Explores how a particular metaphor might help to consider the current situation of higher education and to imagine what might be done about it. Aims to clarify and to represent more accurately what the intellectual work of a university means for students, the faculty, and higher education as a whole. (SG)

Discusses faculty development and the role of the English department chairperson in that area. (FL)

States that interdisciplinary studies have a long history in North American universities, but that those who teach in American and English literature departments have been accused of colonizing in the name of cultural studies. Distinguishes between interdisciplinary "tourism" and interdiscursivity. (PA)

Helps external reviewers of academic departments draw on the experience of those who have learned by trial and error. Outlines the steps taken by an external reviewer. Considers the particular task for an external reviewer and presents some notes on self-preservation for the external reviewer. Discusses the external reviewer's responsibility of…

Notes that the question of whether English departments had a future was asked 17 years ago when the author first became a department chair as it is asked now upon her retirement. Discusses things about the profession that have changed, for good or ill. Suggests that the profession's penchant for self-examination has not changed. (RS)

Addresses budget issues in terms of "getting" and "spending." Notes that educators should not lay waste their powers in exchange for getting and spending. Notes that careful budget management is a necessary virtue, but it is not a sufficient virtue to win additional support. Suggests what to take to an annual budget hearing. (SG)

Presents seven practical and two abstract problems encountered when composition was removed from an English department by the dean during the spring of 1998. Lists four main reasons for moving composition out of English including: organization; quality; lack of commitment; and pedagogy. (SG)

Suggests reasons that Robert Scholes is an ideal person to receive the Francis Andrew March Award. Discusses aspects of his career that are not automatically clear from his publications. Concentrates on his professional presence for over more than a third of a century. (SG)

Describes the author's own perceptions and experiences as a woman chair, claiming that having a feminist chair (male or female) makes a positive difference in a department, for both women and men. (JK)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, argues that literary theory has redirected attention to the medieval liberal arts of grammar, rhetoric, and dialectic. (JK)

Suggests that verbal and visual literacy are interdependent and that English departments should take on the task of heightening visual literacy. (AEA)

Discusses the responsibilities of serving as English department head. Two main duties identified are (1) to preserve and expand knowledge and (2) to ensure the success of the educational mission of the department. The administrator is encouraged to maintain scholarly activities while being a student of departmental and institutional affairs. (DF)

Advocates the use of word processing equipment to assume routine English department typing chores such as preparing faculty vitae, responding to job applicants, and preparing scholarly articles. (DF)

Describes three criteria used by a college administrator to allocate faculty positions. Discusses ways for English departments to enhance their chances for faculty positions. Suggests that departments that can significantly enhance undergraduate education have the best claim on faculty positions. (RS)

Presents 10 concrete strategies for retaining faculty lines, strategies that respond to the new economic realities shaping institutions and at the same time preserve the vital heart of the academy. (RS)