Report on the 2012 Survey of Programs

7/29/2019 Report on the 2012 Survey of Programs

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TUESDAY,FEBRUARY19,2013

Reportonthe2012SurveyofPrograms

JohnS.Dunn,Jr.,EasternMichiganUniversity

Co-Chair

DerekN.Mueller,EasternMichiganUniversity

Co-Chair

Formorefurtherinformationcontact:DerekN.Mueller

734.985.0485

[email protected]

http://www.mdcwss.com/


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Reportonthe2012SurveyofProgramshttp://www.mdcwss.com/

1

OverviewofSurvey

Thisreportpresentstheinitialresultsfromthe2012SurveyofProgramsfromtheMaster's

DegreeConsortiumofWritingStudiesSpecialists.Sinceitsfoundingin2007,theConsortium,a

professionalgroupformedthroughtheConferenceonCollegeCompositionand

Communicationservinginterestedpartiesaffiliatedwithmaster'sdegreeprogramsinrhetoric,composition,andwritingstudies,haddiscussedpossibilitiesforanationalsurveyofprograms

toidentifythenature,scope,andneedsofgraduateprogramsofferingpre-doctoraltrainingin

writingstudies.Afterinitialdiscussionsaboutthebenefitsofconductingasurveysincethe

Consortiumsfounding,in2011thepresentstudycameaboutwithtwomaingoalsinmind:to

compileanaccuraterosterofprogramsnationwideofferingmaster'sleveltrainingspecifically

inwritingstudiesandrelatedfields,aswellastodocumentthenatureoftheseprogramsusing

bothquantitativeandqualitativedescriptors.

Severalkeyfeaturesdistinguishthisstudy.Ratherthansolicitingparticipationofprogramsvia

anopencall,ashadprevioussurveys(Brown,etal.,2005),webeganbyconsultingtheCarnegie

Foundation'sclassificationsystemtodetermineallpost-secondaryinstitutionsintheUnitedStatesofferingmaster'sdegreesinanyacademicfield,yieldinganinitiallistof632such

institutions.Then,workingwithasmallteamoffacultyandgraduatestudentsduringthe

summerof2011,weemployedastructuredweb-searchheuristictoidentifyasubsetofthose

institutionsofferingmaster'sdegreesspecificallyinwritingstudiesorarelatedfield.Thatphase

generatedaprovisionallistof192suchprograms,includingwebaddressesfortheirhomepages

ande-mailcontactsforthedesignatedprogramcoordinatororofficialrepresentative.Although

thequalityandlevelofdetailoftheprogramwebpagesvaried,acknowledgingtheinternet

presenceofprogramsallowedustodispensewithsomesortsofquestions(forinstance,

concerningcatalogueinformationandcurricularrequirements)nowwidelyaddressedby

institutionalwebsites,questionswhichearliersurveysfromthepre-interneterahademphasized(Chapman&Tate,1987;Brown,Meyer,&Enos,1994;Brown,Jackson,&Enos,

2000).Moreover,knowingthecontactinformationforprogramrepresentativesallowedusto

solicitthemdirectlyaboutparticipatinginthissurveythroughaseriesofinvitationsandfollow-

upsduringthespring,summer,andfallof2012.Perhapsinpartasaresultofthesechoices,the

responserateforthe2012SurveyofProgramsmakesitthemostcomprehensiveever

completedformaster'sprogramsinwritingstudies,with82programsparticipating.

Thesurveyinstrumentitselfconsistedof27closed-andopen-formquestionsadministeredvia

theSurveyMonkeywebplatform.Thisreportpresentstheresultsintwomainsections,thefirst

onesummarizingpatternsofresponsetothequantitativequestions,followed,whenavailable,

byaresponsestoaclusterofqualitativepromptsdealingtheidentityandvisionofindividual

programs.Asthequalitativequestionsadmittedawiderrangeofresponses,thissectionwill

continuetoexpandbasedonadditionalanalysisofdatainfutureupdatestothisreport.While

theresultspresentedinthefirstsectionfollowtheorderofthequestionsastheyappearedon

thesurveyinstrument,asequencedesignedtomakeamoreuser-friendlyexperiencefor

respondents,conceptually,thequestionsthemselvesfallintofourbroadcategoriesthatseekto

acknowledgemaster'sdegreeprogramsascomponentsofinfrastructure(DeVoss,Cushman,&


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Grabill,2005)withintheemergingverticalcurriculumofrhetoric,composition,andwriting

studiesasanacademicfield.Followingaroughchronologicalsequenceofbefore,during,and

after,thecategoriesincludequestionsabouttherecruitingpracticesandthebackgroundof

studentsenteringaprogram;questionsabouttheinstitutionalcharacterandlocationofthe

programwithinitsinstitution;questionsabouttheprogram'svisionandfacultyexpertise;as

wellasquestionsabouttheprofessionaldestinationsofgraduatesandtheprogram'smostpressingneedsgoingforward.Afinalquestiononthesurveyaskedaboutpossiblerolesthe

Master'sDegreeConsortiumitselfmightplayinsupportingprograms.

Theeffortsthatledtoresultsreportedherebelongtomanypeopleacrossthebroaderfieldof

rhetoricandcompositionstudies.InadditiontothefoundersoftheMaster'sConsortium,Peter

Vandenberg,HeidiEstrem,SethKahn,andJenniferClary-Lemon,aswellascurrentmembersof

theExecutiveBoardandattendeesattheannualmeetingsheldattheConferenceonCollege

CompositionandCommunication,manyofwhomcontributedvaluableideasforimagining

earlierversionsofthissurvey,wethankespeciallyChelseaLonsdaleofEasternMichigan

University,LisaMelonconoftheUniversityofCincinnati,andJessicaWinckoftheUniversityof

Louisville,whohelpedcompiletheprogramroster.Moreover,weofferspecialappreciationto

thescoresofprogramcoordinatorsandfacultyaroundthecountrywhomadetimeamong

otherresponsibilitiestocompleteadetailedandsubstantiveinventoryoftheirprogram,anact

ofreflectivepracticesometimeschallenginginwaysthatareportofsurveyresultsalonecannot

convey.

Althoughfurtheranalysisandinterpretationofthesefindingsremainsahead,webelievethe

2012SurveyofProgramsoffersinsightsaboutthecurrentstateofmaster'sdegreeprogramsin

rhetoric,composition,andwritingstudiesthatwillbenefitarangeofstakeholdersconcerned

withgraduateeducation.Growinginterestaroundmaster'sdegreeprogramshasalreadyledto

importantscholarlyreflection(Vandenberg&Clary-Lemon,2010)aswellastofoundingoftheMaster'sDegreeConsortiumitself.Fittingly,then,wehopethissurveyprovidesguidanceto

futureeffortsoftheMaster'sConsortiumofWritingStudiesSpecialistsaswellasfostering

greatscholarlyattentiontothecontributionofmaster'sdegreeprogramsinwritingstudies

acrossthebroaderdisciplineofrhetoricandcompositionstudies.Welookforwardtothe

ongoingdialoguethatweanticipatethisstudywillgenerate.

JohnS.Dunn,Jr.Co-Chair

Master'sConsortiumofWritingStudiesSpecialists

AssociateProfessorofWrittenCommunication

EasternMichiganUniversity

DerekN.Mueller,Co-Chair

Master'sConsortiumofWritingStudiesSpecialists

AssistantProfessorofWrittenCommunication



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WorksCited

Brown,StuartC.,MonicaF.Torres,TheresaEnos,andErikJuergensmeyer.(2005)."Mappinga

Landscape:The2004SurveyofMAProgramsinRhetoricandCompositionStudies."

RhetoricReview24,5-12.

Brown,StuartC.,PaulR.Meyer,andTheresaEnos.(1994)."DoctoralProgramsinRhetoricand

Composition:ACatalogoftheProfession."RhetoricReview12,240-389.

Brown,StuartC.,RebeccaJackson,andTheresaEnos.(2000)."TheArrivalofRhetoricinthe

Twenty-firstCentury:The1999SurveyofDoctoralProgramsinRhetoric."Rhetoric

Review18,233-42.

Chapman,DavidW.,andGaryTate.(1987)."ASurveyofDoctoralProgramsinRhetoricand

Composition."RhetoricReview5,124-86.

