr a small group of dedicated doctoral studems
who are engaged, under the careful supervision of the WCI direc.tor and facuh yin English, in the
study or wriLing instruction and who are eom.miued to le-arning together with ( he WCI staff how
besl to meet the challenges of first-year writing instruction. Having worked closely with doc.torul
srudenLs in English for nearly two decades. I am well aware of the significant experience and
expe-rtise in writing instruction that many of these students have whe-n they enter our prog.mm.
The propOsed certificate program would be a "chicle for making their experience and expertise
available to the WCI program. In this regard. the ccnificate program would enable WCI to take
advantage of the dedication and expertise of a group of doctoral students who are already on our
campus at the same time ~1at it enables ~l<>se doctoral students to benefit from. the WCI program.
r fully support this proposal, and as director of the l)rogram in Writing alld Critical Inquiry, I
would be eager to work with the English Department to help implement the program.
Sincerely,
12£r/!*~i
Robert P. Yag~l;;k/ ( ·
Associate Vice Provost and Director
Program in Writing and CriticaJ Inquiry
SuiJdtna :u . Koom 201
144() W.Shu o!\1()11 A"toU,IC. A lluny, NV 12222
P~tt5 1 8442 -3347
-.ai iNin}&.H~'wlc:tert~~tkm
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Sample Syllabi
ENG 521 Composition Theory: Writing Across the Curriculum
Course Description:
In the past two decades, the pedagogical program known as “Writing across the
Curriculum” has influenced profound changes in the nature of undergraduate degree
requirements that deserve the attention of scholars in English. Initiated with the intention
of increasing opportunities for writing, ironically the designation of “writing intensive”
courses that fulfill the new requirements has sometimes produced a perception among
students and faculty that writing instruction and assignments should only occur in such
courses. Additionally, there exists a highly unsettled debate over the informing theory of
WAC programs and practice with expressivist “writing to learn” pedagogies situated
against rhetorical approaches to the conventions of academic discourse (or “Writing in
the Disciplines”). Furthermore, scholars of rhetoric and writing who investigate the role
of writing in learning and the acquisition of disciplinary rhetorical knowledge often (and
again ironically) experience difficulty bridging communication barriers and sharing their
research with instructors assigned to teach WAC-designated courses. This course will
explore these and other issues through an examination of WAC pedagogical theories and
histories and WAC/WID research. While this course should be of particular interest to
graduate students in English who increasingly are called upon to discuss their pedagogy
in WAC terms when on the job market and who may go on to be asked to not only teach
in but administer WAC programs or initiatives, graduate students in Education may also
find this course valuable as should graduate students of any discipline interested in
sustained reflection and research on writing pedagogy in their field.
Required Texts:
Available from the University at Albany Bookstore and Mary Jane Books (214 Quail St.):
Geisler, Cheryl. Academic Literacy and the Nature of Expertise: Reading, Writing, and
Knowing in Academic Philosophy. Hillsdale, N.J.: L. Erlbaum Associates, 1994.
McLeod, Susan H., et al., eds. WAC for the New Millennium: Strategies for Continuing
Writing-Across-the-Curriculum Programs. Urbana: NCTE, 2001.
Russell, David R. Writing in the Academic Disciplines: A Curricular History. 1991. 2nd
ed.
Carbondale and Edwardsville: Southern Illinois UP, 2002.
Thaiss, Christopher, and Terry Myers Zawacki. Engaged Writers and Dynamic
Disciplines:
Research on the Academic Writing Life. Portsmouth, NH: Boyton/Cook Heinemann,
2006.
Additional required articles are available as pdf files on our WebCT site under “Course
Content.”
Course Requirements:
Discussion Forum Entries (10%). We will be using our discussion forum on WebCT as a
spaceto informally respond to readings in advance of our class discussions and as a way
to collaboratively brainstorm for our final projects and conference papers. The course
14-017 ENG Certificate in Teaching Composition (Proposal).doc
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schedule indicates when and what types of required entries are due. Open reading
responses should be substantive, but may be somewhat brief and informal (around three
meaty paragraphs at a minimum), and should be posted one hour before our class meeting
at the very latest.
Abstract and Paper for the SUNY Conference on Writing (20%). As the attached call for
papers indicates, the SUNY Conference on Writing will be held at Albany this semester.
The topic of our course dovetails nicely with this conference, so with the intention of
strongly encouraging you to participate in it, I am asking you to prepare a 250 word
abstract for submission to the conference and an 8-10 page paper to present at the
conference. Your paper may draw primarily from our course readings to make its
argument.
Presentation: Compare and Contrast Two WAC Programs (10%). In order
to better understand the various ways WAC and WID theory becomes
implemented, I am asking you to find out all you can about the WAC programs in
place at two different schools and prepare an analysis of their similarities and
differences informed by our course readings. You will present your findings to the
class on March 14. This project will likely entail some investigative work beyond
scholarly publications (such as analyzing information available on the Web or by
phone interview or email). Several of the texts I have placed on reserved in the
library may serve as good starting points for your investigation.
Course Description for a WAC/WI Course (10%). In order to rehearse putting
WAC theory into practice, I am asking you to design a course to work within a
WAC program that you could teach. For instance, you could make plans for a
section of Albany’s writing intensive (WI) course ENG 205z Introduction to
Writing in English Studies. The document I am asking you to produce is the 1-3
paragraph course description that usually appears in a course schedule and
ultimately in the course syllabus (the primary audience for which is students, but
which also serves the needs of secondary audiences such as administrators) and a
very skeletal course overview of major assignments and texts (if not already
apparent in the course description). Be prepared to discuss with the class you
rationale for the choices you made in your course plans when it is due on March
28.
Final Project (50%). The purpose of your final project is to encourage you to
develop deeper expertise in one aspect of the issues surrounding our course topic
and to share that expertise. I would like to encourage you to think of purposes and
audiences for your final project that extend beyond our class, and thus your
project could take one of a number of forms. For instance, your final project could
participate in the scholarly conversation on its topic by doubling as a draft for an
article you could submit to a rhetoric and composition journal. Or your project
could function as a book review appearing in such a journal. Or your project
could function as a proposal for a specific faculty workshop or WAC program for
a specific institution. Possible projects might include:
An evaluation of a representative sample of WAC textbooks.
An investigation of methods for teaching writing within a particular
discipline.
14-017 ENG Certificate in Teaching Composition (Proposal).doc
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A comparative and evaluative analysis of resources and texts available for
instructors
assigned to teach WAC/WI courses and/or in faculty development
workshops on WAC
(see several of the texts placed on reserve).
An investigation of WAC efforts and programs at secondary or earlier
levels of
schooling.
An investigation of WAC efforts and programs in specific types of
institutions, such as
community colleges, liberal arts colleges, or research universities.
An investigation of WAC efforts and programs involving graduate writing
instruction
and the role of writing instruction at the graduate level.
An investigation of the relationships between WAC and writing centers or
other campus programs such as service learning.
An analysis of WAC issues as they relate to students for whom English is
a second language.
1.
The history of a specific WAC program and analysis of the significant
findings of this history.
2.
A proposal and plan for a WAC faculty or TA workshop.
3.
A proposal and study design for a needed Writing in the Disciplines
research project.
4.
A book review of Thaiss & Zawacki’s 2006 Engaged Writers and
Dynamic Disciplines,
McLeod & Soven’s 2006 Composing a Community: A
History of Writing Across the Curriculum (on reserve), and/or Segall & Smart’s
2005 Direct from the Disciplines: Writing Across the Curriculum (on reserve).
(This option would also include a rhetorical analysis of 2-3 recent, model book
reviews appearing in the journal whose readers you envision as your audience; the
actual review itself would follow the length conventions for reviews in that
journal).
5.
6. You should have your specific plans approved by me in advance. Though they
may take diverse forms and speak to diverse audiences, all final projects should
be approximately 18-20 pages and reflect a review and engagement with the
previous relevant scholarly conversation and an intervention into that
conversation with you own argument.
Course Schedule:
Day Schedule of Readings for Discussion and Assignment Due Dates (All individual
articles or chapters can be found on WebCT under “Course Content” as pdf files)
1/24 Introductions.
1/31 The late 1970s-1980s:
•
Emig, “Writing as a Mode of Learning”
•
Kinneavy, “Writing Across the Curriculum”
•
Bartholomae, “Inventing the University”
•
Herrington, “Writing to Learn: Writing Across the Disciplines”
Discussion
Forum: Open reading response
2/7 •
McCarthy, “A Stranger in Strange Lands: A College Student Writing Across the
Curriculum”
•
Spellmeyer, “A Common Ground: The Essay in the Academy”
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•
Herrington, “Writing in Academic Settings: A Study of the Contexts for Writing
in Two
College Chemical Engineering Courses”
•
Hedley & Parker, “Writing Across the Curriculum: The Vantage of the Liberal
Arts”
•
Schmersahl & Stay, “Looking Under the Table: The Shapes of Writing in
College”
Discussion Forum: Open reading response
2/14 A break in our chronology: Assessment Issues
•
Fulwiler, “Evaluating Writing Across the Curriculum Programs”
•
Beason & Darrow, “Listening as Assessment: How Students and Teachers
Evaluate WAC”
•
Prior, Hawisher, Gruber, & MacLaughlin, “Research and WAC Evaluation: An
in-Progress
Reflection”
•
Walvrood, “From Conduit to Customer: The Role of WAC Faculty in WAC
Assessment”
•
Condon, “Accommodating Complexity: WAC Program Evaluation in the Age of
Accountability” (Chapter 2 in McLeod, Miraglia, Soven, & Thaiss, WAC for the
New
Millennium)
Discussion Forum: Brainstorm possible SUNY Conference
on Writing proposals (anytime this week—need not be before class meeting.)
2/21 No class. Winter break.
2/28 1990s:
• Russell, Writing in the Academic Disciplines: A Curricular History
Discussion Forum:
Post SUNY Conference on Writing abstract drafts for feedback by end of Monday, 2/26.
Please also bring your abstract draft to class. (SUNY Conference on Writing proposals
are due 3/1)
3/7 • Fulwiler, “Writing and Learning American Literature”
• MacDonald & Cooper,
“Contributions of Academic and Dialogic Journals to Writing
3/14 Comparison and Contrast of Two WAC Programs Presentations
3/21 Geisler
3/28 Hilgers, Hussey, Stitt-Bergh, “‘As You’re Writing, You Have These Epiphanies’:
What College Students Say About Writing and Learning in Their Majors”
•
McLeod & Maimon, “Clearing the Air: WAC Myths and Realities”
•
Diller & Oates, “Infusing Disciplinary Rhetoric into Liberal Education: A
Cautionary Tale”
•
Beaufort, “Developmental Gains of a History Major: A Case for Building a
Theory of
Disciplinary Writing Expertise”
Discussion Forum: Post course
description for a WAC/WI course. Please also bring your course description to
class.
No class. Spring break.
• McLeod, Miraglia, Soven, & Thaiss, WAC for
the New Millennium Discussion Forum: Open reading response
4/11 About Literature”
• Mahala, “Writing Utopias: Writing across the Curriculum and
the Promise of Reform” • Ackerman, “The Promise of Writing to Learn”
• Walvoord,
“The Future of WAC”
Discussion Forum: Open reading response
Comparison and Contrast of Two WAC Programs Presentations
Discussion Forum: Post
Final Project Topic Proposal (anytime this week—need not be before class meeting.)
• Geisler, Academic Literacy and the Nature of Expertise Discussion Forum: Open
reading response
2000-
14-017 ENG Certificate in Teaching Composition (Proposal).doc
Page 13 of 13
4/18 • Parks & Goldblatt, “Writing Beyond the Curriculum: Fostering New
Collaborations in Literacy”
• Young, “Writing Across and Against the Curriculum” Conference Paper due. (4/20-
4/21 SUNY Conference on Writing)
4/25 • Thaiss & Zawacki, Engaged Writers and Dynamic Disciplines: Research on the
Academic Writing Life
5/2
Discussion Forum: Open reading response
5/17
Final project in-progress presentations
Final project due.
