As teachers in a department that offers a B.A. in English, specializing in literature, we must increasingly reexamine how we hold our program accountable to national accreditation as well as the program specific outcomes our graduates should credibly have when they leave with their degree. Faculty clamor to teach upper-division courses have to be as scrutinized as any other program on our campus. Thus, we have worked with current research that supports progressive and successful educational theories that allow our students to succeed, whether it be moving on to graduate school or entering into the job market. Nothing about this endeavor has been easy, but our growing work with authentic assessment has produced some pertinent revelations. These revelations have been incorporated into our program, resulting in a degree that offers students far more than a focused background in English literature.
|Keywords:||Curriculum, Assessment, Pedagogy, Mission, English Literature, Undergraduate Research, Educational Theory|
Department Head, Department of English, Rhetoric, and Writing, University of Arkansas-Fort Smith, Fort Smith, AR, USA
Associate Professor, Department of English, Rhetoric, and Writing, University of Arkansas-Fort Smith, Fort Smith, AR, USA