Appendix A: Tabulated Survey Results/Survey Responses

Appendix A: Ph. D. Survey Total Results*

Question Very Low Low Moderate High Very High

**Level of interest in pursuing program like this now

46

47

52

29

28

**Level of interest in pursuing a program like this in a few years

31

31

57

43

41 If you were to pursue a Ph.D. in English, indicate your interest in the following:

Cultural Studies 15 24 52 44 19 Postcolonial Studies 43 47 49 37 2 Regional Studies 14 38 55 49 11 Fusion Program 29 27 43 48 11 Composition 12 29 2 31 38 Literature 4 10 2 53 54 English Studies 10 18 2 42 23 Other 2 11 11

Question

Not Important

Somewhat Important

Important

Very Important

Please indicate the degree to which each of the following would influence your decision to enroll in a Ph.D. program at NDSU:

Faculty Expertise 4 20 66 83 Program Emphasis 0 13 86 74 *** Location (Fargo) 21 23 57 73 Financial aid 12 38 45 62 Career Enhancement 10 27 46 77 Future Career Prospects 7 25 55 85 Personal Growth 7 18 64 85

* 348 surveys were distributed; 203 were returned for a return rate of 58%. ** Of 203 area and regional students, graduate and undergraduate, and area teachers, 57 individuals indicated a high or very high interest in enrolling now in a Ph.D. program like the one we propose;84 individuals indicated a high or very high interest in entering in such a program in a few years. *** Of the 203 returned surveys, 130 individuals indicated that location of a Ph.D. program in Fargo was either important or very important to them.

Appendix B: MLA Career Information

Appendix B: MLA Career Information

Career Information for Graduate Students

and Junior Faculty Members

Prepared by the MLA Committee on Academic Freedom and Professional Rights and Responsibilities

This document is available in a PDF version at www.mla.org/main_jil.htm

If you are working for a PhD in English,foreign languages, or comparative litera-

ture; if you are considering enrolling in sucha program; or if you are in your first years asan adjunct or tenure-track faculty member,you should be aware of the data available ontrends in the academic job market, placementrates for PhDs inside and outside the acad-emy, and levels of job satisfaction for thosewith doctorates. You should be familiar, aswell, with the literature on developing a ca-reer in the fields of language and literatureand on applying for jobs and working effec-tively in a college or university or in the busi-ness, government, or not-for-profit (BGN)sector. We include below samples of informa-tion available from the Modern Language As-sociation and a bibliography of print andonline publications that we recommend forplanning a career in language and literature.

One important source of information isthe annual count of listings from the Octoberedition of the MLA’s Job Information List ( JIL)(figs. 1–3 and tables 1 and 2). The JIL is themajor national venue for job listings in thefield, and the count, which appears in thespring MLA Newsletter, serves as a barometerof the market, showing whether departmentsare advertising more or fewer positions and inwhich areas these positions occur. The countdoes not represent all jobs in language and lit-erature, since listings continue to appearthroughout the year and since many aca-demic jobs in language and literature are notlisted in the JIL.

In addition, the MLA has surveyed doc-toral departments in language and literaturefor more than two decades to ascertain thekinds of employment their doctoral graduatesfind (table 3). Unlike the JIL count, thesesurveys are done only every few years, but

they record in detail what jobs new PhDshave actually obtained rather than what jobshave been advertised. The numbers and per-centages represent those PhD recipientswhose employment status was known bytheir department and cover only employmentin the first year after their earning the PhD.Since the subgroups are relatively small, thepercentages of people going into differenttypes of positions often change dramaticallyfrom survey to survey. More detailed figuresthat cover specific fields as well as trendsbased on gender and race are published in theADE Bulletin and ADFL Bulletin and areavailable in the online Bulletin archives atwww.ade.org and www.adfl.org. The nextMLA Placement Survey will record 2000-01placements and be published in 2002.

The best source of long-term informa-tion on doctoral career paths is the study“PhDs Ten Years Later,” completed in 1999 byMaresi Nerad and Joseph Cerny of the Uni-versity of California, Berkeley. Though Neradand Cerny did not study PhDs in foreign lan-guages and comparative literature, they did re-ceive 814 completed surveys from those whoreceived doctorates in English from 1982 to1985. Employment status of the sample afterten years (fig. 4), satisfaction levels of those inthe academic and BGN sectors (table 4), andadvice from respondents to current doctoralstudents (table 5) are printed below. A full re-port was published in the ADE Bulletin (124[2000]) and is available in the Bulletin archivesat www.ade.org.

