University of Maine System Program Integration Round Two English

Transcription

University of Maine System
Program Integration
Round Two
English
Below please find a summary of the key points derived by the UMS
Chief Academic Officers from the report provided by the English
program integration team. The team’s full report follows the CAOs’
summary and recommendation.
UMS Chief Academic Officers’
Summary and Recommendations
English
Background
All seven UMS institutions offer English degrees, with UM providing a graduate degree. All seven
provide a high level of general education coursework as well as service to multiple programs and
degrees, most especially Education, Communications and Journalism, Women and Gender Studies, and
American, African-American, and Native American Studies. English programs are either linked to
creative writing degrees, programs or concentrations, at all seven institutions. Programs are uniquely
designed to meet the needs of individual institutions.
Recommendations:
1. First Year Composition coursework:
a. Alignment of student learning outcomes (spring 2017)
b. Identify and regularize placement best practices (spring 2017)
c. Discontinue all non-credit bearing development writing courses and determine best
practice options for providing credit-bearing supplemental writing instruction (spring
2017)
d. Identify and regularize assessment best practices (spring 2017)
e. Develop stronger peer tutoring and associated support services regarding writing
support (spring 2017)
f. Develop a process for coordinating statewide course offerings to reduce number of
competing sections (spring 2017)
2. General Education coursework
a. Individual campus review of existing curriculum; cull and update offerings (spring 2017)
b. Identify proper course equivalencies among Gen Ed coursework (spring 2017)
c. Align new and, where possible, existing course numberings with transfer equivalents
across institutions (spring 2017)
d. Ensure chairs/appropriate administrators communicate proposed new courses to
identify common numbering, equivalencies, and learning outcomes (fall 2016)
3. Upper-level Major Coursework
a. Individual campus review of existing curriculum; cull and update offerings (spring 2017)
b. Identify proper course equivalencies among upper division courses (spring 2017)
c. Align new and, where possible, existing course numberings with transfer equivalents
across institutions (spring 2017)
d. Ensure chairs/appropriate administrators communicate proposed new courses to
identify common numbering, equivalencies, and learning outcomes (fall 2016)
e. Develop plan for creation and maintenance of searchable portal showcasing all
undergraduate and graduate English faculty and programs, identifying equivalencies and
pathways to degrees (start gathering information in fall 2016; completion dependent
upon ITS capacity)
4. Graduate Programs
a. Explore expansion of access to UM MA in English using faculty resources from other
institutions, including inviting UMS faculty from outside UM to apply for graduate
faculty status (begin fall 2016; complete by January 2017)
b. Develop 4+1/ 3+2 agreements between undergraduate and graduate programs (begin
fall 2016; complete recommendation by January 2017)
c. Develop online or low-residency MA in English or Rhetoric/Composition or other
appropriate degree/concentration at USM utilizing a network model and drawing on
system-wide existing faculty expertise
i. Distinguish program from existing MA as interdisciplinary humanities program
with specialized focus (i.e., Digital Humanities, Rhetoric/Composition) (prepare
program prospectus by January by 2017)
5. Statewide collaboration/coordination
a. Support ongoing collaborative efforts by establishing an annual disciplinary
retreat/workshop (commence Spring 2017)
Program Integration
English Report
1 May 2016
Table of Contents
Membership……………………………………………………………………………..……………………………………………….1
Executive Summary……………………………………………………………………………………………………………………2
Introduction.……………………….…………………………………………………………………………………………………….3
Recommendations…………………………………………………………………………………………………………………….5
First Year Composition……….……….……….……….……….……….……….……….……….…………………..5
General Education and Upper-Level Major Courses……….……….……….……….……………………6
Graduate Programs……….……….……….……….……….……….……….……….……….……….………………7
Statewide Collaborations……….……….……….……….……….……….……….……….……….……….........9
References……………………………………………………………………………………………………………………………….11
Appendices…………………………………..………………………………………………………………………………….………12
A. Minutes from September 26, 2015, Meeting in Bangor
B. Working Subcommittees
C. Minutes from November 8, 2015, Online-Graduate Subcommittee Google Hangout
D. Minutes from November 13, 2015, meeting in Orono
E. Campus Strengths Matrix
F. UMS General Education General Education Outcomes Alignment, 2014
G. English Transfer Equivalencies in UMS
H. Digital Humanities Resources and Initiatives across UMS
English Program Integration Group
Joseph Becker, Associate Professor, University of Maine, Fort Kent
Pat Burnes, Associate Professor, University of Maine
Kristen Case, Assistant Professor, University of Maine, Farmington
Timothy Cole, Associate Dean, University of Maine
Lisa Cooper, Director of University College
Laura Cowan, Associate Professor, University of Maine
Dylan Dryer, Associate Professor, University of Maine
Deborah Hodgkins, Associate Professor, University of Maine, Presque Isle
Misty Krueger, Visiting Assistant Professor, University of Maine, Farmington
Jane Kuenz, Associate Professor, University of Southern Maine
Michelle Lisi, University College Online Writing Lab, University of Maine, Augusta
Mina Matthews, Senior Instructional Designer, University of Maine, Augusta
Francis C. McGrath, Professor, University of Southern Maine
Tessa Mellas, Assistant Professor, University of Maine, Machias
John Muthyala, Professor, University of Southern Maine
Gerard NeCastro, Associate Professor, University of Maine, Machias
Sam Oppenheim (Student), University of Maine, Farmington
Elizabeth Powers, Assistant Professor, University of Maine, Augusta
Ellen Taylor, Professor, University of Maine, Augusta
Richard Zuras, Professor, University of Maine, Presque Isle
Raymond Rice, Provost, University of Maine, Presque Isle
The English Group wishes to thank Tina Baughman, Ellen Manzo, Nathan Grant, BJ Kitchin, Pam
Lariviere, Robin Pepin, and Dori Pratt for their help facilitating the work of this report.
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Executive Summary
Our recommendations address four areas:

First Year Composition: identify and regularize best practices for placement, writing
pedagogies, assessment, and faculty development; align outcomes for all courses, in
person and online, including those for AP and dual credit; and implement changes to
grow and connect peer tutoring and other forms of student support.

General Education and Upper-Level Courses in the Major: each campus takes stock of
its curriculum, culling courses no longer taught and updating course equivalencies
to reflect current offerings and actual practice; institute a process for sharing new
courses in development, aligning new courses with existing course numbers; make
current transferability manifest to students.

Graduate Education: use faculty and resources outside UM to expand access to
existing master’s degree; create an interdisciplinary online English MA with a
required digital or on-site internship or project; rethink funding and staffing models
to encourage online course development.

