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Uses enrollment declines, historical context, and course-structure changes—moving from literature/writing separation to a core-based model with prescribed literary studies requirements—to explain the emotional and procedural complexities of reform. Highlights how staffing constraints, canceled upper-division offerings, and student-faculty tensions shaped the English major’s long-term viability.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-summerfall-2011-the-big-question-curriculum-reform-assessment-and-the-survival-of-the-english-major/598555/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cea-forum-summerfall-2011-the-big-question-curriculum-reform-assessment-and-the-survival-of-the-english-major/598555.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted the curriculum reform of the English major?","Question",{"text":112,"@type":113},"A significant enrollment drop and perceived shortcomings in the previous model led the English department to replace the literature/writing structure with a new core-based approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was the redesigned core curriculum structure introduced in AY 2005-2006?",{"text":117,"@type":113},"The redesign organized courses into core lower division, core upper division, plus one pre-1700 core course chosen from a list and one post-1700 core course chosen from a list.",{"name":119,"@type":110,"acceptedAnswer":120},"Why did the new major fail to stabilize enrollments and staffing?",{"text":121,"@type":113},"After intentions to strengthen the major, enrollment continued to fall, administration filled fewer vacancies, and low-enrollment upper-division courses were canceled—further reducing available options for majors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598555,1792209027,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","THE CEA FORUM  \nSummer/Fall 2011  \nThe Big Question: Curriculum Reform, Assessment and the Survival of the English Major  \nSeri I. Luangphinith  \nUniversity of Hawai ‘i atHilo  \nThis essay has been one of the hardest professionally to write as it documents some very personal and professional soul-searching that involved myself, many of my colleagues, and the students in our department over the span of four years. When I first presented our initial reform attempts at the 2010 CEA in San Antonio, much of this paper was simply about our new major which emerged as a result of assessing our failing program and negotiating the politics of reforming the English Major. We were proud to have rolled out a new version of the English major that seemed in better standing with the national trend towards student-centered learning. But since then, a number of local and national developments have lent urgency for further reflection and even more drastic changes to the “way we do business.” This essay will lay bare the emotionally challenging and often convoluted process by which one small program in a rural community in the Hawaiian Islands is continually having to re-invent itself at a critical time when there seems to be a cadre of setbacks and pressures, both internal and external, that will inevitably impact the future viability of literary studies as we know it.  \nI begin with bleak numbers and some background information which will help explain why soul-searching was needed in the first place. From our all-time high of 97 majors in 2001  \nTHE CEA FORUM  \nSummer/Fall 2011  \n(representing 3% of the total enrollment), we had by 2008 dropped to 57 (or 2%) even though our overall campus enrollment was up by 23%. Naively thinking this development was due to an“outdated” model of literary studies, the English department decided to replace a  \nliterature/writing bifurcation with what was thought to be a more solid “core” in AY 2005-2006:  \n1. CORE LOWER DIVISION COURSES (12):  \n􀁸 ENG 100/100T/ESL 100/ESL 100T Expository Writing (3)  \n􀁸 ENG 215 Writing for Humanities and Social Sciences (3)  \n􀁸 ENG 251 Major Works of British Literature I (3)  \n􀁸 ENG 252 Major Works of British Literature II (3)  \n2. CORE UPPER DIVISION COURSES (6):  \n􀁸 ENG 300 Introduction to Literary Studies (3)  \n􀁸 ENG 315 Advanced Composition (3)  \n3. ONE PRE-1700 CORE COURSE. CHOOSE ONE COURSE FROM THE FOLLOWING (3):  \n􀁸 ENG 301 The Bible as Literature (3)  \n􀁸 ENG 303 Backgrounds to English Studies (3)  \n􀁸 ENG 435 Chaucer (3)  \n􀁸 ENG 437 Renaissance Poetry and Prose (3)  \n􀁸 ENG 438 Milton (3)  \n􀁸 ENG 459 Medieval Literature (3)  \n􀁸 ENG 460 Renaissance Drama (3)  \n􀁸 ENG 461 Shakespeare I (3)  \n􀁸 ENG 462 Shakespeare II (3)  \n4. ONE POST-1700 CORE COURSE. CHOOSE ONE COURSE FROM THE FOLLOWING (3):  \n􀁸 ENG 351 Survey of American Literature: To the Civil War (3)  \n􀁸 ENG 352 Survey of American Literature: Civil War to the Present (3)  \n􀁸 ENG 355 Women in Modern Literature and Film (3)  \n􀁸 ENG 387 Literature of the Environment (3)  \n􀁸 ENG 423 Post-Colonial Literature(3)  \nTHE CEA FORUM  \nSummer/Fall 2011  \n􀁸 ENG 430 Pacific Islands Literature (3)  \n􀁸 ENG 440 Restoration and 18th Century Literature (3)  \n􀁸 ENG 442 Romantic Literature (3)  \n􀁸 ENG 445 Victorian Literature (3)  \n􀁸 ENG 464 Modern Literature (3)  \n􀁸 ENG 483 Modern Drama (3)  \nWe simultaneously introduced four areas in the major—Literary Studies; Rhetoric, Composition, and Creative Writing; Cultural Studies; and ESL/TESOL—that required specific sets of prescribed classes. The following were the requirements for just the Literary Studies specialization:  \n1. ENG 303 (3) BACKGROUNDS TO ENGLISH STUDIES  \n2. FIVE OF THE FOLLOWING COURSES. FOUR OF THE FIVE COURSES MUST BE 300-400 LEVEL COURSES, AND ALL MUST BE DIFFERENT FROM COURSES TAKEN FOR THE MAJOR CORE REQUIREMENTS. (15)  \n􀁸 ENG 253 (3) World Literature: Classical to 17th Century  \n􀁸 ENG 301 (3) Bible as Literature  \n􀁸 ENG 345 (3) Children and Literature  \n􀁸 ENG 351 (3) Surv","cbCaijfWsDhKk6Wx","https://ap.wps.com/l/cbCaijfWsDhKk6Wx","pdf",474248,23,"English","# The Big Question: Curriculum Reform, Assessment and the Survival of the English Major\n## Enrollment decline and background rationale\n## Core curriculum restructuring in AY 2005-2006\n## Literary Studies specialization requirements\n## Faculty course-counting conflicts and consequences","[{\"question\":\"What prompted the curriculum reform of the English major?\",\"answer\":\"A significant enrollment drop and perceived shortcomings in the previous model led the English department to replace the literature/writing structure with a new core-based approach.\"},{\"question\":\"What was the redesigned core curriculum structure introduced in AY 2005-2006?\",\"answer\":\"The redesign organized courses into core lower division, core upper division, plus one pre-1700 core course chosen from a list and one post-1700 core course chosen from a list.\"},{\"question\":\"Why did the new major fail to stabilize enrollments and staffing?\",\"answer\":\"After intentions to strengthen the major, enrollment continued to fall, administration filled fewer vacancies, and low-enrollment upper-division courses were canceled—further reducing available options for majors.\"}]","THE CEA FORUM - Summer/Fall 2011 - The Big Question: Curriculum Reform, Assessment and the Survival of the English Major | PDF",1792087147,58]