Publications on Doctoral Study, theJob Market, and Work in Languageand Literature

If you are a graduate student, in additionto using the sources listed below, you should

prepare yourself for the job search by seekingadvice from your professors, faculty membersin other types of institutions (MA-granting,BA-granting, and AA-granting), and thoseholding doctorates who work in other fieldsbesides college teaching. Familiarize yourselfwith and try to gain experience in the fullvariety of teaching, research, and service du-ties that make up academic life. Well beforethe job search, begin preparing such materialsas c.v., writing sample, and teaching portfolio,getting advice from professors currently in-volved in hiring. You should also take advan-tage of sessions and counseling for job seekersat the MLA convention.

Documents To better understand doctoraleducation and postdoctoral employment inlanguage and literature, we recommend “Ad-vice for Graduate Students: From Applicationto Career,” an MLA brochure available atwww.mla.org (click on “Reports & Docu-ments,” then on “Reports from MLA Com-mittee on Academic Freedom and ProfessionalRights and Responsibilities”); “Final Report:MLA Committee on Professional Employ-ment,” also available at www.mla.org (click on“Reports & Documents,” then on “Reportfrom MLA Committee on Professional Em-ployment”); and “Report of the ADE AdHoc Committee on Staffing,” available atwww.ade.org (click on “Reports and Re-sources”). The MLA, ADE, and ADFL pub-lish other documents of advice on professionalissues, available at their respective Web sites.

Journals The ADE Bulletin, ADFL Bulletin,Profession, and MLA Newsletter provide regulardiscussion of professional issues. The JIL is themain source of academic employment listings.

Journal issues and articles Focus on thejob search for PhDs is provided in the special

Fig. 1Number of Positions in the October MLA JIL, 1975-2000

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438512 523 551 544 523 567

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885 899959

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381 385 412 420377

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593 603 590672 666

1975 1985 1995

0

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1980 1990 20001980 1990 2000

● English ◆ Foreign languages

Fig. 4Employment Status at the End of 1995(N = 814)

sections “Confronting the Current Job Mar-ket” in Profession 1996 and Profession 1998 and“The Job Search in English” in the ADE Bul-letin (111 [1995]). Professional development iscovered in “Graduate Education and Under-graduate Teaching: Juncture and Disjuncture”in the ADFL Bulletin (27.3 [1996]). Individualsource articles include “The Job Search: Ob-servations of a Reader of 177 Letters of Appli-cation” by Eleanor Green (ADE Bulletin 113[1996]: 50–52) and “The Stars and Ourselves”by James Papp (ADE Bulletin 120 [1998]: 2–9;ADFL Bulletin 30.1 [1998]: 44–51).

Web sites Among useful Web sites are thoseof ADE <www.ade.org>; ADFL <www.adfl.org>; ADE and ADFL online job counsel-ing <www.mla.org>, click on “Job Informa-tion List”; the Chronicle of Higher Education<www.chronicle.com>; the Graduate Stu-dents Caucus <www.workplace-gsc.com>;Linguafranca <www.linguafranca.com>; theMLA <www.mla.org>; and the NationalScience Foundation’s Doctorate Recipients fromUnited States Universities: Summary Report1999 <http://www.norc.uchicago.edu/studies/sed/sed1999.htm>.

Books

Batchelder, Edward, ed. Lingua Franca’s RealGuide to Grad School. New York: LinguaFranca, 2001. An overview of fields in thehumanities and of many of the issues poten-tial graduate students should consider.

Boufis, Christina, and Victoria C. Olsen, eds.On the Market: Surviving the Academic JobSearch. New York: Riverhead, 1997. A col-lection of perspectives on and approaches tothe academic job market, from job seekersand junior hires in all fields.

Byrnes, Heidi, ed. Learning Foreign and SecondLanguages: Perspectives in Research and Scholar-ship. New York: MLA, 1998. Recommendedfor those already at the graduate level andthinking about language or literature teaching.

DeNeef, Leigh, and Craufurd D. Goodwin,eds. The Academic’s Handbook. Durham: DukeUP, 1995. Deals with important issues, suchas sexual harassment, from a variety of per-spectives.