Statewide Collaborations: develop and coordinate digital humanities projects,
programming, and pedagogies; encourage collaborations with STEM fields;
coordinate and promote scholarly and literary events statewide; create a structure
or process for building and maintaining collaborative dialogue among all UMS
English departments.
These recommendations reflect our commitment to the discipline’s traditional responsibility for basic
writing instruction for all university students and to the auxiliary functions that reinforce this key
competency. The focus on aligning course goals to shared general education outcomes and professional
standards anticipates the needs of students likely to transfer from one campus to another. We
emphasize making existing equivalencies transparent to students in order to make apparent the fluidity
of what is already a modified form of the “network” program model as outlined in the “UMS Program
Integration Process Generic Collaboration Models” handout from the September 26, 2015, meeting. Our
recommendations for expanding access to graduate courses and degrees also build on this model of
networked courses, departments, faculty, students, and community partners. These networks will
support and be reinforced by closing proposals for statewide collaborations among our units.
While the English Team worked in good faith on these recommendations, it is nevertheless the case that
they reflect the ideas of a relatively small group of faculty and staff either handpicked by the CAOs or
self-selected for their own reasons, that these faculty do not have any particular authority, either
individually or as a group, to dictate policy to any academic unit, and that any recommendations we
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make must be considered a starting point for fuller discussion and faculty review in the appropriate
campus committees and according to each institution’s academic protocols and procedures.
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Introduction
Activities Leading Up to the Report
After our introductory meeting on September 26, 2015 (Appendix A), the English group began by
compiling information and sharing it on several documents in Google. These included a Course Grid and
a Campus Strengths Matrix. In a Google Hangout on October 14, 2015, we identified subcommittees
focused on different areas within the English curriculum: First Year Composition, Core/Foundation
Literature, Online-Graduate, and Unique Assets (Appendix B). These subcommittees worked between
October and November 13 via email and Google Hangouts. See, for example, the minutes from
November 9, 2015, Online-Graduate Subcommittee Google Hangout (Appendix C). At our November 13,
2015, meeting in Orono (Appendix D), each of the subcommittees reported initial recommendations
that were then discussed by the whole group. The group reconvened in Orono on January 11, 2016, to
revise and vote on final language for the recommendations.
Brief Description of the Discipline on Each Campus
The two working documents we produced were helpful in identifying key elements of each program,
faculty, and curriculum, illustrating both commonalities and differences. The Course Grid delineated the
core writing and literature courses, major foundation courses, introductory creative writing courses, and
online courses offered at each campus. It was the first iteration of the chart of English Transfer
Equivalencies compiled later to support the work of the core/foundation Literature subcommittee. This
chart differs from the Tables for Team Course Equivalency excel file assembled by Nathan Grant, which
focuses on 100- and 200-level courses only.
The Campus Strengths Matrix (Appendix E) presents mini portraits of all programs in the system by
identifying each one’s specific faculty and curricular strengths, distinctive assets or resources, and
curricular limitations or weaknesses. These portraits make clear, for example, that English Departments
are often the hub of intersecting constituencies and interdisciplinary programs on campus, especially
Education, Honors, Communications and Journalism, and Women and Gender Studies, but also
American, African-American, and Native American Studies. Creative and professional writing courses
also link the major to a completely different set of fields, such as UMA’s collaboration with Nursing to
provide courses on health writing and UM’s Engineering and Communication Project. The Digital
Humanities at USM, UM, and UMF link English to New Media, History, Economics, and Art. The matrix
also reveals the quality and sheer number of literary events and programing across the state,
particularly the various visiting writers series and literary festivals at UMA, UMF, UMM, UM, and USM
that prompted the recommendations below for greater statewide collaboration.
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Small, discussion-oriented and writing intensive courses are a core feature of every English, program,
integral to the study of literature and to achieving the writing and analytical outcomes of both the
general education curriculum and the major. Besides this shared commitment to the value of small
courses in the major, the matrix highlights the distinctive assets and strengths that both derive from and
contribute to each campus’s mission-differentiated focus and expertise. These include UMPI’s
completely online major and UMA’s extensive online course offerings UMM’s integrated major
combining Literature, Creative Writing, and hands-on experience with the Book Arts, such finding and
editing manuscripts and working with the press itself; and the institutional, pedagogical, and financial
support for independent student research at UMF, UM, and USM. Finally, the matrix illustrates that,
rather than duplicating each other, the departments and upper-level course offerings at the two largest
campuses, UM and USM, complement in a way that highlights their distinct strengths and local
resources, specifically, UM’s emphasis on poetry and poetics with its ties to the National Poetry
Foundation and the scholarly journal on modern and postmodern poetry, Paideuma, and USM’s
orientation toward critical theory and literary and non-literary cultural studies, especially
interdisciplinary courses incorporating popular culture, film, and music.
The matrix also underscores some of the severe limitations under which English programs function
across the state. Chief among these, regardless of the size of the department or its location, is the lack
of faculty in key areas of the discipline and the consequent over-reliance on adjuncts, some of whom
teach at multiple campuses in the same semester. This increase in adjunct instructors has not been
accompanied by any serious commitment to faculty development for them, as the salaries of retiring or
departing faculty—eight from Orono in recent years, seven from USM—have been appropriated for uses
outside the departments.
Those full-time faculty remaining are chronically stretched thin in terms of providing either the close
attention students need or a program of study that bears some resemblance to the discipline as it is
defined by national standards. Because there is insufficient support for supervising theses or the student
research we claim to endorse, faculty do this work without compensation and on top of their other
teaching, service, and research. The lack of breadth in what remains still an historically-organized
discipline has become critical, not just in a few programs, but across all of them. We are close to the
point where no student in Maine will be able to read Ancient, Biblical, or Medieval literature for more
than a few days and with an expert trained in the field. As Ellen Chaffee notes in her report to the Board
of Trustees, it is past time to recognize that “the front line people have delivered all the major
contributions they can make to the transformation process without additional resources” (2).
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Recommendations
First Year Composition (FYC)
The following recommendations emphasize quality control at the program level, careful assessment of
learning outcomes, and best practices for addressing the needs of underprepared writers and improving
retention and student success.
Placement
1. Identify the best method for determining placement in FYC and regularize placement
procedures and standards throughout the system.
a. Develop a common instrument (survey/questionnaire) to help students with selfselecting into credit-bearing writing courses as needed.
b. Establish minimum common criteria for dual-enrollment and AP courses and
professional development for the people who teach them.
c. Create and conduct a 3-year assessment of new placement procedures and courses.
d. Charge a future working group with making recommendations regarding
exemptions for AP credit.
Curriculum and Faculty Development
2. Discontinue non-credit bearing developmental writing courses and determine the best
per-campus option for providing credit-bearing supplemental developmental writing
instruction system-wide (e.g., UM’s stretch course, UMPI/USM’s 4-credit option, etc.).
3. Task campus writing program administrators to develop common course titles and
descriptions and to align learning outcomes with the Council of Writing Program
Administrators (WPA) in its 2014 “Outcomes Statement for First Year Composition.”
a. Facilitate discussions with stakeholders on each campus of WPA recommendations
for FYC learning outcomes, pedagogies, and assessment.
b. Provide faculty development to align current online, hybrid, and traditional courses
with WPA learning outcomes.
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c. Provide training in national standards and outcomes in FYC to all adjuncts and dual
enrollment teachers.
4. All things being equal, prefer face-to-face full-semester interaction as the mode of
delivery in FYC courses. Synchronous distance education courses can also provide
important interaction and flexibility for post-traditional age, place-bound students,
provided IT infrastructure is in place and well supported.
Tutoring and Support
5. Increase and coordinate in-person and online writing support and peer tutoring within
and across campuses and University College and create opportunities for better
community and collaboration among them.
a. Provide face-to-face and/or online support training for writing tutors.
b. Create a student support group to implement in-person tutors at distance centers.
c. Grow and utilize the UC VAWLT as a support mechanism for existing
Writing/Learning Center services across all campuses so as to better serve
nontraditional, distance, and/or multiply-enrolled students.
d. Offer credit or tuition waivers to students serving as tutors.
e. Cultivate and support a culture and ethos of peer tutoring, such as by establishing an
annual statewide conference for peer tutors.
General Education and Upper-Level Major Courses
Recommendations for general education courses build on the UMS General Education Transfer Block
Agreement, specifically the matrices included in “UMS General Education General Education Outcomes
Alignment” (Appendix F). Because general education courses already transfer anywhere in the system,
student success depends on shared expectations in those introductory and foundation courses students
are most likely to transfer. Thus, future work should focus on quality control at the course level. Each
campus aligns existing and new courses to the already established shared essential outcomes for a core
literature course outlined on the block transfer agreement while tailoring its offerings to the
differentiated additional outcomes that reflect its specific expertise, curricular focus and integration,
and mission-specific content. Recommendations for the English major follow the guidelines set out by
the Modern Language Association in its 2009 “Report to the Teagle Foundation on the Undergraduate
Major in Language and Literature,” which lists the following types of courses as necessary for meeting
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the goals of the undergraduate major:






