English Graduate Student Organization (GSO) tag:blog.lib.umn.edu,2009-09-29:/engso/english//7850 2011-03-22T04:30:02Z Movable Type Enterprise 4.31-en Graduate Student Mentorship Applications tag:blog.lib.umn.edu,2011:/engso/english//7850.282209 2011-03-22T04:23:47Z 2011-03-22T04:30:02Z If you are interested in serving as a mentor for an upperclassmen undergraduate English major in the '11-'12 school year, please see the link below: Graduate Student Mentorship Application Please apply by May 13th, as we will be pairing graduate and undergraduate students for the upcoming year. See below (and the website) for further information on the program. ------------------------- The Graduate Student Mentorship Program will be an additional space for English majors to ask the questions about what to do with their major and where to go with it after graduation from graduate students. The mentorship program is set up to start conversation: talk about courses, professors, about books, about career possibilities; tell your undergraduate mentee about your experience as a student (what were good classes you took; who you like studying with at the U), outside of school (as a teacher, an editor, a writer, a temp, a fish monger), and in it; ask them questions and help them figure out how to get the most out of their major and what they can do with it when they graduate. The mentorship is not a paper-revising service, a time-suck, or a major long-term commitment (though if you and the mentee both agree to it, you can formally renew the partnership for the next year). The purpose of this mentorship program is to establish a meaningful relationship that opens up conversations between undergraduates and graduate students. Why be a mentor to an undergraduate English major? This is an opportunity to not only nurture English students and develop stronger relationships with students interested in what you are interested in, but it is a chance to strengthen the academic community in the English department. While developing your mentoring skills, you will be opening up arenas for discussion for these undergraduate students and making a stronger English community here at the University of Minnesota. What is required to be a mentor? After you complete your brief application describing your interests and your work experience, we will match you with an undergraduate mentee by the beginning of the next semester. You will be paired with an advanced (Junior/Senior) English major. The program is designed for you to meet two or three times over the course of an academic year. We encourage you to meet at a coffee shop (we're working on funding that) or to sit outside--avoiding the teacher/student dynamic of the office or Lind Hall. The time requirement would be between two and four hours during the academic year scheduled by you and the undergraduate student.... If you are interested in serving as a mentor for an upperclassmen undergraduate English major in the '11-'12 school year, please see the link below:

Graduate Student Mentorship Application

Please apply by May 13th, as we will be pairing graduate and undergraduate students for the upcoming year. See below (and the website) for further information on the program.

-------------------------

The Graduate Student Mentorship Program will be an additional space for English majors to ask the questions about what to do with their major and where to go with it after graduation from graduate students. The mentorship program is set up to start conversation: talk about courses, professors, about books, about career possibilities; tell your undergraduate mentee about your experience as a student (what were good classes you took; who you like studying with at the U), outside of school (as a teacher, an editor, a writer, a temp, a fish monger), and in it; ask them questions and help them figure out how to get the most out of their major and what they can do with it when they graduate. The mentorship is not a paper-revising service, a time-suck, or a major long-term commitment (though if you and the mentee both agree to it, you can formally renew the partnership for the next year). The purpose of this mentorship program is to establish a meaningful relationship that opens up conversations between undergraduates and graduate students.

  • Why be a mentor to an undergraduate English major?
This is an opportunity to not only nurture English students and develop stronger relationships with students interested in what you are interested in, but it is a chance to strengthen the academic community in the English department. While developing your mentoring skills, you will be opening up arenas for discussion for these undergraduate students and making a stronger English community here at the University of Minnesota.
  • What is required to be a mentor?
After you complete your brief application describing your interests and your work experience, we will match you with an undergraduate mentee by the beginning of the next semester. You will be paired with an advanced (Junior/Senior) English major. The program is designed for you to meet two or three times over the course of an academic year. We encourage you to meet at a coffee shop (we're working on funding that) or to sit outside--avoiding the teacher/student dynamic of the office or Lind Hall. The time requirement would be between two and four hours during the academic year scheduled by you and the undergraduate student. ]]> GSO Meeting Notes 10.14 tag:blog.lib.umn.edu,2010:/engso/english//7850.256138 2010-10-21T17:53:50Z 2010-10-21T17:57:16Z Below is an outline from the October GSO meeting. The bulk of the conversation was spent on the departmental self-study. GSO officers will be meeting with the administration this week to discuss this self-study and work through the questions it raises. For more information about the study, please talk to us and we'd be happy to fill you in. Apologies about the formatting. This blog doesn't particularly like formatting. GSO Meeting Notes 10.14 I. Miscellaneous a. Nick Hengen has been working with the undergraduate English student organization (FUSE) to see about the possibility of setting up informal mentoring relationships between undergrad and grad students. The point would not be to emphasize future graduate student mentoring, but to draw also on grad students' non-academic careers (what can you do with an English major). b. Email him if you're interested II. Intellectual Community a. Kathryn Scheil has expressed interest in creating a brown bag lunch with faculty and graduate students in an effort to create more intellectual community. b. This would probably be a once a month meeting wherein faculty and/or grad students would present research or even just come with a research thesis and we can discuss their work. c. This would hopefully be started in the Spring Semester d. It would help if we had someone who could take this up and work with Dr. Scheil on this issue. III. Self-study a. These are the issues we discussed that we would like to address with the administration. i. MA Program: What is the future of the MA Program? Is it to be ignored? Is it a source of revenue? Why keep it? ii. Rankings Drop: How is our recent drop in the NRC rankings going to affect CLA's evaluation of us as a "Signature Program?" iii. Signature Program: There was some concern that we are being evaluated or are evaluating ourselves based upon geographical location. Is this simply based upon their undergraduate degree? What does it really say about our "distinction" if we have a student from a top East Coast school versus a top Midwest school? 1. In general, there is confusion about what CLA defines as a Graduate Program of Distinction iv. Time to degree: a few things were highlighted to get students through faster. 1. funding. Summer funding, increased course load, there are multiple factors that lead to students needing to take more time with coursework. For example, how can grad students be faulted for having increased time to degree when in the recent past we only had one section to TA rather than two? 2. 5/8xxx courses. A top priority needs to be the reinstatement of reading courses so that students are not expected to write seminar papers in every class. 3. Advising: students need a way to interact with potential advisors, the brown bag idea (above) could help. v. Departmental profile 1. annual conference? Andrew Marzoni is going to look into the possibility of creating an annual conference for the dept. to host. 2. The question was raised: do we have any faculty members who work with the archives of the school? Shouldn't we a find a way to integrate ourselves with the Univ.'s strengths?... burd0083 Below is an outline from the October GSO meeting. The bulk of the conversation was spent on the departmental self-study. GSO officers will be meeting with the administration this week to discuss this self-study and work through the questions it raises. For more information about the study, please talk to us and we'd be happy to fill you in.
Apologies about the formatting. This blog doesn't particularly like formatting.

GSO Meeting Notes 10.14

I. Miscellaneous
a. Nick Hengen has been working with the undergraduate English student organization (FUSE) to see about the possibility of setting up informal mentoring relationships between undergrad and grad students. The point would not be to emphasize future graduate student mentoring, but to draw also on grad students' non-academic careers (what can you do with an English major).
b. Email him if you're interested

II. Intellectual Community
a. Kathryn Scheil has expressed interest in creating a brown bag lunch with faculty and graduate students in an effort to create more intellectual community.
b. This would probably be a once a month meeting wherein faculty and/or grad students would present research or even just come with a research thesis and we can discuss their work.
c. This would hopefully be started in the Spring Semester
d. It would help if we had someone who could take this up and work with Dr. Scheil on this issue.

III. Self-study
a. These are the issues we discussed that we would like to address with the administration.
i. MA Program: What is the future of the MA Program? Is it to be ignored? Is it a source of revenue? Why keep it?
ii. Rankings Drop: How is our recent drop in the NRC rankings going to affect CLA's evaluation of us as a "Signature Program?"
iii. Signature Program: There was some concern that we are being evaluated or are evaluating ourselves based upon geographical location. Is this simply based upon their undergraduate degree? What does it really say about our "distinction" if we have a student from a top East Coast school versus a top Midwest school?
1. In general, there is confusion about what CLA defines as a Graduate Program of Distinction
iv. Time to degree: a few things were highlighted to get students through faster.
1. funding. Summer funding, increased course load, there are multiple factors that lead to students needing to take more time with coursework. For example, how can grad students be faulted for having increased time to degree when in the recent past we only had one section to TA rather than two?
2. 5/8xxx courses. A top priority needs to be the reinstatement of reading courses so that students are not expected to write seminar papers in every class.
3. Advising: students need a way to interact with potential advisors, the brown bag idea (above) could help.
v. Departmental profile
1. annual conference? Andrew Marzoni is going to look into the possibility of creating an annual conference for the dept. to host.
2. The question was raised: do we have any faculty members who work with the archives of the school? Shouldn't we a find a way to integrate ourselves with the Univ.'s strengths?