Gibaldi, Joseph, ed. Introduction to Scholarshipin Modern Languages and Literatures. NewYork: MLA, 1992. Will help graduate andadvanced undergraduate students navigatescholarly methods and critical perspectives.

Greenblatt, Stephen, and Giles Gunn. Re-drawing the Boundaries: The Transformation ofEnglish and American Literary Studies. New

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1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000

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▲ Rhetoric and composition ● British literature ◆ American literature ■ Multiethnic literatures

6

910

Fig. 2Percentage of Listings in the English Edition of the October JIL, by Specialty Field,1985–2000

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1982 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000

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Fig. 3Percentage of Listings in the Foreign Language Edition of the October JIL by LanguageField, 1982–2000

York: MLA, 1992. A useful expansion onGibaldi’s Introduction to Scholarship.

Nelson, Cary, ed. Will Teach for Food: AcademicLabor in Crisis. Minneapolis: U of Minnesota P,1997. Makes readers aware of working condi-tions for graduate students in many universities.

Scholes, Robert. The Rise and Fall of English:Reconstructing English as a Discipline. NewHaven: Yale UP, 1998. A humane study ofthe field, of interest to both graduate studentsand advanced undergraduates.

Showalter, English, et al. The MLA Guide tothe Job Search. New York: MLA, 1996. Anoverview of good and effective practice in theacademic job market for both job seekers andhiring departments.

Toth, Emily. Ms. Mentor’s Impeccable Advice forWomen in Academia. Philadelphia: U of Penn-sylvania P, 1997. Useful for anyone in theacademy, whether female or male.

Employed, no information 4%

Not inworkforce

5%

BGN16%

Tenured53%

Tenure-track5%

Non-tenure-trackor academic other

15%

Both sectors 2%

Table 4Satisfaction Dimensions of Current Job, by Sector (Percentage),“PhDs Ten Years Later”

BGN Academic

Autonomy of work 92 90Spouse’s job 91 75Content of work 87 89Prestige of organization 83 68Work environment 83 73Flexible work situation 82 84Career growth 78 67

Table 5Most Cited Recommendations for Doctoral Students,“PhDs Ten Years Later”

Ranking OrderBGN (N = 79) Academic (N = 366)

Love it or leave it 1 1Focus, define your goals 2 4Consider BGN careers 3 10Publish 4 3Be aware of poor job market 5 5Learn how to teach – 2

Table 1Positions in the English Edition of the October 2000 JIL, by Specialty Field

Number Percentage

British literature 226 23.9American literature 85 9.0Multiethnic literatures by people of color 102 10.8Comparative literature 35 3.7Rhetoric and composition 197 20.8Technical and professional writing 54 5.7Creative writing 80 8.4English education 30 3.2Media and communications 61 6.4Linguistics 18 1.9Other 59 6.1

Table 2Positions in the Foreign Language Edition of the October 2000JIL, by Language Group

Number Percentage

Spanish 335 50.3French 88 13.2Italian 24 3.6Germanic 58 8.7Slavic 20 3.2East Asian 25 3.8Near Eastern 6 1.0Open or unspecified 90 13.5Other 20 3.0

Table 3Summary of Job Placement for New PhDs with Known Employment Status, from the MLA Censuses of PhD Placement

English Comparative Literature1991–92 1993–94 1996–97 1991–92 1993–94 1996–97

Placement of PhDs N % N % N % N % N % N %

Tenure-track 491 51.1 408 45.6 400 35.0 57 44.2 55 43.5 41 43.2Full-time non-tenure-track 207 21.5 182 20.3 282 24.7 28 21.7 27 21.7 18 19.0Part-time 99 10.3 112 12.5 149 13.0 10 7.8 10 8.1 8 7.4Outside higher education 68 7.1 69 7.7 134 11.7 18 14.0 17 13.6 4 5.3Academic administration 27 2.8 13 1.5 31 2.7 3 2.3 2 1.6 3 3.2Postdoctoral fellowships 7 0.9 16 1.8 39 3.4 4 3.1 3 2.4 6 6.3Seeking employment 61 6.3 95 10.6 85 7.4 9 7.0 11 8.8 13 13.7Other 0 0.0 0 0.0 24 2.0 0 0.0 0 0.0 2 2.1Basis for percentages 961 895 1,144, 129 125 95