courses that develop literacies in reading and writing,
at least one course devoted to slow reading and in-depth study of an artistically
great work or works,
at least one small seminar to develop individuals’ capacities to their fullest,
at least one team-taught or interdisciplinary class,
a course on disciplinary issues and scholarly debates,
the opportunity to study abroad.
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Recommendations:
6. Review and update existing English course equivalencies and identify overlooked or
new courses that should be transfer-equivalent among the programs but aren’t now.
a. As much as possible, align new course numbers with their transfer equivalent at
other campuses.
b. Task each department chair/appropriate administrator to share any new courses so
that new transfer equivalencies can be assessed as soon as possible before the
course goes live. This can happen at the regular meeting of department chairs
recommended below.
7. Advertise and make more easily accessible the existing equivalencies among courses
and curricula within the system, particularly courses that transfer as required English
major courses. See the English Transfer Equivalencies (Appendix G) as an example of
the existing portability of English courses in the system.)
a. Develop a plan to create and maintain a searchable portal/website showcasing all
undergraduate and graduate English faculty and programs (face-to-face, online, and
blended), linking to specific programs and unique classes and emphasizing the
seamless transitions students can make among campuses and when moving from
BA to MA or MFA.
8. To increase access to greater learning opportunities across the system, survey faculty
and programs regarding specialties and alternative ways of delivering needed upperlevel major courses beyond online offerings, such as once-a-week or intensive 4- or 7week courses, on different campuses.
Graduate Programs
We recommend expanding access to graduate study in Maine by developing a new online, hybrid, or low
residency interdisciplinary MA in English. Using a network model of statewide faculty and curricular
collaboration across campuses and disciplines, the new program will enhance and broaden the system’s
existing graduate offerings and respond to market needs for students with both advanced analytical and
communication skills and technological savvy.
In her final report to the Chancellor, Ellen Chaffee recommends “giving high visibility and priority to
initiatives that will increase enrollment and tuition revenues” (11). The charge letter to our team also
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suggests we “grow enrollment by … better aligning outcomes with employment needs” and by
“[updating] content and pedagogy to match the preparation of today’s students.” Right now, according
to the market data (Appendix H) provided to the English Team, UMS produces only 3.4% of the total
2256 MA degrees in English Language and Literature awarded in the Northeast. The percentage is higher
(10.1%) in Rhetoric and Composition Studies because of UM’s strength there, but even lower for Multior Interdisciplinary degrees—only 0% of the 521 MA’s awarded in the region. The highest job growth
areas for students in English in the northeast are in elementary and secondary education, marketing,
and anything related to writing: media writing or broadcast journalism, but especially professional,
technical, business, or scientific writing. Employer job postings in Maine for editors doubled between
2010 and 2014 to 3323. Postings for technical writers in New England rose 35% between 2010 and 2014
from 1142 to 1157. The data project a 5.1% increase in the number of technical writers needed by 2022
in Maine; that figure is 14.4% if extended to all of New England.
With its interdisciplinary breadth and required digital component, the kind of graduate program we are
proposing is thus well positioned to take advantage of market opportunities and trends. If anything, the
data is constrained by our own narrow preconceptions of what an English major or graduate student
would be inclined to do. The list of possible occupation titles does not fully account for the kinds of
positions potentially open to students with such a new and different academic profile, one that marries
traditional humanities training to 21st-century skills.
Recommendations:
9. Explore ways to expand access to the existing MA in English at the University of Maine
(Orono) using faculty and resources from outside UM.
a. Invite faculty outside UM to apply for graduate faculty status.
10. Create an online, low residency, or hybrid MA in English or the Humanities based at
USM that uses the network model and draws on faculty expertise across the system.
a. Allow residency to be established at different campuses.
b. Conduct a market analysis to research the competitive nature of fully online, lowresidency, or hybrid program options for market share within and beyond Maine.
11. Distinguish this new degree from existing graduate programs at UM, such as the MA in
English, MA and PhD in Communications and Journalism, and MFA in Intermedia.
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a. Define it as an interdisciplinary Humanities MA or an MA in English with a
specialized focus in areas that complement UM’s concentrations, such as Cultural
Studies, American Studies, Medical Humanities, or Digital Humanities (DH).
b. Collaborate with other (non-English) programs in the system, such as
Communications and Media Studies, New Media, History, and Art.
c. Integrate the regional aspects of each campus where possible by encouraging
students to use local archives and databases.
d. Require either a digital or on-site internship with local businesses and a culminating
digital project that demonstrates each graduate’s ability to integrate technological
knowledge and skills with the critical competencies and dispositions of graduate
work in the humanities.
12. Remove current financial and practical barriers to developing online courses and
degrees.
a. Allow faculty to use online course development grants either as stipends or for
course releases to develop new courses, subject to departmental approval.
b. Allow some faculty to teach in the program in load and others as an overload as
needed.
c. Provide and maintain technology and support staff sufficient to sustain best
practices for the program.
Statewide Collaborations
The PI group identified two areas for greater collaboration: coordinate and support literary
programing in the state, such as readings and lectures, and develop UMS’s already
extensive pedagogy and scholarship using the digital tools and analytical methodologies of
the Digital Humanities. Currently, many faculty across the System in English departments
use digital tools for pedagogy, including learning management platforms, wikis, and video
recording and sharing programs, while others have integrated digital media and tools into
their research and creative works. Maine itself has an active literary culture including
public readings and lectures on at least five UMS campuses: the Visiting Writers Series
(UMF and UMM), the Maine Writers Series (UMM), the O’Brien Poetry Reading (USM), the
Terry Plunkett Maine Poetry Festival (UMA) and the New Writing Series and National
Poetry Foundation conferences at UM. Because writers coming this far north are often
interested in arranging for a second appearance to make this travel worthwhile, greater
collaboration and sharing of resources among campuses on a speaker or reading series
would enable us to attract more scholars, poets, and fiction writers of national reputation.
A joint reading series would allow for this, and could make funds for visiting writers and
speakers go further.
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Recommendations:
13. Develop synergies among Digital Humanities initiatives across the System. (See an
inventory of existing DH work in UMS in Appendix I)
a. Initiate discussions with project leaders/administrators to coordinate programming
and share resources.
b. Explore opportunities for faculty and students to generate research and creativity in
the intersection of the humanities and the sciences.
14. Encourage knowledge and use of digital tools in teaching and research.
a. Provide faculty development and theme-specific or tool-focused workshops, face-toface and webinars, for faculty across the System. (For examples of pedagogical
practices that could be developed, see Maron and Pickle, Sustaining the Digital
Humanities: Host Institution Support Beyond the Startup Phase, National Endowment
for the Humanities, 2014.)
15. Encourage system-wide scholarly collaborations in the Digital Humanities, especially
with STEM fields, such as cross-campus digital archives, electronic editions, or
databases and statistical analyses of texts.
a. Encourage the creative use of digital technologies to promote the humanities in
publicly accessible venues.
16. Coordinate and promote all humanities scholarly and literary events statewide.
a. Coordinate schedules and planning to avoid overlap and encourage multiple venues
for each speaker.
b. Share resources, e.g., pool funds for joint readings or piggy-back campus events to
attract more scholars, poets, and fiction writers of national reputation.
c. Create and maintain an annual calendar of UMS literary and humanities events.
d. Develop a strategy for effective publicity and community outreach.
17. Establish annual or semester meetings of English Department faculty and Chairs to
foster collaboration, share new courses in development and programming plans
(reading series, lecture series, etc.), and identify curricular needs and discipline-specific
concerns to forward to CAOs, the Chancellor, or the Board of Trustees.
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References
The Council of Writing Program Administrators, “Outcomes Statement for First Year
Composition,” 2014.
Maron, Nancy L. and Susan Pickle, Sustaining the Digital Humanities: Host Institution
Support Beyond the Startup Phase, National Endowment for the Humanities, 2014.
Modern Language Association. “Report to the Teagle Foundation on the Undergraduate
Major in Language and Literature,” 2009.
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Appendices
A. Minutes from September 26, 2015 Meeting (recorded by Dori Pratt)



Icebreaker
Charge!
Questions? Ask Provost Rice 
Brainstorm #1 – Campus Collaboration




Unified comp curriculum
Online major across system
Graduate programs – USM
Small class size
o Farmington: B.A., BFA
 One Humanities peer committee and chair (creative writing ENG
courses)
 English -> ED
 6 faculty
o 3 British lit
o 3 American lit
o 1st year writing/admin
 Curricular decisions only for English Program
 Developed concentrations recently
 Interdisciplinary opportunities
 Revamped curriculum
 300 level Theory – self designed concentration
 Larger # of overall faculty, including those from other programs
 Handful of adjuncts
o USM: 12 FT faculty/17 PT faculty in college writing and more in creative writing
 Foreign languages under ENG
 BA in English
 K-8 and 7-12 English Ed pathways to certification that require a lot of
advising
 3 minors, Eng., prof writing, creative writing
 Stone coast MFA
 Work with Farmington on 5 yr BFA/MFA
 Machias and other undergrad programs
o UMM: creative writing book arts
 4 faculty English/book arts program
 Shared art faculty – press binding
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Create a book, reprints
Working press – large amount of creative writing
 Creative writing
 Book arts
 Literary studies – chavaer folk/Shakespeare
 Serve education majors
 Comp and developmental – dev courses don’t incur credits and
serve a range of abilities
 Need is greater than staff ability
 Concerns regarding accuplacer exam*
 ESL students higher level than exam showed
 10 placement system
UMFK: 101 and 102
 Dev- support services
 2 FT English Faculty
 3rd in Ed who teaches comp and archit teaches literary poetry within
secondary ed
 In arts and humanities
 Accuplacer inaccurate x2
 Adjunct long time
UMA – majority adjunct
 Develop proficiency and students go through dev writing and when
ready then move onto 100 level English and writing comp
 Graduation credit
UMPI – Eng. 101 extra hour to 100 level
 21 comp 2
 4 ft. faculty, 3 adjuncts
 Prof comm and journal, English, writing
 Teaching class
 4 or 5 adjuncts
 3/3 USM, UMF
 4/4 UMPI and UM, UMM and UMFK (UMA?)
 3/2 orono
UM: 101 no research component also stretched over 2 semesters
 6 credits elective graduation credits
 Retention efforts
 International students – translation classes
 ½ mono lingual
 ½ bi lingual
 Tech writing programs
 1200 student/yr.
 Engineering program


o
o
o
o
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Goal: retention to graduation
 Outcomes for 101 portfolio approved by two external institution
 1600 students
 Need as driver for courses (#s/size availability)
 13 adjuncts for 101
 Writing center
 21 FT faculty
 2 I TAS
 17 adjuncts for tech writing
 Undergrad and grad degrees inclusive of creative writing
 Undergrad 3
 300 to improve writing at 400 level
 Tracks: creative tech and prof
 44 students
 Literary/analyze
 Grad – English literature
o Poetry and politics is declining HS
o MA – creative writing
o Gender studies
o Composition
o *104 at USM*

Next Steps:








Clarify outcomes vs goals
Focus efforts
Interdisciplinary synergies
We are the point of access
Whole group – clarify foundational courses and placement
o Transfer in majors/gen ed
System wide placement
Resource base
o Professional to UMM
o Enhance foundational course offering through goals and outcomes
o Access graduate ed to undergrads
o Online/centers – access
o Sharing unique aspects
In person: Late Friday/early Saturday within 4 weeks/Tina coordinate?
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B. Working Subcommittees
People whose names in bold have volunteered to organize the next subcommittee
meeting.
Composition/College Writing
1.
2.
3.
4.
5.
6.
7.
8.
English/Literature Foundation
Dylan Dryer
Pat Burnes
Deb Hodgkins
Lisa Cooper
Jane Kuenz
Tessa Mellas
Misty Krueger
Elizabeth Powers
1.
2.
3.
4.
5.
6.
7.
8.
Online, including Graduate
1.
2.
3.
4.
5.
6.
7.
8.
9.
Jane Kuenz (USM)
Laura Cowan (UMO)
Pat Burnes (UMO)
Deb Hodgkins (UMPI)
Joseph Becker (UMFK)
Kristen Case? (UMF)
Tessa Mellas (UMM)
Elizabeth Powers (UMA)
Unique Assets/Collaboration
Deb Hodgkins
Bud McGrath
Mina Matthews
Tim Cole
John Muthyala
Jane Kuenz
Misty Krueger
Gerard NeCastro
Michelle Lisi
1.
2.
3.
4.
5.
6.
7.
8.
17
John Muthyala
Joseph Becker
Kristen Case
Deb Hodgkins
Jane Kuenz
Laura Cowan
Gerard NeCastro
Michelle Lisi
C. Minutes from November 8 Online-Graduate Subcommittee Google Hangout
(recorded by Misty Krueger)
Subcommittee members present: Tim Cole (UM), Deb Hodgkins (UMPI), Misty Krueger (UMF), Jane
Kuenz (USM), Mina Matthews (UC), Bud McGrath (USM), John Muthyala (USM)
The following minutes do not note which member articulated each of these concerns, partially as a
result of note-taking, but also as a sign of overlap in the discussion.

