Defends literary education by describing what is distinctive and central and valuable about the collective enterprise. Offers some negative prescriptions--some important ways not to respond to the challenges facing the profession--and some positive suggestions as well. (SC)

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)

Considers the role of the English department malcontent, who constantly seems to spoil any chance of departmental consensus. Discusses the typical life of the English department. Analyzes departmental disputes with the aid of Jacques Lacan's notion of "jouissance." (HB)

Describes how the English department at Willamette University set out to revise the English curriculum as a participant in the MLA-FIPSE English Programs Curriculum Review Project. Shows how the faculty redesigned the curriculum, and shares three important ideas that might be useful to other departments undertaking similar changes. (HB)

Imagines the role of the male college professor in view of the erotic and sexual nature of his subjectivity and the glaring possibilities of sexual misconduct with students. Outlines some experiences related to the sexual harassment policies of one private college. (HB)

Suggests how English departments and teachers can humanize the use of computer technology in the teaching of literacy. Asserts that computer support of English programs will only succeed with a humanistic vision of computer technology. (MM)

Describes the problems inherent in finding competent leadership for today's college English departments. Outlines the basic kinds of traits and characteristics that would mark both ideal leaders and followers in the academy. Discusses the different kinds of leaders. (HB)

Discusses the particular challenges of budgeting facing English department heads. Analyzes political and psychological issues related to department budget management. (HB)

Describes the difficulties of defining basic writers and basic writing. Argues that Michel Foucault's concept of the "author function" is applicable to academic and literary discourse and shows how it serves to organize curriculum and define the object of study in English departments. (HB)

Describes how the English department at Roger Williams University set out to revise and revive the English major under difficult circumstances during the 1988-89 school year. Shows how the faculty redesigned the curriculum, recruited new majors, and established support programs. (HB)

Describes how English department chairs might successfully order and structure their departments. Analyzes two central characteristics of English departments as political entities: purpose and values. Lists several observations about departmental organization. (HB)

Defends the exclusion of Shakespeare course requirements for the English Department at Indiana University by explaining that "Shakespeare can take care of himself"--students will sign up for as many Shakespeare classes as offered. Presents opposing obstacles and objectives to this curricular decision. (SC)

Considers the direction of literature curricula and asks why the study of literature and language is an essential part of culture. Explains the curriculum's educational value and intellectual purposes to those who allocate resources. Raises fundamental questions about the political and spiritual aspects of teaching literature. (SC)

Describes how the English department at Western Washington University set out to revise the English curriculum as a participant in the MLA-FIPSE English Programs Curriculum Review Project. Shows how the faculty redesigned the curriculum, and asks tough questions concerning the best way to undertake such changes. (HB)

Describes how the task of leading an English department has changed over the past 25 years. Considers the delicate yet essential task of the department head to provide leadership and vision for an entire department. Relates the general problems of English departments and specific problems in graduate education with diversity and difference gone…