Spanish French and Italian German1991–92 1993–94 1996–97 1991–92 1993–94 1996–97 1991–92 1993–94 1996–97

Placement of PhDs N % N % N % N % N % N % N % N % N %

Tenure-track 109 65.1 106 61.3 136 57.9 76 56.7 53 41.7 40 28.4 38 36.2 26 36.6 18 23.4Full-time non-tenure-track 28 16.9 38 21.9 51 21.7 24 17.9 29 22.9 49 34.7 30 28.5 13 18.3 24 31.2Part-time 12 7.2 12 6.9 12 5.1 14 10.4 11 8.7 20 14.2 8 7.6 4 5.6 5 6.5Outside higher education 12 7.2 10 5.8 18 7.7 10 7.5 15 11.8 13 9.2 15 14.3 12 16.9 10 13.0Academic administration 2 1.2 0 0.0 1 0.4 2 1.5 0 0.0 2 1.4 2 1.9 0 0.0 1 1.3Postdoctoral fellowships 0 0.0 1 0.6 3 1.3 1 0.7 1 0.8 0 0.0 2 1.9 4 5.6 3 3.9Seeking employment 3 1.8 6 3.5 5 2.1 7 5.2 16 12.6 11 7.8 10 9.5 12 16.9 13 16.9Other 0 0.0 0 0.0 9 3.8 0 0.0 0 0.0 6 4.2 0 0.0 0 0.0 3 3.9Basis for percentages 166 173 235 134 127 141 105 71 77

Placement of English PhDs, 1976-77 to 1996-97: Findings from Ten MLA Studies 1976-

77 1977-

78 1978-

79 1979-

80 1981-

82 1983-

84 1986-

87 1991-

92 1993-

94 1996-

97

Tenure-track position

46.4% 46.9% 44.8% 45.1% 43.1% 39.2% 49.0% 51.1% 45.9% 35.0%

Non-tenure-track position (full-time)

20.2% 22.3% 20.4% 23.4% 22.7% 22.2% 25.7% 21.5% 20.2% 24.7%

Non-tenure-track position (part-time)

11.4% 11.4% 11.7% 9.9% 10.9% 11.6% 8.7% 10.3% 12.3% 13.0%

Postdoctoral fellowship

0.9% 1.3% 0.9% 2.3% 0.9% 0.5% 1.8% 0.9% 1.8% 3.4%

Academic administration

0.0% 0.0% 2.7% 2.3% 3.1% 2.6% 2.8% 2.8% 1.5% 2.7%

Placement outside higher education

10.0% 11.1% 14.2% 12.0% 14.2% 15.3% 6.8% 7.1% 7.8% 11.7%

Not employed 11.2% 7.0% 5.3% 5.1% 5.1% 8.6% 5.3% 6.3% 10.5% 9.4%

Basis for %s 1,004 1,026 873 841 742 760 681 961 895 1,144

Note: The numbers of PhDs used to calculate the placement percentages given in Table 3

count all PhDs whose employment placements were reported as known.

http://www.mla.org/resources/jil/jil_career

Placement of English PhDs, 1976-77 to 1996-97: Findings from Ten MLA Studies 1976-

77 1977-

78 1978-

79 1979-

80 1981-

82 1983-

84 1986-

87 1991-

92 1993-

94 1996-

97

Tenure-track position

46.4% 46.9% 44.8% 45.1% 43.1% 39.2% 49.0% 51.1% 45.9% 35.0%

Non-tenure-track position (full-time)

20.2% 22.3% 20.4% 23.4% 22.7% 22.2% 25.7% 21.5% 20.2% 24.7%

Non-tenure-track position (part-time)

11.4% 11.4% 11.7% 9.9% 10.9% 11.6% 8.7% 10.3% 12.3% 13.0%

Postdoctoral fellowship

0.9% 1.3% 0.9% 2.3% 0.9% 0.5% 1.8% 0.9% 1.8% 3.4%

Academic administration

0.0% 0.0% 2.7% 2.3% 3.1% 2.6% 2.8% 2.8% 1.5% 2.7%

Placement outside higher education

10.0% 11.1% 14.2% 12.0% 14.2% 15.3% 6.8% 7.1% 7.8% 11.7%

Not employed 11.2% 7.0% 5.3% 5.1% 5.1% 8.6% 5.3% 6.3% 10.5% 9.4%

Basis for %s 1,004 1,026 873 841 742 760 681 961 895 1,144

Note: The numbers of PhDs used to calculate the placement percentages given in Table 3

count all PhDs whose employment placements were reported as known.