DeVoss,Danielle,EllenCushman,andJeffreyGrabill.(2005).InfrastructureandComposing:

TheWhenofNew-MediaWriting.CollegeCompositionandCommunication,57,14-44.

Vandenberg,Peter,andJenniferClary-Lemon.(2010).AdvancingbyDegrees:PlacingtheMA

inWritingStudies.CollegeCompositionandCommunication62,257-282.


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Ofthe179institutionslistedontheConsortiumroster,82(45.8%)participatedinthe2012

SurveyofPrograms:BowlingGreenStateUniv.,BowlingGreen,OH,USA

CaliforniaStateUniv.Chico,Chico,CA,USA

CaliforniaStateUniv.DominguezHills,Carson,CA,USA

CaliforniaStateUniv.Sacramento,CA,USACarnegieMellonUniv.,Pittsburgh,PA,USA

CentralMichiganUniv.,Mt.Pleasant,MI,USA

ClemsonUniv.,Clemson,SC,USA

CoastalCarolinaUniv.,Conway,SC,USA

ColoradoStateUniv.,FortCollins,CO,USA

CoventryUniv.,Coventry,WestMidlands,UK

DePaulUniv.,Chicago,IL,USA

EastCarolinaUniv.,Greenville,NC,USA

EasternIllinoisUniv.,Charleston,IL,USA

EasternMichiganUniv.,Ypsilanti,MI,USA

EmersonCollege,Boston,MA,USA

GeorgeMasonUniv.,Fairfax,VA,USA

GeorgetownUniv.,Washington,DC,USA

HumboldtStateUniv.,Arcata,CA,USAIllinoisStateUniv.,Normal,IL,USA

IndianaUniv.SouthBend,SouthBend,IN,USA

IowaStateUniv.,Ames,IA,USA

KansasStateUniv.,Manhattan,KS,USA

LongIslandUniv.Brooklyn,Brooklyn,NY,USA

MassachusettsInst.ofTechnology,Cambridge,MA,USA

MiamiUniv.,Oxford,OH,USA

MichiganStateUniv.,EastLansing,MI,USA

MissouriUniv.ofScienceandTechnology,Rolla,MO,USA

MissouriWesternStateUniv.,St.Joseph,MO,USA

MontclairStateUniv.,Montclair,NJ,USA

NorthCarolinaStateUniv.,Raleigh,NC,USA

NorthernArizonaUniv.,Flagstaff,AZ,USA

NorthernKentuckyUniv.,HighlandHeights,KY,USA

NorthernMichiganUniv.,Marquette,MI,USA

NovaSoutheasternUniv.,FortLauderdale,FL,USA

OklahomaStateUniv.,Stillwater,OK,USA

OregonStateUniv.,Corvallis,OR,USA

PortlandStateUniv.,Portland,OR,USA

PurdueUniv.,WestLafayette,IN,USA

RowanUniv.,Glassboro,NJ,USA

SaintLouisUniv.,StLouis,MO,USA

SanDiegoStateUniv.,SanDiego,CA,USA

SanFranciscoStateUniv.,SanFrancisco,CA,USA

SonomaStateUniv.,RohnertPark,CA,USA

TexasTechUniv.,Lubbock,TX,USA

TexasWoman'sUniv.,Denton,TX,USATowsonUniv.,Towson,MD,USA

Univ.ofLouisianaatLafayette,Lafayette,LA,USA

Univ.ofAlabama,Tuscaloosa,AL,USA

Univ.ofAlabamaatBirmingham,Birmingham,AL,USA

Univ.ofArkansasatLittleRock,LittleRock,AR,USA

Univ.ofCentralFlorida,Orlando,FL,USA

Univ.ofCentralOklahoma,Edmond,OK,USA

Univ.ofColoradoDenver,Denver,CO,USA

Univ.ofDayton,Dayton,OH,USA

Univ.ofFlorida,Gainesville,FL,USA

Univ.ofGeorgia,Athens,GA,USA

Univ.ofHawai'iatManoa,Honolulu,Hawai'i,USA

Univ.ofMaine,Orono,ME,USA

Univ.ofIdaho,Moscow,ID,USAUniv.ofKansas,Lawrence,KS,USA

Univ.ofMinnesota,Minneapolis,MN,USA

Univ.ofMinnesotaDuluth,Duluth,MN,USA

Univ.ofMissouriColumbia,Columbia,MO,USA

Univ.ofMissouriSt.Louis,St.Louis,MO,USA

Univ.ofMontana,Missoula,MT,USA

Univ.ofNebraska-Lincoln,Lincoln,NE,USA

Univ.ofNevadaatLasVegas,LasVegas,NV,USA

Univ.ofNorthFlorida,Jacksonville,FL,USA

Univ.ofNorthTexas,Denton,TX,USA

Univ.ofRhodeIsland,Kingston,RI,USA

Univ.ofTennessee,Knoxville,TN,USA

Univ.ofTennesseeatChattanooga,Chattanooga,TN,USA

Univ.ofTexasatElPaso,ElPaso,TX,USA

Univ.ofTexasatSanAntonio,SanAntonio,TX,US

Univ.ofWisconsin-Milwaukee,Milwaukee,WI,USA

Univ.ofWisconsin-Stout,Menomonie,WI,USA

Univ.ofWyoming,Laramie,WY,USA

VirginiaCommonwealthUniv.,Richmond,VA,USA

WashingtonStateUniv.,PullmanWA,USA

WeberStateUniv.,Ogden,UT,USA

WestVirginiaUniv.,Morgantown,WV,USA

WesternIllinoisUniv.,Macomb,IL,USA


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Section1:DataonResponsestoPrimarilyQuantitativeItems

Thisfirstsectionpresentsdatafromtheprimarilyquantitativequestionsofthe2012Surveyof

Programs.Besidesvisualrepresentationsfortheresult,eachitemincludesasummaryofthe

promptitselfandthegeneralpatternofoverallresponseaswellasanindicationofthe

responseratefortheitem.Weanticipateexpandingtherepresentationofthesedatabasedon

furtheranalysis.

Q3AverageEnrollment(Answered:74,Skipped:8)

AnswerChoices AverageNumber TotalNumber Responses

Undergraduate 16,343 1,193,063 73

Graduate 4,634 338,284 73

Question#3askedfortheaverageenrollmentoftheprogram'shomeinstitution,withthe

averageresponseatjustover16,000undergraduatesand4,000graduatestudents(mostall

programsrespondedtothisquestion).

Q4.Department/UnitNaming(Answered:82,Skipped:0)

All82respondentsrepliedtoQ4,"Whatisthenameoftheacademicdepartment/unittowhich

yourprogrambelongs(e.g.,Dept.ofEnglish,Dept.ofCommunication,SchoolofBusiness,

etc.)?"Answerscontainthefollowingtermsntimes,whichindicates,forexample,that64

(78%)oftheprogramsfind"English"inthenameoftheprincipleacademicunitwithinwhich

theirMAorMSprogramoperates.

Term nappearancesamongresponses

English 64

Writing 11

Rhetoric 6

Language(s)/Linguistics 5

Literature 4

Communication(s) 4

Journalism 2

Humanities 2


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TechnicalCommunication 2

Discourse 1

Film 1

Culture(s) 1

Composition 0

Question#4askedfortheofficialnameoftheprogram'shomedepartment/unit,withthevastmajorityofprogramsreportingbeinghousedindepartmentsofEnglish,followednextby

departmentsofWriting(allprogramsrespondedtothisquestion).

Q5.OverallEnrollmentofDepartment/Unit(Answered:80,Skipped:2)


Undergraduate 605.9 43,623 72

Master's 63.6 4,964 78

Doctoral 25.9 1,812 70

Question#5askedfortheoverallenrollmentoftheprogram'shomedepartment/unit,withthe

averageresponsereportedforundergraduateenrollmentatjustover600,forthemaster's

levelatalmost64,andforthedoctorallevelatalmost26students(mostallprograms

respondedtothisquestion).

Q6.CurrentStudentEnrollmentwithinSpecificMAorMSProgram(Answered:79,Skipped:3)

No.ofStudents(Range) Responses

0-10 17

11-20 17

21-30 1331-40 10

41-50 10

51-60 4

61-70 3

Morethan70 5

Question#6askedforenrollmentwithintherespondingprogramitself,withmostofthe


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majorityreportingenrollmentsunder30students(mostallprogramsrespondedtothis

question).