Discussion of online courses currently available in the system (representatives from
the following campuses chimed in)
o UMPI
 Lower-level courses offered every semester
 Upper-level courses mostly offered online, but with varying frequency
 Creative writing courses online with the exception of screenwriting
o UMF
 Lower-level courses offered in summer, winter, and May terms
 Taught by four faculty (one tenure-track, three non-tenure
track)
 Issue of faculty willingness to teach online and reasons for
UMF’s online offerings
o to serve students who want to travel away from UMF
for these semesters
o to offer a creative writing class by an adjunct faculty
member who now lives in NJ
o USM
 Four faculty out of twelve (formerly nineteen) teach online

Question posed: Whom are we trying to attract in proposing more online courses
and/or an online degree in English?
o Undergrads (non-traditional?)
o Grad students (current high school teachers in English? another population?)
 Suggestion that in ME online students tend to live closer to a center
than we might expect (~30 min. or miles?)
 Suggestion that we might want to expand our borders, thus appealing
to students living in and beyond ME
 Question raised: Does the CAO have data on the demand for
online courses in ME and/or by students in the system?

Question posed: Are we offering to create a new online degree (undergrad or grad
not specified), or should we send students interesting in online courses to a
program that already exists (e.g., UMPI)?
18

Discussion of competing ideas coming from written documents and word-of-mouth
sources: “control” or “governance” vs. “support” and “collaborate”

Question posed: What would we need to do to move closer to offering feasibly more
online courses across the campuses?
o UMS needs to remove barriers
o UMS needs to offer more technological and financial assistance
 Technological issues raised even at the level of faculty’s own
university computers
o Campuses need to offer more courses

Suggestion posed: We need to raise important issues related to tech, finances, and
faculty workload before proceeding.

Suggestion posed: We might recommend creating a new/separate college to handle
an online program, and this college might also consider joint appointments (i.e.,
collaboration) and the availability of courses.

Discussion of two models for an online graduate program in English in ME
o Building on UM’s existing program
o Creating a new program that is “unique”
 Pitch this program as an opportunity, not a competitor to UM’s faceto-face MA in English
 Points taken: An online program might affect UM’s face-to-face
program. UM might lose graduate students if an online
program exists.

Discussion of two models for graduate programs in English in ME
o UM’s generalist MA in English (face-to-face with possibility of online courses)
o New online program that offers more specificity, with options including:
 Interdisciplinary MA
 MA in English with focus on cultural studies
 MA in English with focus on American and New England studies
 MA in English with focus on digital humanities (DH)
 Distinguishing characteristics
o Internship in Portland with local businesses
 Cf. Public humanities
o Digital internship, which allows for state-wide coverage
o Culminating DH project
 Cf. suggestion that companies are looking for students with
MAs in English.
o Tech workers
o “Information workers” (Cf. Mina for more info)
19

Discussion of collaborating with other (non-English) programs in the system in the
creation of a new online grad program

Looking ahead: what we need to do to get started
o Create a rationale
o Create a budget that addresses:
 Infrastructure
 Technological improvements
 Financial concerns
 Administrative costs
 Advertising
o Address faculty expertise across the campuses
o Suggest that faculty across the systems apply for graduate faculty status
o Address resource allocation and credit hours, as well as teaching load
o Cf. Unified Online report in order to influence direction of that initiative
 Figure out how to achieve direct faculty engagement and involvement
at the core levels of this initiative
o Cf. existing multi-campus programs
 Cyber security BA degree in place as a model
 Others?
20
D. Minutes from November 13, 2015, meeting, (recorded by Dori Pratt)
Market Research


Google doc with data needed will be shared by Jane. Please provide input
o Digital humanities as well
o CAOs will be identifying growth opportunities from the data as well
o Need to review 300 level courses
 Doodle poll to schedule meeting
Many
o USM courses are at capacity
o consider capacity as headcount , not just %
o Develop schedule up to March 1 report
Comp subgroup:
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
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
ENG101 the same across all campuses
Would like input on course description and titling informed by WPA outcomes
Opportunity to align with national standards
Focus on faculty development in alignment with WPA outcomes for online and
traditional courses
Common course description and title across all campuses
Course size cap distanced in person
Block transfer agreement align
Recommendation for primary face to face but hybrids available
Writing tutors need online support training
Placement methods review
Survey or questionnaire pre placement
3 year trial program/feedback
Discussion of 101, 102 etc. on each campuses
Recommendation to align peer outcomes with tutoring across the campuses
Dual enrollment line for hiring
o Must be someone you’d want to teach on your campus
o Standards same for all campuses
Recommendation for training for comp for all adjuncts and dual enrollment
teachers
Address exemption for AP credit
Online tutoring training (the vault)
Student support group needed to implement in person tutor at distance centers
Continue to grow and utilize the vault and across all campuses
$ Utilizing grad students and adjuncts as tutors credit waiver
Support for existing writing centers and better community among them
Local conference for peer tutors
21
Core Lit:



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Recommend that a group review 100 leave courses for non-majors and majors
o Could we have common courses and title?
UMPI 151 USM 140 Examine outcomes
*theoretical approaches to lit courses
Professional writing
Certificate in professional writing
o Criteria
o Or need to have a writing component
To align to national standards recommend a committee to review outcomes for
it
Outcomes with transferability in mind and consider including students
Value rubrics in folder
Make recommendations for MaineStreet Info
Use value rubrics to identify commonalities to inform Maine Street course
election
o Period course etc.
USM ENG145 vs 140 first major class
245 intro to lit theory = UM ENG 272 cumm 117 increase 200
Identify gate way courses
Deb would like to utilize this ?
Surveys UMPI 240, 241 3 required for ? 4 for td at UMPI
Recommended a resource survey of faculty
o Specialties to share
Identify model of collaboration increase
Online should be the default way to collaborate and summer
Utilize extra time in May for training rotate location retreat focus on poetry etc
Shared faculty to ? om ;pad requested not ??
Faculty travel once a week - 10 ad classes in 4 days
Friday asking once a week math?
Continue to address tech resources that are lacking
Add creative writing courses
o Compare outcomes
o Google hangout for this
Online:



Proposal for online or hybrid MA by utilizing faculty across the system
o Grad faculty status
What needs/modality would meet the huds of the system? Digital humanities
Consult with new media, communication, history
22



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
Humanities MA
Proposal on the drive
Residency at various sites that any review
Retreat for tutors
Utilize faculty that aren’t full in their loads helps support MA program
Can’t have overloads ? the programs
Marketing!!!!
Draw from lessons in IT growth to inform digital humanities planning
Recommendation to BOT that we are marketed as career oriented institution
and take steps align with that
Got a rough UM cited school
Tech must be useful and work well to serve this program
23
E. Campus Strengths Matrix
UM
cred
Faculty/Curricular Strengths
Distinctive Assets/Resources
36
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Poetry and Poetics
Modernism and Postmodernism
Composition program
Creative Writing
Professional and Technical Writing
Engineering Communication Project
Faculty in and connections with
Women, Gender & Sexuality Program
Two scholars of gothic literature
Faculty and teaching in the Honors
program
Canadian literature—with links to
Canadianists in other programs
Native American playwright
Graduate Concentrations in
Composition, Poetry and Poetics, and
Gender Studies
Our students can study f in
Communications and Journalism
Department
Professional Writing Internships


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




UMA
45



Americanist with specialty in Middle
Brow Women Writers
Renaissance Specialist
Francophone Language specialist
Creative Writing Specialist/Poet, with
doctoral degree in Language and




Limitations/Weaknesses in current
curriculum
National Poetry Foundation—determined  We have lost eight faculty in recent
contemporary approaches to American
years
modernist poetics. Publishes scholarly
 Weak in Renaissance British Literature
journal on modern & postmodern poetry,  No Colonial Literature specialist
Paideuma. Publishes creative and
 No Linguist
scholarly works on avant-garde poetry.
 No Old English specialist
Hosts international conferences on
 No Biblical scholar
poetry. Hosts high school teachers
 No African-American literature
workshops on poetry.
specialist
NEW WRITING Series – brings eight-ten
 No classical literature or early world
contemporary avant-garde writers to
literature scholar
campus for readings and class visits.
 No digital humanities scholar
Builds relationships for undergraduate
 Few online courses. No professional
and graduate students.
development for online courses.
Writing Center – trains student interns to  No education pathway for College of Ed
tutor writing at all levels. Takes
students
undergraduates to conferences. At last
 Poor connections with College of
year’s national writing center conference,
Education and their advising
our UMaine undergraduates won 4 of the
 Technical and Professional Writing
8 national awards.
program has one tenure-stream faculty
UMaine Native American Program
and depends on adjuncts for most of its
Collins Center for the Arts
teaching.
UMaine Theater Program provides
 We depend too much on adjuncts who
curricular and extracurricular
need professional development
possibilities for our student
CUGR—Center for Undergraduate
Research at UMaine
University of Maine Humanities Center
Foster Center for Student Innovation and
Entrepreneurship
Faculty versed in distance ed delivery
 Reliance on adjuncts, especially for ENG
101: College Writing, and ENG 102:
Newly-developed EDU/ENG peer
Introduction to Literature
tutoring course
 Little institutional resources for
Partnership w/NUR dept to deliver ENG
research
103W: Writing For Allied Health