1
New Program Proposal:
Certificate or Advanced Certificate Program
Form 2C
This form should be used to seek SUNY’s approval and the State Education Department’s (SED) registration of a proposed
new academic program leading to a certificate (undergraduate) or an advanced certificate (graduate). Approval and
registration are both required before a proposed program can be promoted or advertised, or can enroll students. The campus
Chief Executive or Chief Academic Officer should send a signed cover letter and this completed form (unless a different
form applies1), which should include appended items that may be required for Sections 1 through 3 and Section 10 of this
form to the SUNY Provost at program.review@suny.edu. The completed form and appended items should be sent as a single,
continuously paginated document.2 Guidance on academic program planning is available
at http://www.suny.edu/provost/academic_affairs/app/main.cfm.
Table of Contents
NOTE: Please update this Table of Contents automatically after the form has been completed. To do this, put the
cursor anywhere over the Table of Contents, right click, and, on the pop-up menus, select “Update Field” and then
“Update Page Numbers Only.” The last item in the Table of Contents is the List of Appended and/or Accompanying Items,
but the actual appended items should continue the pagination.
Section 1. General Information ................................................................................................................................................ 2
Section 2. Program Information .............................................................................................................................................. 3
2.1. Program Format ......................................................................................................................................... 3
2.2. Related Degree Programs .......................................................................................................................... 3
2.3 Program Description, Purposes and Planning ............................................................................................. 3
2.4. Admissions ................................................................................................................................................. 6
2.5. Academic and Other Support Services ..................................................................................................... 7
2.6. Prior Learning Assessment ........................................................................................................................ 7
2.7. Program Assessment and Improvement..................................................................................................... 7
Section 3. Sample Program Schedule and Curriculum .......................................................................................................... 7
Section 4. Faculty .................................................................................................................................................................. 10
Section 5. Financial Resources and Instructional Facilities ................................................................................................. 13
Section 6. Library Resources ............................................................................................................................................... 13
Section 7. External Evaluation ............................................................................................................................................. 13
Section 8. Institutional Response to External Evaluator Reports......................................................................................... 13
Section 9. SUNY Undergraduate Transfer........................................................................................................................... 14
Section 10. Application for Distance Education .................................................................................................................. 15
Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization ............................................................. 15
List of Appended Items ......................................................................................................................................................... 15
1Use a different form if the proposed new program will lead to a degree; be a combination of existing registered programs (i.e. for a
multi-award or multi-institution program); be a breakout of a registered track or option in an existing registered program; or lead to
certification as a classroom teacher, school or district leader, or pupil personnel services professional (e.g., school counselor).
2This email address limits attachments to 25 MB. If a file with the proposal and appended materials exceeds that limit, it should be
emailed in parts.
2
Section 1. General Information
Item
Response (type in the requested information)
a)
Institutional
Information
Date of Proposal: January 24, 2014
Institution’s 6-digit SED Code: 210500
Institution’s Name: University at Albany
Address: 1400 Washington Ave., Albany, NY 12222
Dept of Labor/Regent’s Region: Capital Region
b)
Program
Locations
List each campus where the entire program will be offered (with each institutional or branch campus
6-digit SED Code): 210500
List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [ x ] if not applicable:
c)
Proposed
Program
Information
Program Title: Certificate in Teaching Composition
Award(s) (e.g., Certificate): Certificate
Number of Required Credits: Minimum [ 12 ] If tracks or options, largest minimum [ ]
Proposed HEGIS Code: 1599 English, Composition
Proposed 6-digit CIP 2010 Code: 23.1399
If the program will be accredited, list the accrediting agency and expected date of accreditation:
If applicable, list the SED professional licensure title(s)3 to which the program leads:
d) Contact
Person for This
Proposal
Name and title: Randall Craig, Chair, Department of English
Telephone:
442-4056 E-mail: rcraig@albany.edu
e)
Chief Executive
or Chief
Academic
Officer
Approval
Signature affirms that the proposal has met all applicable campus administrative and shared governance
procedures for consultation, and the institution’s commitment to support the proposed program.
E-signatures are acceptable.
Name and title:
Signature and date:
If the program will be registered jointly4 with one or more other institutions, provide the following
information for each institution:
Partner institution’s name and 6-digit SED Code:
Name and title of partner institution’s CEO:
Signature of partner institution’s CEO (or append a signed letter indicating approval of this proposal):
Version 2013-10-17
3 If the proposed program leads to a professional license, a specialized form for the specific profession may need to accompany this proposal.
4 If the partner institution is non-degree-granting, see SED’s CEO Memo 94-04.
3
Section 2. Program Information
2.1. Program Format
Check all SED-defined format, mode and other program features that apply to the entire program.
a) Format(s): [ x ]Day [ x ]Evening [ ]Weekend
[ ]Evening/Weekend
[ ]Not Full-Time
b) Modes: [ x ]Standard [ ]Independent Study [ ]External [ ]Accelerated [ ]Distance Education
NOTE: If the program is designed to enable students to complete 50% or more of the course requirements through
distance education, check Distance Education, see Section 10, and append a Distance Education Format Proposal.
c) Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division [ ] Cooperative [ ] 4.5 year [ ] 5 year
2.2. Related Degree Programs
All coursework required for completion of the certificate or advanced certificate program must be applicable to a currently
registered degree program at the institution (with the possible exception of post-doctoral certificates in health-related
fields). Indicate the registered degree program(s) by title, award and five-digit SED Inventory of Registered Programs
(IRP) code to which the credits will apply:
Ph.D. in English, University at Albany 02997
2.3 Program Description, Purposes and Planning
a) What is the description of the program as it will appear in the institution’s catalog?
The Certificate in Teaching Composition provides graduate students with significant scholarly engagement, practical
experience, and professional development in rhetoric and composition beyond their primary areas of literary
specialization. Through a combination of course work, teaching experience, participation in mentoring and training
programs, and preparation of a teaching portfolio, students will be prepared to become teachers of composition on a
variety of levels.
b) What are the program’s educational and, if appropriate, career objectives, and the program’s primary student learning
outcomes (SLOs)? NOTE: SLOs are defined by the Middle States Commission on Higher Education in
the Characteristics of Excellence in Higher Education as “clearly articulated written statements, expressed in
observable terms, of key learning outcomes: the knowledge, skills and competencies that students are expected to exhibit
upon completion of the program.”
The education goal of the certificate is to prepare Ph.D. candidates to become teachers of rhetoric and composition in
addition to their primary fields of specialization (for example, American Literature). The career objective is for students
to be faculty members at community colleges, four-year colleges, and universities. The learning outcomes include:
knowledge of the field of rhetoric and composition; familiarity with the most recent research in that field; understanding
of the philosophies and methods of writing instruction; practical experience in teaching first-year writing and working in
a writing center, and an introduction to the administration of a writing program.
c) How does the program relate to the institution’s and SUNY’s mission and strategic goals and priorities? What is the
program’s importance to the institution, and its relationship to existing and/or projected programs and its expected
impact on them? As applicable, how does the program reflect diversity and/or international perspectives?
The program will advance the University’s mission and fulfill its strategic goals. A key part of the University’s strategic plan
is “to advance excellence in graduate education in support of the University’s reputation, role, and stature and the
preparation and competitiveness of graduates.” The Certificate in Teaching Writing will fulfill this goal.
d) How were faculty involved in the program’s design?
4
Faculty in the Department of English, the Department of Educational Theory and Practice, and the Writing and Critical
Inquiry Program were involved in planning and drafting this proposal. The plan was circulated to the members of the
English Department for further discussion, revision, and approval.
e) How did input, if any, from external partners (e.g., educational institutions and employers) or standards influence the
program’s design? If the program is designed to meet specialized accreditation or other external standards, such as the
educational requirements in Commissioner’s Regulations for the profession, append a side-by-side chart to show how
the program’s components meet those external standards. If SED’s Office of the Professions requires a specialized form
for the profession to which the proposed program leads, append a completed form at the end of this document.
Does not apply.
f) Enter anticipated enrollments for Years 1 through 5 in the table below. How were they determined, and what assumptions
were used? What contingencies exist if anticipated enrollments are not achieved?
Year
Anticipated Headcount Enrollment
Estimated
FTE
Full-time
Part-time
Total
1
8
2
5
3
5
4
5
5
5
Current Ph.D students were polled as to their interest in such a program. The response was overwhelmingly
positive. Anticipated enrollments for year two and after will be smaller since we anticipate that the certificate
will be of interest to students just beginning coursework. Based on current interest, we expect that one-half to
two-thirds of newly admitted doctoral students will participate in the certificate program.
5
g) Outline all curricular requirements for the proposed program, including prerequisite, core, specialization
(track, concentration), capstone, and any other relevant component requirements, but do not list each General
Education course. Certificate in Teaching Composition must meet the following requirements:
• Complete ENG 770 Teaching Writing and Literature (4 credits) and ENG 771 Practicum in Teaching
Writing and Literature (4 credits)
• Complete one of the following courses (4 credits each):
o ENG 521 History and Theory of Composition
o ENG 522 History and Theory of Rhetoric
o ENG 621 Current Trends in Rhetorical Theory and Research
o ENG 685 Special Topics (when the topic is related to rhetoric and composition)
o Additional rhetoric and composition course offerings may also satisfy this requirement at the
discretion of the English graduate director.
• Teach at least two semesters of ENG 110 or UNI 110
• While teaching ENG 110 or UNI 110, participate in WCI professional development opportunities,
including any instructor orientation and staff meetings.
• While teaching ENG 110 or UNI 110, have one’s teaching effectiveness be documented through student
evaluations and through observation (and subsequent mentoring) by the WCI program director or
designated English faculty liaison between English and the WCI program.
• Work at least one semester as a tutor in the Writing Center and participate in all Writing Center
professionalization activities such as orientation and staff meetings during that semester.
• Prior to graduation submit a teaching portfolio to the WCI director or designated English faculty liaison
between English and the WCI program.
h) Program Impact on SUNY and New York State
h)(1) Need: What is the need for the proposed program in terms of the clientele it will serve and the educational and/or
economic needs of the area and New York State? How was need determined? Why are similar programs, if any,
not meeting the need?
To be competitive on the academic job market today, English Ph.D.’s must gain experience teaching first-year
writing to undergraduate students. Yet increasingly, mere experience in teaching first-year writing is not
enough to prepare successful job applicants as more English doctoral programs are working to
distinguish the preparation of their graduates with genuine, deep professional development that enables
graduates to understand the theory and research behind recommended pedagogical practices in
composition. This proposal is informed by the success of such programs in English departments at
universities such as Binghamton University, Stony Brook University, and University of Pittsburgh. It is
noteworthy that a number of successful applicants for instructorships in University at Albany’s new
Writing and Critical Inquiry Program had received Certificates in Teaching Composition from such
programs.
There is no program of the kind at UAlbany. This certificate is designed to fill that gap.
h)(2) Employment: For programs designed to prepare graduates for immediate employment, use the table below to list
potential employers of graduates that have requested establishment of the program and describe their specific
employment needs. If letters from employers support the program, they may be appended at the end of this form.
As appropriate, address how the program will respond to evolving federal policy on the “gainful employment” of
graduates of certificate programs whose students are eligible for federal student assistance.
6
Employer
Need: Projected positions
In initial year
In fifth year
Community Colleges
Four-year Colleges
Universities
h)(3) Similar Programs: Use the table below to list similar programs at other institutions, public and independent, in
the service area, region and state, as appropriate. Expand the table as needed. NOTE: Detailed program-level
information for SUNY institutions is available in the Academic Program Enterprise System (APES) or Academic
Program Dashboards. Institutional research and information security officers at your campus should be able to
help provide access to these password-protected sites. For non-SUNY programs, program titles and degree
information – but no enrollment data – is available from SED’s Inventory of Registered Programs.
Institution
Program Title
Degree
Enrollment
SUNY Binghamton
Certificate in Teaching
Certificate
SUNY Stony Brook
Teaching Writing College/University
Certificate
Teaching Writing Community College
Certificate
h)(4)
Collaboration: Did this program’s design benefit from consultation with other SUNY campuses? If so, what
was that consultation and its result?
We have drawn about the models of the SUNY University Centers in drafting a model that will suit the unique situation at
UAlbany.
h)(5)
Concerns or Objections: If concerns and/or objections were raised by other SUNY campuses, how were they
resolved?
2.4. Admissions
a) What are all admission requirements for students in this program? Please note those that differ from the institution’s
minimum admissions requirements and explain why they differ.
