Outcomes Data: Literature

2021-22  2020-21  2019-20   2018-19   2017-18   2016-17   2015-16    2014-15   2013-14   2012-13   2011-12   2010-11

2021-22 Outcomes Data

Shane Graham and Michaelann Nelson evaluated a group of 11 anonymized essays written by graduating Literature emphasis students in Fall 2021 and Spring 2022. The essays were selected from a diverse cross-section of courses by different faculty members, at different levels of the curriculum, and covering a variety of subject matters. The readers evaluated each essay in light of the department’s three common learning objectives. The cumulative tally is recorded in the table below.

Direct Measures

Common Learning Objectives	Unacceptable: Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete	Marginal: Evidence that the student has mastered this objective is provided, but it is weak or incomplete	Acceptable: Evidence shows that the student has generally attained the objective	Exceptional: Evidence demonstrates that the student has mastered this objective at a high level
Learning Objective 1: Reach compelling conclusions through the development of critical arguments	0	2	8	12
Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing assumptions and implications	0	1	10	11
Learning Objective 3: Communicates ideas effectively in writing	0	1	8	13

Indirect Measures

Dr. Shane Graham conducted exit interviews with six graduating literature seniors in April 2022 via a Google Form that posed five questions. Here are the students’ responses (in some cases edited for length):

Why did you choose the Literature emphasis?

1. I've always loved reading and analysis, and I believed I was going to be a literature professor. I have since changed my mind.
2. Literature is what I am passionate about.
3. Because I think the study of literature is important for my own development.
4. For my love and interest in Literature. I wanted to expand my knowledge of the subject.
5. I chose the literature emphasis because I plan on going to law school and I felt that the skills I would acquire and develop within this emphasis would help me immensely
6. I initially wanted to study marine biology, but unfortunately I couldn't afford to study outside of Utah, so I had to turn to something else. I started off as a teaching major, but as time went on, I decided that I didn't want to teach secondary ed, and instead wanted to teach college. So I switched to Literature just because it seemed like the most straightforward path to eventually getting a masters degree.

Did the Literature emphasis provide the education and experience you hoped for?

1. Yes and no. While it was a wonderful, enjoyable experience, I feel as though I'm lacking the knowledge to succeed in the world. I am currently struggling to find a job that fits the education I have.
2. Yes
3. Namely, I was disappointed with the 1) rigor, 2) continuity 3) expectations and 4) depth of the program. 1: For a literature program, I thought the reading was lacking. Particularly, I was surprised how many classes favored sections of readings over entire works. This opinion is probably personal, but I would gladly accept readings of 50-100 pages (I would say the average, in my experience, is closer to 15-30 pages). 2: I think the freedom of the program--where students take "x" amount of literature classes--is unfortunate. The program, as a whole, has no continuity--anywhere. Classes do not build upon previous material--each lives in their own bubble, which, I think, is a shame. As a (real) example: one may take an African American Lit class, where the student is assigned a group of authors to read. The authors are contemporary, and, constantly, reference James Baldwin within their work. Unless they did so on their own, it is likely the student has never read Baldwin, and, so, they are missing the first half of the "conversation" within the contemporary work. … 3: I think, often, expectations within the department are low. As a rule, feedback for papers is sparse, especially for "A" papers. While I certainly improved as a writer, I think, had there been higher expectations for quality work and prose I could have improved substantially more. It often felt as if my instructors were simply showing me the way to a "passable" paper, with the ceiling being whatever is worth an "A." . . . 4: For me, many of the classes came off as shallow. I'm sure my personal philosophy greatly informs this opinion, but rarely did any class ask, So what? or try to apply the literature to any aspect of own lives outside the book. . . .
4. Yes, and more.
5. It did! I learned how to better research and get in depth with a wide range of different topics!
6. I would say so. I learned a lot about what studying English meant, which was ultimately a lot broader than I anticipated. And being able to expand my viewpoint of things is what I see being an English major is all about.