Q7.BasedonThree-YearEnrollmentTrend,AverageCohortSize(Answered:76,Skipped:6)

No.ofStudents(Range) Responses

0-10 40

11-20 25

21-30 7

31-40 1

41-50 2

Morethan50 1

Question#7askedfortheaveragesizeofstudentcohortswithintheprogram(overathree-

yearcycle),withmostprogramsreportingcohortsofunder10studentsorbetween10and20

students(mostallprogramsrespondedtothisquestion).

Q8.Outofthenumberofstudentsinanaveragecohort,approximatelyhowmanyare(Answered:68,Skipped:14)

AnswerChoices Average

Number

Total

Number

Responses

recentcollegegraduates? 7.3 491 67

returningstudentsfromnonacademiccareers? 3.9 264 68

returningstudentsfromacademiccareers? 2.1 124 59

Question#8askedabouttherecentexperienceofstudentspriortoenteringtheprogram's

averagecohort,withprogramsreportingthatmostoftheirstudentsarrivingasrecentcollege

graduatesratherthanasreturningstudents(mostprogramsrespondedtothisquestion).

Q9.Outofthenumberofstudentsinanaveragecohort,approximatelyhowmanywould

youidentifyasfollows?(Answered:68,Skipped:14)


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Number

Total

Number

Responses

Local(drawnfroma50-mileradiusofthe

campus)

7.8 529 68

Regionalbutnotlocal(drawnfromyour

institution'sstateandadjoiningstates)

2.9 185 64

Nationalbutnotregionalorlocal(drawnfrom

acrossthecountry)

2.2 132 61

International(drawnfromoutsidethecountry) 0.9 48 56

Question#9askedaboutthegeographicoriginsofstudentsintheprogram'saveragecohort,

withprogramsreportingthevastmajorityofstudentscomingfromwithina50-mileradiusof

campus(mostprogramsrespondedtothisquestion).

Q10.Outofthenumberofstudentsinanaveragecohort,howmanywouldidentifythe

followingastheirprimaryundergraduatetraining?(Answered:68,Skipped:14)


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Number

Total

Number

Responses

Majorsinwritingstudies(professional,creative,journalistic,etc.) 4.2 266 64

Englishmajors(literature) 6.2 388 63

Humanitiesmajors(general) 1.3 62 47

Socialsciencesmajors 0.8 30 40

Naturalsciences/technologymajors 0.6 20 36

Professional/businessmajors 0.6 21 38

Educationmajors 1.3 60 48

Other 0.9 28 30

Question#10askedabouttheundergraduatetrainingofstudentsintheprogram'saverage

cohort,withprogramsreportingmostoftheirstudentsholdingEnglishdegrees(literature)

followedbydegreesinwritingstudies(professional,creative,journalistic,etc.)whileother

majorsappearedmuchlessfrequently(mostprogramsrespondedtothisquestion).

Q11.Listthree(3)undergraduateinstitutionswhosegraduatesfrequentlyenrollinyour

program.Pleaseincludecityandstate(e.g.,CarletonCollege,Northfield,MN).(Answered:65,Skipped:17)

Question#11askedforthreespecificundergraduateinstitutionswhosegraduatesfrequently

enrolledintheprogram,withtheresultslistedhereinalphabeticalorder(mostprograms

respondedtothisquestion).Resultsforthisquestionappearbyindividualprograminsection

twoofthisreport.

Q12.Whathavebeenyourprogram'smostsuccessfulstrategies/toolsforrecruitingqualifiedapplicantsoverthelastthreeyears?(Answered:71,Skipped:11)

Highly

successful

Moderately

successful

Minimally

successful

Unknown N/A Total Average

Rating

Departmentweb

site

28.17%20

49.30%35

11.27%8

8.45%6

2.82%2

71 2.00

Printedmaterials

(flyers,brochures,

etc.)

4.23%3

22.54%16

36.62%26

11.27%8

25.35%18 71 2.74

Socialmedia

(Facebook,LinkedIn,Twitter,

etc.)

4.35%

3

13.04%

9

26.09%

18

23.19%

16

33.33%

2369 3.02

Recruitingfairsor

otherofficial

events

5.97%4

19.40%13

32.84%22

22.39%15

19.40%13 67 2.89

Officialadmissions

agreementswith

1.43%1

4.29%3

12.86%9

24.29%17

57.14%40

70 3.40


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otherprograms,

institutions,or

employers

Referralsfrom

alumni

26.76%19

43.66%31

12.68%9

12.68%9

4.23%3

71 2.12

Wordofmouth 26.09%18 55.07%38 11.59%8 5.80%4 1.45%1 69 1.97

Question#12askedaboutwhichstrategiesortoolstheprogramconsideredmostsuccessfulfor

recruitingqualifiedapplicantsduringthepastthreeyears,withmostprogramsreportingtheir

department'swebsiteasthesuccessfulfollowedbywordofmouthandreferralsfromalumni

(mostallprogramsrespondedtothisquestion).

Q13.Whatarethewebaddressesforyourprogram'spresencesonline?(Answered:66,Skipped:16)

Question#13askedaboutcontactinformationfortheprogram'sdifferenton-linepresences,withthisinformationtoappearonthewebsitefortheMaster'sConsortium(mostprograms


Q14.Whatistheofficialstartdateoftheprogram?(i.e.,Whenwasitcreated?)(Answered:63,Skipped:19)

StartDate(range) Responses1950-1959 2

1960-1969 1

1970-1979 6

1980-1989 17

1990-1999 11

2000-2009 10

2010-2012 5


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Unknown 11

Question#14askedwhentheprogramofficiallybegan,withtheearliestin1950(ProgramX),

themostrecentin2011(ProgramYandProgramZ),andmostprogramsreportingtheirorigin

duringthe1980sfollowedbystartdatesinthe1990sand2000s(mostprogramsrespondedto

thisquestion).

Q15.Whenwastheprogram'smostrecentmajorcurricularrevision?(Answered:60,Skipped:22)

RevisionDate(Range) Responses

1950-1989 0

1990-1999 3

2000-2009 19

2010-2013 31

Unknown 1

Blankorillegibledate 6

Question#15askedwhentheprogramhaddoneitsmostrecentmajorrevisionofcurriculum,

withthevastmajorityofprogramsreportingtheirmostrecentrevisionoccurringinthepast

threeyears(approximatelythree-quartersofprogramsrespondedtothisquestion).

Q16.Whatenrollmentoptionsareavailabletostudentsinyourprogram?(Answered:66,Skipped:16)

AnswerChoices % Responses

Full-timeonly 10.6 7

Part-timeonly 0 0

Bothfull-andpart-time 89.4 59


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Question#16askedwhatenrollmentoptionstheprogramoffereditsstudents,withalmost

90%ofprogramsreportingbothfull-andpart-timeenrollmentoptions(mostprograms


Q17.Whatistheofficiallengthofthedegreeprogram(i.e.,numberofsemestersoffull-timestudyrequired)?Note:Ifthetimeframeisnotinsemesters,pleaseindicatethe

measureexplicitlyinyourresponse(e.g.,xquarters).(Answered:66,Skipped:16)

ProgramDuration Responses

1year 1

2years 3

2.5years 1

30credits 1

33credits 1

36credits 1

2semesters 1

3semesters 1

4semesters 36

5semesters 1

6semesters 2

6quarters 2

None 1

Blank 14

Question#17askedforthenumberofsemestersoffull-timeenrollmentofficiallynecessaryto

completetheprogram,withthevastmajorityofprogramsindicatingfoursemestersorthe

equivalent(mostprogramsrespondedtothisquestion).

Q18.Whatistheaveragetimetocompletionofdegree(numberofsemesters)by

candidatesinthelastthreeyears?Note:Ifthetimeframeisnotinsemesters,please

indicatethemeasureexplicitlyinyourresponse(e.g.,xquarters).(Answered:63,Skipped:19)

Question#18askedfortheaveragenumberofsemesterstheprogram'sstudentshadactually

takenduringthepastthreeyearstocompletetheirdegree.Responsesindicateastrong

correlationbetweentheprogram'sdesignatedtimeframeandtheaveragetimeframeto

completion,withthecommonexceptionofpart-timestudentswhosepacesvary.(most

programsrespondedtothisquestion).