]]> Oct 7 National Protests tag:blog.lib.umn.edu,2010:/engso/english//7850.251107 2010-10-04T23:04:53Z 2010-10-04T23:09:04Z Many of you have probably seen the signs around campus advertizing the protests of October 7. I want to encourage everyone to take time to step out--for the rally at noon, for the "disorientation" at 2pm, for the state-wide rally in the evening. (Details below.) For now, here's an amazing video done by some students to show what's at stake for not just the people we teach, but for many of us: More Information: "Minnesotans Acting to Defend Public Education on October 7th" Across the country, protests are being organized for the October 7th National Day of Actions in Defense of Public Education. This day is a continuation of the struggles in California -- including rallies, strikes, and occupations on campuses -- that spread nationwide on March 4th of this year. Here in Minnesota, groups of students, teachers, faculty, staff, workers, parents, and community members have been organizing for actions on October 7th, including a concert in Loring Park and rallies, marches, teach-ins and a student strike at the U of M, MCTC, and MSU Mankato. Actions organized for October 7th in or near the Twin Cities include: - noon to 1:30pm - a Rally and March at the University of Minnesota, (East Bank campus, at the Northrop Plaza) - speakers on many issues facing U of M students, workers, and faculty. - 2:00-4:00pm - a Disorientation Guide to the U of M's History, (in Coffman Union, room 324) - speakers on the 1969 occupation of Morrill Hall that led to the creation of the Black Studies department, struggles for equal access including the fight to save General College, the AFSCME union's struggles for a more democratic and equitable U, and more - with free food, followed by discussion about how to create a better U of M. - 5:00-6:00pm - Rally and March at MCTC plaza - speakers on issues facing students and teachers at MCTC and the MSCU system. - 6:00-9:00pm - Free Concert to Defend Public Education -- in Loring Park -- featuring: Guante, Usual Suspects, Fresh Squeeze, Junkyard Empire, Poetic Assassins, Surprise guests, speakers, free food, info tables, and more. - all day - Student Strike (and Dance Party) to Defend Public Education at Minnesota State University, Mankato (at Wigley Administration Building between Morris and the Student Union)... Nick H Many of you have probably seen the signs around campus advertizing the protests of October 7. I want to encourage everyone to take time to step out--for the rally at noon, for the "disorientation" at 2pm, for the state-wide rally in the evening. (Details below.) For now, here's an amazing video done by some students to show what's at stake for not just the people we teach, but for many of us:

More Information:
"Minnesotans Acting to Defend Public Education on October 7th"

Across the country, protests are being organized for the October 7th National Day of Actions in Defense of Public Education. This day is a continuation of the struggles in California -- including rallies, strikes, and occupations on campuses -- that spread nationwide on March 4th of this year. Here in Minnesota, groups of students, teachers, faculty, staff, workers, parents, and community members have been organizing for actions on October 7th, including a concert in Loring Park and rallies, marches, teach-ins and a student strike at the U of M, MCTC, and MSU Mankato.

Actions organized for October 7th in or near the Twin Cities include:

- noon to 1:30pm - a Rally and March at the University of Minnesota, (East Bank campus, at the Northrop Plaza) - speakers on many issues facing U of M students, workers, and faculty.

- 2:00-4:00pm - a Disorientation Guide to the U of M's History, (in Coffman Union, room 324) - speakers on the 1969 occupation of Morrill Hall that led to the creation of the Black Studies department, struggles for equal access including the fight to save General College, the AFSCME union's struggles for a more democratic and equitable U, and more - with free food, followed by discussion about how to create a better U of M.

- 5:00-6:00pm - Rally and March at MCTC plaza - speakers on issues facing students and teachers at MCTC and the MSCU system.

- 6:00-9:00pm - Free Concert to Defend Public Education -- in Loring Park -- featuring: Guante, Usual Suspects, Fresh Squeeze, Junkyard Empire, Poetic Assassins, Surprise guests, speakers, free food, info tables, and more.

- all day - Student Strike (and Dance Party) to Defend Public Education at Minnesota State University, Mankato (at Wigley Administration Building between Morris and the Student Union)

]]> GSO Meeting Notes 9-16 tag:blog.lib.umn.edu,2010:/engso/english//7850.250078 2010-09-28T03:55:42Z 2010-09-28T03:59:13Z Here are the notes from the first GSO Meeting of the year. The next meeting will be held on October the 14th at 4PM. If you aren't able to make this time and are interested in the meetings, email one of the officers or leave a comment and we can talk about a better meeting time. GSO Notes 9.16.10 President Mike Rowe Vice-President Caitlin McHugh Treasurer Stacey Decker (in abstentia) Secretary Wesley Burdine Lind 26 Mike gave an update on the furniture being stored in Lind 26, saying that it should be cleared out by 9.17 (update: it was cleared out by the next morning). Fundraiser Ideas GSO needs to raise money for itself and several ideas have been posed that will have to be revisited. -To buy snacks from Costco and sell them in the Grad lounge for a little profit -Have a GSO lunch with students and faculty all invited. Everyone brings a dish and pays $5. Committees GSO members were given the opportunity to sign up for the Graduate and Undergraduate Studies Committees. Meetings Times GSO meetings will be held on the second Thursday of every month at 4PM (next meeting will be October 14th). Self-Study Ellen Messer-Davidow has created a 60 pg. self-study based on data gathered from various administrative offices in the English department (i.e. stats about how money is spent and how work is actually accomplished) that will be used to determine how the English department justifies its importance in the College of Liberal Arts. GSO officers will be meeting with the department administration on October 21st, where the questions raised in the self-study will be addressed and work-shopped. Ellen has requested the meeting not be open to everyone, but there might be opportunities for other GSO members to attend. Anyone interested should contact GSO officers and we will try to find a fair way to allow some students to come. Budgeting There was a discussion over the email on 9.16 from Ellen detailing new rules governing students and funding. Below is a summary of comments. -Pat B. was concerned that sub-groups cannot fundraise (or will have a difficult time doing so) outside the department. -This oversight leads to confusion over what is allowed for sub-groups. -Elissa H. expressed concern that this oversight is worded as oversight of students in the department rather than groups associated with the department, thus requiring groups not associated with department and yet with English students to follow these same rules. -Concern was expressed that this would create a longer process for approval of funding. -Gwyn expressed frustration that Dislocate has been already affected by these new rules, being told they are no longer allowed to sell their publication. -Among the concerns: students cannot sell goods and no outside donors can be contacted without going through the department. -Question raised: Will this stymie interdisciplinary functions if others must be forced to abide by English rules? -There was also confusion over whether contact between an international student and their government that provides funding must also be directed through the department. -Concern was raised over whether this will be a step toward cutting funding for travel money. -Further comments on this issue can be raised on the blog. 5xxx/8xxx courses One of the priorities being set by this year's GSO is the further stream-lining of course requirements. We discussed the idea to put into action the changes in courses (put in many years ago) that made 5xxx level courses "Reading Courses" and 8xxx level courses Seminars. The difference being that 5xxx courses are meant to expand a student's knowledge broadly into a particular field, through extensive reading and emphasizing smaller assignments (with no seminar paper). Seminar courses would be the traditional intensive course with a seminar paper at the end. Issues raised at the meeting were: -There is currently no distinction in terms of course content (and assignments) between 5/8xxx level courses. -There are requirements for taking 5xxx level courses and yet there is no real difference between these and 8xxx level courses. -Students will be more easily able to proceed quickly through coursework if they are not required to write three seminar papers while teaching. -Students will not have to write seminar papers in courses that are being taken to fill general requirements (and thus outside their expertise). -Students in the early stages of their coursework will have a much easier time developing dissertation ideas if they are reading more. -In this conversation, the question was also raised as to who decides what courses are cross-listed with it appearing arbitrary to some students.... burd0083 Here are the notes from the first GSO Meeting of the year. The next meeting will be held on October the 14th at 4PM. If you aren't able to make this time and are interested in the meetings, email one of the officers or leave a comment and we can talk about a better meeting time.

GSO Notes 9.16.10
President Mike Rowe
Vice-President Caitlin McHugh
Treasurer Stacey Decker (in abstentia)
Secretary Wesley Burdine

Lind 26
Mike gave an update on the furniture being stored in Lind 26, saying that it should be cleared out by 9.17 (update: it was cleared out by the next morning).

Fundraiser Ideas
GSO needs to raise money for itself and several ideas have been posed that will have to be revisited.
-To buy snacks from Costco and sell them in the Grad lounge for a little profit
-Have a GSO lunch with students and faculty all invited. Everyone brings a dish and pays $5.

Committees
GSO members were given the opportunity to sign up for the Graduate and Undergraduate Studies Committees.

Meetings Times
GSO meetings will be held on the second Thursday of every month at 4PM (next meeting will be October 14th).

Self-Study
Ellen Messer-Davidow has created a 60 pg. self-study based on data gathered from various administrative offices in the English department (i.e. stats about how money is spent and how work is actually accomplished) that will be used to determine how the English department justifies its importance in the College of Liberal Arts. GSO officers will be meeting with the department administration on October 21st, where the questions raised in the self-study will be addressed and work-shopped. Ellen has requested the meeting not be open to everyone, but there might be opportunities for other GSO members to attend. Anyone interested should contact GSO officers and we will try to find a fair way to allow some students to come.

Budgeting
There was a discussion over the email on 9.16 from Ellen detailing new rules governing students and funding. Below is a summary of comments.
-Pat B. was concerned that sub-groups cannot fundraise (or will have a difficult time doing so) outside the department.
-This oversight leads to confusion over what is allowed for sub-groups.
-Elissa H. expressed concern that this oversight is worded as oversight of students in the department rather than groups associated with the department, thus requiring groups not associated with department and yet with English students to follow these same rules.
-Concern was expressed that this would create a longer process for approval of funding.
-Gwyn expressed frustration that Dislocate has been already affected by these new rules, being told they are no longer allowed to sell their publication.
-Among the concerns: students cannot sell goods and no outside donors can be contacted without going through the department.
-Question raised: Will this stymie interdisciplinary functions if others must be forced to abide by English rules?
-There was also confusion over whether contact between an international student and their government that provides funding must also be directed through the department.
-Concern was raised over whether this will be a step toward cutting funding for travel money.
-Further comments on this issue can be raised on the blog.

