Questions the fragmentation of the teaching of English into such diverse subjects as reading, writing, speech, journalism, drama, and freshman composition, considering such divisions harmful to the purpose and future of English departments. (AEA)

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

Presents data compiled from a survey of 21 colleges and universities identified as having developed professional part-time faculty policies. (AEA)

Discusses the shortcomings of one college English department and suggests ways the department can be improved. (AEA)

Compares British and American higher educational systems and describes the benefits of a foreign exchange professorship program. (AEA)

Describes the joys and frustrations of serving as head of a university English department. (AEA)

Traces the history of the author's experience as the chair of an English department and discusses the leadership required of an effective chair. (DD)

Discusses the department head as an advocate for the department, a recruiter, and a human being; describes the relationship between department heads and faculty. (DD)

Encourages English department chairpersons to adopt a cross-disciplinary approach and suggests a sequence of cross-disciplinary courses. (DD)

Argues that composition cannot be taught apart from reading, that reading means only the reading of great writing, and that the teaching of reading and writing is best handled by people who have studied literature and created some themselves. Offers suggestions for the improvement of the undergraduate English curriculum. (FL)

Presents reasons for interested undergraduates to major in English and points out useful skills developed by English majors. Emphasizes the importance of English department involvement in the career planning of its students, and details the steps undertaken by the University of Massachusetts English department to help its students. (JM)

Applies the ruling strategies from Machiavelli's "The Prince" to the job of successfully holding the position of English department chairperson. (HTH)

Views extra departmental and intradepartmental development and comments on the faculty from two different viewpoints. (HOD)

Recounts experiences of the first year of teaching in a rural public university, after graduate study in Philadelphia. States that course loads are heavy because departments are small, and the English department teaches literature but also service courses. Finds the greatest difficulty to be in teaching students who just do not read. (PA)