Q19.Howmanyfacultyareassignedtotheprogram?(Answered:64,Skipped:18)

Faculty(Range) Responses

0-5 21


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6-10 18

11-20 11

21-30 6

31-40 7

Morethan40 1

Question#19askedforthenumberoffacultyassignedtotheprogram,withmostprogramsreportingfiveorfewerfacultyfollowedbyprogramswithbetweensixandtenthenthose

havingbetween11and20faculty(mostprogramsrespondedtothisquestion).

Q20.Ofthefacultyassignedtotheprogram,howmanyhavethefollowingastheir

primarydisciplinaryaffiliation?(Answered:65,Skipped:17)


Rhetoric/compositionstudies 4.7 282 60

English(literature) 7.9 306 39

Creativewriting 2.7 89 33

Technicalcommunication 1.9 70 36

Journalism 0.5 13 24

Media/technology 1.1 26 24

Education 0.5 14 28

Linguistics/ESL 1.0 29 29

Other 3.3 46 14

Question#20askedforprimarydisciplinaryaffiliationoffacultyassignedtotheprogram,with


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Englishliteraturethemostfrequentaffiliationreportedfollowedbyrhetoricandcomposition

studies(mostprogramsrespondedtothisquestion).

Q21.Offacultywhoareaffiliatedorparticipateinformallyintheprogram,howmany

havethefollowingastheirprimarydisciplinaryaffiliation?(Answered:41,Skipped:41)


Rhetoric/compositionstudies 2.0 49 25

English(literature) 2.7 69 26

Creativewriting 1.4 26 19

Technicalcommunication 1.6 25 16

Journalism 0.7 10 14

Media/technology 0.7 10 14

Education 0.1 1 11

Linguistics/ESL 1.1 22 20

Other 2.5 33 13

Question#21askedfortheprimarydisciplinaryaffiliationofthosefacultywhoparticipate

informallyintheprogram,withEnglish(literature)themostfrequentaffiliationreported

followedbyrhetoricandcompositionstudiesandthen"other"(halfofprogramsrespondedto

thisquestion).


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Q22.Basedonyourprogram'scurrentcurriculum,whataresomeofthekeyarguments

youofferprospectiveapplicantstopersuadethemabouthowtheprogramwill

contributetotheirprofessionaldevelopment?Theseargumentsmayormaynotbethe

sameasofficialstatementsoftheprogram'soutcomes,etc.(Answered:59,Skipped:23)

Question#22askedforsomeofthekeyargumentsthatprogramrepresentativesoffertopersuadeapplicantsofhowtheprogramwillcontributetotheirprofessionaldevelopment

(approximatelythree-quartersofprogramsrespondedtothisquestion).Resultsforthis

questionappearbyindividualprograminsectiontwoofthisreport.

Q23.Ifyouwerecharacterizingyourprograminitscurrentformtoaprospective

applicant,whattexts(scholarship,professionaldocuments,etc.)wouldyourecommend

toconveyasenseofitscurrentpriorities,values,and/orsenseofvision/mission?Please

listatleast3.(Answered:46,Skipped:36)

Question#23askedwhatthreetexts(scholarship,professionaldevelopmentdocuments,etc.)wouldcharacterizetheprogram'scurrentpriorities,values,and/orsenseofmission/visionto

prospectiveapplicants(justoverhalfofprogramsrespondedtothisquestion).Resultsforthis

questionappearbyindividualprograminsectiontwoofthisreport.

Q24.Basedonthenumberofstudentswhohavecompletedyourprogramoverthepast

threeyears,howmanystudentsonaveragegraduatefromyourprogrameachyear?For

example,ifyourprogramgraduated5studentsinAY2008-2009,7studentsinAY2009-

2010,and10studentsinAY2010-2011,theaveragenumberofgraduateseachyear

wouldbe7.3students(i.e.,5+7+10)/3=7.3).(Answered:66,Skipped:16)Avg.AnnualGraduates

(Range)

Responses

0-5 25

6-10 24

11-20 10

21-30 5

Morethan30 1

Question#24askedfortheaveragenumberofstudentswhocompletedtheprogramduring

pastthreeyears,withmostprogramsreportingeitherfromonetofiveorfromsixtoten

graduatesonaverageinrecentyears.(mostprogramsrespondedtothisquestion).

Q25.Outoftheaveragenumberofgraduatesinatypicalyear,howmanyhavepursued

thefollowingprofessionalopportunitiesfollowinggraduation?(Answered:59,Skipped:23)


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Nonacademiccareer:generalist 1.7 52 31

Nonacademiccareer:writingspecialist 2.2 92 41

Nonacademiccareer:other 1.4 34 24

Academiccareer:K-8 0.3 6 18

Academiccareer:highschooleducator 1.5 53 36

Academiccareer:communitycollege

instructor

2.2 93 43

Academiccareer:other 1.0 28 28

Furthergraduatestudy:MAstudyin

anotherfield

0.5 9 20

Furthergraduatestudy:doctoralstudy

inanotherfield

0.8 20 26

Furthergraduatestudy:doctoralstudy

inwritingstudies,rhetoric/composition,

ortechnicalandprofessional

communication

2.0 92 46

Question#25askedaboutthedifferentprofessionalopportunitiesthatgraduatesinatypical

yearhavepursuedafterleavingtheprogram,withcommunitycollegeteachingand

nonacademiccareersaswritingspecialiststhemostcommonopportunitiesreportedfollowed

byfurthergraduatestudy.


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Q26.Basedonyourcurrentcircumstances,pleaserankthemostimportantneedsforthe

ongoingviabilityofyourprogram.(Answered:62,Skipped:20)

High Moderate Low N/A Total Average

Rating

Internalfinancialsupport(institutionalbudget)

66.13%41

22.58%14

9.68%6

1.61%1

62 1.43

Externalfinancialsupport(donors

andgrants)

18.03%11

45.90%

28

31.15%19

4.92%3

61 2.14

Administrativesupport 40%24

38.33%23

20%12

1.67%1

60 1.80

Clericalsupport 15.25%9

33.90%20

49.15%

29

1.69%1

59 2.34

Additionalfaculty 53.23%33

25.81%16

19.35%12

1.61%1

62 1.66

Additionalinstructors 6.67%4

28.33%

45

45%27

20%12

60 2.48

Additionalpart-timefaculty 0%0

18.33%11

58.33%

35

23.33%14

60 2.76

Additionalgraduateassistantships 47.54%29

31.15%19

11.48%7

9.84%6

61 1.60

Professionaldevelopment

programming

16.67%10

48.33%

29

30%18

5%3

60 2.14

Revisionorexpansionof

curriculum

13.11%8

55.74%

34

29.51%18

1.64%1

61 2.17

Improved/competitive

compensationforfaculty

37.70%

23

37.70%

23

19.67%12

4.92%3

61 1.81


compensationforinstructors

20%

12

23.33%

14

33.33%

20

23.33%

14

60 2.17


compensationforpart-time

faculty

13.79%8

24.14%14

34.48%

20

27.59%16 58 2.29


compensationforgraduate

teachingassistants

46.67%

28

33.33%20

10%6

10%6 60 1.59

Technologyinfrastructure 30%18

40%

24

30%18

0%0

60 2.00

Facilitiesinfrastructure

(classroomsandoffices)

26.23%16

37.70%

23

36.07%22

0%0

61 2.10

Question#26askedforthemostimportantcurrentneedsfortheprogram'songoingviability,basedoncurrentcircumstances,withthegreatestneedsreportedincludinginternalfinancial

support(institutionalbudget),additionalfaculty,additionalgraduateassistantships,

administrativesupport,improved/competitivecompensationforgraduateteachingassistants,

andimproved/competitivecompensationforfaculty,inthatorder(approximatelythree-

quartersofprogramsrespondedtothisquestion).


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Q27.Basedonyourprogram'sneeds,pleasedescribesomewaystheMaster'sDegree

ConsortiumofWritingStudiesSpecialistsmightsupportyourviabilityandgrowthgoing

forward.(Answered:33,Skipped:49)

Question#27askedforwaystheMaster'sConsortiumofWritingStudiesSpecialistsasaprofessionalorganizationmightsupporttheviabilityandgrowthoftheprogramgoingforward,

leadingtoawiderangeofdiverseanswersthatwillappearinsummaryformontheConsortium

websiteafterreviewanddiscussionamongtheorganization'sgoverningboardattheMDCWSS

businessmeetingduringtheCCCC(approximatelyone-thirdofprogramsrespondedtothis

question).