What suggestions do you have for improving the emphasis and its courses?

1. It would be helpful to teach more large concepts and movements in literary history. I feel as though I can analyze and write about different short stories and novels, but I have less knowledge of how different works might relate to each other and to the time period in which they were written.
2. Not sure
3. My biggest complaint of the department is that the classes, and readings, seem random (see comment 2 above). . . . I know the degree is small, and only so many classes exist, but I guess I'm complaining about the lack of identity. The department, it seems, holds nothing important (shown by the freedom of classes), and, perhaps, functions as an expansive book club rather than an academic body. So, my personal opinion--of course this is all very opinionated--is that I wish the literature department would establish an identity, or at least call something important, so that students throughout the major may share an experience of learning; that a student may ask another about an author, and both, having taken a similar class, may have an intelligent conversation; that classes exist together, in progression, with a course in Spring building on the ideas of a course in Fall; or that students may come to develop a theory of literature as a whole, with each class playing a piece for an overarching puzzle, rather than, say, having a collection of pieces from dozens of puzzles, that, really, leave someone with a cluster of pieces instead of a picture.
4. Adding in more diverse literature options from different parts of the world. There's already a start in this, but I think there is always room for more.
5. I really enjoyed the classes I took and the professors who taught them! I can't think of any improvements that could be made.
6. I wouldn't say there's much to change. I think some professors need to find jobs that suit them better, but ultimately you're going to find that in every department and quite frankly, compared to other departments, those professors are few and far between.

What strengths should the Literature emphasis be sure to retain?

1. Some of the most wonderful professors I've had are literature professors! I especially loved Dr. CR, Dr. Holt, Dr. Nelson, and Dustin Crawford.
2. There's lots of opportunities to learn about authors from diverse backgrounds
3. I think it depends on the goal of the emphasis. For example, classes are accessible to those not interested in literature--they assume no prior knowledge, no prior reading, demand very little, seldom assign any longer novels, etc.. So, in terms of growing the emphasis, the accessibility and "ease of entry" seems like a strength. Although, in terms of academic experience, this strength, I think, becomes a weakness.
4. Its focus on fostering independent and creative thinking, as well as showing how literature is included all aspects of life. It's more than just books, its also history and culture. I liked learning about that part too.
5. The professors are all amazing! They each care so much about the class content and the students in their classes! Every professor that I have had within the English department has each given me a new reason to stay within the department and was a really defining aspect for me!
6. I would say the strongest aspect would be encouraging students to study a broad variety of topics, and try things that you don't know anything about. And at the same time, be comfortable with playing it safe just as much as you experiment. That facilitates a kind of growth that is important for not only Literature majors but also English majors as a general whole. 

Is there anything else you would like the Literature faculty to know?

1. If there's any way to lobby for more funding, the Ray B. West building could really use some love.
2. [Left blank.]
3. I think the faculty are wonderful (the professors, especially, are great). I have never had a poor experience with an instructor, and, honestly, would recommend all of the instructors that I have taken. In some departments, you often hear, "avoid instructor [x], they're awful." In the English--and especially the literature--department, I don't think there exists an instructor [x].
4. I am grateful to you all for what I have learned. Thank you.
5. I loved my time at USU because of this department, so thank you!
6. [Left blank.]

2020-21 Outcomes Data

Alan Blackstock and Brian McCuskey evaluated a group of 6 essays, and Adena Rivera-Dundas evaluated 6 other essays, for a total of twelve essays written by graduating Literature emphasis students. The readers evaluated each essay in light of the department’s three common learning objectives. The cumulative tally is recorded in the table below.