Limited number of competitive
Experience organizing courses with
24
cred

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
UMF
44
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UMFK 30+

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
Culture.
Rhetoric & Composition specialist with
experience in visual/digital rhetorics,
professional writing, and writing
center practice.
Courses in Latin American Literature
and Literature of the Holocaust
Program links to Holocaust, Genocide,
and Human Rights program
Healthy connection with Education
program
Strong connections with other
programs, particularly:
Creative Writing (a stand-alone
program), Secondary-Ed English, and
Philosophy.
African American lit. specialist
Faculty-led DH projects
specialist in American studies
Strong programs in French and
Spanish
Linguistics
Self-designed concentrations.
British lit. early modern through
modernism
American lit. colonial period through
contemp.
new professional writing course
-Specialist in American Literature /
Creative Writing / Depth Psychology
Specialist in World Literature /
Comparative Literature
Specialist in Adolescent Literatures /
English Education

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
international travel component
(Guatemala, Nicaragua, Cuba)
Interdisciplinary courses with ties in the
art program
Host of Terry Plunkett Maine Poetry
Festival (2002 - present)
Annual Undergraduate Student
Conference (2006 - Present)
Small faculty/student ratio
BFA program in Creative Writing with a
popular visiting writers series.
Strong Education program in secondaryed/English.
Alice James Books, an independent
poetry press located on campus, offers
internships.
Wilson scholarships support independent
student research projects
Strong culture of interdisciplinary
collaboration, individual work with
students, etc.
Funds available to hire students as
research assistants, preceptors, etc.
Students get lots of faculty attention
 Collaboration with Education and

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Environmental Studies
Rural University collaboration
Waneta T. Blake visiting professor series
(poets and writers)
Small classes typically allow for good
faculty-student interaction.
American and World Lit. faculty trained
25
curriculum
sabbaticals
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No medievalist
No Classics
Limited foreign languages
Much individual supervision of student
research projects is uncompensated
Limited internships for English majors
(required for creative writing majors)
Little institutional support available for
DH projects
Faculty chronically stretched thin
 Institutional support has been lackluster


(heavily focused on STEM / Nursing)
Full-time faculty are overloaded with
committee and other duties.
Program specific recruitment is weak
cred
UMM
45
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
Specialist in Medieval Literature:
Chaucer and Early Drama
Specialist in Gothic Literature
Specialist in Creative Writing, Fiction,
non-realist fiction, magical realism,
experimental fiction.
Specialist in Modern and
Contemporary Fiction.
Book Arts Specialist.
Experienced Developmental
Composition Instructor.

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UMPI
42
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
Composition--two required courses
for all majors
Contemporary World Lit
American lit--19 and 20C, African
American, Women’s Lit
Brit Lit



and experienced in online delivery
Program combines Literature, Creative
Writing, Book Arts, and Publishing
Students get work experience with a real
press, working to resurrect out-of-print
or undiscovered Maine texts, edit the
manuscripts, write the introduction and
footnotes for the book, and design the
book including the cover and
illustrations, which they then manually
construct in house in our printing studio.
Strong Visiting Writers Series, Maine
Writers Series, highlights the work of
Maine writers of national reputation and
emerging artists.
Students get a lot of faculty attention,
especially in working with faculty on
creative writing book projects. Student
and faculty interests overlap in nonrealist fiction: sci-fi, fantasy,
supernatural, magical realism.
Program is user friendly, hands on, and
highly attentive for under-served and
under-prepared entering students who
need significant foundational work in
writing, analysis, communication, and
study skills.
Topics in Contemporary Literature focus
on serving social justice needs and
introducing students to ideas about
diversity. Courses address feminism,
African American authors, LGBT authors.
Online major option (small number, but
some of the strongest majors we have
had)
All full time faculty but one experienced
in distance ed
Writing Center--tutors have presented
26
curriculum
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

Lack of breadth, especially in world lit
and in Brit Lit beyond 1660.
Directed study work is largely
uncompensated and highly needed
given that upper-level classes often
don’t fill.
Faculty chronically stretched thin,
teaching 4-4 loads and performing
extra functions with press, reading
series, literary journal, directed studies,
and major tutoring work with underprepared students in composition.
No rhet/comp specialist.
Low dependence on adjuncts, but still
need them for one ENG 101 section
every term, adjuncts need professional
development.
Our Learning Center has trouble finding
qualified English tutors for our
composition students because qualified
students usually have other campus
jobs.
Have lost 3 faculty TT lines in the last
ten years. One position held by
renewable contract, seeking permission
to advertise for TT position
One faculty member (of 4) currently
has a two course release (4/4 load) for
cred

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

USM
36 cr
+
100,
140

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
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
Shakespeare and Renaissance
Lit Theory
Comp Theory and Practice
Studies in the English Language
Comp-Writing Theory and Practice
Creative Writing
Early Modern studies, Shakespeare,
16th & 17th c. English literature
Critical theory and cultural studies,
literary and non-literary
popular culture
film
music studies
architectural theory
modernism
Early American literature, captivity
narratives, historiography.
Women's and gender studies
18th-century English literature and
culture, Animal studies
Modern American literature, AfricanAmerican literature
Irish Literature and Culture
Globalization, Postcolonial Studies,
Literatures of the Americas
Continental & comparative literature,
psychoanalytic theory, autobiography
American and African American
literary history
Romantic literature and culture
19th-century British literature and
culture
Gay and Lesbian studies, queer theory
Faculty teach in Honors, Women and

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






with director at NEWCA and NCPTW, the
national conference in tutoring
Journal, Upcountry
Campus Newspaper, the University Times
Elem Ed English concentration
Sec Ed English concentration
Pioneer in Proficiency-Based Education
Small courses--students work closely
with faculty
Strong focus on interdisciplinary studies,
cultural studies
English Major with K-8 Pathway to
certification
English Major with 7-12 Pathway to
certification
Recently began offering College Writing
online
English faculty lead USM’s Digital
Humanities Initiative, a grant funded
endeavor
Emphasis on writing in all English
courses
Active student engagement in community
literacy projects and organizations
integrated into coursework and
outcomes
Successful Creative Writing summer
conference, which attracts non-English
and non-traditional students.
Stonecoast MFA program
27
curriculum
administrative duties, and may soon








