Describes the development, the purpose, and the accomplishments of the writing laboratory at the University of Wisconsin. (RB)

Spotlights one site where the new curriculum calls the English department at Louisiana State University toward further change: the juncture between the undergraduate and graduate curricula. Illustrates the benefits of adopting a document that articulates curricular goals. Describes a five-year curriculum revision process. Attaches excerpts from a…

Discusses the job market for technical communication graduates and the process for setting up a college degree program in technical communication. (AEA)

This collection of project and program descriptions describes a successful student recruiting method, the features of the United States Air Force Academy's English department, a writing program for the professions, and the writing program at Pennsylvania's Beaver College. (AEA)

Considers what can make a writing program an integral part of the mission of a university so that it does not become a target when budget cuts have to be made. Discusses the role of collaboration in the establishment and operation of the writing program at Cornell University. (RS)

Suggests that the technical and professional writing concentration in the English department at Eastern Michigan University serves as an example of the way Master of Arts (MA) programs often reflect the economy of a particular region. Discusses the MA program at Eastern Michigan University. (RS)

Offers basic principles for English department fundraising: know why people should give money to the department; identify several colleagues who can help represent the department to potential givers; involve alumni; work on getting grants while pursuing private gifts from donors; create a print representation of the department; and cultivate a…

Describes the development of a diverse undergraduate English curriculum at Michigan State University designed to prepare students as English teachers and to meet the needs of those who go into other professions. (RB)

Describes a program at a community college in Bronx, New York in which English instructors and content area teachers work together to improve the writing of students needing remedial instruction. (RB)

Describes a program in which a department chairperson gains released time for volunteers from a full-time faculty to serve as administrative associates. Discusses such a procedure at Indiana University-Purdue University at Indianapolis. (AEA)

Discusses Great Britain's largest degree-granting institution and describes it as the world's most successful distance learning operation and most important innovation in the history of higher education since the establishment of the land grant college. Explores the possibility of the program's application in the United States. (AEA)

Describes the new graduate English program at the University of New York, Albany, and its aims. Explains that the program is composed of seven independent areas of study: writing in history; writing theory and practice; rhetoric and composition; critical theory and practice; teaching theory and practice; language and language theory; and literary…

Observes that support for writing-across-the-curriculum (WAC) programs remains shallow at American colleges and universities. Describes California State University-San Bernardino's WAC program. Identifies features of the university's program, and describes some of its problems. Argues that WAC will survive as it builds departmental self-interest…

Describes the development of a competency-based English curriculum at Sterling College in Kansas and lists the 36 competencies required of an English major graduating with a bachelors degree. (RB)