Direct Measures

Common Learning Objectives	Unacceptable: Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete	Marginal: Evidence that the student has mastered this objective is provided, but it is weak or incomplete	Acceptable: Evidence shows that the student has generally attained the objective	Exceptional: Evidence demonstrates that the student has mastered this objective at a high level
Learning Objective 1: Reach compelling conclusions through the development of critical arguments	0	6	4	8
Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing assumptions and implications	0	3	11	4
Learning Objective 3: Communicates ideas effectively in writing	0	0	10	8

Indirect Measures

Dr. Brian McCuskey conducted exit interviews with five graduating literature seniors in April 2021 via email. Surveys were conducted by email rather than face to face due to Covid-19 restrictions. Nine graduating seniors responded to the following questions:

• Why did you choose the Literature emphasis?
• Did the Literature emphasis provide the education and experience you hoped for?
• What suggestions do you have for improving the emphasis and its courses?
• What strengths should the Literature emphasis be sure to retain?
• Is there anything else you would like the Literature faculty to know?

Students wrote lengthy answers for each question, the sum of which is included below:

1. Why did you choose the Literature emphasis?

• Learned argument construction and analysis while reading great books.
• Took 2600 and “understood the incredible power of literary analysis in a new way.”
• Analyzing literature is their passion.
• The credits they had aligned with requirements for Literature emphasis, and enjoyed how Literature courses “forced me to be quick and analytical in my thinking.”
• “The courses for this emphasis fit my interests well, and I loved being challenged in my ideas.”
• Enjoyed reading in high school; now wants to become a literature professor.
• “The Literature emphasis would allow me to do something that I love while learning how to effectively write.”
• Dabbled in tech writing but found the literature classes more interesting.
• Unsure between literature and tech writing; “I decided the Literature emphasis would give me a useful background while also being fun and engaging.”

2. Did the Literature emphasis provide the education and experience you hoped for?

• Several students note that they are better writers, readers, and researchers for having studied literature.
• Wanted to better understand classic literary works and lesser-known authors, and got what they wanted.
• “Choosing the Literature emphasis is the best decision I made. My professors were excellent, and I could always count on quality feedback from them on my writing.”
• Praised professors for their dedication, passion, and seriousness.
• Felt the education was narrow and “very much at the whim of whichever professor I was taking from/their interpretation of what was important. There didn't seem to be a central theme or skill set that they wanted us to leave with and I felt aimless as I reached what I would have hoped to be the peak of my career in this department and major.”
• “Yes, because I feel like I have become a better writer, critical thinker, and communicator in this major. No, because I don't know how to synthesize what I have learned as I try to find a job. I wish there had been some sort of Capstone class that helped me to pull everything I'd learned together and understand it. Instead, I feel like I have unconnected pieces of knowledge.”
• "I have learned so much about people and the world. I feel like I've developed skills in listening, learning, analyzing, communicating, writing, researching, and so much more. It especially helped me develop more confidence.”

3. What suggestions do you have for improving the emphasis and its courses?

• Pay more attention to the formal elements of literature, not just historical contexts.
• Create a forum where students can request class topics.
• A few asked for more diversity in the literature studied, not just British, American, and European literature.
• Have professors collaborate “so that the skills that students leave with are intentional, and diverse. This occurring seems to be an accident in this department, and often doesn't happen for students as a result, depending on which teachers they take from/are available.”
• Wants more direction in the emphasis and a clearer road map through the major; found the freedom nice at first but it “soon became frustrating.”
• One student was very disappointed in their “capstone,” by which presumably they mean one of the 5000-level literature seminars. They wanted courses at the 4000 level or higher, and especially the 5000-level seminars, to be taught by seasoned instructors.
• One student was pre-med and felt that their English advisor was poorly equipped to advise them in the pre-med curriculum.

4. What strengths should the Literature emphasis be sure to retain?

• Several praised the faculty for their dedication and excellence.
• The perfect balance of class discussion and lecture.
• A “standard where ethical, humane behaviors are met with quality academic achievement.”
• The opportunity to read a diverse range of texts.
• The opportunity to strengthen their writing in many essay assignments every semester.
• Developing skills in writing, research, and communication.
• The safe and supportive environment.

