Opportunities

In addition to innovative training and development, FSE Graduate Instructors may also take advantage of opportunities like summer teaching positions, FSE projects, and scholarly travel funds.

Summer Teaching Positions

Part-time teachers applying for summer teaching positions will be appointed according to a numerical system based on a ten-point scale based on factors like whether the applicant has previous taught in the summer, if the applicant is a first-year teacher, if the applicant has made reasonable progress towards the degree, and if the applicant has passed comprehensive exams. Most English classes in the summer are taught online. GTAs are usually eligible to teach in the summer once during their degree. A second opportunity sometimes becomes available if a teacher is needed for an advanced class in the GTAs discipline.

FSE Projects

The FSE Projects provide teachers with funding to develop innovative teaching materials relevant to courses taught in the FSE curriculum that will be shared with other teachers in the program. These Projects can help the program stay current with scholarly knowledge about teaching writing, with best practices, and with changing trends and technologies of writing.

Proposals for Projects that would contribute substantially to the FSE program are solicited in the spring from current GTAs and Lecturers and those Projects selected and funded are typically completed during the summer, with the results shared on the FSE Blackboard site and in other relevant forums.

Some recent FSE Project Descriptions (2015-2017):

Shane Wood generated a flexible sequence of assignments for English 102 based on the new program textbook Writing in Transit, which is focused on a transfer-based approach. These eight assignments (two different sequences addressing various topics) provided instructors with options that complemented the goals of ENGL 102 while still allowing them to build sequences that would best suit their individual classrooms.

Adam Mills created a new Historical Self Unit for ENGL 102 that integrates reading and discussion of Claudia Rankine's Citizen, the KU Common Book for 2017-2018, in addition to readings about #BlackLivesMatter, the Washington NFL team, and the controversial legacy of Fu Manchu. In this unit, students analyze a present moment of conflict in order to identify and understand a range of influencing factors, and to realize how the past creates friction with the present even when unaware.

Alisa Russell developed a full ENGL 101 curriculum using a Comparative Genre Analysis approach in order to heighten students’ awareness and control of genre in a variety of writing situations. This course had students analyze, demonstrate, and compare analytical writing, public writing, and multimodal writing.

Dana Comi developed a genre-based ENGL 102 course that connected inquiry-based writing with an awareness of various publics and the changing genre(s) in which researched writing can meaningfully engage. This course especially focused on the different levels of public discourse and public genres. The 4 units in her sequence include collaborative assignments, as well as digital/multimodal options.  

Candice Wuehle developed an innovative curricular unit (Unit 4) for ENGL 102 focused on social justice, culminating with a multi-genre, multimedia social advocacy project designed to engage students in researching a current social issue and advocating for action/change.

Sarah Ngoh created an interdisciplinary course focused on masculinity studies (and its intersections with race, class, gender, sexuality, disability, and social justice) that included an extensive list of possible readings, a comprehensive bibliography of critical texts on masculinity, and a description of formal assignments (fully designed assignment prompts for Projects 1-3, plus a final project).

Brittney Tyler-Milholland created a new 203-level course on business writing, emphasizing a rhetorical, genre-based approach to writing in the disciplines.

Chelsea Murdock developed and implemented an online ENGL 101 curriculum that incorporated the theme of fandom, with particular emphasis in multimodalities and multiliteracies. The course challenged students to think critically about the various media they engage and how that media has shaped their understandings of communication and writing. This online course provided a framework and materials, including daily schedules, class activities, recorded lectures, and sample readings, which were then accessible to a variety of instructors.

Scholarly Travel Funds

There are three opportunities for graduate students to receive travel funding for conferences or other scholarly work:
 

Graduate Scholarly Presentation Travel Fund – Office of Graduate Studies

The Graduate Scholarly Presentation Travel Fund is for KU Lawrence or Edwards Campus graduate students presenting their research or the disciplinary equivalent at a meeting of a learned or professional society. Reimbursements of up to $500 are made for domestic or international travel expenses. Find the application and more information
 

Travel Funds Committee – Department of English

The Travel Funds Committee offers travel funds to support a trip of significant distance to support graduate student research, scholarship, and writing, such as (in order of preference): (1) presenting a scholarly paper or reading from your own creative work at a regional, national, or international conference, (2) conducting research at a library or archive, (3) engaging in a project at a major workshop or institute. The amount of funds varies from year to year. Find the most recent announcements and figures
 

Travel Awards – Students Association of Graduates in English

Each year, SAGE is able to offer limited travel funds to its members to help cover registration and travel to scholarly conferences. The amount of funds varies from year to year Exhaustion of resources and SAGE involvement are the primary criteria. Find the application and more information


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