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Section2:DataonResponsestoSelectedQualitativeItems

Thissecondsectionoffersdatadrawnfromaclusterthreeofthequalitativequestionsonthe

2012SurveyofProgramsthattogetheroffersomesenseofthevarietyinwhereindividual

programsrecruittheirstudents(question#11),howtheyappealtothoserecruitsaboutwhyto

attend(question#22),aswellassomeofthetextsandscholarshipthatexemplifytheprogram'svisionforthestudyofthewritingatthemaster'slevel(question#23).Responsesto

theseitemsforindividualprogramsappearinthissectionaccordingtoprogramlocationby

state.Notallprogramsrespondedtoallquestions.Twenty-threeprogramsoutofthe82

respondentsrequestedthattheirindividualprogramdatanotbecirculatedpubliclyinthis

reportoronthewebsitefortheMaster'sConsortiumofWritingStudiesSpecialists.

ALABAMA

UniversityofAlabamaatBirmingham

Wherethismaster'sprogramfrequentlydrawsitsstudents:

UniversityofAlabamaatBirmingham,Birmingham,AL;UniversityofAlabama,Tuscaloosa,AL;

BirminghamSouthernUniversity,Birmingham,AL

Howthisprogramappealstoprospectivestudents:

"Birminghamhasanumberofpublishingcompaniesandishometomanycorporations

(insurance,healthcare,advertising,etc.),sostudentsareofteninterestedinworkingas

technicalwritersoreditorswithintheseorganizations.Also,anumberofcommunitycolleges

hirestudentscompletingtheMAinrhet/comp."

Whattextsandscholarshipsuggestthisprogram'sintellectualvisionandidentity:"TheRhetoricalTradition.HealthandtheRhetoricofMedicine.ProfessionalWritingand

Rhetoric.Thesearejustthreeexamplesthatrevealourprogram'stwo-prongedapproach:

groundingcoursesinrhetoricaltheoryanddrawingonthisknowledgeasaspringboardto

communicatingeffectivelyinarangeofcontexts."

CALIFORNIA

CaliforniaStateUniversity,Chico


CaliforniaStateUniversity,Chico,CA;UniversityofCaliforniaSystem


Weoffer"teachertraining,discipline-specificadvancedstudy,preparationfordoctoral

programs,prepforJ.C.andcommunitycollegework."


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Whattextsandscholarshipsuggestthisprogram'sintellectualvisionandidentity:

DavidG.NicholssIntroductiontoScholarshipinModernLanguagesandLiterature(MLAPress);

GregoryColonSamanzasGraduateStudyforthe21stCentury(Palgrave);latestissueofMLA

Professions.

CaliforniaStateUniversity,Sacramento


CaliforniaStateUniversity,Sacramento,CA;UniversityofCalifornia,Davis,CA;Universityof

California,Berkeley,CA


Weemphasize"localemployability(seeECTYCguidelinesforEnglishfacultyin2-yearcolleges)."

SanDiegoStateUniversity


SanDiegoStateUniversity,SanDiego,CA;CaliforniaStateUniversity,SanMarcos,CA;California

StateUniversity,LosAngeles,CA


Weemphasizethefollowingpoints:"Rhetoricasfoundationaltootherkindsofstudies,

includingscienceandtechnology.Rhetoricasanappliedfield,applicabletoawiderangeof

professions.Shiftinpubliceducationtorhetoric-basedwritingforstudents.Necessityfor

advancededucationinlogicandreasoning.FlexibilityofMAinRhetoricintermsofchoosingfurthereducational/careerpaths.Rhetoricasanappliedfield."


ArtistotlesRhetoric;KennethBurkesAGrammarofMotives;CharlesHillandMarguerite

HelmerssDefiningVisualRhetorics;JohndanJohnson-Eiolola,andStuartSelbersCentralWorks

inTechnicalCommunication(OxfordUniversityPress).

SanFranciscoStateUniversity


UniversityofCalifornia,Berkeley,CA;UniversityofCalifornia,SantaCruz,CA;SanFrancisco

StateUniversity,SanFrancisco,CA


"Ourprogram'smainfocusispedagogicaltrainingandthepreparationforfuturecommunity

collegereadingandwritinginstructors.Graduatesofourprogramcanexpecttobecompetitive


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fortwo-yearcollegejobs,especiallyinourgeographicalregionwheremanyfacultyarepast

graduatesfromourprogram.Wealsoemphasizetheproductionofteacher-scholarswhoare

notonlypedagogicallyeffective,butalsopreparedtoparticipateinscholarlyandprofessional

conversationsabouttheteachingofcomposition."

Whattextsandscholarshipsuggestthisprogram'sintellectualvisionandidentity:"OnekeydocumenthasbeentheWPAOutcomesStatement,andnowtheFrameworkfor

SuccessinPost-SecondaryWriting.AlongwithstandardtextslikeVictorVillanuevasCross-Talk

inCompTheory,otherkeytextsfocusonpost-secondaryreading,suchasMariolinaSalvatori's

TheElements(andPleasures)ofDifficulty(Longman)andKathleenMcCormick'sTheCultureof

ReadingandtheTeachingofEnglish(ManchesterUniversityPress)."

SonomaStateUniversity


SonomaStateUniversity,RohnertPark,CA


Weemphasizethefollowingpoints:"1.Teachingwritingasapracticalalternativetostudying

literature.2.Intrinsicinterestofstudyofrhetoric,linguistics,etc.3.Joyofteachingwriting,

runningwritingcenters,etc."

COLORADO

ColoradoStateUniversity


UofColorado--Boulder,CO;WashingtonStateU,PullmanWA;UofIowa,IowaCity,IA


Weemphasizethefollowingpoints:"-rangeofresearchinterestsamongfaculty.-contactsof

facultyinkeydoctoralprograms.-strengthsinboththetheoreticalandpractical.-strong

opportunitiesforteaching,whetherasGTAs,intheWritingCenter,intheCommunityLiteracy

Center,etc.-goodfacultytogradstudentratio.-goodjobandgradschooloutcomesfor

graduatesofprogram.-partofacollegialdepartmentthatfeaturesmanyadditionalgraduateopportunitiesinliterature,creativewriting,linguistics,aswellasconnectionswithothergrad

programsinCommunicationStudies,TechJournalism,etc."

UniversityofColorado,Denver



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UniversityofColorado,Denver;MetroStateCollegeofDenver,CO;UniversityofDenver


"Thedegreewillsupportyourpursuitofresearchandteachingpositionsincollegewriting

programs.Itwillalsosupportthepursuitofdoctorallevelworkinrhetoricandcompositionor

appliedlinguistics."


ThomasMillersTheEvolutionofCollegeEnglish(UniversityofPittsburghPress);StuartSelbers

RhetoricsandTechnologies:NewDirectionsinWritingandCommunication(UniversityofSouth

CarolinaPress);CharlesMacArthur,etal.sHandbookofWritingResearch(GuilfordPress).

FLORIDA

UniversityofCentralFlorida


UniversityofCentralFlorida,Orlando,FL;FloridaStateUniversity,Tallahassee,FL;Universityof

SouthFlorida,Tampa,FL


Weemphasizethefollowingpoints:"Relativelybetterjobprospectsforrhet/compgrads.

Numberandqualityoffaculty.Variousassistantshipandprofessionaldevelopment

opportunities."


"Studyofvariousrhetoricaltraditionsandhistories.Studyofwritingtheory,pedagogy,and

admin.Studyofliteracypractices,broadlydefined."

UniversityofFlorida


UniversityofFlorida,Gainesville,FL;UniversityofMassachusetts,Amherst,MA;FloridaGulf

CoastUniversity,FortMyers,FL


"Ouropencurriculumallowsgraduatestudentstodesigntheirowncourseofstudy."

ILLINOIS


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EasternIllinoisUniversity


EasternIllinoisUniversity,Charleston,IL;UniversityofIllinois,Urbana,IL;Universityof

Evansville,IN


Weemphasizethatourprogram"-preparesforteachingata2-yearcollege.-enhancesthe

skillsofhighschoolteachers,qualifyingthemtoteachdual-creditclasses.-allowsstudentsto

clarifyinterestsandprepareforapplicationtoaPhDprogramorotherterminaldegree.-

preparesstudentsforjobsinprofessionalwriting.-providesuniquementoringandclassroom

experienceinteaching."