5. Is there anything else you would like the Literature faculty to know?

• Faculty are supportive of students and know them individually.
• Students expressed happiness with their level of education.

2019-20 Outcomes Data

Direct Measures

Common Learning Objectives in Literature	Unacceptable: Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete	Marginal: Evidence that the student has mastered this objective is provided, but it is weak or incomplete	Acceptable: Evidence shows that the student has generally attained the objective	Exceptional: Evidence demonstrates that the student has mastered this objective at a high level
Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts	0	0	5	15
Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications	0	0	8	12
Learning Objective 3: Communicate ideas effectively through writing.	0	0	6	14

Indirect Measures

Dr. Brian McCuskey conducted exit interviews with five graduation literature seniors in April 2020 via email. Surveys were conducted by email rather than face to face due to Covid-19 restrictions. Six graduating seniors responded to the following questions:

• Why did you choose the Literature emphasis?
• Did the Literature emphasis provide the education and experience you hoped for?
• What suggestions do you have for improving the emphasis and its courses?
• What strengths should the Literature emphasis be sure to retain?
• Is there anything else you would like the Literature faculty to know?

Students wrote lengthy answers for each question, the sum of which is included below:

1. Why did you choose the Literature emphasis?

• Best fit for student’s interests (reading and writing)
• Belief that reading/analyzing texts improves one’s mind and overall being.
• Emphasis good for developing thinking/analytical abilities.
• Wanted more exposure to different kinds of literature and/or genres.
• Wanted to improve one’s creative writing.
• Transferred in from another major and Literature was easier/quicker to complete than English Ed emphasis.
• High school English teacher suggested taking a literature class.
• ENGL 2600 and literary histories were more compelling than creative writing.

2. Did the Literature emphasis provide the education and experience you hoped for?

• All interviewees indicated yes; one student offered a suggestion (see last bullet point)
• Classes were overall scholarly, engaging, and educational.
• Variety of courses useful and enjoyable; classes made student more well rounded and a better thinker in general.
• Enjoyed discussions with other students and faculty.
• Fantastic faculty.
• Improved writing and analytical skills.
• Learned about other cultures and genres of literature.
• Emphasis should include job skills and work experience.

3. What suggestions do you have for improving the emphasis and its courses?

• Solicit student input on special topics courses or authors courses.
• Create more sense of community built through once-a semester meetings with Literature students.
• A few professors handled uncomfortable or challenging topics in a negative way, by getting “on angry soapboxes.” Students are silenced when faculty don’t model patient and calm discussions.
• Create more opportunities and emphasis on real world experience. Show students how to apply classroom knowledge and skills to jobs. Prepare students better for the job market.
• Create better balance in the coursework between the levels (i.e. rethink 3000 level courses that have the work of a 5000 level, and vice versa)
• Incorporate more hands-on activities in the classes (student cite a curated exhibit in a class as well as a tech comm class where they learned to use InDesign and HTML coding.) Create projects that benefit the community or can be published, for job experience.
• Offer more genres and authors classes. It is frustrating planning out classes.
• Teach more about literary theory; offer an introduction to theory class.

4. What strengths should the Literature emphasis be sure to retain?

• Presenting at USU Student Research Symposium for a class project.
• Maintaining small classes is important for the program. 
• Keeping attendance policies to discourage absences.
• Keep offering a variety of classes, especially Special Topics.
• Encouraging, respectful, passionate, and knowledgeable professors invested in student success.
• It is helpful to have online and distance-ed classes for non traditional students.
• Hands-on projects that culminate in real-life job experience.
• Keep discussion and literature exploration central to the classroom.

5. Is there anything else you would like the Literature faculty to know?

• Faculty are supportive of students and know them individually.
• Students expressed happiness with their level of education.