5xxx/8xxx courses
One of the priorities being set by this year's GSO is the further stream-lining of course requirements. We discussed the idea to put into action the changes in courses (put in many years ago) that made 5xxx level courses "Reading Courses" and 8xxx level courses Seminars. The difference being that 5xxx courses are meant to expand a student's knowledge broadly into a particular field, through extensive reading and emphasizing smaller assignments (with no seminar paper). Seminar courses would be the traditional intensive course with a seminar paper at the end. Issues raised at the meeting were:
-There is currently no distinction in terms of course content (and assignments) between 5/8xxx level courses.
-There are requirements for taking 5xxx level courses and yet there is no real difference between these and 8xxx level courses.
-Students will be more easily able to proceed quickly through coursework if they are not required to write three seminar papers while teaching.
-Students will not have to write seminar papers in courses that are being taken to fill general requirements (and thus outside their expertise).
-Students in the early stages of their coursework will have a much easier time developing dissertation ideas if they are reading more.
-In this conversation, the question was also raised as to who decides what courses are cross-listed with it appearing arbitrary to some students.

]]> The CSCL conference is in a couple weeks tag:blog.lib.umn.edu,2010:/engso/english//7850.250072 2010-09-28T03:40:13Z 2010-09-28T03:42:12Z Oct 15-16th (Fri and Sat), in fact: http://blog.contingentcommunities.org/ Always a good conference and a great time... lucia Oct 15-16th (Fri and Sat), in fact: http://blog.contingentcommunities.org/
Always a good conference and a great time

]]> our diversity numbers... not so great tag:blog.lib.umn.edu,2010:/engso/english//7850.248980 2010-09-21T17:27:13Z 2010-09-21T17:29:59Z Anyone see the recent report from the Chronicle "Student Race and Diversity: How does your college stack up?" which compares thousands of colleges and universities in the U.S. in terms of each institution's diversity in the student body? It seems we're actually doing quite badly on this front. As a public university, I think our numbers should look more like Metro State's. For example, it may seem like 4% black is appropriate, being that our state population is only 4.7% black, however the black population in the metro area is more like 10.9%. It's also interesting how the U of M's numbers have changed over the years in each individual category. I suspect that the ratcheting down of the Minority Scholarships program a couple years ago affected our diversity numbers. But what I see is that our numbers for African-American students (using just one category as an example here) have plateaued since 2005... .which isn't cool when you think about the U's mission statement around diversity. Any thoughts?... lucia Anyone see the recent report from the Chronicle "Student Race and Diversity: How does your college stack up?" which compares thousands of colleges and universities in the U.S. in terms of each institution's diversity in the student body? It seems we're actually doing quite badly on this front. As a public university, I think our numbers should look more like Metro State's. For example, it may seem like 4% black is appropriate, being that our state population is only 4.7% black, however the black population in the metro area is more like 10.9%. It's also interesting how the U of M's numbers have changed over the years in each individual category. I suspect that the ratcheting down of the Minority Scholarships program a couple years ago affected our diversity numbers. But what I see is that our numbers for African-American students (using just one category as an example here) have plateaued since 2005... .which isn't cool when you think about the U's mission statement around diversity. Any thoughts?

]]> teaching advice and "first time" stories tag:blog.lib.umn.edu,2010:/engso/english//7850.245329 2010-08-17T15:49:03Z 2010-08-17T16:57:07Z As Colleen Coyne and I prepare to mentor new graduate instructors in the fall, we ask graduate instructors on the GSO list to think of something you really wish someone would have told you as you went into your first year of teaching, and/or to share a story about yourself as a new teacher. What resource or policy do you wish you would have known about? ("I didn't plan my first paycheck be reserved to pay enormous fees" or "I didn't know about the strict MN privacy laws forbidding me to use student writing without express permission!" or "Did you know that many freshman are advised by their RA's to introduce themselves to their TA's after class, shake hands, no matter how extensive the icebreaker?") What was your biggest screw-up or triumph, or the weirdest situation you found yourself in? ("The first day, I walked into the classroom to find that the room was already occupied by the class of a prof who insisted he had the right room, and that I should hit the road" or "Some dude brought his rabbit to class.") I think I'm gonna go a little nuts and make up some categories... "Things my students do during class time" and "Best first line ever in a student essay" and "Wardrobe mishaps." Surely you can top all my lame stories above, folks... yes, that IS a challenge. Post to the blog today, and help a fellow teacher out. Ok, so the rabbit one isn't true. Lucia http://luciapawlowski.wordpress.com/... lucia As Colleen Coyne and I prepare to mentor new graduate instructors in the fall, we ask graduate instructors on the GSO list to think of something you really wish someone would have told you as you went into your first year of teaching, and/or to share a story about yourself as a new teacher. What resource or policy do you wish you would have known about? ("I didn't plan my first paycheck be reserved to pay enormous fees" or "I didn't know about the strict MN privacy laws forbidding me to use student writing without express permission!" or "Did you know that many freshman are advised by their RA's to introduce themselves to their TA's after class, shake hands, no matter how extensive the icebreaker?") What was your biggest screw-up or triumph, or the weirdest situation you found yourself in? ("The first day, I walked into the classroom to find that the room was already occupied by the class of a prof who insisted he had the right room, and that I should hit the road" or "Some dude brought his rabbit to class.") I think I'm gonna go a little nuts and make up some categories... "Things my students do during class time" and "Best first line ever in a student essay" and "Wardrobe mishaps." Surely you can top all my lame stories above, folks... yes, that IS a challenge. Post to the blog today, and help a fellow teacher out.

Ok, so the rabbit one isn't true.

Lucia http://luciapawlowski.wordpress.com/

]]> 4/20 COGS Meeting Minutes tag:blog.lib.umn.edu,2010:/engso/english//7850.233683 2010-05-04T21:35:06Z 2010-05-04T21:37:43Z Thanks to DeAnna Stansbury for these. **** Council of Graduate Students General Assembly Meeting April 20th, 2010 General Business  March meeting minutes approved  Travel Grant Award winners announced: a few present and recognized  Meet and greet with Dean Schroeder 4/21: Leadership Awards to be announced  St. Paul Chamber Orchestra tickets for 4/30 concert: 100 free tickets sold out in less than 2 hours during grad week; after party w/ a few musicians; some food paid for by COGS  Grad School restructuring: associate dean's position to be eliminated this summer; recognition that Dean Greene has been a tremendous asset to COGS; need to keep on top of restructuring Outstanding Faculty Award Winners  event and ceremony very well received; over 60 nomination letters received; one week turnaround for winners; award ceremony for 12 winners combined w/ Graduate School event honoring Best DGS winners, so financial impact on COGS very minimal; should continue this next year 2010 COGS Biennial Survey  department modules created for grad parents, international grads, school of music; English department module questions were incorporated into the survey proper; survey contains plenty of skip patterns - estimated to take about 15 min. to complete; includes new sections on advising, funding, obstacles to academic progress GAPSA Fees Update  Vice Provost's decision published in the MN Daily 4/19; 50% of GAPSA's budget and our base budget are in place but don't know if grants will be funded; matching fees from GAPSA not secure, so grad fee should decrease for next year; delay in filing the paperwork to get funding not COGS's fault - required to get its fees from GAPSA - but an internal GAPSA fees sub-committee will be formed to prevent similar problems from occurring in the future COGS Elections for 2010-2011  President: Devin Driscoll (by acclamation)  Executive Vice President: Melody Hoffman (by acclamation)  Vice President of University Relations: Ben Fink (by acclamation)  Vice President for Internal Relations: Jeremy Wang (by acclamation; will continue in the position)  Vice President for Communications: Emily Combs (by acclamation); assistant appointed  Director of Events: approved creation of this new position; filled by Heidi Jones (by acclamation)  Graduate Education Council Chairs: replaces Policy and Review committees; trying to keep the 5 faculty to 1 grad student ration; Jared Call and Kimi Johnson (by majority vote; additional seats may be approved and filled next term)  Senators and alternates (6): Aara Johnson, Alex Grill, Jessica Starcvich, Pamela Weisenhorn, Tricia Markle, Devin Driscoll (by acclamation)  Historian and Parliamentarian: new positions created for next year; two historians appointed; no parliamentarian appointed yet  5 Assistant positions created and to be filled next year for Exec VP, VP of U Relations, VP of Internal Relations, VP for Communications, Director of Events Recap of COGS 2009-2010 and President's Closing Remarks  Eliminated disability insurance requirement from some grads in health and sciences  Increased number of travel grants to 20 at $450/winner  Revision of biennial survey (to be distributed this week)  Creation of Outstanding Faculty Award (currently the only formal recognition of faculty by grads)  Excused absence resolution  Formation of caucuses (grad parents, international grads, master's degree programs)  President Mandy Stahres' heartfelt thanks and recognition to all... hanse981 Thanks to DeAnna Stansbury for these.
****