KANSASUniversityofKansas


UniversityofKansas;CreightonUniversity;UniversityofIllinoisatSpringfield


"Ourprogramhasspecialstrengthsingenreandlanguagetheory,[audience],style,public

discourses,andwriting[research]andpedagogy.Allofourstudentshaveconsiderable

flexibilityindevelopingtheirowncourseofstudy,andfacultyworkcloselywithstudentsin

theirscholarlyandprofessionaldevelopment.Weprovideaflexiblecurriculum,largely

designedaroundstudents'interestsandgoals."


SusanMillersTheNortonBookofCompositionStudies(Norton);VictorVillanuevasCross-Talk

inCompTheory(NCTE);AmyDevittsWritingGenres(SouthernIllinoisUniversityPress).

LOUISIANA

UniversityofLouisianaatLafayette


LouisianaStateUniversity,BatonRouge,LA;TulaneUniversity,NewOrleans,LA;Universityof

NewOrleans,LA



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24

Weemphasizethefollowingpoints:"-Generalisttraininginliterarystudiesallowsfuture

facultytofitwellinEnglishDepartments.-Rhet/ComporWritingconcentrationsallowstudents

tofocusonspecificcareerwritinggoals,suchastechnicalwriting,compstudies,orgrant

writing.-TESOLclassesalsoavailabletohelpprepareforoverseasteaching."

Whattextsandscholarshipsuggestthisprogram'sintellectualvisionandidentity:PatriciaBizzellandBruceHerzbergsTheRhetoricalTradition:ReadingsfromClassicalTimesto

thePresent(Bedford);SharonCrowleysCompositionintheUniversity(UniversityofPittsburgh

Press);CynthiaL.Selfe,TechnologyandLiteracyinthe21stCentury:TheImportanceofPaying

Attention(NCTE);"TheWyomingConferenceResolutionOpposingUnfairSalariesandWorking

ConditionsforPost-SecondaryTeachersofWriting"(CollegeEnglish,1987);NCTEPosition

StatementontheStatusandWorkingConditionsofContingentFaculty(CollegeEnglish,2011).

MICHIGAN

CentralMichiganUniversity


MichiganStateUniversity,EastLansing,MI;GrandValleyStateUniversity,GrandRapids,MI;

AlmaCollege,Alma,MI


"AnundergraduatedegreeinEnglishisnotrequired.Wefocusonhelpingstudentsdevelopas

writersand/orteachersofnonfictionwritingofallsorts:thosewhowanttoteachwritingat

thecommunity-collegelevel,thosewhowanttobecomeprofessionalwritersinavarietyof

contexts,andthosewhowanttopursuedoctoralstudiesandresearchinrhetoric/composition,technical/professionalcommunication,digitalwriting,etc.Weofferseveralcapstoneoptions

includingthesis,exitportfolio,teachinginternships,orprofessionalcommunicationinternships.

Weoffercoursesinalternativedeliveryformatsforbusyworkingadults(andplantodomore

ofthisinthefuture).TeachingandadministrativeGApositionsareavailableaswell."



EasternMichiganUniversity,Ypsilanti,MI;UniversityofMichigan,Dearborn,MI;UniversityofMichigan,AnnArbor,MI;MichiganStateUniversity,EastLansing,MI


"WehaveagoodtrackrecordasaprogramknownforpreparingstudentsforPhDprograms

andwealsohaveagoodrecordofstudentsgoingontofindworkasprofessionalwritersandas

teachersatareacommunitycolleges."


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PatriciaBizzellandBruceHerzbergsTheRhetoricalTradition:ReadingsfromClassicalTimesto

thePresent(Bedford)andVictorVillanuevasCross-TalkinCompTheory(NCTE)capturesome

ofwhatwe'reabout,alongwithJohndanJohnson-Eiolola,andStuartSelbersCentralWorksin

TechnicalCommunication(OxfordUniversityPress).

MINNESOTA

UniversityofMinnesota,Minneapolis


UniversityofMinnesota,Minneapolis,MN;SaintCloudStateUniversity,St.CloudMN;

MichiganTechnologicalUniversity,Houghton,MI


"Since1977theUniversityofMinnesotahasofferedamastersdegreeintechnical

communication.Oursisoneoftheoldestandmosthighlyrespectedprogramsofitskindinthe

country.MuchofoursuccessistiedtotheDepartmentofWritingStudiesnationally

recognizedresearchandleadershipintechnicalcommunication:editorsofthejournals

TechnicalCommunicationQuarterlyandWrittenCommunication;authorsofmajortextbooks,

scholarlybooksandarticles;localandnationalmeetingleadership.[Theprogramis]offered

fromthescienceandtechnologyhubofthestateandregion.ManyWritingStudiescoursesare

taughtinthelateafternoonsoreveningstoaccommodateworkingstudents;othercoursesare

availableonline."

UniversityofMinnesota,Duluth


UniversityofWisconsin-Superior,Superior,WI;CollegeofSt.Scholastica,Duluth,MN;Bemidji

StateUniversity,Bemidji,MN


Ourprogramoffers"excellentpreparationforcommunitycollegework,fordoctoralstudiesin

rhetoricandcomposition,andforcertaincareersinpublishing."

Whattextsandscholarshipsuggestthisprogram'sintellectualvisionandidentity:FortheWritingStudiesTrack(since2011),CharlesBazermansTheCaseForWritingStudiesas

aMajorDiscipline(inGaryOlsonsRhetoricandCompositionasIntellectualWork);Louise

WetherbeePhelpssTheCaseforRhetoricandCompositionasanEmergingField(Consortiumof

DoctoralProgramsinRhetoricandCompositionreport).ForthePublishingandPrintCulture

Track(since2000),ElizabethEisensteinsThePrintingPressasanAgentofChange(Cambridge

UniversityPress);MarshallMcLuhansUnderstandingMedia:TheExtensionsofMan(MIT

Press).


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MISSOURI

MissouriUniversityofScience&Technology


MissouriUniversityofScience&Technology,Rolla,MO;MissouriStateUniversity,Springfield,

MO;DruryUniversity,Springfield,MO


"It'sarigorousprogramthatwillenhancetheirskillsandmarketability."

MissouriWesternStateUniversity


MissouriWesternStateUniversity,St.Joseph,MO;MissouriStateUniversity,Springfield,MO;

PeruStateCollege,Peru,NE


"OurTenreasonsforeachoption:WritingStudies1.Youwantaprogramthatwillprepareyou

toteachwritingatthecollegelevel,wherejobgrowthisexpectedtobe15%overthenext

decade.2.Youwantagradprogramthatgivesyouclassroomteachingexperience.3.Youwant

opportunitiestoteachavarietyofcoursesasaGraduateTeachingAssistant.4.Youwantto

enhanceyoursecondaryteachingcareerwithagraduatedegreeinwriting,akeycontentarea.

5.Youwanttohelpstudentsbecomebetterwriterssothattheycansucceedintheireducationandcareers.6.Youwanttolearntousetechnologytoenhanceyourteaching.7.Youwantto

helpteachersinotherdisciplinesusewritingeffectivelyintheirclasses.8.Youwanttoconduct

researchthatwillhelpyoubecomeamoreeffectiveteacher.9.Youwanttodirectawriting

program.10.Youwanttowritegrantsthatwillhelpyourschoolwinvaluableresources.

TechnicalCommunication1.Youwanttoearnagoodlivingasawriter,likeothertechnical

writerswhoaverageover$60,000annually.2.Youwantacareerwith23%growthpotential

overthenextdecade.3.Youwanttoworkwithcompaniesthatareontheleadingedgeof

scientific,medical,andtechnicaladvancements.4.Youwanttoimproveyourwritingsothat

youcanadvanceyourcurrentcareer.5.Youwanttostartyourownbusinesscreating,

designing,andeditingprintanddigitalmaterials.6.Youwanttoteachclients,colleagues,orstudentsasacollegeteacherorasacorporatetrainer.7.Youwanttohelppeopleunderstand

andusenewtechnologies.8.Youwanttowriteproposalstohelpyourorganizationwin

contractsorgrants.9.Youwanttohelporganizationscomplywithregulationsandbest

practices.10.Youwanttoconductresearchthatwillimprovecommunicationinyour

organization."