2018-19 Outcomes Data

In Fall 2018, Mattie Burkert and Shane Graham of the Literature Area Committee met to evaluate 11 essays by 8 graduating Literature students. The essays are from the Fall of 2017 and the Spring of 2018. The two readers evaluated each essay in light of three learning objectives.

Direct Measures

Common Learning Objectives in Literature	Unacceptable: Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete	Marginal: Evidence that the student has mastered this objective is provided, but it is weak or incomplete	Acceptable: Evidence shows that the student has generally attained the objective	Exceptional: Evidence demonstrates that the student has mastered this objective at a high level
Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts	0	2	8	10
Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications	0	2	7	11
Learning Objective 3: Communicate ideas effectively through writing.	0	2	11	7

Indirect Measures

The Literature faculty met with a focus group of 6 graduating seniors in April 2019.  The seniors first discussed the strengths and weaknesses of Literature curriculum and coursework without faculty present, and then shared their collective assessment with the faculty.  In sum:

Strengths:

• Faculty support for student research
• Faculty passion for subject matter
• Faculty availability for office consultation
• High but fair grading standards
• Coherence of the curriculum
• Emphasis on liberal arts knowledge and skills
• Range of authors, genres, and periods
• Discussion-based classrooms

Recommendations:

• Offer more courses beyond British and American literature
• Offer more courses that focus on narrower sets of texts
• Publish course descriptions sooner and more consistently
• Develop a stronger sense of community in the emphasis
• Provide training in employment paths and career development

2017-18 Outcomes Data

In Fall 2018, Mattie Burkert and Shane Graham of the Literature Area Committee met to evaluate 11 essays by 8 graduating Literature students. The essays are from the Fall of 2017 and the Spring of 2018. The two readers evaluated each essay in light of three learning objectives.

Direct Measures

Common Learning Objectives in Literature	Unacceptable: Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete	Marginal: Evidence that the student has mastered this objective is provided, but it is weak or incomplete	Acceptable: Evidence shows that the student has generally attained the objective	Exceptional: Evidence demonstrates that the student has mastered this objective at a high level
Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts	0	3	11	8
Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications	0	1	9	12
Learning Objective 3: Communicate ideas effectively through writing.	0	3	13	6

Indirect Measures

The Literature faculty met with a focus group of 5 graduating seniors in April 2018.  The seniors first discussed the strengths and weaknesses of Literature curriculum and coursework without faculty present, and then shared their collective assessment with the faculty.  In sum:

Strengths:

• Encouragement and support for undergraduate research
• Accessibility of professors for individual help
• Variety/diversity of course offerings
• Balance between “coverage”/survey courses and more in-depth courses

Recommendations:

• More career orientation, preparation for job market; continue to develop internship program
• Use Digital Commons and Special Collections in coursework more often.
• Assign more long papers (10+ pages)
• Incorporate literary theory and new technologies into more classes

2016-17 Outcomes Data

In November, 2017, Paul Crumbley and Phebe Jensen of the Literature Area Committee met to evaluate the work of 10 graduating Literature students. The essays are from the Fall of 2016 and the Spring of 2017. The two readers evaluated each essay in light of three learning objectives.

DIRECT MEASURES

Common Learning Objectives in Literature	Unacceptable: Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete	Marginal: Evidence that the student has mastered this objective is provided, but it is weak or incomplete	Acceptable: Evidence shows that the student has generally attained the objective	Exceptional: Evidence demonstrates that the student has mastered this objective at a high level
Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts	0	1	13	6
Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications	0	1	14	5
Learning Objective 3: Communicate ideas effectively through writing.	0	1	16	3

Indirect Measures

The Literature faculty met with a focus group of 7 graduating seniors in April 2017.  The seniors first discussed the strengths and weaknesses of Literature curriculum and coursework without faculty present, and then shared their collective assessment with the faculty.  In sum: 

Strengths:

• Quality of courses overall
• Lively, open discusssions
• Challenging, provocative writing assignments
• Accessibility of professors for individual help

Recommendations:

• Continue to make curriculum more flexible
• Increase diversity of courses
• Organize career panels of English alumni
• Revise ENGL 2600 as a bridge to upper-level courses

2015-16 Outcomes Data

Direct Measures

Common Learning Objectives in Literature	Unacceptable: Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete	Marginal: Evidence that the student has mastered this objective is provided, but it is weak or incomplete	Acceptable: Evidence shows that the student has generally attained the objective	Exceptional: Evidence demonstrates that the student has mastered this objective at a high level
Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts	0	0	3	7
Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications	0	0	3	7
Learning Objective 3: Communicate ideas effectively through writing.	0	0	3	7

Indirect Measures

The Literature faculty met with a focus group of 5 graduating seniors in April 2016.  The seniors first discussed the strengths and weaknesses of Literature curriculum and coursework without faculty present, and then shared their collective assessment with the faculty.  In sum:

Strengths:

• Accessible professors who take an interest in individual students
• Careful attention to writing skills; lots of specific feedback
• Variety and range of British and American literary texts
• Clear progression of course objectives from level to level

Weaknesses:

• Requirements too rigid: would like more choice and electives
• Not enough world literature in curriculum
• Need more emphasis on translating critical into career skills

2014-15 Outcomes Data

Common Learning Objectives in Literature	Unacceptable: Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete	Marginal: Evidence that the student has mastered this objective is provided, but it is weak or incomplete	Acceptable: Evidence shows that the student has generally attained the objective	Exceptional: Evidence demonstrates that the student has mastered this objective at a high level
Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts	0	1	7	2
Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications	0	1	6	3
Learning Objective 3: Communicate ideas effectively through writing.	0	2	7	1

2013-14 Outcomes Data

Common Learning Objectives in Literature	Unacceptable: Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete	Marginal: Evidence that the student has mastered this objective is provided, but it is weak or incomplete	Acceptable: Evidence shows that the student has generally attained the objective	Exceptional: Evidence demonstrates that the student has mastered this objective at a high level
Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts	0	0	8	2
Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications	0	1	5	4
Learning Objective 3: Communicate ideas effectively through writing.	0	0	7	3

2012-13 Outcomes Data

Common Learning Objectives in Literature	Unacceptable: Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete	Marginal: Evidence that the student has mastered this objective is provided, but it is weak or incomplete	Acceptable: Evidence shows that the student has generally attained the objective	Exceptional: Evidence demonstrates that the student has mastered this objective at a high level
Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts	0	5	5	2
Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications	0	1	10	1
Learning Objective 3: Communicate ideas effectively through writing.	0	1	9	2

2011-12 Outcomes Data

Common Learning Objectives in Literature	Unacceptable: Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete	Marginal: Evidence that the student has mastered this objective is provided, but it is weak or incomplete	Acceptable: Evidence shows that the student has generally attained the objective	Exceptional: Evidence demonstrates that the student has mastered this objective at a high level
Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts	0	2	8	2
Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications	0	1	8	3
Learning Objective 3: Communicate ideas effectively through writing.	0	0	7	5

2010-11 Outcomes Data

Common Learning Objectives in Literature	Unacceptable: Evidence that the student has mastered this objective is not provided, is unconvincing, or very incomplete	Marginal: Evidence that the student has mastered this objective is provided, but it is weak or incomplete	Acceptable: Evidence shows that the student has generally attained the objective	Exceptional: Evidence demonstrates that the student has mastered this objective at a high level
Learning Objective 1: Reach compelling conclusions through the development of critical arguments, professional documents, or creative texts	0	3	6	5
Learning Objective 2: Weigh alternative systems of thought or approaches, recognizing their assumptions and implications	0	2	7	5
Learning Objective 3: Communicate ideas effectively through writing.	0	1	8	5