Discusses the importance of a curriculum planning policy which considers student diversity and is accountable to the student, the profession, and society. (RB)

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)

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and narrates the steps taken by the English department at Ursinus College, Pennsylvania, in its major renovation of its outdated English curriculum.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)

Argues that upper division liberal arts colleges will need to develop curricular flexibility if they are to survive the challenges and demands of the last part of the twentieth century. (RB)

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

Proposes that English teachers recycle philology as a field of study. Redefines the shape of philology in view of postmodern theories of signification. Considers concepts of hermeneutics in retheorizing the aims of philology. Shows how such philological investigation might be used in the classroom to study literary texts. (HB)

Outlines the controversies that began as the English Department at Louisiana State University tried to revise the departmental curriculum. Raises important questions for any department to consider as they undertake a similar revision. (HB)

Attempts to define the role of English in the system of higher education. (RB)

Describes some of the idols of English departments and suggests what must be done to revivify the teaching of college English. (RB)

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)

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…