The program is open to all students who have been admitted to the doctoral program in English.
b) What is the process for evaluating exceptions to those requirements?
The Director of Graduate Studies and the Graduate Admissions Committee will review all special requests for admission to
the certificate program.
c) How will the institution encourage enrollment in this program by persons from groups historically underrepresented in the
institution, discipline or occupation?
The Department actively recruits applications from students in historically underrepresented groups. The
availability of a certificate program of this kind should assist this effort.
7
2.5. Academic and Other Support Services
Summarize the academic advising and support services available to help students succeed in the program.
Students in the program will have access to the full advising and support resources of the English Department. In addition,
they will have full access to the resources of the University’s Writing and Critical Inquiry Program.
2.6. Prior Learning Assessment
If this program will grant credit based on Prior Learning Assessment, describe the methods of evaluating the learning and the
maximum number of credits allowed, or check here [ x ] if not applicable.
2.7. Program Assessment and Improvement
Describe how this program’s achievement of its objectives will be assessed, in accordance with SUNY policy, including the
date of the program’s initial assessment and the length (in years) of the assessment cycle. Explain plans for assessing
achievement of students’ learning outcomes during the program and success after completion of the program. Append
at the end of this form, a plan or curriculum map showing the courses in which the program’s educational and, if
appropriate, career objectives – from Item 2.3(b) of this form – will be taught and assessed. NOTE: The University
Faculty Senate’s Guide for the Evaluation of Undergraduate Programs is a helpful reference.
Assessment will be ongoing throughout the students’ enrollment in the program. Students will meet regularly with the staff
of the Writing and Critical Inquiry Program and will be evaluated throughout the their teaching (ENG/UNI 110). The
students will provide a teaching portfolio prior to completion of the certificate that will enable faculty in the English
Department and the WCI Program to assess their progress toward the goals of knowledge of the field of writing and
writing pedagogy and of mastery of the best practices of writing instruction.
The Department tracks the placement rates of graduates and will have some indication of the success of this program in
placing graduates in teaching positions.
Section 3. Sample Program Schedule and Curriculum
Complete the SUNY Program Schedule for Certificate and Advanced Certificate Programs to show how a typical
student may progress through the program.
NOTE: For an undergraduate certificate program, the SUNY Sample Program Schedule for Certificate and Advanced
Certificate Programs must show all curricular requirements and the number of terms required to complete them.
Certificate programs are not required to conform to SUNY’s and SED’s policies on credit limits, general education,
transfer and liberal arts and sciences.
EXAMPLE FOR ONE TERM: Sample Program Schedule for Certificate Program
Term 2: Fall 20xx
Course Number & Title
Cr
New
Prerequisite(s)
ACC 101 Principles of Accounting
4
MAT 111 College Mathematics
3
MAT 110
CMP 101 Introduction to Computers
3
HUM 110 Speech
3
X
ENG 113 English 102
3
Term credit total:
16
NOTE: For a graduate advanced certificate program, the SUNY Sample Program Schedule for Certificate and
Advanced Certificate Programs must include all curriculum requirements. The program is not required to conform with
the graduate program expectations from Part 52.2(c)(8) through (10) of the Regulations of the Commissioner of
Education.
a) If the program has fewer than 24 credit hours, or if the program will be offered through a nontraditional schedule (i.e., not
8
on a semester calendar), what is the schedule and how does it impact financial aid eligibility? NOTE: Consult with your
campus financial aid administrator for information about nontraditional schedules and financial aid eligibility.
There is no impact of aid eligibility.
b) For each existing course that is part of the proposed undergraduate certificate or the graduate advanced certificate,
append, at the end of this form, a catalog description.
Catalogue descriptions are provided, as are sample syllabi.
c) For each new course in the certificate or advanced certificate program, append a syllabus at the end of this document.
No new courses are being proposed for this certificate.
d) If the program requires external instruction, such as clinical or field experience, agency placement, an internship,
fieldwork, or cooperative education, append a completed External Instruction form at the end of this document.
9
SUNY Sample Program Schedule for Certificate and Advanced Certificate Programs
Program/Track Title and Award:____Certificate in Teaching Writing__________________________________________________
a) Indicate academic calendar type: [ x] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
b) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
c) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Complete all columns that apply to a course.
Term 1:
Term 2:
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (x)
Co/Prerequisites
English 521, 522, 621, or 685
4
ENG 770
4
Term credit totals:
4
Term credit totals:
Term 3:
Term 4:
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (X) Co/Prerequisites
English 771
4
Teach English 110
Teach UNI 110
Term credit totals:
4
Term credit totals:
Program Totals (in credits):
Total
Credits: 12
10
Section 4. Faculty
a) Complete the SUNY Faculty Table on the next page to describe current faculty and to-be-hired (TBH) faculty.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member.
NOTE: CVs for all faculty should be available upon request. Faculty CVs should include rank and employment status,
educational and employment background, professional affiliations and activities, important awards and recognition,
publications (noting refereed journal articles), and brief descriptions of research and other externally funded projects.
New York State’s requirements for faculty qualifications are in Part 55.2(b) of the Regulations of the Commissioner of
Education.
c) What is the institution’s definition of “full-time” faculty?
All faculty in this program are full-time tenure track faculty, who teach two courses per semester.
11
SUNY Faculty Table
Provide information on current and prospective faculty members (identifying those at off-campus locations) who will be expected to teach any course in the
graduate program. Expand the table as needed. Use a separate Faculty Table for each institution if the program is a multi-institution program.
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member Name and
Title/Rank
(Include and identify Program
Director with an asterisk.)
% of Time
Dedicated
to This
Program
Program
Courses Which
May Be
Taught
(Number and
Title)
Highest and Other
Applicable Earned
Degrees (include
College or
University)
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications: List
related certifications, licenses and
professional experience in field.
PART 1. Full-Time Faculty
Bret Benjamin, Associate Professor
10%
621, 685, 770,
771
Ph.D.
English
Tamika L. Carey, Assistant Professor
25%
521, 522, 621,
685
Ph.D.
English
Stephen North, Professor
10%
521, 522, 621,
685, 770, 771
Ph.D.
English
*Laura Wilder, Associate Progessor
25%
521, 522, 621,
685, 770, 771
Ph.D.
English
770, 771
Ph.D.
English
Jeffry Berman, Professor
10%
770, 771
Ph.D.
English
Langdon Brown, Professor
10%
770, 771
Ph.D.
English
Patricia Chu, Assistant Professor
10%
770, 771
Ph.D.
English
Jennifer Greiman, Associate Professor
Eric Keenaghan, Associate Professor
Kir Kuiken, Assistant Professor
James Lilley, Assistant Professor
Ineke Murakami, Asscoiate Professor
Martha Rozett, Professor
Paul Stasi, Assistant Professor
10%
10%
10%
10%
10%
10%
10%
770, 771
770, 771
770, 771
770, 771
770, 771
770, 771
770, 771
Ph.D.
Ph.D.
Ph.D.
Ph.D.
Ph.D.
Ph.D.
Ph.D.
English
English
English
English
English
English
English
Part 2. Part-Time Faculty
12
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member Name and
Title/Rank
(Include and identify Program
Director with an asterisk.)
% of Time
Dedicated
to This
Program
Program
Courses Which
May Be
Taught
(Number and
Title)
Highest and Other
Applicable Earned
Degrees (include
College or
University)
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications: List
related certifications, licenses and
professional experience in field.
Part 3. Faculty To-Be-Hired (List as
TBH1, TBH2, etc., and provide
title/rank and expected hiring date.)
13
Section 5. Financial Resources and Instructional Facilities
a) What is the resource plan for ensuring the success of the proposed program over time? Summarize the
instructional facilities and equipment committed to ensure the success of the program. Please explain new
and/or reallocated resources over the first five years for operations, including faculty and other personnel, the
library, equipment, laboratories, and supplies. Also include resources for capital projects and other expenses.
No new faculty or resources are needed for this certificate program.
b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan summary.
Enter the anticipated academic years in the top row of this table. List all resources that will be engaged
specifically as a result of the proposed program (e.g., a new faculty position or additional library resources).
If they represent a continuing cost, new resources for a given year should be included in the subsequent
year(s), with adjustments for inflation or negotiated compensation. Include explanatory notes as needed.
SUNY Program Expenses Table
(OPTION: You can paste an Excel version of this schedule AFTER this sentence, and delete the table below.)
Program Expense Categories
Expenses (in dollars)
Before
Start
Academic
Year 1:
Academic
Year 2:
Academic
Year 3:
Academic
Year 4:
Academic
Year 5:
(a) Personnel (including
faculty and all others)
(b) Library
(c) Equipment
(d) Laboratories
(e) Supplies
(f) Capital Expenses
(g) Other (Specify):
(h) Sum of Rows Above
Lines a-g are constant. No new resources are needed for this program.
Section 6. Library Resources
NOTE: This section does not apply to certificate or advanced certificate programs.
Section 7. External Evaluation
NOTE: This section does not apply to certificate or advanced certificate programs.
Section 8. Institutional Response to External Evaluator Reports
NOTE: This section does not apply to certificate or advanced certificate programs.
14
Section 9. SUNY Undergraduate Transfer
NOTE: This section does not apply to certificate or advanced certificate programs.
15
Section 10. Application for Distance Education
a) Does the program’s design enable students to complete 50% or more of the course requirements through
distance education? [ x] No [ ] Yes. If yes, append a completed SUNY Distance Education Format
Proposal at the end of this proposal to apply for the program to be registered for the distance education
format.
b) Does the program’s design enable students to complete 100% of the course requirements through distance
education? [ x ] No [ ] Yes
Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization
NOTE: This section does not apply to certificate or advanced certificate programs.
List of Appended Items
Appended Items: Materials required in selected items in Sections 1 through 5 and Section 10 of this form should
be appended after this page, with continued pagination. In the first column of the chart below, please number the
appended items, and append them in number order.
Number
Appended Items
Reference Items
For multi-institution programs, a letter of approval from partner
institution(s)
Section 1, Item (e)
For programs leading to professional licensure, a side-by-side chart
showing how the program’s components meet the requirements of
specialized accreditation, Commissioner’s Regulations for the
profession, or other external standards
Section 2.3, Item (e)
For programs leading to licensure in selected professions for which the
SED Office of the Professions (OP) requires a specialized form, if
required by OP
Section 2.3, Item (e)
OPTIONAL: For programs leading directly to employment, letters of
support from employers, if available
Section 2, Item 2.3 (h)(2)
For all programs, a plan or curriculum map showing the courses in which
the program’s educational and (if appropriate) career objectives will
be taught and assessed
Section 2, Item 7
For all programs, a catalog description for each existing course that is
part of the proposed program
Section 3, Item (b)
For all programs, syllabi for all new courses in the proposed program
Section 3, Item (c)
For programs requiring external instruction, External Instruction Form
and documentation required on that form
Section 3, Item (d)
For programs that will depend on new faculty, position descriptions or
announcements for faculty to-be-hired
Section 4, Item (b)
For programs designed to enable students to complete at least 50% of
the course requirements at a distance, a Distance Education
Format Proposal
Section 10
16
Appendix
Section 2, Item 7
Assessment Calendar
Reading Courses: 521, 522
Fall 2014
Seminars: 622, 685
Fall 2015
Pedagogy Courses: 770, 771
Spring 2015, Fall 2015
English 521, 522, 622, 685
Students will take a minimum of one of these courses. These are courses in the history and theory of
rhetoric and composition. Assessment in the courses is by a variety of means: original research,
examinations, and oral presentation.
English 770 and 771
Students will take both courses. 770 is an advanced course in pedagogy in English Studies; 771 is a
workshop in which graduate student instructors who are currently teaching discuss the pedagogical
theory and practice. Assessment in 770 is by a variety of means: original research, examinations, and
oral presentation. Assessment in 771 is by short practical exercises and the compilation of a teaching
portfolio.
Section 3, Item B
Eng 521 History and Theory of Composition (4)
An introduction to composition theory, the field whose primary concern is writing: what it is, how it is
taught and learned, and how it has come to be an object of study. May be repeated for credit when
content varies.