Council of Graduate Students General Assembly Meeting
April 20th, 2010

General Business
 March meeting minutes approved

 Travel Grant Award winners announced: a few present and recognized

 Meet and greet with Dean Schroeder 4/21: Leadership Awards to be announced

 St. Paul Chamber Orchestra tickets for 4/30 concert: 100 free tickets sold out in less than 2 hours during grad week; after party w/ a few musicians; some food paid for by COGS

 Grad School restructuring: associate dean's position to be eliminated this summer; recognition that Dean Greene has been a tremendous asset to COGS; need to keep on top of restructuring

Outstanding Faculty Award Winners
 event and ceremony very well received; over 60 nomination letters received; one week turnaround for winners; award ceremony for 12 winners combined w/ Graduate School event honoring Best DGS winners, so financial impact on COGS very minimal; should continue this next year

2010 COGS Biennial Survey
 department modules created for grad parents, international grads, school of music; English department module questions were incorporated into the survey proper; survey contains plenty of skip patterns - estimated to take about 15 min. to complete; includes new sections on advising, funding, obstacles to academic progress

GAPSA Fees Update
 Vice Provost's decision published in the MN Daily 4/19; 50% of GAPSA's budget and our base budget are in place but don't know if grants will be funded; matching fees from GAPSA not secure, so grad fee should decrease for next year; delay in filing the paperwork to get funding not COGS's fault - required to get its fees from GAPSA - but an internal GAPSA fees sub-committee will be formed to prevent similar problems from occurring in the future

COGS Elections for 2010-2011
 President: Devin Driscoll (by acclamation)

 Executive Vice President: Melody Hoffman (by acclamation)

 Vice President of University Relations: Ben Fink (by acclamation)

 Vice President for Internal Relations: Jeremy Wang (by acclamation; will continue in the position)

 Vice President for Communications: Emily Combs (by acclamation); assistant appointed

 Director of Events: approved creation of this new position; filled by Heidi Jones (by acclamation)

 Graduate Education Council Chairs: replaces Policy and Review committees; trying to keep the 5 faculty to 1 grad student ration; Jared Call and Kimi Johnson (by majority vote; additional seats may be approved and filled next term)

 Senators and alternates (6): Aara Johnson, Alex Grill, Jessica Starcvich, Pamela Weisenhorn, Tricia Markle, Devin Driscoll (by acclamation)

 Historian and Parliamentarian: new positions created for next year; two historians appointed; no parliamentarian appointed yet

 5 Assistant positions created and to be filled next year for Exec VP, VP of U Relations, VP of Internal Relations, VP for Communications, Director of Events

Recap of COGS 2009-2010 and President's Closing Remarks
 Eliminated disability insurance requirement from some grads in health and sciences

 Increased number of travel grants to 20 at $450/winner

 Revision of biennial survey (to be distributed this week)

 Creation of Outstanding Faculty Award (currently the only formal recognition of faculty by grads)

 Excused absence resolution

 Formation of caucuses (grad parents, international grads, master's degree programs)

 President Mandy Stahres' heartfelt thanks and recognition to all

]]> Minutes from Spring Mtg with the DGS and Chair, 4/29 tag:blog.lib.umn.edu,2010:/engso/english//7850.232908 2010-04-30T03:03:17Z 2010-04-30T03:25:37Z Attendance: DGS, Chair, 12 graduate students (including GSO) Facilitator: Mimi Sprengnether, DGS 1. PhD credit-hour reduction proposal 2. Teaching assignments: timeliness and equity 3. Budget situation 4. Future of Lind 110 1. PhD credit-hour reduction proposal Taking the GSO (and the graduate student body as a whole) recommendations into consideration, the DGS proposed a compromise. The graduate students and GSO present agreed. In place of the original proposal, the DGS will now bring the following suggestions to the faculty at Monday's meeting: - 5001/5002 condensed into a singular course; - the removal of one distribution requirements; - elevation of 5800 (teaching practicum) to a 3-hour course (at present, it is required but notably absent from the breakdown on the "Operational and Advising Record" sheet). This way, we'll now be receiving "credit" in all proper sense for a course we are already required to take. 2. Teaching assignments: timeliness and equity Without the presence of Michael Walsh, this particular point did not receive much elaboration. Several graduate students expressed their concern over having not heard news about May/summer teaching (only those who teach are alerted; we suggested that all are told when the announcements are out, so that there won't be anxious delays, confusion, etc.). Likewise, students pointed out that we did not receive our teaching preference forms for fall '10 (as has been customary in semesters past). The Chair mentioned he would contact MW with an email concerning this issues. Otherwise, no resolution or additional information was provided at the meeting. 3. Budget situation Both the DGS and Chair elaborated upon the dire situation of the budget (which shows no end in sight, in the near future). The Chair explained that cuts have to specifically come from the TA/Unassigned teaching category -- meaning staff, supplies, lecturers, and TAs must bear the brunt of cuts made within the department (faculty cuts cannot be made within the department, so they're off the table). In addition to the 4% cuts already made, the Chair mentioned that he had to make a 3%, 5%, and 8% model of cuts for the future. While he did suggest 8% cuts will unlikely occur, he was fairly grim on his outlook. Also, the CLA 2015 Report was mentioned (and its goals of maintaining only "programs of distinction"). The DGS related issues of the budget to her proposal for course cutting, noting that our time to degree (pushing 8 years, though we're in good company with many other humanities in this respect) needs to be reduced to attain this honor. 4. The Future of Lind 110 The Chair historicized the situation of Lind 110. Apparently, during her tenure, Paula's budget letter had initially proposed making 110 into a department controlled (i.e. only English can use it) space for events and classes. Pamela and Michael Walsh brought this up again, and determined that we could get support from facilities (whereas half the bill will come out our department's "reserve budget"). The Chair had intended to go through the chain/hierarchy of power (beginning with the executive committee), and lamented that the information leaked out to students prematurely. Students present at the meeting expressed considerable concern over the lack of transparency in the issue, having not been formally introduced to the idea until this meeting. The Chair suggested that the students inhabiting Lind 110 (speculated at anywhere from a mere 8 according to faculty, and up to 20 according to several students present at the meeting) were vastly ABDs without teaching appointments, using the space for writing/their own work. He noted the department does not guarantee such work spaces for students. Nevertheless, several students presently officed in Lind 110 expressed their desire for a space for community and stability, for their own research. The DGS expressed sympathies with the students' views, having recently visited Lind 26, 306 A, and B (pronouncing them to be "the pits"). Nevertheless, the Chair asserted that Pamela has done extensive work on this issue and has determined that all the excess students presently in Lind 110 can be accommodated in the other offices (26, 306A and B) once they're rearranged (new and improved). The issue over 110 remains unresolved. The GSO will draft and distribute a letter of approval for Professor Sprengnether's revised proposal. She asked that students please provide support, as this is the only way she will hope to earn faculty acceptance on the issues. Please remember that the meeting will be held on Monday, May 3rd from 2:30-3:15 (in Lind 207A). Come to voice your opinions.... Attendance: DGS, Chair, 12 graduate students (including GSO)
Facilitator: Mimi Sprengnether, DGS

1. PhD credit-hour reduction proposal
2. Teaching assignments: timeliness and equity
3. Budget situation
4. Future of Lind 110

1. PhD credit-hour reduction proposal
Taking the GSO (and the graduate student body as a whole) recommendations into consideration, the DGS proposed a compromise. The graduate students and GSO present agreed. In place of the original proposal, the DGS will now bring the following suggestions to the faculty at Monday's meeting:
- 5001/5002 condensed into a singular course;
- the removal of one distribution requirements;
- elevation of 5800 (teaching practicum) to a 3-hour course (at present, it is required but notably absent from the breakdown on the "Operational and Advising Record" sheet). This way, we'll now be receiving "credit" in all proper sense for a course we are already required to take.

2. Teaching assignments: timeliness and equity
Without the presence of Michael Walsh, this particular point did not receive much elaboration. Several graduate students expressed their concern over having not heard news about May/summer teaching (only those who teach are alerted; we suggested that all are told when the announcements are out, so that there won't be anxious delays, confusion, etc.). Likewise, students pointed out that we did not receive our teaching preference forms for fall '10 (as has been customary in semesters past). The Chair mentioned he would contact MW with an email concerning this issues. Otherwise, no resolution or additional information was provided at the meeting.

3. Budget situation
Both the DGS and Chair elaborated upon the dire situation of the budget (which shows no end in sight, in the near future). The Chair explained that cuts have to specifically come from the TA/Unassigned teaching category -- meaning staff, supplies, lecturers, and TAs must bear the brunt of cuts made within the department (faculty cuts cannot be made within the department, so they're off the table). In addition to the 4% cuts already made, the Chair mentioned that he had to make a 3%, 5%, and 8% model of cuts for the future. While he did suggest 8% cuts will unlikely occur, he was fairly grim on his outlook. Also, the CLA 2015 Report was mentioned (and its goals of maintaining only "programs of distinction"). The DGS related issues of the budget to her proposal for course cutting, noting that our time to degree (pushing 8 years, though we're in good company with many other humanities in this respect) needs to be reduced to attain this honor.