http://www.mla.org/resources/jil/jil_career

Appendix C: Career Opportunities for Ph.D.s with Specializations in Practical Writing

Appendix C - Representative National and International Positions These jobs are meant to give a notion of the types of jobs available for specialists in rhetoric and writing, especially those who can teach composition, discipline-specific writing, or technical writing and have sufficient background in English studies to fit in well in English Departments. ATTW Listserv, Fall 2004: Sample jobs in Technical Communication: • Technical Writing and Communications Faculty Position, Virginia Tech • Assistant Professor in Technical Communication, Texas A&M • English for Special Purposes, University of Aizu, Japan • Technical Communication, Tenure-Track, Oregon Institute of Technology • Full Professor of Technical Communication, Eastern Carolina University • Three positions in professional communication, University of Houston • Lectureship in Rhetoric and Composition, Elon University • Associate Professor of Rhetoric and Composition, Eastern Carolina University • Assistant Professor of Professional Communication, UNLV • Senior Professor in Rhetoric, Clemson • Two Senior Professors of Composition, Rhetoric, and Composition, Virginia Tech • Assistant Professor of Writing and Technical Communication, Wayne State • Assistant Professor of Technical Communication, Michigan Tech • Assistant Professor of Technical Communication, U of North Carolina, Wilmington • Three tenure-track positions in Technical Communication, U of Wisconsin, Stout • Two Assistant Professors in Professional Communication, Carnegie Mellon • Lecturer in Technical Communication, University of Washington • Assistant Professor of Technical and Scientific Communication, James Madison U. • Assistant Professor of Technical Communication, Clarkson U. • Tenure-track position in Technical Communication, Illinois Institute of Technology • Assistant Professor of Technical Communication, Washington State U., Vancouver • Tenure-track Assistant Professor in Technical Communication, Boise State • Assistant Professor in Technical Communication, Georgia Southern University • Assistant Professor in Rhetoric and Composition, Bowling Green State • Assistant Professor of Technical and Business Communication, Northern Kentucky U • Assistant Professor in Professional Writing, University of Memphis • Assistant Professor in Technical Communication, New Mexico State U • Assistant Professor in Professional and Technical Communication, Radford Modern Language Association Job Information List (JIL), Jan 4, 2005 Sample jobs in Rhetoric and Composition • Lecturer in Rhetoric and Composition, Arizona State • Assistant Professor tenure track in Composition, Belmont U

• Assistant Professor in Composition and American Lit, Bethany C • Assist or Assoc Professor, Director of Writing Across the Curriculum, Bridgewater

SC • Assistant Professor of Composition, California SU, Los Angeles • Assistant Professor, Director of Writing Center, Coker C • Instructor, composition and literature, Cuyahoga Comm C • Writing assessment specialist, Educational Testing Service • Assistant Professor, writing and literature, Eureka C • Assistant Professor in Composition and Rhetoric, Howard C • 2 Assistant Professors in Rhetoric and Composition, Kent SU • Assistant Professor in Rhetoric and Composition, King’s C • Test Specialists, Law School Admission Council • Assistant Professor in Composition and Rhetoric, Macon SC • Assistant Professor of Writing, U of Singapore • Faculty replacement, 3-year, Composition/Rhetoric, Northwestern C • 3 composition instructors, Pasadena City C • Coordinator of Composition, Penn State Middletown • 2 Faculty English Composition, Pennsylvania C of Tech • Assistant Professor of English - Composition & Rhetoric, Purdue U, Westville • Assistant Professor Composition and Rhetoric, St. Cloud S • Assist or Assoc Prof specializing in rhetoric, composition, literature, U of Guam • Deputy Director of Writing Program, U of Mass • English, ESL, and Composition, U of Nebr, Kearney • Lecturer, Freshman Writing Seminars, U of Oklahoma • Assist or Assoc, Rhetoric, Discourse, Literature, U of Waterloo • Director of Academic Support for Writing, Vanderbilt • Composition Generalist, Wheeling Jesuit U Websites: From http://www.december.com/info/techcomm/jobs.html (Tech Comm Jobs) Over 1366 projects posted for independent writers in seven days (December 9-16, 2004) Articles and Resources: Rude, Carolyn and Kelli Cargile Cook. (2004). "The Academic Job Market in Technical Communication, 2002-2003," Technical Communication Quarterly 13.1 (Winter 2004): 49-71. Cargile Cook, K., Thrall, C., & Zachry, M. (2003, May). Doctoral-level graduates in professional, technical, and scientific communication 1995-2000: a profile. Technical Communication. 50(2): 160-173. Cargile Cook, K. (2001). First generation Ph.D.s in professional, technical, and scientific communication: questions of hiring, retention, and training.