have a third
Writing center has very qualified tutors,
but far too few of them--course
required (strength), but often the
qualified students in the course are too
busy or are too loyal to jobs they
already have
Depend too much on adjuncts
We lost 7 faculty in one year!
Few online courses
No scholar in Biblical studies
Lost faculty in Medieval/Early Modern
studies
Just began a Professional Writing
Program and need expertise
A few years ago, lost funding for
Writing Across the Curriculum
program.
cred
Gender Studies, Liberal Studies in the
Humanities; ENG courses cross-listed
with all 3 programs and the Gen Ed
curriculum..
28
curriculum
F. UMS General Education General Education Outcomes Alignment for Writing and Humanities, 2014
Writing
Common
focus/LEAP:
Write in/for
UMA
UMF
UMFK
UMM
UM
UMPI
USM
Write effectively in the
following formats:
essay, research report,
and literature review.
Students will be able
to recognize different
written forms and be
able to adapt their
writing to
accommodate such
forms (as in the
various forms of
papers in different
disciplines).
The student will be
able to effectively
communicate unified
and fully developed
ideas, which will be
written and spoken
with clarity, coherence
and authority of
purpose to the
intended audience.
Students will
express complex
ideas clearly and
confidently using
multiple modes of
communication.
Achieve the intended
purpose in the writing
task, with awareness of
audience.
to write with a clear
purpose, point of view,
and awareness of
audience.
Learn how to read,
understand, and think
critically about the
ideas and language of
others, including
rethinking previous
knowledge in light of
new readings and
ideas.
Write with
Coherence, clarity,
correct grammar
LEAP: S
Organize and
manipulate sentences,
paragraphs and
documents to achieve
coherence and clarity,
using correct diction
and grammar.
to write clear,
coherent, wellorganized documents
with nearly flawless
mechanics.
The student will be
able to effectively
communicate unified
and fully developed
written and spoken
and authority of
purpose to the
intended audience.
Students will
express complex
ideas clearly and
confidently using
multiple modes of
communication.
Achieve clarity of
expression in language,
argument, rhetorical
form, and idea.
Adhere to proper
mechanics and style.
Use sources
LEAP: K, S
Find, evaluate,
integrate, and cite
sources, using an
appropriate citation
style.
different
forms/purposes
LEAP: S
Students will
develop and apply
critical and
analytical skills in
framing questions,
evaluating
information,
identifying
assumptions, and
forming and
critiquing
arguments.
29
Use standard written
English
Identify, create, and
intentionally use
phrases, clauses, and
larger syntactical
patterns to inform
both their reading and
their writing. Employ
a variety of sentence
structures.
to engage primary and
secondary sources
effectively and employ
appropriate
documentation
systems.
Know and apply the
conventions of
citation, quotation,
and paraphrase.
Use a handbook and
other tools for
reference and support.
Locate and evaluate
sources in a variety
of media and use an
appropriate citation
format (such as MLA,
Chicago, or APA.
Writing
Common
focus/LEAP:
Understand/write
for audience
LEAP: S
UMA
UMF
Evaluate the needs,
background, and
values of an audience
and adapt the writing
accordingly.
Revise, edit
LEAP: S
Revise and edit written
documents as well as
produce documents in
electronic format.
Disciplinary writing
and knowledge
LEAP: K, S
Demonstrate an
understanding of and
effectively employ the
vocabulary of one’s
major and/or minor
when writing
discipline-specific
documents.
UMFK
UMM
UM
The student will be
able to effectively
communicate unified
and fully developed
written and spoken
and authority of
purpose to the
intended audience.
Achieve the intended
purpose in the
writing task, with
awareness of
audience.
Students will be able to
write with a clear
purpose, point of view,
and awareness of
audience.
UMPI
Critique and revise their
writing.
to use writing as a
mode of gaining
access to,
interpreting, and
reflecting on the
knowledge that
evolves through their
personal, academic,
and discipline-specific
experiences.
The student will be
able to effectively
communicate
unified and fully
developed ideas, which
will be written and
spoken with clarity,
coherence and
authority of purpose to
the intended audience.
30
Students will
express complex
ideas clearly and
confidently using
multiple modes of
communication.
USM
Understand and
explain their own
processes of reading,
prewriting, drafting,
revising, and editing.
Write and revise
expository critical
papers that
•are at least 4 pages
long,
•focus around a thesis
or project,
•represent the student
writer’s point of view,
•go beyond summary
or reporting to
engagement with and
analysis of texts.
Students will
demonstrate advanced
level effective written
and oral
communication skills
specific to their
discipline/major.
Learn how to read,
understand, and think
critically about the
ideas and language of
others, including
rethinking previous
knowledge in light of
new readings and
ideas
Writing
Common
focus/LEAP:
Construct thesis/
UMA
UMF
UMFK
UMM
UM
UMPI
USM
to formulate and
defend a thesis.
The student will be
able to effectively
communicate unified
and fully developed
written and spoken
and authority of
purpose to the
intended audience.
Students will
develop and apply
critical and analytic
skills in framing
questions,
evaluating
information,
identifying
assumptions, and
forming and
critiquing
arguments.
Identify and fully
develop ideas to a
specific thesis.
Organize ideas
effectively.
to use written and oral
communication as a
means to engage in
critical inquiry by
exploring ideas,
challenging
assumptions, and
reflecting on
composing processes.
Demonstrate skills of
effective
communication and
analysis.
Demonstrate effective
oral and written
communication that
draws on the higher
level cognitive skills:
analysis, synthesis,
and evaluation
Speak/present
LEAP: S
to listen and speak
effectively in a
discussion group and
to present their work
to audiences.
The student will be
able to effectively
communicate unified
and fully developed
written and spoken
and authority of
purpose to the
intended audience.
Students will
express complex
ideas clearly and
confidently using
multiple modes of
communication.
to deliver effective
oral presentations
with clarity, accuracy,
and fluency.
Demonstrate skills of
effective
communication and
analysis.
Interpret texts
LEAP: K, S, I
to read and interpret
a broad range of texts,
including difficult
texts, where their
interpretations shall
be clear, coherent,
and well grounded in
the text.
argument
LEAP: S, I
Understand rhetoric
LEAP: K
Students will
competently collect,
summarize, and
evaluate evidence
from diverse sources
and multiple points
of view.
Demonstrate an
understanding of the
vocabulary used in the
academic discipline of
rhetoric.
31
Make interpretive
connections between
separate readings.
Humanities
Common focus/LEAP:
UMA
UMF
UMFK
UMM
UM
UMPI
USM
analyze or interpret
texts and other cultural
artifacts
LEAP: S/K
Evaluate, analyze and
compare significant
texts, using historical
contexts and a variety of
cultural perspectives.
Interpret meaning
from a variety of media
and construct, as well
as appreciate
alternative
interpretations.
be able to demonstrate
their abilities as careful
sensitive readers by
interpreting, annotating,
and/or otherwise
discussing the
significance of texts or
linguistic artifacts from
the course
their knowledge of the
structure of language
and/or the structure of
texts or linguistic
artifacts by analyzing
examples from course
materials in detail.
Students will explore
the scope and range of
humanity, the shared
cultural and social
processes, and artistic
products, thoughts and
histories in the natural
world of which we all
share.
express themselves
artistically and
understand the
importance of
creativity, imagination,
and aesthetic
traditions in human
life.
Participate in, identify or
evaluate artistic and
creative forms of
expression.
Develop skills and/or
intellectual tools
central to the artistic
and creative process or
its critique.
Students will develop
knowledge and
arts and literature,
including the analysis
and critique of
individual works of art,
theater, film, music, or
literature.
Students will
demonstrate linguistic
skills and cultural
knowledge
analyze and evaluate
cultural
representations in
historical and
disciplinary context,
with the understanding
that standards of
evaluation are
themselves historically
produced and
contingent
understand or think
critically about meaning
(significance) and value
LEAP: K/S
Analyze and interpret
the ideas of “value” and
“meaning” from a
variety of humanities
perspectives.
their awareness of the
relation between
language and meaning
by discussing the
significance of texts or
linguistic artifacts from
the course in a
knowledgeable way
think critically about
disciplinary claims,
both for their value as
knowledge and in the
context of ethical,
political, social and
environmental issues.
The student will
develop an
understanding and
appreciation of
humankind's search for
meaning and
expression through the
Arts and Humanities.
express themselves
artistically and
understand the
importance of
creativity, imagination,
and aesthetic
traditions in human
life.
Analyze and think
critically about how
societies are or have
been defined by such
[Western] cultural
traditions.
Students will develop
knowledge and
arts and literature
use written and oral
communication as a
means to engage in
critical inquiry by
exploring ideas,
challenging
assumptions, and
reflecting on
composing processes.
understand how
people make sense of
their lives and their
world through the
production of cultural
representations such
as ritual practices,
artistic creations, and
other products and
performances
32
Humanities
Common focus/LEAP:
UMA
UMF
UMFK
UMM
UM
UMPI
USM
Western civilization
LEAP: K
The student will
develop an
history of European
and Euro-influenced
constellation of
societies.
Examine the sources,
transmission,
development and
outcomes among ideas,
institution,
artifacts, and values
within the traditions of
the West.
Recognize and explore
the complexity and
variety among ideas,
traditions, institutions,
archaeological and
historical texts and
artifacts and values that
inform the cultural
traditions of the West.
Analyze and think
cultural traditions.
LEAP: K
The student will
develop an
history of European
and Euro-influenced
constellation of
societies.
Examine the sources,
transmission,
development and
outcomes among ideas,
institution,
artifacts, and values
within the traditions of
the West.
Recognize and explore
the complexity and
variety among ideas,
traditions, institutions,
archaeological and
historical texts and
artifacts and values that
inform the cultural
traditions of the West.
Analyze and think
cultural traditions.
LEAP: K
The student will
develop an
history of European
and Euro-influenced
constellation of
societies.
understand vocabulary
and methods of one or
more humanities
disciplines
LEAP: K/S
Demonstrate an
vocabulary used in one
or more of the
disciplines within the