Eng 522 History and Theory of Rhetoric (4)
A discussion of central figures and lines of thought within the Western rhetorical tradition from the
GrecoRoman to the modern era. Emphasis on relations between rhetorical theory and the teaching of
17
reading and writing. May be repeated for credit when content varies.
Eng 621 Current Trends in Rhetorical Theory and Research (4)
This course examines current scholarship and research in the field of Rhetoric and writing. This might
be taught either as an in-depth examination of one particular branch of rhetorical study, as a comparative
examination of multiple aspects of contemporary Rhetorical Theory, or as an examination of writing
research methods. May be repeated for credit when content varies.
Eng 685 Special Topics (4)
Topics, which may be treated in seminars, include but are not limited to the study of genre, movement,
region, and specific intersections between the "literary" and the "historical."
Eng 770 Teaching Writing and Literature (4)
Required of all doctoral students in their first year of study. This course examines current issues in the
teaching of writing and literature, with attention to how teachers think students learn, and the
institutional context within which teaching and learning occur. Particular attention will be given to how
issues of gender, race and class affect teaching theory and practice.
Eng 771 Practicum in Teaching Writing and Literature (4)
This course serves as a pedagogical venue for learning about the practical dynamics of teaching, in
which students work as a group and one-on-one with a faculty member in planning and administering a
particular undergraduate course. Prerequisite: English 770.
Section 3, Item C. Sample Syllabi
None of these is a new course.
ENG 521 Composition Theory: Writing Across the Curriculum
Course Description:
In the past two decades, the pedagogical program known as “Writing across the Curriculum” has
influenced profound changes in the nature of undergraduate degree requirements that deserve the
attention of scholars in English. Initiated with the intention of increasing opportunities for writing,
ironically the designation of “writing intensive” courses that fulfill the new requirements has sometimes
produced a perception among students and faculty that writing instruction and assignments should only
occur in such courses. Additionally, there exists a highly unsettled debate over the informing theory of
WAC programs and practice with expressivist “writing to learn” pedagogies situated against rhetorical
approaches to the conventions of academic discourse (or “Writing in the Disciplines”). Furthermore,
scholars of rhetoric and writing who investigate the role of writing in learning and the acquisition of
18
disciplinary rhetorical knowledge often (and again ironically) experience difficulty bridging
communication barriers and sharing their research with instructors assigned to teach WAC-designated
courses. This course will explore these and other issues through an examination of WAC pedagogical
theories and histories and WAC/WID research. While this course should be of particular interest to
graduate students in English who increasingly are called upon to discuss their pedagogy in WAC terms
when on the job market and who may go on to be asked to not only teach in but administer WAC
programs or initiatives, graduate students in Education may also find this course valuable as should
graduate students of any discipline interested in sustained reflection and research on writing pedagogy in
their field.
Required Texts:
Available from the University at Albany Bookstore and Mary Jane Books (214 Quail St.):
Geisler, Cheryl. Academic Literacy and the Nature of Expertise: Reading, Writing, and
Knowing in Academic Philosophy. Hillsdale, N.J.: L. Erlbaum Associates, 1994.
McLeod, Susan H., et al., eds. WAC for the New Millennium: Strategies for Continuing
Writing-Across-the-Curriculum Programs. Urbana: NCTE, 2001.
Russell, David R. Writing in the Academic Disciplines: A Curricular History. 1991. 2nd ed.
Carbondale and Edwardsville: Southern Illinois UP, 2002.
Thaiss, Christopher, and Terry Myers Zawacki. Engaged Writers and Dynamic Disciplines:
Research on the Academic Writing Life. Portsmouth, NH: Boyton/Cook Heinemann,
2006.
Additional required articles are available as pdf files on our WebCT site under “Course Content.”
Course Requirements:
Discussion Forum Entries (10%). We will be using our discussion forum on WebCT as a spaceto
informally respond to readings in advance of our class discussions and as a way to collaboratively
brainstorm for our final projects and conference papers. The course schedule indicates when and what
types of required entries are due. Open reading responses should be substantive, but may be somewhat
brief and informal (around three meaty paragraphs at a minimum), and should be posted one hour before
our class meeting at the very latest.
Abstract and Paper for the SUNY Conference on Writing (20%). As the attached call for papers
indicates, the SUNY Conference on Writing will be held at Albany this semester. The topic of our
course dovetails nicely with this conference, so with the intention of strongly encouraging you to
participate in it, I am asking you to prepare a 250 word abstract for submission to the conference and an
8-10 page paper to present at the conference. Your paper may draw primarily from our course readings
to make its argument.
Presentation: Compare and Contrast Two WAC Programs (10%). In order to better
understand the various ways WAC and WID theory becomes implemented, I am asking you to
find out all you can about the WAC programs in place at two different schools and prepare an
analysis of their similarities and differences informed by our course readings. You will present
your findings to the class on March 14. This project will likely entail some investigative work
19
beyond scholarly publications (such as analyzing information available on the Web or by phone
interview or email). Several of the texts I have placed on reserved in the library may serve as
good starting points for your investigation.
Course Description for a WAC/WI Course (10%). In order to rehearse putting WAC theory
into practice, I am asking you to design a course to work within a WAC program that you could
teach. For instance, you could make plans for a section of Albany’s writing intensive (WI)
course ENG 205z Introduction to Writing in English Studies. The document I am asking you to
produce is the 1-3 paragraph course description that usually appears in a course schedule and
ultimately in the course syllabus (the primary audience for which is students, but which also
serves the needs of secondary audiences such as administrators) and a very skeletal course
overview of major assignments and texts (if not already apparent in the course description). Be
prepared to discuss with the class you rationale for the choices you made in your course plans
when it is due on March 28.
Final Project (50%). The purpose of your final project is to encourage you to develop deeper
expertise in one aspect of the issues surrounding our course topic and to share that expertise. I
would like to encourage you to think of purposes and audiences for your final project that extend
beyond our class, and thus your project could take one of a number of forms. For instance, your
final project could participate in the scholarly conversation on its topic by doubling as a draft for
an article you could submit to a rhetoric and composition journal. Or your project could function
as a book review appearing in such a journal. Or your project could function as a proposal for a
specific faculty workshop or WAC program for a specific institution. Possible projects might
include:
An evaluation of a representative sample of WAC textbooks.
An investigation of methods for teaching writing within a particular discipline.
A comparative and evaluative analysis of resources and texts available for
instructors
assigned to tea
(see several of the texts placed on reserve).
An investigation of WAC efforts and programs at secondary or earlier levels of
schooling.
An investigation of WAC efforts and programs in specific types of institutions,
such as
com m unity colleges, liberal arts colleg
An investigation of WAC efforts and programs involving graduate writing
instruction
and the role of w riting instruction at the gradu
An investigation of the relationships between WAC and writing centers or other
campus
program s such as service learning.
An analysis of WAC issues as they relate to students for whom English is a
second
language.
The history of a specific WAC program and analysis of the significant
findings of this history.
A proposal and plan for a WAC faculty or TA workshop.
A proposal and study design for a needed Writing in the Disciplines
research project.
20
A book review of Thaiss & Zawacki’s 2006 Engaged Writers and
Dynamic Disciplines,
M cLeod & Soven
Writing Across the Curriculum (on reserve), and/or Segall & Smart’s 2005 Direct from the
Disciplines: Writing Across the Curriculum (on reserve). (This option would also include a
rhetorical analysis of 2-3 recent, model book reviews appearing in the journal whose readers you
envision as your audience; the actual review itself would follow the length conventions for
reviews in that journal).
You should have your specific plans approved by me in advance. Though they may take diverse
forms and speak to diverse audiences, all final projects should be approximately 18-20 pages and
reflect a review and engagement with the previous relevant scholarly conversation and an
intervention into that conversation with you own argument.
Course Schedule:
Day Schedule of Readings for Discussion and Assignment Due Dates (All individual articles or
chapters can be found on WebCT under “Course Content” as pdf files)
1/24 Introductions.
1/31 The late 1970s-1980s:
•
Emig, “Writing as a Mode of Learning”
•
Kinneavy, “Writing Across the Curriculum”
•
Bartholomae, “Inventing the University”
•
Herrington, “Writing to Learn: Writing Across the Disciplines”
D iscussion Foru
reading response
2/7 •
McCarthy, “A Stranger in Strange Lands: A College Student Writing Across the
Curriculum”
•
Spellmeyer, “A Common Ground: The Essay in the Academy”
•
Herrington, “Writing in Academic Settings: A Study of the Contexts for Writing in Two
College Chemical Engineering Courses”
•
Hedley & Parker, “Writing Across the Curriculum: The Vantage of the Liberal Arts”
•
Schmersahl & Stay, “Looking Under the Table: The Shapes of Writing in College”
D iscussion
Forum: Open reading response
2/14 A break in our chronology: Assessment Issues
•
Fulwiler, “Evaluating Writing Across the Curriculum Programs”
•
Beason & Darrow, “Listening as Assessment: How Students and Teachers Evaluate WAC”
•
Prior, Hawisher, Gruber, & MacLaughlin, “Research and WAC Evaluation: An in-Progress
R eflection”
•
Walvrood, “From Conduit to Customer: The Role of WAC Faculty in WAC Assessment”
•
Condon, “Accommodating Complexity: WAC Program Evaluation in the Age of
A ccountability” (C hapter 2 in M cLeod, M iraglia, Soven, & Thaiss, W A C for the N ew
M illennium )
D iscussion Forum : B rainstorm possible SU N Y C onference on W riting proposals
(anytime this week—need not be before class meeting.)
2/21 No class. Winter break.
2/28 1990s:
21
• Russell, Writing in the Academic Disciplines: A Curricular History
D iscussion F
Conference on Writing abstract drafts for feedback by end of Monday, 2/26. Please also bring your
abstract draft to class. (SUNY Conference on Writing proposals are due 3/1)
3/7 • Fulwiler, “Writing and Learning American Literature”
• M acD on
Academic and Dialogic Journals to Writing
3/14 Comparison and Contrast of Two WAC Programs Presentations
3/21 Geisler
3/28 Hilgers, Hussey, Stitt-Bergh, “‘As You’re Writing, You Have These Epiphanies’: What College
Students Say About Writing and Learning in Their Majors”
•
McLeod & Maimon, “Clearing the Air: WAC Myths and Realities”
•
Diller & Oates, “Infusing Disciplinary Rhetoric into Liberal Education: A Cautionary Tale”
•
Beaufort, “Developmental Gains of a History Major: A Case for Building a Theory of
Disciplinary Writing Expertise”
D iscussion Foru
m: Post course description for a WAC/WI
course. Please also bring your course description to class.
N o class. S
Miraglia, Soven, & Thaiss, WAC for the New Millennium Discussion Forum: Open reading
response
4/11 About Literature”
•
Mahala, “Writing Utopias: Writing across the Curriculum and the Promise of
Reform” • Ackerman, “The Promise of Writing to Learn”
• W alvoord, “The Fu
Discussion Forum: Open reading response
Comparison and Contrast of Two WAC Programs Presentations
D iscussion
Topic Proposal (anytime this week—need not be before class meeting.)
• Geisler, Academic Literacy and the Nature of Expertise Discussion Forum: Open reading response
2000-
4/18 • Parks & Goldblatt, “Writing Beyond the Curriculum: Fostering New Collaborations in Literacy”
• Young, “Writing Across and Against the Curriculum” Conference Paper due. (4/20-4/21 SUNY
Conference on Writing)
4/25 • Thaiss & Zawacki, Engaged Writers and Dynamic Disciplines: Research on the Academic
Writing Life
5/2
Discussion Forum: Open reading response
5/17
Final project in-progress presentations
Final project due.
22
ENG 522 The History of Rhetoric
Course Description: This course will provide a survey of Western rhetorical theory, a “zoom”
overview of excerpts of texts on the teaching and practice of rhetoric from the Ancient Greek Sophists to
The New Rhetoricians of the 1960s with studies of Medieval, Renaissance, Enlightenment, Belletrist,
and Nineteenth Century rhetorical theories. This dizzying breadth is intended to support the goal of our
department’s "reading" courses: “the acquisition of foundational knowledge that would serve as the
basis for more specialized study [of rhetoric] in the future.”