Proceedings of the Council for Programs in Technical and Scientific Communication Conference, Pittsburgh, PA. Bruce Maylath (Ed.). Menomonie, WI: CPTSC. Cargile Cook, K. (2002, March). Graduation and hiring trends for the new generation of graduates in professional, technical, and scientific communication: survey results. Paper presented at the annual meeting of the Association of Teachers of Technical Writing, Chicago, IL. Johnson, Mark A. Sellout: A Resource for Humanities PhDs considering Careers Beyond Academe. http://www.ironstring.com/sellout/. Waters, Wendy. "Writing for Corporations" The Chronicle of Higher Education Career Network. Jan. 14, 2003. http://chronicle.com/jobs/2003/01/2003011401c.htm Woodrow Wilson Fellowship Foundation: Humanities at Work Websites. http://www.woodrow.org/phd/

Appendix D: Program Comparison Chart

Appendix D: Program Comparisons

University of North Dakota

University of South Dakota

Illinois State University

Idaho State University

Description

The University of North Dakota Department of English offers a varied program of studies in English and American literature, writing and the English language.

Students may pursue a PhD in English with either a critical/scholarly or a creative writing emphasis. Within each track, students construct a plan of study to reflect their own interests.

The Department of English embraces an English studies model that explores interactions among literature, rhetoric, linguistics, critical theory, writing, and pedagogy.

The Doctor of Arts in English prepares graduates to teach in two-year and four-year colleges. Thus the program requires breadth of study in English and American literature, inter-disciplinary course work, course work in pedagogy, and supervised teaching internships.

Requirements

1. Thirty (30) semester credits of course work after the M.A. 2. Reading knowledge of at least two languages 3. Comprehensive examinations 4. Dissertation: scholarly, creative, or collected publications

1. Written and oral comprehensive exams 2. Oral defense of their dissertation (scholarly or creative) 3. Reading proficiency in a language other than English

1. Four core courses 2. Four courses in area of specialization 3. Two courses in theory or research methods 4. Three electives, a capstone course (teaching internship) 5. Comprehensive exams 6. Dissertation applied to a pedagogical issue in the student’s chosen area

1. 48 semester credits beyond the M.A. degree 2. Students must complete two supervised teaching internships 3. Students will write two Doctor of Arts papers 4. A colloquium presentation on a topic of their current research 5. Comprehensive exam 6. One foreign language

Courses

Core Courses: 1. Introduction to Graduate Studies 2. Teaching College English 3. History of Literary Criticism, or Problems in Literary Criticism. One of these courses must be taken (both may be taken). Area Courses: • American Literature • Cinema • English Literature • English Language • Creative Writing

Core Courses: 1. Bibliography and Research 2. Multicultural Literature 3. Old English 4. Linguistics: Language Study or History of the English Language Area Course Work: • Critical track

(genres, periods, and topics courses in literature)

• Creative Track: Workshops in specific forms (novel, poetry, screenplay, etc.)

Core Courses: 1. Problems in Teaching English 2. Linguistics 3. Literary Studies 4. Composition Studies Area Courses: • Literature • Creative Writing • Composition and Rhetoric • Technical Writing • Linguistics • Critical Theory • Pedagogy

Course Work in Three Areas: 1. 12 Credits in Pedagogy 2. 12 Credits interdisciplinary course work 3. 24 credits language and literature

Faculty Numbers 17 graduate faculty 15 tenure or tenure track

46 tenure or tenure track

22 tenure or tenure track

Appendix E: Letters of Support from Industries/Professions