Reviews the history of a college English department from the 1960s through the mid-1980s. (MM)

Examines (in the context of how English programs have been or should be changed) the assumption that intellectual life has become structured around issues. (RS)

Offers some reflections on the professional commitments of undergraduate English and argues the need for establishing clearly defined educational goals. (RB)

Indicates how the province of English has changed in recent years, using a dialogue between Socrates and an English professor to dramatize the point. (RB)

Describes the efforts of a college English department to redesign its English curriculum. Includes a curriculum outline and descriptions of specific courses. (AEA)

Describes curriculum review at the State University of New York, Oswego, where faculty and administrators tried to develop an English major that would preserve the best traditional practices and institutionalize innovation. Concludes that curriculum revision would not have moved forward without the Modern Language Association-Fund for the…

Outlines three ways that literary theory has been brought into the English classroom over the past decade. Describes in detail the innovative model for curricular change used by the English department at Carnegie Mellon University in the 1980s. (HB)

Recounts the process and narrates the steps taken by the English department at Ursinus College, Pennsylvania, in its major renovation of its outdated English curriculum. Describes the working conditions of the department and the newly devised curriculum. (HB)

Dramatizes the give and take that accompanies any attempt to get an English department to speak with one voice and arrive at a consensus regarding curriculum revision. Provides details of the curriculum reform process undertaken at the University of Oregon. (HB)

Provides an interim report on the present state of the undergraduate English curriculum and the English major. (SRT)

Describes the conflict between teaching women's literature and teaching the traditional American literature curriculum. Points out the neglect of H.B. Stowe's "Uncle Tom's Cabin" in most American literature courses. (AEA)

Describes a typical graduate program in English, suggests ways such programs might usefully evolve in the future, and points to aspects of such programs that should be left as they are. (GW)

Describes a practical approach to curricular revision from the point of view of a English department chair who presided over the remaking of the graduate curriculum and the hiring of new faculty. (RS)

Focuses on the general anxiety changes in authority, convention, and tradition provoke in college faculty as a result of curriculum reform. Discusses an English department chair's personal experiences that were on her mind as she set about revamping an introductory fiction course. Offers her experiences as a cautionary tale about curriculum…