To produce graduates who have acquired a comprehensive body of knowledge expected of a graduate English education and specific, measurable skills and training in researching, analyzing, and expressing their arguments about English literature, language, and writing disciplines in a professional idiom.
Objective
Critical Thinking And Writing And Breadth Of Knowledge
English graduate students will demonstrate their abilities as independent critical thinkers and writers, capable of employing effective sophisticated critical thinking skills in analysis, synthesis, and evaluation of knowledge.
Indicator
Holistic Assessment Of Graduate Writing
The ability of students to write according to accepted professional standards is an important indicator of the English MA Program's success in producing graduates who have acquired appropriate critical thinking and writing skills and are prepared for future professional endeavors. An annual holistic review of representative graduate student writing produced during the assessment period will measure the students' ability to make sophisticated arguments about literature, language, and writing disciplines in a critical idiom appropriate to professional standards.
Criterion
Holistic Standards For English Graduate Student Writing
As demonstration that the majority of English graduate students are capable of sophisticated critical thinking and writing about topics in English literature, language, and writing disciplines, a holistic reading of graduate papers submitted during the assessment period will show that on a grading scale of 1 (unacceptable) to 4 (exemplary), at least 92% of students will write at a level of 3-4 (acceptable-exemplary).
Finding
Holistic Assessment Of Graduate Student Writing
On May 28, 2010, three faculty members of the Department of English (three members of the graduate faculty) holistically scored a representative sample of twelve essays written by students in four graduate classes from Spring 2010, ranging in topics from literature to linguistics to technical and professional communications.
Eleven of twelve essays demonstrated acceptable or excellent English graduate-level critical thinking and writing skills. The finding of 92% meets the 92% goal established by the criterion.
Indicator
Written Comprehensive Examination
A passing score on the written comprehensive examination will serve as an indicator that an English MA candidate has acquired a breadth of knowledge in the subject, has developed critical reading and writing skills appropriate to a graduate-level education in English, and is well-prepared for future professional endeavors. For the examination, students choose three comprehensive areas from among thirteen broad topics in literature, language, and writing disciplines.
An examination grading rubric and sample pass, fail, and high pass essays are attached.
Criterion
Standard Pass Rate on Written Comprehensive Examination
As demonstration that the English graduate program is successful in preparing students for the written comprehensive examination, at least 92% of degree candidates will pass the exam at the first sitting or upon retaking it.
Finding
Written Comprehensive Examination Pass Rate
In the fall of 2009 and spring of 2010, fifteen degree candidates sat for the written comprehensive examination in English.
Of those, seven passed all three areas upon the first attempt or retake. Five students failed a single section; two students failed two sections; one student failed all three sections. These eight students must retake the failed sections on June 19, 2010.
The findings indicate that, as of the time of this report, only 47% of students sitting for the exam during the assessment period passed all three sections. While this figure fails to meet the benchmark 92%, it must be qualified by the fact that historically almost all students pass the exam upon retaking it. It also suggests more rigor on the part of faculty who read the essays; the higher standards are a result of higher standards for the graduates that the English MA Program produces.
Indicator
Oral Examination
Thesis students sit for a one-hour oral defense of the thesis; having passed the written comprehensive examination, non-thesis students sit for a one-hour oral comprehensive examination covering the same three areas as those on the written exam. A passing grade on the oral examination will serve as an indicator that English MA students are able to articulate their knowledge of the field and demonstrate their critical thinking skills orally and that they are prepared for continued graduate education and teaching.
Criterion
Standard Pass Rate on Oral Examination
As demonstration that the English graduate program is successful in preparing students for the oral examination, at least 92% of degree candidates will pass the oral defense of thesis or oral comprehensive exam at the first sitting or upon retaking it.
Finding
Oral Examination Pass Rate
During Fall 2009 and Spring 2010, four students sat for oral defenses of their theses; all four passed. During the same period, two students sat for oral comprehensive examinations; both passed, with one of them earning a high pass on all three sections. Collectively, 100% of students who sat for oral examinations during the assessment period passed. The findings demonstrate that the English MA Program has exceeded the standard 92% established by the criterion.
Action
Preparation For Written Comprehensive Examinations
The findings show that the MA Program failed to meet the standard pass rate of 92% on the written comprehensive examination. While this must be qualified by the fact that students who failed sections of the exam will be retaking them within three weeks of this report, the findings have prompted specific actions:
(1) To help students prepare for the comprehensive examination, the Director of Graduate Studies in English will continue to hold biannual exam preparation sessions, which provide MA candidates with information about preparing and sitting for the exam, with sample questions, and with sample responses across the range of fail, pass, and high pass essays.