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Threetextsformthefoundationofcoursesinourprogramandindicatetheappliedtheory

aspect:AnnBlakesleeandCathyFleischersBecomingaWritingResearcher(Erlbaum);Michael

HughesandGeorgeHayhoesAResearchPrimerforTechnicalCommunication(Erlbaum);

ElizabethChiseri-StraterandBonnieSunsteinsWhatWorks?APracticalGuidetoTeacher

Research(Heinemann).

UniversityofMissouri,SaintLouis


UniversityofMissouri,SaintLouis,MO;TrumanStateUniversity,Kirkland,MO


"Thequalityandcontentofthecoursesiswhatdoesit."

NEBRASKA

UniversityofNebraska-Lincoln


Creighton,Omaha,NE;UniversityofNebraska-Omaha,Omaha,NE;DoaneCollege,Crete,NB


"GraduateandundergraduatestudentsofCompositionandRhetoricatUNLhavestudied

readingandwritinginavarietyofcontexts,includingruralwomen'susesofliteracytosustain

thesocialandeconomicfabricoftheirtownandstudents'negotiationofreligiousidentityin

theirwritingforcollege.UNLstudentsinCompositionandRhetorichaveorganizedwritinggroupsforteenagegirls,producedpublicationsforworkplacesandnon-profitorganizations,

andconductedinternshipsinprofessionalwritingandliteracytutoring.Studentsengageinthis

kindofwritingandresearchviathedepartment'sfirst-yearwritingcourses,theundergraduate

concentrationinwritingandrhetoric,courseworkspecifictoEnglish/language-artseducation,

andtheCompositionandRhetoricGraduateprogram.Undergraduateandgraduatestudents

pursuingprogramsofstudyincompositionandrhetoricarepreparedforawidearrayof

professionalandpersonalopportunitiesincluding:writingintensivecareers,communityand

workplaceliteracyworkandactivism,teaching,researchandadministrationinpostsecondary

andsecondaryeducation,andfurthergraduatestudy."


TheTeaching-ResearchConnection(NCTEPositionStatement);TheFrameworkforSuccessin

PostsecondaryWriting(NCTE,CWPA,&NWP);thewebsitefortheNationalWritingProject:

www.nwp.org.

NEWYORK


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LongIslandUniversity,Brooklyn


LongIslandUniversity,Brooklyn,Brooklyn,NY;SyracuseUniversity,Syracuse,NY;Brooklyn

College,Brooklyn,NY


"WeoffertwoMAsinwritingWritingandRhetoricandProfessionalWritingbothofwhich

canequipstudentsforfurthergraduatestudy,professionalcareers,and/orteaching.Wealso

haveastrongMFAprogramthatbenefitsMAstudents,robustresearch,tutoring,andteaching

positionsforgraduatestudents,andawelcomingfaculty."

Whattextsandscholarshipsuggestthisprogram'sintellectualvisionandidentity:College

CompositionandCommunication,CollegeEnglish,RhetoricReview,WPAJournal,TheWPA

OutcomesStatementforFirst-YearComposition,andTheJournalofTechnicalWritingand

Communication.

NORTHCAROLINA

EastCarolinaUniversity


EastCarolinaUniversity,Greenville,NC;UniversityofNorthCarolina,Wilmington,NC;North

CarolinaStateUniversity,Raleigh,NC


"Allfull-timegraduatestudentshavetheopportunitytoworkwithstudentsontheirwritingas

theyserveaswritingconsultationsinourstudioandwritingcenter.Theyalsohavean

opportunitytoteach,whichcontributesquitewelltotheirprofessionaldevelopment.Our

missionistofosterintellectualcuriositywhenitcomestoresearchingtexts,broadlyconceived.

Weteachstudentshabitsofmindthattransfertodiverseexperiences.Wealsoeducate

studentstobescholar-teachers.

NorthCarolinaStateUniversity


NorthCarolinaStateUniversity,Raleigh,NC;AppalachianStateU,Boone,NC;Universityof

NorthCarolina,Wilmington,NC


Weprovide"opportunitytoworkwithtopfaculty;forTAs,theopportunitytoteachundera


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welldevelopedtrainingprogram[aswellas]flexibilityincourseselection."

PatriciaBizzellandBruceHerzbergsTheRhetoricalTradition:ReadingsfromClassicalTimesto

thePresent(Bedford);StuartSelbersMultiliteraciesforaDigitalAge(SouthernIllinois

UniversityPress);GeoffreySircsEnglishCompositionasaHappening(UtahStateUniversity

Press);VictorVillanuevasCross-TalkinCompTheory(NCTE);KathleenBlakeYanceysWritinginthe21stCentury:AReportfromtheNationalCouncilofTeachersofEnglish(NCTE).

OHIO

BowlingGreenStateUniversity


BowlingGreenStateUniversity,BowlingGreen,OH;UniversityofToledo,Toledo,OH;Xi'an

InternationalStudiesUniversity


Weoffer"preparationforPh.D.programs,communitycollegeandpublicschoolteaching,

careersinbusinessandindustry."

MiamiUniversityofOhio


Weoffer"aflexibleandcomprehensivecurriculumforstudyincludingsuchareasas

CompositionPedagogy,ComparativeRhetorics,DigitalWritingandRhetoric,Feministand

QueerRhetorics,HistoricalRhetorics,ProfessionalWriting,Writing-Across-the-Curriculum,and

WritingProgramAdministration.Opportunitiesforinterdisciplinarystudythroughaffiliations

withsuchcampusprogramsasAsian/Asian-AmericanStudies,BlackWorldStudies,Disability

Studies,InteractiveMediaStudies,andWomens,Gender,andSexualityStudies.Nationally-

recognized,award-winningfacultycommittedtohelpinggraduatestudentspursuetheir

interests,expandtheirexpertise,andlaunchtheirprofessionalcareers.Ourplacementratefor

graduatesseekingfacultypositionsatcollegesanduniversitiesis100percent.Well-funded

assistantshipsforallcompositionandrhetoricgraduatestudents,includingguaranteedsummer

stipends.Diverseteachingopportunitiesinstate-of-the-artclassroomsincludingteachingfirst-

yearcomposition,upperdivisionrhetoricandwritingcourses,digitalwritingandrhetoric,andtechnicalandbusinesscommunication.Extensiveadministrativeleadershipopportunitiesinthe

CompositionProgram,theDigitalWritingCollaborative,theHoweWritingCenter,andthe

HoweWritingInitiative."


JasonPalmeri'sRemixingComposition:AHistoryofMultimodalWritingPedagogy(Southern

IllinoisUniversityPress);KateRonaldandJoyRitchiesAvailableMeans:AnAnthologyof


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WomensRhetoric(s)(UniversityofPittsburghPress);HeidiMcKeeandJamesPortersThe

EthicsofInternetResearch:ARhetorical,Case-basedApproach(PeterLang);LuMingMaoand

MorrisYoungsRepresentations:DoingAsianAmericanRhetoric(UtahStateUniversityPress);

JohnTassoniandDouglasReichertPowellsComposingOtherSpaces(HamptonPress);Cynthia

Lewiecki-WilsonandJenCelliosDisabilityandMothering:LiminalSpacesofEmbodied

Knowledge(SyracuseUniversityPress);MicheleSimmons'ParticipationandPower:ARhetoricforCivicDiscourseinEnvironmentalPolicy(StateUniversityofNewYorkPress).

OKLAHOMA

UniversityofCentralOklahoma


UniversityofCentralOklahoma,Edmond,OK;UniversityofOklahoma,Norman,OK;Oklahoma

StateUniversity,Stillwater,OK


Weemphasize"teachingexperienceintheFYCprogram[and]thefactthatmanyjobswill

requiretheteachingofcompositioneveniftheirspecialtyisnotRhet/Comp."


"Weareeclecticandhavenotbuiltacurriculumaroundapedagogicalmovementorsingle

approach.Weseektobalanceinstructioninclassicalrhetoricwithcontemporarydiversions

fromit."

OREGON

OregonStateUniversity


WestminsterCollege,SaltLakeCity,UT;UtahValleyUniversity,Orem,UT;OregonState

University,Corvallis,OR


Weofferan"intensive,closelymentoredthesis(mostofthesecond-yearcurriculum),[which]developsverystrongwritingskills;pedagogicallyorientedtrainingevenfornon-GTAs(GTAs

havelotsoftraining,includingaweek-longintensivecourseandaterm-longsymposium);[as

wellas]emphasisonprofessionalopportunitiesviameetingswithvisitingspeakers,internships,

etc."



