Multiculturalism in College English Departments

The scene, a coffee table in the faculty lounge. Seated casually in postures perfected through years in academia are three obviously very full professors of English. The topic is A—the departmental meeting on promotions. One of the group is speaking earnestly. “But we've got to have another medievalist, Quincy. You admit that.” “Of course I admit it, Arthur,” replies a second, “but unless we promote Muddleton, we'll lose him, and where will we be in contemporary literature?” “Couldn't care less,” reflects the medieval scholar, but nods his head as if agreeing. “I hate to bring this up again, gentlemen,” interrupts the third, who by his well-thumbed appointment book and downcast expression is manifestly the chairman, “but we keep passing by Clerkson.”

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College English Departments and Professional Efforts to Improve English Teaching

PMLA ◽

10.2307/2699176 ◽

1963 ◽

Vol 78 (4-Part2) ◽

pp. 36-38

Author(s):

James R. Squire

Keyword(s):

American Education ◽

College English ◽

English Teaching ◽

English Departments ◽

Educational Establishment ◽

Nobel Laureates ◽

Permanent Revolution ◽

Educational Profession ◽

School Curricula ◽

The Revolution

Jerome K. Bruner, the distinguished psychologist from Harvard who may presently be influencing American education more deeply than any other individual, recently asserted that this country is embarked on a permanent revolution in education based on a broad redefinition of the nature of the educational profession. This revolution in the educational Establishment is symbolized, says Bruner, by the presence of Nobel laureates in physics devoting their talents and energies to the devising of school curricula in science. Underlying the revolution is the assumption that “those who know a subject most deeply know best the great and simple structuring ideas in terms of which instruction must proceed.”

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Teaching Quality Assessment of College English Department Based on Factor Analysis

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v16i23.27827 ◽

2021 ◽

Vol 16 (23) ◽

pp. 158-170

Author(s):

Zhihao Wu ◽

Hui Li ◽

Xinyu Zhang ◽

Zhili Wu ◽

Shuting Cao

Keyword(s):

Factor Analysis ◽

Quality Assessment ◽

English Education ◽

Teaching Quality ◽

Colleges And Universities ◽

Evaluation Index System ◽

English Department ◽

College English ◽

English Departments

The English departments in colleges and universities are the training center of professional English talents. Their teaching quality bears on the international exchanges and economic development. Through questionnaire survey, interview, and literature review, this paper designed an evaluation index system (EIS) for teaching quality assessment of English departments in colleges and universities, which consists of 19 indexes. Specifically, the collected data was computed and sorted out through factor analysis, and the common factors were extracted, forming an EIS containing 19 secondary indices and 5 primary indices. Next, a weight was assigned to each index in the EIS. Taking the English departments of 3 higher educational schools in a province for example, an empirical analysis was carried out to verify the application effect of our EIS on the teaching quality of college English education. The results demonstrated the scientific nature, reasonability, and feasibility of the proposed EIS. The research enriched the theoretical and practical evidences for the teaching quality assessment of college English education, and promotes the teaching quality assessment of college English department.

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The Effects of a College English Tutoring Program on Students Academic Achievement and Satisfaction

10.33645/cnc.2019.10.41.5.967 ◽

2019 ◽

Vol 41 (5) ◽

pp. 967-994

Author(s):

Hyekyung Kim

Keyword(s):

Academic Achievement ◽

College English ◽

Tutoring Program

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Outlaws and Misfits: The Identities of Modernist Criticism

Modernist Cultures ◽

10.3366/mod.2019.0259 ◽

2019 ◽

Vol 14 (3) ◽

pp. 337-356

Author(s):

Ben Knights

Keyword(s):

Literary Criticism ◽

Close Reading ◽

Industrial Capitalism ◽

Emotional Maturity ◽

English Departments ◽

Emotional Autonomy ◽

And Gender ◽

Implicit Identity ◽

The University ◽

Cultural Positioning

The images of the writer as exile and outlaw were central to modernism's cultural positioning. As the Scrutiny circle's ‘literary criticism’ became the dominant way of reading in the University English departments and then in the grammar-schools, it took over these outsider images as models for the apprentice-critic. English pedagogy offered students not only an approach to texts, but an implicit identity and affective stance, which combined alert resistance to the pervasive effects of mechanised society with a rhetoric of emotional ‘maturity’, belied by a chilly judgementalism and gender anxiety. In exchanges over the close reading of intransigent, difficult texts, criticism's seminars sought a stimulus to develop the emotional autonomy of its participants against the ‘stock response’ promulgated by industrial capitalism. But refusal to reflect on its own method meant such pedagogy remained unconscious of the imitative pressures that its own reading was placing on its participants.

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