Our weekly study will be comparative in nature: together we will compare different systems and
theories of rhetoric as they emerged in the West over 2,500 years. The course aims to give students a
clear sense of how rhetoric manifested itself differently in different historical periods and how rhetoric
has been conceptualized in comparison to philosophy, theology, politics, literature and other bodies of
knowledge.
Required Text: Available from the University at Albany Bookstore (Campus Center) and Mary Jane
Books (214 Quail St.):
Patricia Bizzel and Bruce Herzberg’s anthology, The Rhetorical Tradition, 2nd Ed.
Course Requirements:
• Mid-term and final examinations (25% of final grade each). Expect to be asked to define key
rhetorical terms, identify significant passages, and write a short, thesis-driven, argumentative
essay. The final exam will focus on material addressed since the mid-term. Informal study
groups are strongly encouraged.
• Two short response papers addressing a question you will pose to the class (10% of final
grade each). Twice during the semester, once prior to the mid-term and once after the mid-term,
you will be asked to more formally prepare to direct class discussion by crafting a question you
genuinely wish to ask the class about a text or group of texts assigned for that week’s discussion.
You should prepare your answer to the question, or your exploration of the answers you see
possible, in a 2-3 page informal response paper, which will be due to me at the end of that class’s
meeting. I will ask you to pose your question to the class during class discussion.
• Final project: Literature review and research proposal (30% of final grade). For your final
project, I am asking you to choose a period in the history of rhetoric or problem raised in the
rhetorical theory we read and 1) review the available secondary literature on that period or
problem and 2) propose a research project that addresses a gap or gaps in this secondary
literature. What have recent rhetorical scholars said about the period or problem? What, in your
opinion informed by this review of the literature, remain as open questions yet to be answered by
rhetorical scholars? And how would you go about attempting to answer one of these questions—
what research would you undertake and what methods would you use?
We will discuss in this class some strategies for organizing a literature review and research proposal,
which is an important skill not only for this assignment but for writing dissertations and theses. You do
not need to carry out the research you propose for this assignment, but completing this assignment
should prepare you to begin that research project should you choose to. Your literature review and
proposal should be 10-15 pages plus a bibliography.
23
Scholarly journals in which you should find pertinent secondary rhetorical research include: Rhetoric
Review, Rhetoric Society Quarterly, Rhetoric and Philosophy, Rhetorica, Written Communication,
College English, College Composition and Communication, and Journal of Advanced Composition.
There are also many useful books and edited collections, such as James Murphy’s A Short History of
Writing Instruction and Andrea Lunsford’s Reclaiming Rhetorica: Women in the Rhetorical Tradition. I
am happy to consult with you individually about developing an area of research, conducting, searches,
evaluating sources, and drafting.
Near the end of the semester I will assign you a peer review partner and provide a worksheet for
conducting a review of a rough draft of your project. The completed worksheet and rough draft should
be attached to your final project submission along with a short cover letter addressed to me describing
the role the peer review played in your completion of this project.
Schedule of Readings: All page numbers listed are from The Rhetorical Tradition, 2nd Ed.
1/18
Introductions
1/25
Preface & General Introduction (v-16)
Classical Rhetoric Introduction (19-41)
Gorgias (42-46)
Dissoi Logoi (47-55)
Aspasia (56-66)
Isocrates (67-79)
2/1
Plato (80-168)
2/8
Aristotle (169-240)
2/15
Rhetorica Ad Herennium (241-282)
2/22
Cicero (283-343)
2/29
Longinus (344-358)
Quintillian (359-428)
3/7
Mid-term exam
3/14
Spring Break.
3/21
Medieval Rhetoric Introduction (431-449)
Augustine (450-485)
Boethius (486-491)
The Principles of Letter Writing (492-502)
Geoffrey of Vinsauf (503-524)
Robert of Basevorn (525-539)
Christine de Pizan (540-551)
3/28
Renaissance Rhetoric Introduction (555-580)
Erasmus (581-650)
4/4
Baldesar Castiglione (651-673)
Ramus (674-697)
Bacon (736-747)
Fell (748-760)
Scudéry (761-779)
Sor Juana Inés de la Cruz (780-788)
24
4/11
Enlightenment Rhetoric Introduction (791-813)
Locke (814-827)
Vico (862-878)
Sheridan (879-888)
Austin (889-897)
4/18
Campbell (898-946)
Blair (947-979)
4/25
Nineteenth-Century Rhetoric Introduction (983-999)
Whatley (1000-1030)
Bain and Hill (1141-1151)
5/2
Modern and Postmodern Rhetoric Introduction (1183-1205)
Burke (1295-1347)
Perelman (1372-1409)
Toulmin (1410-1431)
5/16
5:45-7:45 p.m. final exam & final project due.
Sign-up for a short response paper addressing a question you will to pose the class
Date Readings for
Discussion
Question and Response Paper Due.
1/25
Classical
Rhetoric
Gorgias
Dissoi Logoi
Aspasia
Isocrates
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
2/1
Plato
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
2/8
Aristotle
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
2/15
Rhetorica Ad
Herennium
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
2/22
Cicero
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
2/29
Longinus
Quintillian
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
25
3/2
1
Medieval
Rhetoric
Augustine
Boethius
The Principles
of Letter
Writing
Geoffrey of
Vinsauf
Robert of
Basevorn
Christine de
Pizan
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
3/2
8
Renaissance
Rhetoric
Erasmus
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4/4
Baldesar
Castiglione
Ramus
Bacon
Fell
Scudéry
Sor Juana Inés
de la Cruz
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4/1
1
Enlightenmen
t Rhetoric
Locke
Vico
Sheridan
Austin
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4/1
8
Campbell
Blair
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4/2
5
Nineteenth-
Century
Rhetoric
Whatley
Bain and Hill
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
5/2
20th C. The
New Rhetoric
Burke
Perelman
Toulmin
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
26
AENG 621/AWSS 550
Current Trends in Rhetorical Theory and Research/The Literature of Feminism
Feminist Rhetoric(s)
The term feminist rhetoric refers to discourse advocating enlarged legal, economic, and political rights
for women and to the scholarly recovery of women’s history and the development of theory and modes
of analysis better suited to women than those developed by and for men in the past. –Karlyn Kohrs
Campbell, “Feminist Rhetoric”
It is impossible to engage the whole of “feminist rhetoric(s)” in the duration of a semester. The thirty-
plus-year interdisciplinary recovery and inclusion project of reclaiming and foregrounding women’s
voices within the Western Rhetorical tradition that Karlyn Kohrs Campbell and other scholars are
credited with beginning is just too extensive for that possibility. In a course of this nature, a more
realistic goal is to consider what feminists have offered the broader discipline of rhetoric and
composition, how rhetoricians contribute to the work of feminism and, in what ways the field of feminist
rhetorics is evolving and should continue to evolve.
To borrow one of the metaphors inspiring Lindal Buchanan and Kathleen Ryan’s anthology Walking
and Talking Feminist Rhetorics: Landmark Essays and Controversies, we will take a walking tour
through historic conversations that have shaped this subfield of rhetorical studies. With attention to the
theories and methods feminist rhetorical scholars have uncovered and the practices communities of
women have used to make rhetoric a techne to suit their needs, we will consider the following questions:
What is/are feminist rhetoric(s)?
Does the recovery of women’s voices mean we have recovered feminist rhetoric?
What is the relationship of feminist rhetoric to feminist theory and women’s movements?
How has/do women of color feminisms influence and complicate this tradition?
How does one do feminist rhetorical analysis and what methods and methodologies inform
this
work?
And, how can feminist rhetorics inform writing and reading pedagogies?
Course Texts
Available at Mary Jane Books on Quail Ave in Albany
Lindal Buchanan and Kathleen Ryan’s Walking and Talking Feminist Rhetorics: Landmark
Essays and Controversies. (WT)
JoyRitchieandKateRonald’sAvailableMeans:AnAnthologyofWomen’sRhetoric(s).(AM)
JacquelineJonesRoyster’sTracesofaStream:LiteracyasSocialChangeamongAfricanAmerican
Women.
ShirleyWilsonLogan’sWithPenandVoice:ACriticalAnthologyofNineteenth-CenturyAfrican
American Women.
Gwendolyn Pough’s Check It While I Wreck It: Black Womanhood, Hip-Hop Culture, and the
Public Sphere.
Kate Ronald and Joy Ritchie’s Teaching Rhetorica: Theory, Pedagogy, and Practices.
Rebecca Dingo’s Networking Arguments: Rhetoric, Transnational Feminism, and Public Policy
Writing.
Gloria Anzaldua’s Borderlands/La Frontera: The New Mestiza.
1
9. Jacqueline Jones Royster and Gesa E. Kirsch’s Feminist Rhetorical Practices. (please purchase this
book through Amazon/Barnes and Nobel or request it through Interlibrary loan).
27
10. Assorted PDFs available Blackboard
Course Expectations
Attendance
This is a graduate level course. Attendance is required. In the event that you must miss a class for illness
or emergency, please notify me. We can arrange for you to turn in missing work.
Academic Dishonesty
Plagiarism and other forms of academic dishonesty in any part of your academic work for this course
will be grounds for awarding a grade of F for the entire course.
Reading and Preparation
Our readings this semester consist of primary and secondary book-length texts, anthology and book
chapters, and scholarly essays. Most weeks we will read a combination of these texts. Your challenge is
to be proactive and discerning. Plan accordingly for heavier reading weeks and, as a step towards
discernment, read to discover how these texts constitute a conversation, if they call you to do a certain
work, where the limitations in these texts exist and, whether the writers offers a model, method, or site
for the work you can do.
The Research Network Forum Wednesday, December 4th
On the last night of class, we will simulate an event called the Research Network Forum. The one-day
event precedes the annual Conference on College Composition and Communication and it provides
scholars with an opportunity to share their developing research in small groups and to get feedback on
their projects. Participants prepare by developing a three-minute overview of their research containing
questions about areas where they need feedback and distributing a four to five page excerpt of their
project. The drafts can be rough, but they need to be substantive enough for colleagues to engage your
work. More details to come.
Course Assignments
Discussion Facilitator/Book Presentation On your selected date
M.A. students are responsible for a
10-minute presentation on the week’s readings. Your goal should be to provide a synthesis of major
themes, to suggest what they infer about the evolving trajectory of feminist rhetorics, to highlight
significant passages and themes, and to provide a real world application or example, and to pose at least
three discussion questions we can interrogate further. Media clips are encouraged but they should not act
as a substitute for your substantive engagement with the weekly readings. You do not have to post a
talking-point entry the week you present.
Doctoral students will make a book presentation to the class. In these brief 5 to 10 minute presentations,
you are asked to imagine us as a group of prospective researchers and asked to “sell” the text to us. You
can do so by highlighting major arguments, providing background information about the author, creating
and distributing a handout of with a summary, major themes, and passages, and placing the text in
relation to themes within the course. This assignment is an opportunity to develop disciplinary
knowledge of canonical and significant texts within the field. You do not have to post a talking-point
entry the week you present.
2
Talking-Point Blogs Due on assigned weeks
A final weekly activity asks you to develop and post talking point entries to our collective space. The
purpose of this brief exercise is for you to engage and analyze the readings, locate themes specific
themes, interrogate the writer’s method’s and claims, articulate your contentions with the arguments,
and develop questions for discussion and your own future research. Naturally, these questions will arise
28
out of your own interests, but should not be completely reactionary and emotive. Please post your entries
2pm on Wednesdays. You will not receive substantive written feedback on these entries. Instead, the
pass/fail grade you earn will reflect the rigor in your engagement with the readings.
Positioning Essay (5 pages) Due October 9th
This essay stands in for a traditional prospectus. In it, I ask you to complete a number of positioning
moves that enable you to situate your developing project within the conversations of the course.
Specifically, I ask you to:
1. identifyathreadwithinourconversationsandengageatleastthreeofthescholarsofthe prominent scholars
within the field
•
introduce the topic you intend to research
•
articulate a researchable question
•
locateasiteorcorpusoftextsyouplantoresearch
•
determine potential obstacles to this research
•
chart your research trajectory
Ideally, this work will fold into your seminar project.
Annotated Bibliography
Due November 6th
This assignment asks you to collect and present eight to ten sources you will use within your final
project. Please abide by MLA or APA citation styles. I recommend you survey such academic journals
as College English, Rhetoric Review, CCC, Peitho, Signs, or Meridians.
