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)

Focuses on what has the potential to get lost - for both faculty members and students - in working in an environment that does not see undergraduate education as its first priority. Explores in more depth the challenges and pleasures of working in a college whose primary focus is the teaching of undergraduates. Describes four classroom examples of…

Maintains that reconstructing narratives of teaching, with attention to their personal, institutional, and cultural levels, can empower teachers--individually and collectively--and have important implications within classrooms, departments, universities, and professional associations. (SR)

Deplores the widespread practice of having graduate students with no teaching experience teach composition classes. Advocates (1) having tenured faculty teach one composition class per year, and (2) requiring graduate students to take a course in teaching composition before teaching it. (SR)

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…

Recounts an American teacher's experience of teaching English at a university in China and includes advice to others considering a similar teaching experience. (AEA)

Remarks on the future of the profession of English. Suggests that the broadening of the discipline, or even the formation of new ones that will study the new media that work these days to make citizens what they are, is necessary and good. Argues that the literary subjectivity is, in the electronic age, more and more a "minor form,""not quite of…

Articulates qualities that distinguish those who teach more than competently. Describes circumstances, experiences, and structures that are likely to promote development of these qualities in early-career teachers. Identifies issues that administrators and senior faculty confront to provide such experiences for junior faculty members. (RS)

Describes a university instructor's "exhilarating and exhausting" experiences teaching English in China. Notes that the instructor felt simultaneously like a precious resource and an abused one; and that the opinions he espoused in China were taken to be not only his opinions but also those of most Americans. (RS)

Describes the author's experiences teaching at four Taiwanese universities in eight years. Presents a way of dealing with students' needs called the discovery approach to teaching literature: the three main components are performances, activities, and journals. Notes that the Taiwanese students were hungry for talk about substantive issues. (RS)

Describes an English instructor's experiences teaching at a private, English-language university in Bangkok, Thailand. Illustrates the difficulties the author faced in dealing with differences in cultures and learning styles and indicates the generative potential of such difficulties. Notes that the instructor's solution was to use a combination…