Explains how an English department used a self-study report to acquire much-needed additional funding and improvements for its physical plant. (AEA)

A study of the average salaries earned by professors of English in 1981-82 indicated that full professors averaged $35,390, associate professors $25,015, and assistant professors $19,683. (AEA)

Indicates that stipends for teaching assistants (TAs) are larger now than they have been and that the number of TAs is still considerable. (AEA)

Discusses the role of literature in the English curriculum and the problems facing the English department at the University of Tennessee. (FL)

A study of average salaries of professors in 51 English departments indicated that full professors averaged $30,906; associate professors $21,263; and assistant professors $16,9l7. Differences within ranks corresponded to private v public institutional status and to departmental quality rating. (DF)

Suggests that genre and time-line college literature courses give way to thematic courses and cooperative courses within other departments. (FL)

Tells about leaving graduate school at Columbia University for a tenure-track position at Rocky Mountain College in Montana, where the English department had three members, and the library had only 63,000 volumes as opposed to Columbia's 6.5 million. Discusses trying to adjust professional aims. (PA)

Examines a now common situation in which faculty members, in taking early retirement, create a pressing need for new faculty, which, in some cases, inflames long-standing disagreements among the department's current faculty. Explains how to negotiate the complexities of retirement in a way that minimizes tensions within a department. (TB)

Suggests that successful strategies for retaining faculty lines will vary widely according to local circumstances. Discusses the cases of the University of Oregon and the State University of New York Stony Brook, which suggest that English departments stand to gain if they can demonstrate that adding faculty lines will help overcome the split…

Offers a case study in curriculum change that reveals a very different experience--one that demonstrates a discipline more alive than ever. Presents a story of how the lively canon debates prompted the English department at Montclair State University to restructure the English major. Finds that the culture wars, critical theory, poststructuralism,…

Argues that scholarship, broadly defined, is essential to effective teaching and to a satisfying professional life in the humanities. Defines good teaching, and discusses ways to evaluate and encourage good teaching as well as ways to integrate teaching and scholarship. (SG)

Surveys the types of support and compensation that chairs in the Association of Departments of English (ADE) community receive. Notes that in the survey larger institutions and those granting advanced degrees are overrepresented, as they are in the ADE membership. Presents results of the surveys in 17 different tables. (SG)

Discusses the state of English studies, focusing on the literary canon, literature and other disciplines, the function of theory, and the politics of literature. (MM)

Presents suggestions on how to talk about scholarship: (1) recall the history of the dissertation subject that was chosen; (2) review both areas of knowledge and ignorance; (3) find words to describe the direction of the dissertation; and (4) ruminate on what things are loved about the enterprise--defining the literary style of another, for…

Makes the case for teacher research in the academy. Hopes that English department faculty will become willing and active coconstructors of connections between the work of sociolinguists and their own worlds. Suggests that teaching at any level is fundamentally about worlds and stories in contact--worlds which are made and remade through language.…