(2) Ten members of the graduate English faculty who serve regularly as readers of the written comprehensive examination met in two groups on February 26 and February 27 to discuss reading standards and expectations for student performance on the examination. The sessions were productive not only because they gave the faculty an understanding of how readers assess various areas but also because the Director of Graduate Studies was able to produce a list of objectives for graduate students to consider when writing the exams.
(3) The Director of Graduate Studies will publish information about the exams on the graduate web site and to publish a booklet on preparation for the exam.
Action
Professional Activities
To encourage students to engage in professional activities such as conference presentations and publishing, graduate faculty will continue to give students leads on conferences, and the department will encourage collaborative activities between students and faculty that result in co-authorship.
Goal
Advanced Graduate Studies
To produce graduates who are measurably well-prepared for further graduate studies in English (PhD or MFA)
Objective
Preparation For Continued Graduate Education
MA graduates will evidence the knowledge, skills, and professional preparation to be well-prepared for further graduate education in English (as for example, the PhD in literature, creative writing, and composition and rhetoric; or the MFA in creative writing).
Indicator
Acceptance Into Advanced Degree Programs
Acceptance of a representative number of English MA students and recent graduates into advanced degree programs will serve as an indicator that students have acquired the breadth of disciplinary knowledge and the necessary critical thinking and writing skills for advanced graduate education in English and related fields. Advanced degree programs could include the PhD in literature, creative writing, technical and professional writing, and composition and rhetoric; the MFA in creative writing; the JD; and the the terminal professional degree in a discipline like Library Science or Speech Pathology.
Criterion
Placement In Advanced Degree Programs
As demonstration that the English MA Program has successfully prepared its students for advanced graduate work, at least three students and/or recent graduates will be accepted into advanced degree programs (PhD or MFA) during the assessment period.
Finding
Placement In Advanced Degree Programs
(1) By the end of the assessment period, two current English graduate students had been accepted for Fall 2010 into PhD programs at research institutions in literature and language: (PhD, English Literature, University of North Texas) and (PhD, TESOL, The Ohio State University)
(2) Two 2009 graduates entered professional graduate degree programs: (MA, Speech Pathology and Audiology, South Carolina State University) and (MLS, Library Science, Indiana University-Purdue University, Indianapolis)
Action
Advanced Graduate Study In English
As a way to help students prepare for further graduate education the Graduate Director has been writing a general guide to graduate school, which treats such issues as pursuing a degree that best serves one's professional goals; finding the best program for one's means; applying to programs; securing funding; and meeting expectations for scholarship and productivity. This guide will be published on the English graduate web pages as part of a larger initiative to revise the web site. The guide will serve not only our own students who may be interested in pursuing advanced degrees but also any person who is seeking such information. It thus serves a larger purpose than merely providing local information. As another initiative, the department recently posted a web page of graduate student success stories, which lists both graduates who have gone on to PhD programs, law degrees, and various other terminal degree programs and creative and scholarly publications by current and former students.
Goal
Advanced Professions - Teaching
Preparation to enter the teaching professions requiring graduate-level training in English language and literature.
Objective
Preparation For Professions
Master of Arts graduates will be well-prepared to enter teaching professions requiring graduate-level training in English language and literature.
Indicator
Teaching Positions
The number of recent MA graduates as instructors at two-year and four-year institutions and/or dual credit teachers at high schools will serve as an indicator.
Criterion
Four Graduates Will Teach
As demonstration that the MA Program has successfully prepared its students for English teaching, at least four MA graduates will secure the following kinds of positions during the assessment period: (1) full- or part-time instructors of composition and rhetoric, literature, and/or creative writing at two-year institutions; (2) full- or part-time adjunct instructors of composition and rhetoric and/or literature at senior colleges; (3) dual credit instructors of English in public high schools.
Finding
Teaching Positions Secured
During the assessment period, three students accepted part-time teaching positions in public junior and community colleges. Five graduates worked as adjunct instructors at Sam Houston State University. The findings demonstrate that the English MA Program has exceeded the expectations of the criterion.
Action
Graduate Database
As with graduates who go on to advanced degree programs, it is difficult to collect data about graduates who go on to teaching, especially at two-year institutions because the work there is often temporary. We have encouraged graduates to report on their activities, have asked that faculty keep in touch with graduates, and have availed ourselves of such social networking venues as Facebook and MySpace.