4. The Future of Lind 110
The Chair historicized the situation of Lind 110. Apparently, during her tenure, Paula's budget letter had initially proposed making 110 into a department controlled (i.e. only English can use it) space for events and classes. Pamela and Michael Walsh brought this up again, and determined that we could get support from facilities (whereas half the bill will come out our department's "reserve budget"). The Chair had intended to go through the chain/hierarchy of power (beginning with the executive committee), and lamented that the information leaked out to students prematurely. Students present at the meeting expressed considerable concern over the lack of transparency in the issue, having not been formally introduced to the idea until this meeting. The Chair suggested that the students inhabiting Lind 110 (speculated at anywhere from a mere 8 according to faculty, and up to 20 according to several students present at the meeting) were vastly ABDs without teaching appointments, using the space for writing/their own work. He noted the department does not guarantee such work spaces for students. Nevertheless, several students presently officed in Lind 110 expressed their desire for a space for community and stability, for their own research. The DGS expressed sympathies with the students' views, having recently visited Lind 26, 306 A, and B (pronouncing them to be "the pits"). Nevertheless, the Chair asserted that Pamela has done extensive work on this issue and has determined that all the excess students presently in Lind 110 can be accommodated in the other offices (26, 306A and B) once they're rearranged (new and improved). The issue over 110 remains unresolved.

The GSO will draft and distribute a letter of approval for Professor Sprengnether's revised proposal. She asked that students please provide support, as this is the only way she will hope to earn faculty acceptance on the issues. Please remember that the meeting will be held on Monday, May 3rd from 2:30-3:15 (in Lind 207A). Come to voice your opinions.

]]> GSO Chair Search Input Letter tag:blog.lib.umn.edu,2010:/engso/english//7850.232229 2010-04-27T01:59:02Z 2010-04-27T02:04:05Z Based on the feedback from today's (4/26) meeting, below follows the response composed by the GSO to the DGS. Likewise, please remember that we have been encouraged (by the DGS and the Dean himself) to contact Dean Jim Parente ( cladean@umn.edu ) concerning our thoughts on the chair selection. -------------------------------------------- Dear Mimi, The GSO met on Monday to discuss the two candidates for the department chair position. Many students, noting the similar strengths of the two men, did not have a clear preference. Their research appealed to different segments of the grad student population, and their presentation styles were decidedly different, but most attendees felt that either candidate would make an effective and successful chair. Among those students expressing a preference, Michael Bernard-Donal received slightly more support than Ali Behdad. The most important message we received from our fellow graduate students was the need for this process to be completed swiftly. We are eager to move forward with a new department chair, and we urge the faculty and college to move as quickly as possible to select a candidate and tender the offer. Many thanks to you, Mimi, for the opportunity to provide input on this very important decision. Regards, The GSO Officers... Based on the feedback from today's (4/26) meeting, below follows the response composed by the GSO to the DGS.

Likewise, please remember that we have been encouraged (by the DGS and the Dean himself) to contact Dean Jim Parente ( cladean@umn.edu ) concerning our thoughts on the chair selection.

--------------------------------------------

Dear Mimi,

The GSO met on Monday to discuss the two candidates for the department chair position. Many students, noting the similar strengths of the two men, did not have a clear preference. Their research appealed to different segments of the grad student population, and their presentation styles were decidedly different, but most attendees felt that either candidate would make an effective and successful chair. Among those students expressing a preference, Michael Bernard-Donal received slightly more support than Ali Behdad.

The most important message we received from our fellow graduate students was the need for this process to be completed swiftly. We are eager to move forward with a new department chair, and we urge the faculty and college to move as quickly as possible to select a candidate and tender the offer.

Many thanks to you, Mimi, for the opportunity to provide input on this very important decision.

Regards,

The GSO Officers

]]> Ph.D. Curriculum Change tag:blog.lib.umn.edu,2010:/engso/english//7850.228500 2010-04-09T13:48:41Z 2010-04-09T14:21:07Z On May 3, the faculty will meet to discuss and vote on the proposed reduction of Ph.D. course requirements from 14 to 11 classes. Graduate student opinion should inform the faculty's consideration of this proposal, since we have the most immediate experience navigating the program. Please help the GSO officers write a statement that accurately reflects your opinion by commenting here on how you think the curriculum should change. Even if you're done with your coursework, please contribute your valuable perspective! At the minimum, we'd like to address the "subsidiary issues" Mimi lists. 1. Distribution requirements: Right now, we have to pick four classes outside our area. The proposal would reduce that to two courses. Do you support this motion? 2. Foundation courses: Would it be best to eliminate EngL 5001 or 5002? If 5001, what aspects of the course that you found useful would you like to see retained in some form? (E.g., a bimonthly series of faculty talks about their work at which first-years' attendance is required, but no homework or grade is assigned.) If 5002, what would be the best way to ensure that all Ph.D.s are still conversant with theory? How could a remaining foundation course best serve your needs as a student? (E.g., if 5002 were retained, standardizing the theorists that are taught; if 5001 were retained, devoting more time to the process of publishing while in grad school.) Or should we let students choose between the two courses? Bottom line: Our opinions should count. Please take a few minutes to leave yours as a comment (or, if you'd rather comment privately, shoot one of us an email). The GSO officers will take responsibility for working all feedback into a proposal, so the cutoff will be Monday, April 26. We'll then send the proposal to the listserv. ***************** PROPOSAL TO REDUCE NUMBER OF COURSE REQUIREMENTS FOR THE PHD Madelon Sprengnether, Director of Graduate Studies For Discussion and Action at May 3, 2010 Department Meeting I. MAIN MOTION Reduce the total number of course requirements for the PhD from 14 to 11. II. SUBSIDIARY MOTIONS 1. Reduce the number of distribution requirements from 4 to 2. 2. Reduce the Foundation course requirement from 2 courses to 1. (These courses are EngL 5001 and EngL 5002.) Note: A majority 'yes' vote on item # 2 will require another vote: to eliminate the requirement of EngL 5001 or that of EngL 5002; to restructure these two courses so as to accomplish some of the aims of both; or to require that students take one (but not both) of these courses. The chair will entertain motions from the floor on this issue. III. BACKGROUND Current number of courses required: 14 (42 credits). Quarter system standard model=6 courses per AY. Semester system model=4 courses per AY. Prelim goal: end of year 3. Under quarter system, courses could be completed by end of Fall semester, year 3, allowing for completion of prelims by the end of Spring semester, year 3 . In semester system, courses may be completed by end of Fall semester, year 4, allowing for completion of prelims by the end of Spring semester, year 4--leading to delay in time to degree. Time to degree statistics for English: Graduate School computation (10 year period): 8.8 English computation (4 year periods): 2000-2004: 8.4 2005-2009: 8.2 Time to degree is considered a key metric in evaluation of program quality/success. Department failed to reduce number of course requirements by 1/3 in semester conversion process. Issue raised by GSO in 2006; considered by Curriculum Committee under previous department administration, but no recommendation/action at that time. Current program design dates back to the 1980s. Modification in distribution requirements and in structure of prelims (1989) since. Otherwise intact. IV. GRADUATE SCHOOL REQUIREMENTS Departments set course requirements. PhD considered a 'research' not a 'course' degree. GS mandates "Supporting Program" credits but no other specific course credits. V. PROCESS FOR CHANGE Department faculty votes on change. DGS writes a letter reporting vote and describing rationale to GS for approval. VI. Q&A Q: Won't the reduction in distribution requirements reduce enrollments for some graduate 'period' courses, leading to cancellation? A: Enrollment for 'period' courses does not depend on the population of students who need to fulfill distribution requirements, as many, if not most, incoming students have already opted out of these courses through the transfer of credit options they exercise. The actual number of students who take 'period' courses to fulfill distribution requirements is small. In addition, the current required number of enrolled students for these courses to 'make' is 5. With a current PhD student population of approximately 90 students, we do not have a cancellation problem for graduate courses in English. Q: If students are required to take fewer courses overall, will they be less well 'educated'? A: There is no 'cap' on the number of courses that students may take. Having fewer specific course requirements will give students more flexibility in designing their degree programs (especially significant for students who want to explore the cross-disciplinary possibilities that our intellectual environment provides by doing course work in other departments) and will free all students to take more courses in their area of emphasis, if they choose. Students entering with a MA have already spent at least two years in graduate study. They deserve to move through our PhD program at a more rapid pace. Students entering with a BA may opt to enrich their curriculum by taking extra course work, but they will at least not be disadvantaged in their progress toward a six year PhD degree. Q: How will these changes affect requirements for Prelims and for the Dissertation? A: They won't. These proposals affect only the number of course requirements for the PhD. VII. THE BOTTOM LINE We failed to redesign our PhD program course requirements in the semester conversion process, by neglecting to reduce the total number of course requirements by 1/3 (4.6 courses overall). We can rectify this problem now--in a relatively simple and conservative way--by eliminating one foundation course requirement and two of our distribution requirements, for a total of less than 1/3 (3 not 4.6) of our total course requirements. VIII. BENEFITS: SHORT AND LONG TERM We will reduce the disparity in degree progress between students entering with MA and/or full fellowship offers and students entering with BA degrees. We will allow students more flexibility in designing their degree programs, without preventing them from taking more course credits than are required. We will virtually assure that every entering student will finish his/her degree within the 6 year funding period that we have to offer. We will dramatically improve our statistics re 'time to degree,' which will not only demonstrate the quality/success of our program, but also position us well in a time of severe fiscal constraint, where metrics of success are a vital measure in determining the allocation of limited budgetary resources.... hanse981 On May 3, the faculty will meet to discuss and vote on the proposed reduction of Ph.D. course requirements from 14 to 11 classes. Graduate student opinion should inform the faculty's consideration of this proposal, since we have the most immediate experience navigating the program. Please help the GSO officers write a statement that accurately reflects your opinion by commenting here on how you think the curriculum should change. Even if you're done with your coursework, please contribute your valuable perspective!