Seminar Project Due by 5pm on December 12th
The seminar project for this course is a scholarly investigation of a particular feminist rhetorical figure
or movement or an analysis of a particular area of debate within feminist rhetorical scholarship. Some
ideas include:
•
An analysis of a particular figure that embodies unique feminist rhetorical strategies.
•
An analysis of an overlooked site where feminist rhetorical practices occur (e.g. tumblr sites,
weblogs) or where feminist rhetoricians should pay attention.
•
A feminist rhetorical analysis of a discourse directed to women (e.g. coverage of female
presidential candidates) or that impacts women (ie. discourses about sterilization).
•
A re-reading of a familiar argument in women’s literature or women’s studies using feminist
rhetorical methods and practices.
I am open to you p
developed set of interests and I can point you in a productive direction if you are undecided.
Ideally, it will culminate in a well-conceived, well-researched, and well-written scholarly
argument you can refine and scale down for a conference presentation or expand and develop
beyond this course for publication.
(17 pages including your Works Cited list)
Overall
D iscussion Facilitator / B ook
Presentation Eight Talking Point Posts
Positioning
Essay
A nnotated B ibliography
Sem inar Project
(10%) See calendar for dates (10%) Due on assigned dates (25%) Due October 9
(15% ) D ue
November 6 (40%) Due December 12
3
Tentative Schedule *this calendar is subject to change
Wednesday, August 28
Syllabus conversation. Mapping and defining rhetoric and feminist rhetorics.
•
CovinoandJoliffe:“Introduction.”
29
•
BuchananandRyan:“Introduction:WalkingandTalkingthroughtheFieldofFeminist
R hetorics”
•
Christian: “The Race for Theory .”
Wednesday, September 4: Class Cancelled for Rosh Hashanah
Where’s “her” in this history? Histories and Historiographies in Feminist Rhetorics
Wednesday, September 11 *TP #1 due Defining a Field: Historical Debates on the Goals of
Feminist Rhetorics
•
“Aspasia,”“Diotima,”“Hortensia,”“JulianofNorwich,”“CatherineofSiena,”“ChristineDe
Pizan,”
“Margery Kempe,”
•
Jarratt: “Speaking to the Past: Feminist Historiography in Rhetoric” (WT)
•
Glenn:“Sex,Lies,andManuscript:RefiguringAspasiaintheHistoryofRhetoric.”(WT)
•
Ede,Glenn,andLunsford:“BorderCrossings:IntersectionsofRhetoricandFeminism.”(WT)
•
Case Study #4: Gale, Jarratt, and Glenn Debate. (WT)
Options for this week’s book presentation: Andrea Lunsford’s Reclaiming Rhetorica: Women in the
Rhetorical Tradition; Cheryl Glenn’s Rhetoric Retold: Regendering the Tradition from Antiquity
Through the Renaissance; Susan C. Jarratt’s Rereading the Sophists: Classical Rhetoric Refigured.
Wednesday, September 18 *TP #2 due Tracing Streams and Uncovering Muted Voices:
Reimagining Historiography
1. Royster:TracesofaStream:LiteracyasSocialChangeamongAfricanAmericanWomen.
2. Wu,Hui.“HistoricalStudiesofRhetoricalWomenHereandThere:MethodologicalChallenges
to
Dominant Interpretive Frameworks.” (WT)
Coming to Voice & Shifting the Conversation:
Women’s Rhetorical Activism
Wednesday, September 25 *TP #3 due Suffrage, Abolition, and Temperance Movements
1. Campbell:“IntroductiontoManCannotSpeakforHer.”(WT)
2. Belinda,” “Sarah Grimke,” “Angelina Grimke,” “Seneca Falls Convention,” “Susan B.
A nthony,” “Elizabeth C ady Stanton,” “M ary W ollstonecraft.” (A M )
3. Case Study 1: Campbell and Biesecker Debate.” (WT)
4. Zaeske:“The‘PromiscuousAudience”ControversyandEmergenceoftheEarlyWomen’s
R ights
Movement.” (WT)
5. Johnson:“ReigningintheCourtofSilence:WomenandRhetoricalSpaceinPostebellum
A m erica.”
(WT)
Options for this week’s book presentation: Carol Mattingly’s Well Tempered Women: Nineteenth
Century Temperance Rhetoric. Lindal Buchanan’s Regendering Delivery: The Fifth Canon and
Antebellum Women Rhetors. Nan Johnson’s Gender and Rhetorical Space in American Life, 1866-1910.
Wednesday, October 2 *TP #4 due When and Where I Enter: Theorizing 19th Century African
American Women’s Rhetorics
30
1. Logan:WithPenandVoice:ANineteenthCenturyAnthologyofBlackWomen’sWriting.
2.
ShirleyWilsonLogan:“BlackWomenWritersonthePlatform.”(WT)
O ptions for this w
presentation: Shirley Wilson Logan’s We Are Coming: The Persuasive Discourse of Nineteenth-Century
Black Women. Jacqueline Jones Royster’s Southern Horrors and Other Writings: The Anti-Lynching
Campaign of Ida B. Wells. Michael Stancliff’s Francis Ellen Watkins Harper: African American Reform
Rhetoric and the Rise of the Modern Nation State.
Wednesday, October 9 *Positioning Essay due Survivance: Theorizing Native American Women’s
Rhetorics
1. “Cherokee Woman,” “Sarah Winnemucca,” “Paula Gunn Allen” & “Leslie Marmon Silko”
(AM).
2. Malea Powell: “Down by the River:” (PDF)
3. MaleaPowell:“RhetoricsofSurvivance”(PDF)
4. JessicaEnoch:“SemblancesofCivilization:ZitkalaSa’sResistancetoWhiteEducation.”(PDF)
Wednesday, October 16 *TP #5 due Borderlands: Theorizing Latina/Chicana Feminisms
1. Anzaldua: Borderlands LaFrontera: The New Mestiza.
2. LisaFlores:“CreatingDiscursiveSpaceThroughaRhetoricofDifference:ChicanaFeminists
C raft a
Homeland.” (PDF)
3. Jessica Enoch: “Survival Stories: Feminist Historiographic Approaches to Chicana Rhetorics of
Sterilization Abuse.” (WT)
Optional Book Presentation: Moraga and Anzaldua’s This Bridge Called My Back; Chela Sandavol’s
Methodology of the Oppressed; Emma Perez’s The Decolonial Imaginary: Writing Chicanas into
History.
“Not the Master’s Tools”: On Feminist Rhetorical Methodology
Wednesday, October 23 *TP #6 due Contemporary Discussions of Feminist Methods and
Practices
1. RoysterandKirsch:FeministRhetoricalPractices:NewHorizonsforRhetoric,Composition,and
Literacy Studies.
2. Heidi McKee and James Porter: “Rhetorica Online: Feminist Research Practices in Cyberspace.”
(PDF)
Optional Book Presentation: Sonja Foss, Karen Foss, and Cindy Griffin’s Feminist Rhetorical Theories;
Eileen Schell and K.J. Rawson’s Rhetorica in Motion: Feminist Rhetorical Methods and Methodologies.
Theorizing Feminist Rhetorics from Location
Wednesday, October 30 *TP #7 due Do the Ladies Run This? Contemporary African American
Women’s Rhetorics
1. Pough: Check It While I Wreck It: Black Womanhood, Hip-Hop Culture, and
the Public Sphere.
2.
SelectionsfromtheCrunkFeministCollectiveandJanellHobson.(PDF’sonBlackboard) Options for this
week’s book presentation: Deborah Atwater’s African American Women’s Rhetorics: The Search for
Dignity, Personhood, and Honor; Brenda Eatman Aghahowa’s Grace Under Fire: Barbara Jordan’s
Rhetoric of Watergate, Patriotism, and Equality. Melissa Harris Perry’s Sister Citizen: Shame,
Stereotypes and Black Women in America
31
Wednesday, November 6 *Annotated Bibliography due Writing the Body: Normativity and
Rhetorics of Gender, Sexuality, and Ability
1. “Audre Lorde,” “Nancy Mairs,” “Minnie Bruce Pratt,” “Nomy Lamm,” (AM)
2. JudithButler.“Introduction:BodiesthatMatter:OntheDiscursiveLimitsof‘Sex.’”(PDF)
3. Dolmage and Lewiecki-Wilson: “Linking Feminist Rhetoric and Disability Studies” (PDF)
4. Rawson: “Queering Feminist Rhetorical Canonization.” (PDF)
Wednesday, November 13 *TP #8 due Beyond Borders: Transnational Feminist Rhetorics
1. Dingo. Networking Arguments: Rhetoric, Transnational Feminism, and Public Policy Writing.
2. Mary Queen: “Transnational Feminist Rhetorics in a Digital World.” (WT)
Options for this week’s book presentation: Wendy Hesford’s Spectacular Rhetorics: Human Rights
Visions, Recognitions, Feminisms or Just Advocacy?: Women’s Human Rights, Transnational Feminism,
and the Politics of Representation.
“Each One Reach One”: Feminist Rhetorical Pedagogy
Wednesday, November 20 *TP #9 due Feminist Rhetorical Pedagogy
1. Ritchie and Ronald: Teaching Rhetorica: Theory, Practice, and Pedagogy.
2. Patrick Bizarro: “Men as Cautious Feminists: Reading, Responding, and Role Modeling as a
Man.” (PDF)
Options for this week’s book presentation: Julie Jung’s Revisionary Rhetoric, Feminist Pedagogy, and
Multigenre Texts; Kay Siebler’s Composing Feminisms: How Feminists Have Shaped Theories and
Practices; Shari Stenberg’s Composition Studies Through a Feminist Lens.
Wednesday, November 27: No class. Enjoy your break.
Wednesday, December 4: Research Network Forum
Thursday, December 12: Final Projects due by 5:00 pm.
You can deliver them to me in HUM 325
or my mailbox in HUM 382.
32
ENG770 Teaching Writing and Literature Spring 2011
Course Description: This course will provide an introduction to the varied terrain of teaching and
learning in contemporary departments of English. Our overview approach will be wide-ranging and,
consequently, necessarily incomplete. But in aiming to address the pedagogies of literary and cultural
studies, rhetoric and composition, and creative writing (each of which provides enough diversity and
debate to make up the substance of several courses) I hope to put us in a position that will allow us to
draw connections that might otherwise go unacknowledged—to attempt to see some forest through the
trees, if you can pardon the cliché. For instance, we might see that there exists a cultural studies strain
within the pedagogies of rhetoric and composition, a literary theory strain within the pedagogical
projects of creative writing, and a rhetorical approach to the pedagogies of literary and cultural studies.
Our mapping of the terrain of teaching in English will examine pedagogical theory and research with
attention to their translation into classroom practice. Along the way, I hope to explore:
effects of intuitional setting on teaching and learning such as the structure of a
department or curriculum, the type of school (community college, small liberal arts college,
research university), and the hierarchies of instructor employment status (adjunct, graduate
instructor, tenure-track faculty),
the afterlives of a semester--potential outcomes of a course in relation to a
student’s development, career, and civic life,
the roles history and disciplinarity play in the power dynamics of a classroom,
the effects of technology on the teaching of writing, reading, and research,
relationships between professional scholarship and undergraduate instruction,
and opportunities for researching and writing about teaching for publication,
This course w ill encourage you to think reflexively about your ow n experience as a learner. It
will also help you prepare for teaching at the college-level by introducing you to available
resources and providing opportunities to work collaboratively on producing course plans and
documents.
R equired Texts
Center) and Mary Jane Books (214 Quail St.):
G erald G raff, B eyond
the Culture Wars
Paulo
Freire, Pedagogy of the Oppressed
Lester Fa
the Subject of Composition Jacques Rancière, The Ignorant Schoolmaster
A dditionally,
required journal articles and book chapters are available for this course through our library’s
electronic reserves.
C ourse R eq
online discussion forum (on Blackboard, 10 postings total, 20% of total final grade). To prepare
for in-class discussions and your final project, post before each class a brief (1-2 paragraph)
response to one or more of the readings scheduled for discussion each week. I recommend you
use this opportunity to work out your initial reactions to the readings;
compare the readings to your own experiences as a student, tutor, and/or teacher; or begin to imagine
possible applications in a class that you will one day lead.