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(1)program'sonlinestatements;(2)facultyscholarship;(3)priorstudenttheses[available

online].

SOUTHCAROLINA

CoastalCarolinaUniversity


UniversityofSouthCarolinaColumbia,SC;CoastalCarolinaUniversity,Conway,SC


"Theprogramallowsforconsiderablediversityintracking,andisstructuredaroundathesis,

thefocusofwhichisworkedoutwithaparticipating/qualifyingfacultymember.Thisallows

studentstostructurethedegreeintermsoftheirinterestsandgoals.Wealsoofferemphases

inCreativeWriting,Englishstudies,andNewMediaandDigitalCulture."

TENNESSEE

UniversityofTennesseeatChattanooga


UniversityofTennesseeatChattanooga,Chattanooga,TN;LeeUniversity,Cleveland,TN;

CovenantCollege,LookoutMountain,GA


"Ourgraduatesworkinavarietyofjobs,withasignificantnumberacceptedbyprestigiousprep

schools,doctoralprograms,andnationalcompanies."


DavidG.NicholssIntroductiontoScholarshipinModernLanguagesandLiterature(MLAPress);

MLAStyleManualandGuidetoScholarlyPublishing(MLA);SusanJarrettandLynnWorshams

FeminismandCompositionStudies(MLA).

TEXAS

UniversityofTexasatElPaso


UniversityofTexasatElPaso,ElPaso,TX



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Thisprogramisa"goodsteptodoctoralstudy[whichcan]assistwithcareeradvancement.

Bettercommunicatorsgetbetterjobswithadvancementpossibilities."

UniversityofTexasatSanAntonio


UniversityofTexasatSanAntonio,SanAntonio,TX;OurLadyoftheLakeUniversity,San

Antonio,TX;TexasA&MUniversity-Kingsville,Kingsville,TX


"Studentswillreceiveabroadfoundationinallhistoricalperiodsofliteraturethatis

transnationalandcross-cultural,aswellashavetheopportunitytotaketwelvehoursof

electivecreditsinliterarytheoryandliteraturestudies,rhetoric/compositionandlanguage,or

creativewriting.StudentswillhaveanopportunitytoearnaCertificateinCreativeWriting,and

beginninginthecomingyearaCertificateinRhetoricandComposition."

Whattextsandscholarshipsuggestthisprogram'sintellectualvisionandidentity:Cristina

VischerBrunssWhyLiterature?TheValueofLiteraryReadingandWhatItMeansforTeaching

(BloomsburyAcademic);GloriaAnzalduasBorderlands/LaFrontera:TheNewMestiza(Aunt

Lute);PeterVandenberg,etal.sRelations,Locations,Positions:CompositionTheoryforWriting

Teachers(NCTE).

UTAH

WeberStateUniversity


BrighamYoungUniversity,Provo,UT;UniversityofUtah,SaltLakeCity,UT;UtahState

University,Logan,UT


Weoffer"affordability,convenience,[and]aprofessionalorientation."

VIRGINIA

GeorgeMasonUniversity


GeorgeMasonUniversity,Fairfax,VA;JamesMadisonUniversity,Harrisburg,VA;Universityof

Maryland,CollegePark,MD


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"TheMAconcentrationinProfessionalWritingandRhetoric(PWR)isorientedtoworkplace

usesoflanguage.Inadditiontotraininginpragmaticskills,theconcentrationischaracterized

byaself-reflexiveattentiontoworkplacesasinstitutionsandsitesforrhetoricalaction.Courses

onresearchinnonfictionwritingcomplementinstructioninrhetoric,editing,technical

communication,digitalpublication,andethnographytoprepareyoufortheroleofwriterandcommunicatorintheprivateandpublicsectors.Instructionintextualandobservational

researchmethodologiesequipyouwithvaluableresearchtoolsandstrategies,whilecoursesin

literature,mediastudies,folklore,andlinguisticsprovideinsightintolanguageandwriting

practicesacrossavarietyofcontexts."

Whattextsandscholarshipsuggestthisprogram'sintellectualvisionandidentity:Johndan

Johnson-Eiolola,andStuartSelbersCentralWorksinTechnicalCommunication(Oxford

UniversityPress);StuartSelbersRhetoricsandTechnologies:NewDirectionsinWritingand

Communication(UniversityofSouthCarolinaPress);ColinBrookesLinguaFracta:Towarda

RhetoricofNewMedia(HamptonPress).

WASHINGTON,DC

GeorgetownUniversity


DukeUniversity,Durham,NC;UniversityofMaryland,CollegePark,MD;NewYorkUniversity,

NewYork,NY


"WhileourcorecurriculumfocusesontraditionalscholarlyapproachestoAnglophoneliterary

andculturalstudiesapproaches,wedoofferenoughadditionalcoursework,trainingand

researchopportunitiesinliteratureandwritingpedagogy,creativewriting,journalismand

mediastudiesforstudentstodesignmodelsofprofessionalexpertisethatcanqualifythemfor

amuchwidervarietyofopportunitiesbothinandbeyondtheDCarea."

Whattextsandscholarshipsuggestthisprogram'sintellectualvisionandidentity:Terry

EagletonsTheEventofLiterature(YaleUniversityPress);theADE'sAdHocCommitteeonthe

MastersDegreesreport,RethinkingtheMastersDegreefortheNewCentury(ADE);James

SlevinsIntroducingEnglish:EssaysintheIntellectualWorkofComposition(UniversityofPittsburghPress).

WESTVIRGINIA

WestVirginiaUniversity


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WashingtonandJeffersonCollege,Washington,PA;UniversityofMaryland,CollegePark,MD;

HollinsUniversity,Roanoke,VA

Howthisprogramappealstoprospectivestudents:"BLS.govestimatedjobgrowthfortechnicalwritersishigherthanmanyhumanities-based

degrees.AnMAinProfessionalWritingisagoodmixoftheoreticalandpracticaleducation."

Whattextsandscholarshipsuggestthisprogram'sintellectualvisionandidentity:Technical

CommunicationQuarterly,ComputersandComposition,andTechnicalCommunication.

WISCONSIN

UniversityofWisconsin-Milwaukee


UniversityofWisconsin-Milwaukee,Milwaukee,WI;UniversityofWisconsin-Parkside,Kenosha,

WI;CardinalStrichUniversity,Milwaukee,WI


Fromourwebsite:Statisticsreflectthegoodnewsthatspecializinginprofessionalwritingcan

helpbuildcredentialsandimprovejobmarketabilityaftergraduation.Intoday'sstruggling

economy,workersneedtobeflexible,multi-skilled,andadaptable.Studyingprofessional

writingcanhelpyougainskillsandknowledgethatcanmakeanimportantdifferenceinhelping

youtocompetewellinthejobmarket.

Whattextsandscholarshipsuggestthisprogram'sintellectualvisionandidentity:Rachel

Spilka'sDigitalLiteracyforTechnicalCommunication:21stCenturyTheoryandPractice

(Routledge);TimPeeplessProfessionalWritingandRhetoric:ReadingsfromtheField

(Pearson);GeraldAlred,etal.'sHandbookofTechnicalWriting(St.Martins).

UNITEDKINGDOM

UniversityofCoventry


"Ourprogrammeisdesignedforstaffworkinginwritingsupport,studyskillsandsupportfor

studentsandstaffwritinginEnglishasasecondlanguage.Itwillenablestudentstosupport

writingparticularlyinaBritishorEuropeancontext,andtodevelopasmanagersofsupport

unitsorwritingcentres."


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Whattextsandscholarshipsuggestthisprogram'sintellectualvisionandidentity:RozIvanis

Writingandidentity:TheDiscoursalConstructionofIdentityinAcademicWriting(John

Benjamins);MaryLeaandBrianStreetsStudentWritinginHigherEducation:AnAcademic

LiteraciesApproach(StudiesinHigherEducation,1998);TheresaLillisandMaryScotts

DefiningAcademicLiteraciesResearch:IssuesofEpistemology,IdeologyandStrategy(JournalofAppliedLinguistics,2007);TheresaLillisandMaryJaneCurrysAcademicWritinginaGlobal

Culture:ThePoliticsandPracticesofPublishinginEnglish(Routledge).

Documents

Report on the 2012 Survey of Programs