At the minimum, we'd like to address the "subsidiary issues" Mimi lists.

1. Distribution requirements: Right now, we have to pick four classes outside our area. The proposal would reduce that to two courses. Do you support this motion?

2. Foundation courses: Would it be best to eliminate EngL 5001 or 5002?

  • If 5001, what aspects of the course that you found useful would you like to see retained in some form? (E.g., a bimonthly series of faculty talks about their work at which first-years' attendance is required, but no homework or grade is assigned.)

  • If 5002, what would be the best way to ensure that all Ph.D.s are still conversant with theory?

  • How could a remaining foundation course best serve your needs as a student? (E.g., if 5002 were retained, standardizing the theorists that are taught; if 5001 were retained, devoting more time to the process of publishing while in grad school.)

  • Or should we let students choose between the two courses?

    • Bottom line: Our opinions should count. Please take a few minutes to leave yours as a comment (or, if you'd rather comment privately, shoot one of us an email). The GSO officers will take responsibility for working all feedback into a proposal, so the cutoff will be Monday, April 26. We'll then send the proposal to the listserv.


    *****************
    PROPOSAL TO REDUCE NUMBER OF COURSE REQUIREMENTS FOR THE PHD

    Madelon Sprengnether, Director of Graduate Studies
    For Discussion and Action at May 3, 2010 Department Meeting

    I. MAIN MOTION

    Reduce the total number of course requirements for the PhD from 14 to 11.

    II. SUBSIDIARY MOTIONS

    1. Reduce the number of distribution requirements from 4 to 2.

    2. Reduce the Foundation course requirement from 2 courses to 1. (These courses are EngL 5001 and EngL 5002.)

    Note: A majority 'yes' vote on item # 2 will require another vote: to eliminate the requirement of EngL 5001 or that of EngL 5002; to restructure these two courses so as to accomplish some of the aims of both; or to require that students take one (but not both) of these courses. The chair will entertain motions from the floor on this issue.

    III. BACKGROUND

    Current number of courses required: 14 (42 credits). Quarter system standard model=6 courses per AY. Semester system model=4 courses per AY. Prelim goal: end of year 3. Under quarter system, courses could be completed by end of Fall semester, year 3, allowing for completion of prelims by the end of Spring semester, year 3 . In semester system, courses may be completed by end of
    Fall semester, year 4, allowing for completion of prelims by the end of Spring semester, year 4--leading to delay in time to degree.

    Time to degree statistics for English:

    Graduate School computation (10 year period): 8.8

    English computation (4 year periods):

    2000-2004: 8.4
    2005-2009: 8.2

    Time to degree is considered a key metric in evaluation of program quality/success.

    Department failed to reduce number of course requirements by 1/3 in semester conversion process. Issue raised by GSO in 2006; considered by Curriculum Committee under previous department administration, but no recommendation/action at that time.

    Current program design dates back to the 1980s. Modification in distribution requirements and in structure of prelims (1989) since. Otherwise intact.

    IV. GRADUATE SCHOOL REQUIREMENTS

    Departments set course requirements. PhD considered a 'research' not a 'course' degree. GS mandates "Supporting Program" credits but no other specific course credits.

    V. PROCESS FOR CHANGE

    Department faculty votes on change. DGS writes a letter reporting vote and describing rationale to GS for approval.

    VI. Q&A

    Q: Won't the reduction in distribution requirements reduce enrollments for some graduate 'period' courses, leading to cancellation?

    A: Enrollment for 'period' courses does not depend on the population of students who need to fulfill distribution requirements, as many, if not most, incoming students have already opted out of these courses through the transfer of credit options they exercise. The actual number of students who take 'period' courses to fulfill distribution requirements is small. In addition, the current required number of enrolled students for these courses to 'make' is 5. With a current PhD student population of approximately 90 students, we do not have a cancellation problem for graduate courses in English.

    Q: If students are required to take fewer courses overall, will they be less well 'educated'?

    A: There is no 'cap' on the number of courses that students may take. Having fewer specific course requirements will give students more flexibility in designing their degree programs (especially significant for students who want to explore the cross-disciplinary possibilities that our intellectual environment provides by doing course work in other departments) and will free all students to take more courses in their area of emphasis, if they choose. Students entering with a MA have already spent at least two years in graduate study. They deserve to move through our PhD program at a more rapid pace. Students entering with a BA may opt to enrich their curriculum by taking extra course work, but they will at least not be disadvantaged in their progress toward a six year PhD degree.

    Q: How will these changes affect requirements for Prelims and for the Dissertation?

    A: They won't. These proposals affect only the number of course requirements for the PhD.

    VII. THE BOTTOM LINE

    We failed to redesign our PhD program course requirements in the semester conversion process, by neglecting to reduce the total number of course requirements by 1/3 (4.6 courses overall).

    We can rectify this problem now--in a relatively simple and conservative way--by eliminating one foundation course requirement and two of our distribution requirements, for a total of less than 1/3 (3 not 4.6) of our total course requirements.

    VIII. BENEFITS: SHORT AND LONG TERM

    We will reduce the disparity in degree progress between students entering with MA and/or full fellowship offers and students entering with BA degrees.

    We will allow students more flexibility in designing their degree programs, without preventing them from taking more course credits than are required.

    We will virtually assure that every entering student will finish his/her degree within the 6 year funding period that we have to offer.

    We will dramatically improve our statistics re 'time to degree,' which will not only demonstrate the quality/success of our program, but also position us well in a time of severe fiscal constraint, where metrics of success are a vital measure in determining the allocation of limited budgetary resources.

    ]]>     Prospectives' Weekend Information tag:blog.lib.umn.edu,2010:/engso/english//7850.225300 2010-03-24T03:23:56Z 2010-03-24T03:25:20Z By now, you've received a shiny piece of paper in your mailbox reminding you that it's prospectives' weekend this Thursday and Friday. We GSO officers have a couple of things to add to the info on that schedule, so please give this a read. * Dinner at Geoff Sirc's house (1.4 miles from campus) is at 7. Please come if you can! It's a straight shot on the 16 bus for $1.75. Rachel McWhorter and Scott Zurkuhlen will be riding from Coffman (eastbound) at 6:51 and taking any prospectives who are interested. * Afterward, we'll drag as many prospectives as we can out to the Big 10 Bar & Grill (across Washington Ave. from the Radisson where some of them are staying). This is the new Saturday morning bagel breakfast--instead of keeping our visitors here an extra half-day, we're packing out quality time with them into Friday evening, so even if you just stay for one drink, try to make an appearance. 2-4-1s and $2 off pitchers from 9:00 to midnight. The GSO will throw down for a few pitchers. * We're trying to get a list of prospectives' names, interests, and emails, which we'll send out if we succeed. Hope to see many of you around on Friday!... By now, you've received a shiny piece of paper in your mailbox reminding you that it's prospectives' weekend this Thursday and Friday. We GSO officers have a couple of things to add to the info on that schedule, so please give this a read.

    * Dinner at Geoff Sirc's house (1.4 miles from campus) is at 7. Please come if you can! It's a straight shot on the 16 bus for $1.75. Rachel McWhorter and Scott Zurkuhlen will be riding from Coffman (eastbound) at 6:51 and taking any prospectives who are interested.
    * Afterward, we'll drag as many prospectives as we can out to the Big 10 Bar & Grill (across Washington Ave. from the Radisson where some of them are staying). This is the new Saturday morning bagel breakfast--instead of keeping our visitors here an extra half-day, we're packing out quality time with them into Friday evening, so even if you just stay for one drink, try to make an appearance. 2-4-1s and $2 off pitchers from 9:00 to midnight. The GSO will throw down for a few pitchers.
    * We're trying to get a list of prospectives' names, interests, and emails, which we'll send out if we succeed.

    Hope to see many of you around on Friday!