Y our turn leading
“Practical Questions” discussions (20% of total final grade). Teaching involves many decisions, some
undoubtedly made more thoughtfully than others. Each week we will take some time to explore the
implications of our answers to a decision related to leading a class. For instance, how do you write an
effective course description? How much reading and writing is reasonable to assign? How do you
33
determine if students are learning? How do you prepare for a lecture or a discussion? How do you
encourage attendance or participation? How do you grade? How do you deal with difficult students?
How do you dress to teach? To prepare to lead discussion of the question you choose, do a bit of local
research to learn about how other instructors handle the issue. Ask the professor you worked with (or are
working with) as a T.A. his or her response to the question and informally poll some of your other
professors and more experienced graduate student instructors. You might also search the web, consult
with ITLAL, or locate a scholarly article on the topic. Share with us what you find as well as your own
perspective before opening up the question to discussion with the whole class. Each discussion should
take no more than 30 minutes at the start of class.
“Dream course” description and schedule (20% of total final grade). I aim to support your future
professional development by assisting you in designing a “dream” course description that can become
part of a teaching portfolio you may use to apply for academic employment. For this assignment you are
to write a description of a course you would like to teach that is rooted in your research interests and yet
would be appropriate for undergraduates. Write the description pitched to undergraduates (but also with
secondary audiences of department colleagues and university administrators) and include a rough but
realistic schedule of the course’s major reading and writing assignments and/or exams.
Final project
Syllabi and rationale for two versions (one “writing intensive” the other not) of oneundergraduate
English course in the University at Albany curriculum
unit in one
intend for you to leave this course with materials you might put into practice in the near future. Though
this intention is thoroughly practical in nature, the development of these pedagogical materials and
supporting rationale should also provide you with the intellectual challenge of applying theory and
research in a form other than a traditional seminar paper.
By “syllabus” I mean an overview of a course’s objectives, requirements, materials, policies, texts,
methods of evaluation, and schedule.
By “materials for one major unit” I mean the handouts and lesson plans associated with a major
assignment of a course—a major paper assignment, creative writing project, web building project, exam,
etc.—roughly the materials needed for teaching 3-4 weeks of a semester.
By “rationale” I mean a discussion of your intentions informing all these course documents. Even in the
most student-centered of courses, an instructor must make many decisions at the outset of a semester,
including the decision whether or not to proceed with a highly student-centered course (and some
elements of a syllabus are required by the institution to be distributed during the first class meeting).
Your rationale paper is your opportunity to describe and defend the choices you made in designing your
syllabi and unit materials. Your rationale should seek to explain how your two courses fit within an
institutional and curricular context as well as the context of students’ academic lives. You should
synthesize and cite concepts drawn from our course readings to help explain how your choices have
been informed by them or how your choices situate your course plans in disciplinary and curricular
debates (you are welcome to go beyond our course readings and use other relevant texts for either
purpose also). Unlike the syllabus and course unit materials, the audience for which is your imagined
future undergraduates, you should consider me and your ENG 770 classmates as the audience for your
rationale paper; it should be at least 10 double- spaced pages and in the MLA style (include a “Works
Cited” list).
It is acceptable for one of your two courses to be “fictional” if a “writing intensive” or “non-writing
intensive” version of the course you are planning does not currently exist in the University at Albany
curriculum. For example, you could sketch plans for ENG100z Introduction to Analytical Writing and
“invent” a “non-writing intensive” version of this course. Or you could sketch plans for a “writing
intensive” version of a course that currently is not offered as “writing intensive.”
34
and materials for one major
Schedule of Readings & Due Dates: All articles and individual book chapters available on Electronic
Reserves (locate through the Electronic Reserves link at http://library.albany.edu). The password to
access the electronic reserves resources for this course is: wileng770. When we are scheduled to discuss
these works, bring them to class (print or bring a laptop or other electronic reading device).
1/24 Introductions
1/31 Some Classics
G raff B eyond the C ulture W ars
2/7 Freire, Pedagogy of the Oppressed
2/14 Responses
Spanos, “The Int
Paideia”
hooks, “B uilding a Teaching C om m
unity: A Dialogue” “and “Toward a Revolutionary
Feminist Pedagogy”
Felber, “Teaching O ur Sec
-Centered
Pedagogy and Academic Freedom in the Literature Class”
2/21 Winter Break.
2/28 “Dream course” description and schedule workshop. Bring drafts.
Shum w ay,
in the Curriculum as Theorizing--a Postdisciplinary Practice”
Pope, “R e
-Writing Texts, Re-
Constructing the Subject: Work as Play on the Critical-Creative Interface”
3/7 “Dream course” description and schedule due. When Things Go Awry
Dean, “The River and the Chestnut Tree: When Students Already Know the Answers”
Thelin,
“Understanding Problems in Critical Classrooms”
B rooke, “U nderlife
Nelson, “This Was an Easy Assignment: Examining How Students Interpret Academic Writing Tasks”
3/14 Teaching Writing
Faigley, Fragm ents of R ationality, Introduc
-Chapter 2
H alloran, “Fr
Rhetoric to Composition: The Teaching of Writing in America to 1900”
Fulkerson, C
the Turn of the Twenty-First Century”
C ain, et al. “Intercha
Composition Studies and Creative Writing”
3/21 “Responding to Student Writing”
Faigley, Fragm ents of R ation
-5
Bartholomae, “Inventing the University”
Som m e
rs, “Responding to Student Writing”
B laauw
-Hara
“Why Our Students Need Instruction in Grammar, and How We Should Go about It”
3/28 Teaching with Technology
Faigley, Fragm ents of R ationality, C
-8
Dauer, “From Teaching in Class to Teaching Online: Preserving Community and
Communication”
N elson & W att, “D istance Learning”
4/4 Curriculum, Institution, and Culture
R am anatha
and ESL Writers” Elbow’s response to Ramanathan and Atkinson
A tkinson’s response to
Elbow
C heney, “C om m u
University at Albany’s Undergraduate Bulletin:
o “General Education Program”
(http://www.albany.edu/undergraduate_bulletin/general_education.html)
o “Courses in English” (http://www.albany.edu/undergraduate_bulletin/a_eng.html)
4/11 Something “new” (to me)
R ancière, The Ignorant Schoolm aster
4/18 Spring Break.
4/25 Spring Break.
5/2 Final project workshop. Bring drafts of your course materials.
5/9 No class—final exam period. Final project due by 5:00 p.m.
35
ENG770 Teaching Writing and Literature
Bibliography of Course Readings on Electronic Reserves
Spanos, William V. "The Intellectual and the Posthumanist Occasion: Toward a Decentered
Paideia." The End of Education: Toward Posthumanism. Minneapolis: University of Minnesota
Press, 1993. 187-221.
hooks, bell. "Building a Teaching Community: A Dialogue." Teaching to Transgress: Education
as the Practice of Freedom. New York: Routledge, 1994. 129-65.
---. "Toward a Revolutionary Feminist Pedagogy." Falling into Theory: Conflicting Views on
Reading Literature. Ed. David H. Richter. Boston: Bedford Books, 1994. 74-79.
Felber, Lynette. "Teaching Our Sects: The Contradictory Nature of Student-Centered Pedagogy
and Academic Freedom in the Literature Class." The Centennial Review 40.3 (1996): 453-69.
Shumway, David R. "Integrating Theory in the Curriculum as Theorizing--a Postdisciplinary
Practice." Pedagogy Is Politics: Literary Theory and Critical Teaching. Ed. Maria-Regina Kecht.
Urbana: University of Illinois Press, 1992. 93-110.
Pope, Rob. "Re-Writing Texts, Re-Constructing the Subject: Work as Play on the Critical-
Creative Interface." Teaching Literature: A Companion. Eds. Ann Dean and Tanya
Agathocleous. New York: Palgrave Macmillan, 2003. 105-24.
Dean, Ann. "The River and the Chestnut Tree: When Students Already Know the Answers."
Teaching Literature: A Companion. Eds. Ann Dean and Tanya Agathocleous. New York:
Palgrave Macmillan, 2003. 139-48.
Thelin, William H. "Understanding Problems in Critical Classrooms." College Composition and
Communication 57.1 (2005): 114-41.
Brooke, Robert. "Underlife and Writing Instruction." College Composition and Communication
38.2 (1987): 141-53.
Nelson, Jennie. "This Was an Easy Assignment: Examining How Students Interpret Academic
Writing Tasks." Research in the Teaching of English 24 (1990): 362-96.
Halloran, Michael. "From Rhetoric to Composition: The Teaching of Writing in America to
1900." A Short History of Writing Instruction: From Ancient Greece to Twentieth-Century
America. Ed. James J. Murphy. Davis: Hermagoras Press, 1990.
Fulkerson, Richard. "Composition at the Turn of the Twenty-First Century." College
Composition and Communication 56.4 (2005): 654-87.
Cain, Mary Ann, et al. "Interchanges: Inquiring into the Nexus of Composition Studies and
Creative Writing." College Composition and Communication 51.1 (1999): 70-95.
Bartholomae, David. "Inventing the University." When a Writer Can't Write: Studies in Writer's
Block and Other Composing-Process Problems. Ed. Mike Rose. Perspectives in Writing
Research. New York: Guilford Press, 1985. 134-65.
Sommers, Nancy. "Responding to Student Writing." College Composition and Communication 33.2
(1982): 148-56.
Blaauw-Hara, Mark. "Why Our Students Need Instruction in Grammar, and How We Should Go
About It." Teaching English in the Two-year College 34.2 (2006): 165-78.
Dauer, Susan Jaye. "From Teaching in Class to Teaching Online: Preserving Community and
Communication." Teaching Literature: A Companion. Eds. Ann Dean and Tanya Agathocleous.
New York: Palgrave Macmillan, 2003. 163-70.
Nelson, Cary, and Stephen Watt. "Distance Learning." Academic Keywords: A Devil's Dictionary
for Higher Education. New York: Routledge, 1999. 114-20.
36
Ramanathan, Vai and Dwight Atkinson. "Individualism, Academic Writing, and ESL Writers."
Journal of Second Language Writing 8.1 (1999): 45-75.
Elbow, Peter. "Individualism and the Teaching of Writing: Response to Vai Ramanathan and Dwight
Atkinson." Journal of Second Language Writing 8.3 (1999): 327-38.
Atkinson, Dwight. "On Peter Elbow's Response to 'Individualism, Academic Writing, and ESL
Writers," by Vai Ramanathan and Dwight Atkinson." Journal of Second Language Writing 9.1
(2000): 71-76.
Cheney, Kathleen R. "Community College English: Diverse Backgrounds, Diverse Needs." The
Relevance of English: Teaching That Matters in Students' Lives. Eds. Robert P. Yagelski and Scott
A. Leonard. Urbana: NCTE, 2002. 204-20.
37
ENG 771 Practicum in Teaching
Writing and Literature
Course Description and Objectives:
(Prerequisite: ENG 770. Open only to English Ph.D. students)
Building on ENG 770 Teaching Writing and Literature, this course is intended to supplement and
support participants’ experience of concurrently teaching an undergraduate English course at the
University at Albany for the first time. To promote the development of reflective teaching practices open
to inquiry and experimentation, course activities will include: discussion of problems posed by
classroom dynamics, investigation of available campus resources and disciplinary publications related to
teaching, regular reflective contributions to a teaching log, classroom observations, comparison of
methods for evaluating and commenting on student work, exploration of computer-assisted classroom
tools, and development of a statement of teaching philosophy.
Course Requirements: Each requirement below contributes 20% towards your final grade for this
course.
• Collaborative Teaching Log: During the course of a semester, you will likely find yourself making
numerous observations about and raising numerous questions on what appears to be “working” or
not in your classroom. Beginning instructors I have advised in the past have found my suggestion to
keep a log of these observations useful in encouraging their reflective practice, planning for future
semesters, and composing a teaching philosophy. Hence I will make the same suggestion to you and
urge you to keep some notes for yourself in some form (whether in a notebook, a computer file, a
folder of scrap paper, or some other form). This collaborative teaching log assignment asks you to
somewhat expand and make accessible to others a portion of these entries. Every other week half of
our class will post an entry they wish to share with the class in our online discussion forum as a new
thread. The other half of class members will be obliged to read and post a response to at least one
these entries. All entries may be informal but should be thoughtful and roughly the equivalent to 1
typed page (ie. 2-3 paragraphs). The “new thread” entries should be posted by the day before our
class meeting each week (in other words, by Sunday evening). Responses to these postings may be
made anytime during that week before the next class meeting.