humanities (e.g.,
literary or historical
terminology).
understand and
contribute their own
thoughts in the
language, methods, and
concepts of disciplines
in the arts, humanities,
social sciences, natural
sciences, and
mathematics
use and interpret
scholarship from a
variety of
disciplines..[for native
students those
disciplines include
history and literature]
identify general and/or
disciplinary-specific
modes of inquiry.
analyze and evaluate
cultural
representations in
historical and
disciplinary context,
with the understanding
that standards of
evaluation are
themselves historically
produced and
contingent;
understand vocabulary
and methods of one or
more humanities
disciplines
LEAP: K/S
Demonstrate an
vocabulary used in one
or more of the
disciplines within the
humanities (e.g.,
literary or historical
terminology).
33
Humanities
Common focus/LEAP:
UMA
UMF
UMFK
UMM
UM
UMPI
USM
Analyze cultural
Context
LEAP: S/K/I
Describe and analyze
how texts reflect the
culture(s) that
produced them within
a global context.
The student will
engage in thoughtful
self-reflection to
develop the ability to
empathize with other
situations from a
variety of cultural,
philosophical,
mythological, creative,
and historical
perspectives.
Students will better
understand their own
society through the
study of different world
intellectual, social,
political, economic, or
cultural perspectives
and practices
Students will
understand and
appreciate the diversity
and interrelationship of
cultures locally,
regionally, nationally,
and internationally.
Students will
demonstrate linguistic
skills and cultural
knowledge
identify ethical issues
raised by cultural
representations,
including what they
suggest about students
in their diverse roles;
Analyze cultural
Context
LEAP: S/K/I
Describe and analyze
how texts reflect the
culture(s) that produced
them within a global
context.
The student will
engage in thoughtful
self-reflection to
develop the ability to
empathize with other
situations from a
variety of cultural,
philosophical,
mythological, creative,
and historical
perspectives.
Writing
LEAP: S
Articulate and defend a
thoughtful assessment
of these ideas [value
and meaning].
Students will have
developed their
abilities as writers
and/or their
awareness of their
strengths and
weaknesses as writers
as a result of course
assignments and
feedback from the
instructor;
other
LEAP S (information
literacy)
Students will capably
access and manipulate
information from a
variety of venues.
34
G. English Transfer Equivalencies in UMS
The chart shows how courses in UMS transfer into to specific courses in USM’s English Major. Highlighted areas indicate how students can complete general
education (FYC, 201 Creative Writing) and the major’s required foundation/gen ed course (140 Reading Literature) at any system campus. Most of them can
also complete one or both of the remaining required lower-level courses (220 World Masterpieces and 245 Introduction to Literary Studies) and move
directly into 300-level major courses. Similar combinations of courses at each campus constitute a portable block that prepares students for the missiondifferentiated, campus-specific curriculum of the distinct degree program into which they transfer.
USM
140 Reading Lit
(Required)
UM
170/270
Foundations of
Literary Analysis
UMA
ENG 102
Introduction to
Literature
UMF
181 Literary
Analysis &
Interpretation
145 Topics in
Literature (Gen Ed
Course)
110 Critical
Appreciations
245 Topics in Lit
201 Creative
Writing (Gen Ed
Course)
205 Intro to
Creative Writing
177 Topics in
English
292 Topics in
Comparative Lit
150 Creative
Writing
250 Topics in Lit
202 Memoir &
Autobiography
203 Topics in
Writing
351 Creative
Writing
325 American
Story: Writing
Memoir
212 Creative
Nonfiction
206 Narrative
Writing
212 Persuasive/
Analytical Writ
35
UMFK
105 Introduction
to Literature
UMM
102 Introduction
to Literature
UMPI
151 Introduction to
Literature
102 Intro to Lit
381 Writing in the
Schools
345 Form &
Theory of Creative
Writing
114 World Lit
118 Contemp Lit
211 Beginning
Creative Writing
233 Creative
Nonfiction
211 Introduction to
Creative Writing
USM
204 Professional
Writing
UM
220 World
Masterpieces I
(Required)
435 Bible and
Near Eastern
Literature
245 Introduction
to Literary Studies
(Required)
271 Act of
Interpretation
262 Poetry the
Genre
222 Reading
Poems
264 Performance
Genres
300 Fiction
Writing
307 Writing
Fiction
UMA
317 Professional
Writing
UMF
200 Professional
Writing
UMFK
380 Business &
Technical Writing
255 World
Literature I
UMM
317 Professional
Writing
UMPI
180 Introduction to
Media/Professional
Writing
224 Masterpieces/ 257 World Literature
World Literature
I
311 World Lit I
181 Lit Analysis &
Interpretation
300 Intro to
Literary Criticism
450 Poetry
450 Poetry
231 Techniques of
Poetry
358 Drama
356 Drama
315 Studies in
Drama
348 Fiction
Writing
352 Fiction
Writing
310 Advanced
Fiction Writing
117 Intro to
Literary and
Cultural Studies
210 Fiction
Writing
312 Fiction Writing
Workshop
301 Poetry Writing 308 Writing Poetry 311 Advanced
Poetry Writing
211 Poetry Writing 364 Poetry Writing
311 Poetry Workshop
304 Advanced
Memoir
308 Creative
Nonfiction
312 Advanced
Nonfiction
366 Creative
Nonfiction
313 Nonfiction
Workshop
302 Fiction
Workshop
407 Advanced
Fiction Writing
301 Advanced
Fiction Writing
478 Fiction
Writing II
325 Writing
Memoir
36
USM
303 Poetry
Workshop
UM
408 Advanced
Poetry Writing
UMA
UMF
311 Advanced
Poetry Writing
UMFK
UMM
479 Poetry Writing
II
305 Rhetoric,
Syntax, and Style
308 Advanced
Composition
306 Writing the
Novel
219 Writing the
Literary Novel
309 Journalism
213 Journalism
315 Ancient
Literature
317 Studies in
Ancient and
Biblical
319 Studies in
Genre and Form
UMPI
362 Studies in
British Literature
435 Bible and
Near Eastern
Literature
352 Fantasy,
Myth, &
Enchantment
338 Fantasy
319 Studies in
Genre and Form
301 Studies in
Short Story
308 Studies in
Shorter Fiction
319 Studies in
Genre and Form
302 Studies in the
Novel
309 Studies in the
Novel
37
USM
319 Studies in
Genre and Form
UM
UMA
UMF
UMFK
319 Studies in
Genre and Form
330 Crime &
Detective Fiction
332 Science
Fiction
320 Continental
Literature
481 Early
European
Literature
321 Modernisms
361 Modernism
324 Studies in
Canadian Lit &
Culture
336/436 Topics in
Canadian
Literature
326 Studies in
International Lit
since 1900
430 Topics in
European
Literature
326 Studies in
International Lit
since 1900
326 Studies in
International Lit
since 1900
475 Postcolonial
Fictions
296 Postcolonial
Literature
470 Literature of
the Holocaust
38
UMM
UMPI
310 Studies in Poetry
USM
326 Studies in
International Lit
since 1900
326 Studies in
International Lit
since 1900
327 Modern Short
Story
UM
UMA
UMF
375 Contemporary
Latin Am
Literature
UMFK
UMM
UMPI
340 Francophone
Literature
245 American
Short Fiction
266 American
Short Story
291 20tC Sh Story
328 Modern Novel
309 Studies in the
Novel
363 Modern Drama
329 Modern
Drama
330 History of the
English Language
476 History of
English Language
331 Modern
Grammars
332 Introduction
to Linguistics
477 Modern
Grammar
301 History of the
English Language
463 History of
English Language
456 Introduction
to Linguistics
456 Introduction
to Linguistics
340 History of
Literary Criticism
& Theory
346 Critical Theory
39
391 Studies in English
Language
402 History of the
English Language
217 Explore Lang:
Intro to Linguistics
USM
341 Contemporary
Critical Theories
UM
371 Read in
Literary Theory &
Criticism
342 Topics in
Theory
470 Top in Literary
Theory & Criticism
347 Topics in
Cultural Studies
249 American
Sports Literature
and Film
UMA
UMF
455 Literary
Theory/Cultural
Studies
UMFK
UMM
347 Contemporary
Literary Theory
230 Studies in Film
348 Topics in
Interdisciplinary
Studies
348 Topics in
Interdisciplinary
Studies
348 Topics in
Interdisciplinary
Studies
350 Medieval
Literature
351 Chaucer &
Medieval World
UMPI
388 Literary Theory
369 Religion and Lit
372 Lit and Film
374 Philosophy & Lit
416 Great Film
Directors
345 The Book
480 Topics in Film
304 Studies in Film
376 Medieval
Literature
340 Medieval
Literature
451 Chaucer and
Medieval
Literature
453 Chaucer
40
324/451 Chaucer
341 Chaucer & Lit of
Medieval England
USM
352 Medieval
Drama
UM
451 Chaucer and
Medieval
Literature
354 St in Medieval
Lit & Cult
355 Renaissance
Literature &
Culture
356 Milton
357 Elizabethan
and Jacobean
Drama
360/361
Shakespeare
363 Studies in the
Renaissance
365 Restoration &
18th-C Literature &
Culture
366 Studies in
Restoration &
18th-C
369 Emergence of
the Novel
UMA
376 Renaissance
Literature
UMF
UMFK
UMM
UMPI
355 Studies in Earlier
English Lit
342 Lit of the English
Renaissance
241/341 Early
English
Renaissance
449 Milton
368 Studies in
Renaissance Drama
453 Shakespeare
455 18thC Fiction,
Satire, & Poetry
360 Selected Work 242 Shakespeare:
of Shakespeare
Earlier Works
467 Shakespeare
250 Shakespeare
341 English
Renaissance
Literature
244/344 Major
18th-C English
Writers
344 18thC English
Literature
465 English Novel
468 English Novel
454 Eliz/17C
Poetry
350 English Novel
41
466/467/477
Shakespeare
323/453
Shakespeare
367 Studies in
Shakespeare
English Lit
343 Restoration &
18th-C English Lit
English Lit
309 Studies in the
Novel
347 Early English
Novel
USM
370 Lit of Disc,
Exploration, and
Colonialism
371 Major
Romantic Writers
UM
341 Colonial and
Nat Am Lit
375 19th-C British
Novel
465 The English
Novel
376 Victorian Lit
and Culture
457 Victorian
Literature and
Culture
377 Studies in
19th-C Brit Lit &
Culture
380 Early 19th-C
Am Lit and Cult
382 Earlier Am
Novel/Am Novel
Since 1900
383 St in AfricanAm Literature
384 Late 19th-C Am
Lit and Cult
UMA
456 English
Romantics
UMF
463 Colonial
Americas
UMFK
245 Major
Romantic Writers
345 Romantic Era
334 British
Romanticism
UMM
UMPI
344 Romantic Rev in
England
348 The Victorian
Novel
246/346 Major
Writers of
Victorian Period
346 Victorian
Literature
345 The Victorian
Age
356 St in 19th-C
British Literature
343/443 American
Romantics
250 American
Literature to 1900
260/361 American
Renaissance
445 American
Novel
454 American
novel
366 Early Am
Novel
331 African
American
Literature
260 African-Am Lit
& Culture
370 Splendid
Drunken Twenties
390 Rise of
Realism
459 American
Renaissance
332 American
Renaissance
227 African
American
Literature
378 AfricanAmerican Literature
333 Realism/
Naturalism in Am Lit
42
USM
385/394 Studies in
19/20th-C Am Lit
UM
440 Major Am
Writers
387 Women
Writers Since 1900
389 Writers of
Maine
391 American
Poetry since 1900
481 Topics in
Women’s Lit
244 Writers of
Maine
446 American
Poetry
449 Contemporary
American Poetry
444 Contemporary 20th-C American
American Fiction
Fiction
393 American
Novel since 1900
394 Studies in Am
Lit and Cult since
1900
UMA
UMF
273 American
Poetry to 1900
UMFK
UMM
UMPI
370 Maine Writers
267 20th-C
American Poetry
472 20thC Am
Poetry
451 Modern
American Fiction
351 20th-C American
Poetry
309 Contemporary 359 St in 20th-C.
American
American Literature
Literature
337 Masculinities
in 20th-C Am
Literature
394 Studies in Am
Lit and Cult since
1900
440 Native
American
Literature
394 Studies in Am
Lit and Cult since
1900
394 Studies in Am
Lit and Cult since
1900
361 Modernism?
335 Native
American
Literature
376 Native American
Literature