    ]]>     COGS Meeting Minutes & 2010 Grad Student Survey tag:blog.lib.umn.edu,2010:/engso/english//7850.224409 2010-03-15T15:45:44Z 2010-03-15T16:11:21Z The GSO's Council of Graduate Students representative, DeAnna Stansbury, has supplied us with minutes from the March 2010 COGS meeting and the results of their annual grad student survey. The minutes follow the asterisks (***) below. The survey is attached to this entry as a .pdf here (Grad Student Survey_Full_Report.pdf). DeAnna is on the committee revising the survey for next year and would appreciate any thoughts you have on the matter. Crucially, COGS wants to include a department-specific module on the survey, and we'd need to decide what kinds of questions an English portion should include. You can email DeAnna at stans025@umn.edu. So far, the survey committee has discussed the following revisions for the general survey: Section I: questions to be masters and phd specific Section II (Academic Quality): each question will include at least 5 options instead of 4 and will better reflect distinctions between the options. I'd like to include questions re: mixed, cross-referenced courses, foundation courses, and their effectiveness. Section IV (Programs Aspects): COGS President Mandy Stahre has asked that this section be more inclusive of the humanities 'route,' esp. as it differs from the sciences in the area of publication. She writes, "One complaint I have heard from CLA students in the past is that publishing papers as a metric for performance or opportunities is not as clear cut in Liberal Arts as it is in a lot of the Sciences. For example, I'm in epidemiology and can easily analyze secondary data sources and be a co-author on other papers so I can easily publish numerous times before graduation. In order for the results of this survey to be useful tool for advocacy for all graduate students, I wanted feedback and input from students in CLA regarding what opportunities you all feel you SHOULD have while in your program, and what opportunities are MOST desirable. I'm not sure if this encompasses being given the opportunity to design your own course or teaching certain classes." Section VI (Funding and Support): changes will be made so that responses reflect larger dollar amounts and broader ranges; items designated as funding vs. loans will be more accurate; I'd like to add more info to the TA question: how many terms as a TA; how many stand alone courses; how many upper division courses; relevance of course(s) taught to research; grader position info. Section VIII (Lifestyle): include question re: proposed light rail (for/against) at the U. DeAnna also suggested adding questions about technology (e.g., usefulness, working condition, access). It was also suggested that we need better info as to how many hours grad students work on campus and where. Apparently, one of the academic health buildings is being used as a model for conserving energy: all lights out by 9:30pm. ************************ Notes for COGS meeting 3/9/10: * February mtg. minutes approved * Reminder about COGS travel grants and leadership awards due 3/12. * COGS Biennial Survey info * COGS Elections at April 20th GAPSA mtg: all positions except VP of Finance (due in Nov.) are open; COGS members currently in the positions are hosting a donuts and coffee session so persons interested in running can stop by and find out more about the leadership positions: April 6th, 8:30-11:30a, 101 Walter Library. * Grad Appreciation Week: April 19th-23rd: meet and greet with Dean of the Grad School (April 21st, 11:30-12:30p in the Mississippi Room of Coffman; light lunch included); the dean will announce the winner of COGS Leadership Award; COGS will have a table set up (at Coffman and the St. Paul Student Center) and give out some goodies. * St Paul Chamber Orchestra tickets: we're finalizing a deal for free and discounted tix. * Best Faculty Awards: new this year; 12 recipients; 2 students nominate a faculty member and submit a one page recommendation; we're working out the details of a reception for the winners. * Guest Speakers from the Center for Teaching and Learning and The Grad School: a long presentation about grad workshops, events and the new Grad Commons in Coffman (separate emails have been sent to everyone about this new space; nobody at the COGS mtg. had used the space yet; several suggestions for improving the form and function of the space were offered, including the need for a St. Paul location, different hours, etc.) * CLA Budget Cuts: non-CLA COGS members adjourned at 7p while CLA COGS members met until nearly 9p with two profs (sociology and stats) and the COGS rep. working on the budget; many concerns and comments voiced, including: - tuition hikes (likely to be steep) - grad. students not affected by the 3-day furlough (Dec.) but faculty resistance - grads with commitment letters secure (called such letters 'iron-clad') - steep learning curve for both faculty and grads re: budget realities - new hires not an option in many depts.; open positions probably never filled - mention that one university (in the south?) actually cut tenured profs - undergrads currently TAs in CLA depts.; more can be expected - in some depts.. grads routinely teach grad-level courses - in history dept. 75% appointment (sometimes 2 in one yr) not unusual - one prof unaware of the problems often created with the 24 thesis credit distribution - unfamiliar with workings of GRAD 999 credits (differs according to discipline?) - 'chop from the top' campaign: will not begin to solve budget problems - profs will have to do more with less: money, TAs, RAs, etc.... hanse981 The GSO's Council of Graduate Students representative, DeAnna Stansbury, has supplied us with minutes from the March 2010 COGS meeting and the results of their annual grad student survey. The minutes follow the asterisks (***) below. The survey is attached to this entry as a .pdf here (Grad Student Survey_Full_Report.pdf).

    DeAnna is on the committee revising the survey for next year and would appreciate any thoughts you have on the matter. Crucially, COGS wants to include a department-specific module on the survey, and we'd need to decide what kinds of questions an English portion should include. You can email DeAnna at stans025@umn.edu.

    So far, the survey committee has discussed the following revisions for the general survey:

    Section I: questions to be masters and phd specific

    Section II (Academic Quality): each question will include at least 5 options instead of 4 and will better reflect distinctions between the options. I'd like to include questions re: mixed, cross-referenced courses, foundation courses, and their effectiveness.

    Section IV (Programs Aspects): COGS President Mandy Stahre has asked that this section be more inclusive of the humanities 'route,' esp. as it differs from the sciences in the area of publication. She writes, "One complaint I have heard from CLA students in the past is that publishing papers as a metric for performance or opportunities is not as clear cut in Liberal Arts as it is in a lot of the Sciences. For example, I'm in epidemiology and can easily analyze secondary data sources and be a co-author on other papers so I can easily publish numerous times before graduation. In order for the results of this survey to be useful tool for advocacy for all graduate students, I wanted feedback and input from students in CLA regarding what opportunities you all feel you SHOULD have while in your program, and what opportunities are MOST desirable. I'm not sure if this encompasses being given the opportunity to design your own course or teaching certain classes."

    Section VI (Funding and Support): changes will be made so that responses reflect larger dollar amounts and broader ranges; items designated as funding vs. loans will be more accurate; I'd like to add more info to the TA question: how many terms as a TA; how many stand alone courses; how many upper division courses; relevance of course(s) taught to research; grader position info.

    Section VIII (Lifestyle): include question re: proposed light rail (for/against) at the U.

    DeAnna also suggested adding questions about technology (e.g., usefulness, working condition, access). It was also suggested that we need better info as to how many hours grad students work on campus and where. Apparently, one of the academic health buildings is being used as a model for conserving energy: all lights out by 9:30pm.

    ************************
    Notes for COGS meeting 3/9/10:
    * February mtg. minutes approved

    * Reminder about COGS travel grants and leadership awards due 3/12.

    * COGS Biennial Survey info

    * COGS Elections at April 20th GAPSA mtg: all positions except VP of Finance (due in Nov.) are open; COGS members currently in the positions are hosting a donuts and coffee session so persons interested in running can stop by and find out more about the leadership positions: April 6th, 8:30-11:30a, 101 Walter Library.

    * Grad Appreciation Week: April 19th-23rd: meet and greet with Dean of the Grad School (April 21st, 11:30-12:30p in the Mississippi Room of Coffman; light lunch included); the dean will announce the winner of COGS Leadership Award; COGS will have a table set up (at Coffman and the St. Paul Student Center) and give out some goodies.

    * St Paul Chamber Orchestra tickets: we're finalizing a deal for free and discounted tix.

    * Best Faculty Awards: new this year; 12 recipients; 2 students nominate a faculty member and submit a one page recommendation; we're working out the details of a reception for the winners.

    * Guest Speakers from the Center for Teaching and Learning and The Grad School: a long presentation about grad workshops, events and the new Grad Commons in Coffman (separate emails have been sent to everyone about this new space; nobody at the COGS mtg. had used the space yet; several suggestions for improving the form and function of the space were offered, including the need for a St. Paul location, different hours, etc.)

    * CLA Budget Cuts: non-CLA COGS members adjourned at 7p while CLA COGS members met until nearly 9p with two profs (sociology and stats) and the COGS rep. working on the budget; many concerns and comments voiced, including:
    - tuition hikes (likely to be steep)
    - grad. students not affected by the 3-day furlough (Dec.) but faculty resistance
    - grads with commitment letters secure (called such letters 'iron-clad')
    - steep learning curve for both faculty and grads re: budget realities
    - new hires not an option in many depts.; open positions probably never filled
    - mention that one university (in the south?) actually cut tenured profs
    - undergrads currently TAs in CLA depts.; more can be expected
    - in some depts.. grads routinely teach grad-level courses
    - in history dept. 75% appointment (sometimes 2 in one yr) not unusual
    - one prof unaware of the problems often created with the 24 thesis credit distribution
    - unfamiliar with workings of GRAD 999 credits (differs according to discipline?)
    - 'chop from the top' campaign: will not begin to solve budget problems
    - profs will have to do more with less: money, TAs, RAs, etc.