• Turn Leading Class & Accompanying Paper: In part to provide practice in and to facilitate our
discussion of teaching methodology, and in part to ensure the class addresses issues its members
find pertinent, each member of class will be charged with leading us in exploring an issue related to
teaching writing and literature. See the separate handout for a list of topics to choose from and some
guidance on getting started. You will be responsible for selecting and assigning one article or
chapter-length readings for the class meeting you lead. Additionally, you are required to write a 7
page essay on the topic you select to address in your class session. I intend the research and writing
you perform for this essay to inform your class plans. In writing it, you should use and cite at least
three scholarly sources (one of these may be the reading you assign the class) and make a well-
reasoned argument. This essay will be due during the class meeting you are scheduled to lead.
• Classroom observations: Even though it is always done in concert with others, teaching can be an
isolated enterprise (usually there is only one teacher per class…). In order to facilitate building a
38
collaborative teaching community and to learn more about our own and others’ teaching styles, each
class member will observe another class member teach on at least two occasions. Before each
observation, the observer should discuss with the instructor which date would be best for the visit
and what objectives or goals the instructor hopes to achieve that day. After the observation, the
visitor should write a 2-3 page reflection on the class that closely follows this outline: 1) Begin with
an overview summary of the entire class, 2) then in greater detail describe 1-2 key moments in the
class that you thought were particularly successful or that you learned something by observing
(explain why), and 3) offer one suggestion on something you might have done differently if you
were in the instructor’s shoes (either because of the benefit of your observations or simply because
you have a different teaching style) and explain you reasoning. The instructor of the class you
observed and I are the audience for this paper (so prepare two copies), though much of its content
will also be shared with other class members during class discussions.
• Statement of teaching philosophy: This document often becomes a part of your professional
dossier used when applying for academic jobs. Though a brief document (no more than 4 double-
spaced pages), it can be a very difficult genre to write well, and ideally ought to be informed by
several years of teaching experience. This course requirement is meant to give you practice
composing this document and produce a polished draft version that you should be able to revise and
update later. In it you should explain for an audience of other college-level English instructors who
do not know you what are the most important goals you seek to accomplish in your teaching and
provide some concrete illustration of how you have sought to accomplish them.
• Class participation: This course requires you to be an active and prepared participant in our
discussions and in several class activities, such as our group grading sessions, teaching philosophy
draft workshop, and the activities your classmates design and propose during their turns leading
class. Attendance at a minimum is therefore mandatory. If you need to miss class meetings,
communicate with me. More than two absences or repeated lack of preparation for class will affect
this portion of your grade.
39
Course Schedule
All assigned readings available on ERes (locate through the ERes link at http://library.albany.edu or at
http://eres.ulib.albany.edu.libproxy.albany.edu/eres/default.aspx). The password to access the electronic
reserves resources for this course is: eng771wil. When we are scheduled to discuss these works, print
and bring them to class.
Additional topics and short readings or assignments may be added in response to issues raised by our
class and your concurrent teaching experience.
Day
Discussion Topics and Assignment Due Dates
8/30
Introduction and course objectives.
9/6
Labor day. No class.
9/13
Arrangements for the “Turn Leading Class,” “Classroom Observations,” & “Collaborative
Teaching Log” assignments.
9/20
Designing assignments.
Reading:
• Nelson, “This Was an Easy Assignment: Examining How Students Interpret
Academic Writing Tasks”
• Penrose & Geisler, “Reading and Writing without Authority”
• Shumway, “Integrating Theory in the Curriculum as Theorizing--a Postdisciplinary
Practice”
• Pope, “Re-Writing Texts, Re-Constructing the Subject: Work as Play on the Critical-
Creative Interface”
9/27
Teaching with technology.
Designing lesson plans that incorporate computer-assisted technology.
Reading:
• Faigley, “The Achieved Utopia of the Networked Classroom”
• Agathocleous & Enteen, “‘Subject: RE: I absolutely *HATED* Achebe’s Things Fall
Apart’: Teaching World Literature on the World Wide Web”
10/4
Teaching First-Year Composition.
Reading:
• Halloran, “From Rhetoric to Composition: The Teaching of Writing in America to
1900”
• Berlin, “Rhetoric and Ideology in the Writing Class”
• Fulkerson, “Composition at the Turn of the Twenty-First Century”
10/11
Assignment design workshop: Bring sufficient copies of an assignment you designed and
plan to give to students.
Discussion of first classroom observations.
First classroom observation analysis due.
10/18
Leader: Topic:
Reading:
Leader: Topic:
Reading:
40
10/25
Group grading session.
Reading:
• Straub, “The Concept of Control in Teacher Response: Defining the Varieties of
‘Directive’ and ‘Facilitative’ Commentary”
• Blaauw-Hara, “Why Our Students Need Instruction in Grammar, and How We
Should Go about It”
11/1
Leader: Topic:
Reading:
Leader: Topic:
Reading:
11/8
Leader: Topic:
Reading:
Leader: Topic:
Reading:
11/15
Leader: Topic:
Reading:
Leader: Topic:
Reading:
11/22
Discussion of second classroom observations.
Classroom observation analysis due.
11/29
Group grading session.
Reading:
• Daiker, “Learning to Praise”
• Bloom, “Why I (Used to) Hate to Give Grades”
12/6
Teaching Philosophy draft workshop, draft due (no more than four double-spaced pages).
12/13
Teaching philosophy due by 5:00 p.m. to my campus mailbox.
41
Your turn leading class
There are several reasons why I am asking you to undertake this task. As we will discuss, there are
some pitfalls in the purely “information transfer” model (or “banking concept”) of education that I wish
to avoid. A goal I hold is to encourage your development as independent thinkers, considerate leaders,
and skilled communicators. I am also genuinely interested in facilitating your taking our attention to
issues that interest you or speak to questions or problems you are currently facing in your classrooms.
You should plan on leading or guiding our discussion and work for approximately 80 minutes. While
this may seem like a large amount of time to try to fill, bear in mind that you can count on us, with
oftentimes just a little direction, to be capable of holding and maintaining a useful discussion. The time
to conduct some in-class activities may take longer than you initially anticipate. And we are likely to
have questions for you and the class, too, so save time for this possibility.
You should assign one article or chapter-length text at least one week in advance of the class you are
scheduled to lead. I hope to be a resource to consult for locating relevant texts and brainstorming lesson
designs, but you are not limited to my suggestions and guidance and are encouraged to locate readings
and ideas on your own. Think of this as an opportunity to become familiar with some of the resources in
your field and on your campus related to teaching. Some research work is expected of you.
Some strategies for leading class to consider:
• Questions. Well-prepared questions can be a good way to get a productive discussion going.
But not all questions are created equal. Consider planning a rough order for asking certain types
of questions, though don’t panic if we end up deviating from your plan. For instance, it is often
helpful to begin with some “summary/content” questions. These are questions that ask us to
restate in our own words some of the key points of the readings. “Difficulties” is another type of
content question you might move to next—make sure we understand difficult terms or concepts
important to understanding the reading fully. “Critique” questions ask us to move beyond
simply recounting what we read to evaluating what we think about what we read. This brand of
difficult question is often most effectively broached after some time warming up with the first
two types of questions.
• Activities. Consider yourself officially authorized to ask us to do stuff. Put us in pairs or groups
to discuss the finer points of an issue or debate a topic, then have us report back to the larger
group (this way we are likely to hear from everybody). Or ask us to do some writing. If we
“freewrite” in response to a question, our subsequent discussion is likely to be richer and more
nuanced. Or have us try to write or read in a particular way or form to experiment with different
methods, perhaps some that are described in an article we are discussing. Just be sure to have a
goal in mind for any task you ask us to perform.
42
Useful Databases on the U. Albany Library Website
When searching for scholarly journal articles pertinent to teaching writing and literature at the college
level, I have found the following databases particularly helpful:
JSTOR
Project Muse
MLA International Bibliography
ERIC
Useful journals
You should try to become familiar with publications in your subfield that address pedagogical issues.
Journals on pedagogy relevant to the wider field of English include:
College English
Pedagogy
College Composition and Communication
Research in the Teaching of English
Possible class meeting topics:
1. Grading methods and purposes
2. Commenting on student work/providing effective feedback
3. Grammar/error and student writing
4. Syllabus and course design and writing course descriptions/proposals
5. Plagiarism
6. Instructor persona/ethos/authority issues
7. Writing intensive courses
8. Teaching literary theory
9. Teaching close reading
10. Teaching informed by a particular theoretical approach (such as expressivism, cultural studies,
classical rhetorical theory, feminism, Marxism/Critical Pedagogy, etc…)
11. Academic freedom and the classroom
12. When English is not students’ primary language (ESL/EFL)
13. Leading class discussion/classroom management issues
14. Teaching first-year composition (Our ENG 100z?)
15. Leading writing workshops or peer review
16. Teaching film
17. Insert your proposal for a topic here.
Proposal Title:
Certificate in Teaching Composition
UNIVERSITY POLICY AND PLANNING COUNCIL
CAMPUS IMPACT FORM
College or School
_C_A_S ______ _
Department English
--~------------------------------
Program Director
orSponsor
_R~a~n~d~ai_I_C_ra~ig~,~C~h~a~ir __________ _ e-mail
rcraig@albany.edu
Action Category
Action Type
0 Program Proposal
D Other (describe)
0New
D Revision
D Deactivation
D Other (describe)
Brief Description of Proposal:
Does this proposal include any space
resource implications?
Approximate sq, ft needed:
Program has been identified as a
Gainful Employment Program {GEP)
Oves
(!)No
0
A certificate program for students enrolled in the English Ph.D, program. Students in the certificate program will complete 12
credits in specified courses; teach two semesters of ENG/UNI110, participating in all evaluation, observation and mentoring
activities; work a minimum of one semester in the Writing Center, participating in all professionalization activities; and submit a
teaching portfolio to he WCI program director or designated English faculty member.
Impact on Other Programs:
The proposer had consulted the following service units:
DITS
D the University Library
0 Other Writing Critical Inquiry Program
and it has been jointly determined that there will 0/won't 0 be a fiscal impact of the proposed program on the
service agency, Please attach letters of collaboration/support from impacted programs.
Faculty and Staff
a)
Describe new faculty hiring needed during the next 3 years
b)
Explain how program will be administered for the purposes of admissions, advising, course offerings, etc. Discuss
the available support staff
See attached
11Proposal for Certificate in Teaching Composition Program
11 and letter of endorsement from Robert P. Yagelski,
Director of the Program in Writing and Critical Inquiry.
No new faculty will be required for this program during the next three years. Administration and advising will be handled by the
Director of Graduate Studies or the Director of the M.A. Program in the Department of English.
Version 1.5 1/18/2013
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Clerical Staff (2)
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From New Sources
Equipment,
From Existing Sources
Supplies, etc.(3)
From New Sources
Student Support
From Existing Sources
From New Sources
Facilities
From Existing Sources
From New Sources
Total Projected Expenditures
so
so
so
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Department Chair
'R.a11.d.aU Crai({
b
02/03/2014
Dept Chair
Date
Dean
3/5/14
Date
UPPCChair
UPPC Chair
Date
Version 1.5 1/18/2013
I
INSTRUCTIONS
When submitting a program proposal to the University Senate Policy and Planning Council, please submit this form
whether or not the proposal involves resource implications.
If the proposal indicates space requirements, this information will be shared with the Office of Campus Planning.
Completed forms should be sent to the attention of the chairperson of UP PC.
It is the sponsoring department's responsibility to obtain all required signatures before presenting the
documentation to the council. The chair may request additional supporting documentation prior to review by the
entire council. You will be notified when your proposal is on the UPPC agenda, and will be invited to attend the
meeting.
(1)
Out years projections should be calculated to include inflation of 3% per year
(2)
Include fringe on personnel that are paid out of an IFR account
(3)
Include any equipment, supply, travel, telecom, postage, etc. items that are not a capital expense
Version 1.5 1/18/2013
I