370 Splendid
Drunken Twenties
462 Phil & Mod
Am Literature
43
USM
394 Studies in Am
Lit and Cult since
1900
UM
363 Lit of the
Postmodern Per
397 Studies in Irish
Literature &
Culture
398 St in Brit Lit & 459 British
Culture since 1900 Seminar
456 Seminar in
Renaissance
491 Seminar in
Literature since
1900
409 Internship in
Professional
Writing
432 Internship in
Teaching Writing
UMA
UMF
UMFK
449 20th-C British
Literature
308 Contemporary
British Literature
UMM
UMPI
305 Irish American
Literature
342 Seminar in
Shakespeare
347 Sem in 20th-C
British Literature
363 Sem in 20th-C
American Lit
496 Field
Experience in Prof.
Writing
395 English
Internship
44
354 20th-C British
Prose
H. Digital Humanities Resources and Initiatives across UMS
DH @ Orono
At the University of Maine-Orono, DH began in earnest a few years ago with
administrative support at the dean and president’s levels. Funded for three to four years,
this initiative led to a post-doctoral hire in English, and to conducting several workshops,
conferences, and lectures. At present, DH is housed in the new Center for the
Humanities, and is led by History faculty, not English, and faculty from the department of
New Media.
At Orono, because DH is linked to New Media, there are opportunities for courses,
programs, internships, lectures, workshops, and faculty and staff hires. Being housed in a
department immediately confers a degree of stability and grounding to DH; this is not
the case at Farmington and Portland, where DH is organized around individual faculty
projects or a small Research Cluster. Moreover, New Media is linked to the Innovative
Media Research and Commercialization Center (IMRC), which involves the Department of
New Media, the Innovative Communication Design Graduate Certificate Program, the
Foster Student Innovation Center, the Intermedia MFA Program, Maine Technology
Institute, and the Department of Communication and Journalism.
There is a clear connection between New Media initiatives and innovation and
commercialization. It’s an intriguing combination of DH and business oriented entities,
an understandable development given the nature of Information Technology, whose
innovative affordances permeate many levels of academic research and start-up cultures,
industries, and small and big businesses. This combination of New Media and
entrepreneurialism is specific to Orono, and is not evident at the other 6 campuses.
DH @ Portland
USM Digital Humanities began as a faculty-led initiative supported by the Office of
Research and Administration, which announced a competitive grant opportunity for
45
projects linking the arts and the humanities to Information Technology. Over a year and
a half, this Research Cluster developed five projects for Digital Maine, which involves
faculty from Art, English, History and Political Science, and Economics, a clear indication
of its cross-disciplinary emphasis. Two notable DH scholars—Matthew Jockers and
Adeline Koh—visited Portland and conducted sessions with students, faculty,
administrators, and gave public lectures.
A distinguishing feature of Digital Maine is that it is driven primarily by research and
innovation. Although it involves learning or using digital pedagogical skills and
knowledge, the primary focus is on research, scholarship, and creativity that brings
students and faculty to engage in experiential, interdisciplinary collaborative work. The
focus is on the Arts and Humanities, in that each project draws heavily from these fields
to shape aims and deliverables. For instance, one project leader has been invited two
times to conferences to present the project because it was based on art and public
policy scholarship. Another project leader has been invited to initiate conversations with
community members to assess the viability of developing a new collaborative proposal,
because this project was deeply grounded in historical discourse.
The biggest obstacle to furthering DH at Portland is that DH is currently entirely grant
funded, which means that when the grant period ends, DH will lose administrative,
academic, and financial support; this is in stark contrast to the heavily resourced nature
of DH projects at Orono because it is housed in an academic unit--Department of New
Media--and connected to the Innovative Media Research and Commercialization center
(IMRC), which is directly linked to business partners.
Faculty engaged in DH projects are the following:
Portland Women’s History Trail (Eileen Eagan, History, USM)
A mobile application, the Portland Women’s History Trail (PWHT) uses photos and text
to highlight the history of women in Portland in work, education, religion, politics and
culture over two centuries. Available for free in iOS and Android versions at iTunes and
Google Play, the app offers maps with texts and photos of sites showcasing the broad
range of roles and work of women in the social, cultural, and economic life of Portland.
46
Maine World War I Memorials: a Digital History (Libby Bischoff, History, USM)
The Maine World War I Memorials project aims to identify, geo-locate, visually
document, and transcribe all of the World War I monuments and memorials that exist
throughout the state of Maine. Occasioned by the centennial of the war (2014-2019),
this documentation will culminate in an engaging, fully interactive and searchable
website—a lasting contribution to celebrating and preserving Maine’s history. The
project seeks to promote an increased civic awareness regarding the role of the United
States in World War.
Envisioning Change: Sea Level Rise in Casco Bay (Jan Piribeck, Art, USM) Envisioning
Change visualizes the impact of sea level rise in Portland, Maine and the Casco Bay
region over a period of 200 years (1900-2100). While engaging artists, designers,
community members and students in collecting and processing data, this project uses a
variety of analytic and expressive tools to digitally chronicle and distribute information
about rising tides. Envisioning Change creates publicly engaged environmental art that
serves as a public resource for community members and researchers interested in sea
level change.
Maine Chance Farm: Documenting Maine’s Beauty Culture (Lisa Walker, English, USM)
In 1935, Elizabeth Arden established America’s first destination beauty spa—Maine
Chance Farm--in Mount Vernon, Maine (1934-1970). Drawing on the scholarship of spa
culture and the beauty industry from early to mid twentieth century, Lisa Walker
examines vintage beauty technologies such as face patters, rollers, and passive exercise
machines, and documents rural Mainers’ experiences working in the leisure and tourism
by collecting and digitizing, in searchable format, oral histories of Maine residents who
worked at Maine Chance.
Stories of Maine’s Paper Plantation (Michael Hillard, Economics, USM)
From the mid-19th century until the 1960s, Maine was the nation’s leading producer of
paper, the Detroit of paper production. For generations, thirty thousand or more worked
in the paper mills, and in the harsh winter forests from which raw materials were
extracted.
47
Scratching the Pixel: Culture and the Digital Humanities (John Muthyala, English,
USM)
This project innovatively harnesses media-rich content management systems to study the
impact of digital technologies on cultural practices and social life. Instead of producing
monographs, journal articles, book reviews, and printed texts, our project creatively
develops cultural analyses in the form of essay blogs, audio or video interviews, and
graphic or image-based narratives to generate and disseminate scholarship on the
relationship of culture to digital technologies.
DH @ Farmington
At Farmington, three English Professors--Kristen Case, Misty Krueger, and Sabine Klein-are engaged in DH projects.
Digital pedagogy is a subset of the digital humanities, in so far as humanities scholarship
and creativity shape and inform the level and scale of digital integration into learning
environments. Integrating digital tools into humanities courses is a unique feature of
Professor Kreuger’s courses: creating “digital Shakespeares” that includes videos and
websites, making wikis about Jane Austen unpublished manuscripts, annotating a digital
edition of a novel, using digital maps to trace journeys and travel encounters in course
texts.
Thoreau’s Kalendar: a Digital Archive of Thoreau’s Phenological Manuscripts (Kristen
Case/UMF)
Between 1860 and 1862, the final years of his life, Henry David Thoreau attempted to
consolidate the detailed observations of seasonal change recorded in the later years of
his Journal in a variety of lists and charts he sometimes referred to as his “Kalendar.”
These late, previously unpublished manuscripts demonstrate that in these years Thoreau
was immersed in a large-scale work that fully engaged and often challenged the
methods of contemporary science. The Kalendar transcriptions within the archive contain
hyperlinks to the 1906 edition of the Journal, available in its entirety via Google Books.
These source links are a key element of the archive because they highlight the
48
interconnected nature of Thoreau’s late writings. A close examination of any the late
works reveals the way that the information Thoreau gathered in the field was circulated
through multiple texts, and perhaps the greatest benefit of a digital archive for these
manuscripts is that it enables both the transcriber and the user to trace those
circulations, in effect reanimating the relations that print publication has necessarily
suppressed.
Jane Austen’s Juvenilia (Misty Kruger/UMF)
In her online Jane Austen course, Misty Kruger developed a wiki devoted to helping
readers become familiar with and better understand Austen's early writings--her
juvenilia. Between the ages of 11-17, Austen composed these short works, but they were
not published in her lifetime. Not until the 20th century were these works made
available to the public. The passages from Austen cited in this wiki come from the pages
of Jane Austen's Fiction Manuscripts.
Farmington plays a unique role in the University of Maine System because of its special
focus on residential learning and the liberal arts. While pedagogical innovation is a
central goal for faculty, the emphasis on research and creativity can be strengthened by
close partnerships with faculty at Portland and Orono. One advantage of a system
approach to DH is that it facilitates access to resources, skills, and personnel; therefore,
partnering with DH faculty across the System can lead to workshops and small group
sessions where faculty can learn and practice digital pedagogy, while exploring
possibilities for broader inter-campus collaborations on research. One goal of such
collaboration can be developing a scalable research project that includes DH faculty
from many of the seven Maine campuses, and whose outcome will be obtaining internal
funding for the project.
Sources
http://newmedia.umaine.edu/index.php
http://imrccenter.com/
49
https://usm.maine.edu/usmdh
http://thoreauscalendar.umf.maine.edu/index.html
50

University of Maine System Program Integration Round Two English

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