    ]]>     GSO Meeting Minutes, 2/19/10 tag:blog.lib.umn.edu,2010:/engso/english//7850.220275 2010-02-20T20:53:37Z 2010-02-20T21:27:12Z Location: Lind 150 (library); 4 GSO officers, approx. 15 graduate students. I. Welcome/ Introductions II. Committee Reports a. Chair search (Nick Hengen): 7 candidates; preliminary interviews; then, will be reduced to 3 candidates. And, as before, they will each provide a research and "vision" lecture. Further information forthcoming (perhaps after spring break?) b. COGS (DeAnna Stansbury) - discussed fees issue (not yet resolved); also resolution to add excused absences for attending to sick minor dependents. Everyone is encouraged to review 90+ pg COGS document we received via email and provide our feedback (send in emails or call comment message line). c. Undergrad Studies (Will Kanyusik) - haven't yet met since previous GSO mtg. d. Graduate Studies - (Jo Lien) also not met yet. Though the curriculum issue, as previously discussed, slated to be addressed "by the end of the year." III. Prospectives' Weekend a. Updated Schedule i. Friday morning breakfast; everyone's invited ii. Two student org. events bracket the lunch. Try to attend one of them. b. Friday evening (3/26): Chair's house for catered dinner. Pick a bar nearby. (Gathered members suggested both the Blarney and Stub and Herb's, depending on large space availability and previously scheduled music engagements.) c. Student hosting: Rooms at Days Inn are reserved for students who have grad school grants. The dept will try to get as many more as it can for the others. Those without grants will have first pick of volunteer hosts. * Please remember to email Karen F. if you're interested in hosting a prospective student ASAP. IV. Report from GSO officer's meeting with Michael Walsh a. Summer/ May term teaching will be announced ASAP (look on the back of the lounge door, as previously announced) b. Upcoming collection of research interests for teaching assignment purposes - Walsh is very interested in acquired a dossier of prospective teaching interests (particularly those outside of your field) from graduate students. He will be sending something around RE: teaching interests for the fall, so please respond. c. Proposal of online teaching materials database - Walsh eager to work on the "Teaching Resources" page (to which you all now have access!) to provide hyperlinks to syllabi, lesson plans, exercises, etc. So, as this becomes available, please feel free to submit your areas of expertise for the benefit of your fellow TAs. d. Upcoming meeting about changes to Liberal Education - (CLA adding a "Social Justice" component buzzword to courses); Walsh will host a meeting to educate TAs on these changes. Likewise, Walsh suggested/ offered to become GTA advocate, providing us with clear information on policies for us as workers (sick days, grievances with profs, etc.) This would be a very helpful move forward, as presently such policies are largely unknown to GTAs. V. E-Newsletter for grad student achievements and subfield activities a. General acceptance a circulated email/ newsletter of fellow students' achievements to further foster community and awareness within the department. b. Please email GSO secretary, Rachel McWhorter (mcwho004@ umn.edu), with any announcements you may have regarding your own or your colleagues' achievements. VI. Feedback on departmental happy hours - so far, fairly small graduate student turnout but nonetheless positive feedback. Does seem to provide a unique opportunity for graduate student/ professor interaction outside of the classroom, etc. a. Please consider attending the next Campus Club departmental Happy Hour on 3/11 (Thurs) from 4:00-5:30 PM. VII. Graduate Student Workers United fee campaign and petition - Pat presented the GWSU petition, which which will lead up to the 3/29 fees march. The push is for GTAs as worker recognition -- and for a specific reduction fo $200 to student fees. REMINDER: Please LOCK GTA offices and keep your keys with you; be alert. (Particularly as student conferences take place and the general traffic in TA offices increase.) Theft recently occurred in Lind 26.... Location: Lind 150 (library); 4 GSO officers, approx. 15 graduate students.

    I. Welcome/ Introductions

    II. Committee Reports
    a. Chair search (Nick Hengen): 7 candidates; preliminary interviews; then, will be reduced to 3 candidates. And, as before, they will each provide a research and "vision" lecture. Further information forthcoming (perhaps after spring break?)
    b. COGS (DeAnna Stansbury) - discussed fees issue (not yet resolved); also resolution to add excused absences for attending to sick minor dependents. Everyone is encouraged to review 90+ pg COGS document we received via email and provide our feedback (send in emails or call comment message line).
    c. Undergrad Studies (Will Kanyusik) - haven't yet met since previous GSO mtg.
    d. Graduate Studies - (Jo Lien) also not met yet. Though the curriculum issue, as previously discussed, slated to be addressed "by the end of the year."

    III. Prospectives' Weekend
    a. Updated Schedule
    i. Friday morning breakfast; everyone's invited
    ii. Two student org. events bracket the lunch. Try to attend one of them.
    b. Friday evening (3/26): Chair's house for catered dinner. Pick a bar nearby. (Gathered members suggested both the Blarney and Stub and Herb's, depending on large space availability and previously scheduled music engagements.)
    c. Student hosting: Rooms at Days Inn are reserved for students who have grad school grants. The dept will try to get as many more as it can for the others. Those without grants will have first pick of volunteer hosts.
    * Please remember to email Karen F. if you're interested in hosting a prospective student ASAP.

    IV. Report from GSO officer's meeting with Michael Walsh
    a. Summer/ May term teaching will be announced ASAP (look on the back of the lounge door, as previously announced)
    b. Upcoming collection of research interests for teaching assignment purposes - Walsh is very interested in acquired a dossier of prospective teaching interests (particularly those outside of your field) from graduate students. He will be sending something around RE: teaching interests for the fall, so please respond.
    c. Proposal of online teaching materials database - Walsh eager to work on the "Teaching Resources" page (to which you all now have access!) to provide hyperlinks to syllabi, lesson plans, exercises, etc. So, as this becomes available, please feel free to submit your areas of expertise for the benefit of your fellow TAs.
    d. Upcoming meeting about changes to Liberal Education - (CLA adding a "Social Justice" component buzzword to courses); Walsh will host a meeting to educate TAs on these changes. Likewise, Walsh suggested/ offered to become GTA advocate, providing us with clear information on policies for us as workers (sick days, grievances with profs, etc.) This would be a very helpful move forward, as presently such policies are largely unknown to GTAs.

    V. E-Newsletter for grad student achievements and subfield activities
    a. General acceptance a circulated email/ newsletter of fellow students' achievements to further foster community and awareness within the department.
    b. Please email GSO secretary, Rachel McWhorter (mcwho004@ umn.edu), with any announcements you may have regarding your own or your colleagues' achievements.

    VI. Feedback on departmental happy hours - so far, fairly small graduate student turnout but nonetheless positive feedback. Does seem to provide a unique opportunity for graduate student/ professor interaction outside of the classroom, etc.
    a. Please consider attending the next Campus Club departmental Happy Hour on 3/11 (Thurs) from 4:00-5:30 PM.

    VII. Graduate Student Workers United fee campaign and petition - Pat presented the GWSU petition, which which will lead up to the 3/29 fees march. The push is for GTAs as worker recognition -- and for a specific reduction fo $200 to student fees.

    REMINDER: Please LOCK GTA offices and keep your keys with you; be alert. (Particularly as student conferences take place and the general traffic in TA offices increase.) Theft recently occurred in Lind 26.

    ]]>     11/17/2009 COGS Meeting Notes tag:blog.lib.umn.edu,2009:/engso/english//7850.207543 2009-11-30T21:52:44Z 2009-11-30T21:53:58Z hanse981 The most important item, which I briefly noted at the end of the last GSO mtg., involves changes to the Grad School. It's my understanding that there's no policy requiring that grad students be invited to attend sessions, give feedback, etc. as concerns changes to the Grad School, but we have been given a few opportunities to do so. These oftentimes seem backhanded invites at best: COGS received a request for grad student representatives to sit on several important planning committees but the request was sent the day before the deadline and commitments were requested though no meeting times, places, or dates could be given.

    The 11/17 meeting consisted mostly of a brief introduction and Q&A session with the new dean of the Grad School (Dr. Henning Schroeder) and a Q&A session regarding the Administrative Process work group (concerning the Grad School). Schroeder seems pleasant enough and those who know more about him than I do seem generally pleased that he accepted this post. His main idea is to give grad students time to make the transition from grad student as absorber of knowledge to producer/critical thinker of new, original knowledge. His question: do we accomplish that via a decentralized or centralized process?

    Re: the Administrative Process workgroup, I sent an email to the woman who held the Q&A session at the COGS mtg. I wanted to know if she had a deadline for receiving feedback - my idea is that we could invite all GSO members to share their opinions/ideas - but I never heard back from her. Nevertheless, I encourage GSO members to respond to any concern they have re: the Grad School (or issues noted in the portion of an email received below) by way of the last link here, which allows for anonymous delivery of feedback.

    From the chair, Dean John Finnegan, Jr., of the Graduate Education Academic Issues Work Group:

    On behalf of the work group dealing with academic issues such as fellowships, block grants, advising, governance, program review/approval/closure, and metrics, I would like to invite you to one of several sessions we will hold over the next few weeks for the purpose of gathering input from various stakeholder groups regarding academic issues in graduate education:

    Meeting for graduate students is today: Monday, November 30, 2009: 4:30-6pm, 238A Morrill Hall

    Our goal is to gather perspectives from a variety of stakeholders so that we can set about addressing academic issues around graduate education so that delivery of graduate education will be extremely effective and user-friendly. If you are interested in reading the charge to our Work Group, it can be found online:

    http://www.academic.umn.edu/provost/graduate/documents/graduateschoolacademicissuesworkgroupcharge9-17-09_000.pdf

    If you are unable to attend these sessions, then please provide written feedback (either with name or anonymously) via the portal http://ecommunication.umn.edu/t/138033/8879531/63563/0/.

    Related info from COGS President, Mandy Stahre:
    Give feedback related to doctoral dissertation grants, moving of the Master's degrees out of the
    graduate school, advising standards, grievances with faculty, etc.

    As a reminder, this is the second Work Group of the two that were originally announced by the Provost that are in charge of the restructuring the Graduate School. I would like to emphasize that after returning from a national conference on graduate schools, students from other institutions were shocked that graduate students at the University of Minnesota actually were given the chance to have a voice in decisions related to graduate education. I would like to encourage all of you to take advantage of this opportunity.

    Other items covered during this last mtg. of the term that might be of interest to GSO members concerns the Grad Student Parents caucus: the persons involved proposed a resolution to alter the excused absence policy to include missing class due to a child's illness as excused absences. Apparently, some sciences courses require 90% or more required attendance to earn credit. One COGS rep. mentioned that her class would have to be exempt as she's dealing with licensing guidelines that require a certain number of classroom hours. I'm not sure about this resolution myself - what about grad students who have elderly dependents? Should they be granted the same excused absences policy? This issue was tabled until the next mtg.

    The caucus also wants more breast feeding rooms on TC campuses; currently there are only 3 rooms. I had no idea we had any at all but again this issue was tabled until the next mtg. If you want me to voice your opinion/suggestions re: these issues just send me an email and I'll pass your info along at the next COGS mtg.

    Best,
    DeAnna Stansbury

    ]]>